research papers on proofreading

• USC Libraries
• Research Guides

Organizing Your Social Sciences Research Paper

• 10. Proofreading Your Paper
• Purpose of Guide
• Design Flaws to Avoid
• Independent and Dependent Variables
• Glossary of Research Terms
• Reading Research Effectively
• Narrowing a Topic Idea
• Broadening a Topic Idea
• Extending the Timeliness of a Topic Idea
• Academic Writing Style
• Applying Critical Thinking
• Choosing a Title
• Making an Outline
• Paragraph Development
• Research Process Video Series
• Executive Summary
• The C.A.R.S. Model
• Background Information
• The Research Problem/Question
• Theoretical Framework
• Citation Tracking
• Content Alert Services
• Evaluating Sources
• Primary Sources
• Secondary Sources
• Tiertiary Sources
• Scholarly vs. Popular Publications
• Qualitative Methods
• Quantitative Methods
• Insiderness
• Using Non-Textual Elements
• Limitations of the Study
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism
• Footnotes or Endnotes?
• Further Readings
• Generative AI and Writing
• USC Libraries Tutorials and Other Guides
• Bibliography

Proofreading is the act of reviewing, identifying, and correcting errors in your research paper before it is handed in to be graded by your professor. Common errors found within the text of a paper can be both typographical [i.e., an error in typing] and grammatical [i.e., faulty, unconventional use of language]. However, the act of proofreading can also include identifying and correcting problems with the narrative flow of your paper [i.e., the logical sequence of thoughts and ideas], problems with concise writing [i.e., wordiness and imprecise vocabulary], and problems created by word processing software applications [e.g., unintentional font types, indented paragraphs, line spacing, uneven margins, or orphan headings, sentences, or words].

Editing and Proofreading Strategies. Writing@CSU. Colorado State University; Proofreading. The Writing Center. University of Wisconsin, Madison.

Proofreading Strategies

Proofreading is often the final act before handing in your paper. It is important because most professors grade papers not only on the quality of how you addressed the research problem and the overall organization of the study, but also on the quality of the grammar, punctuation, formatting, and narrative flow of your paper. The assigning of research papers is not just an exercise in developing good research and critical thinking skills, but it is also intended to help you become a better writer. Below are step-by-step strategies you can follow.

Before You Proofread

• Revise the larger aspects of the text . Don't proofread for the purpose of making corrections at the sentence and word level [the act of editing] if you still need to work on the overall focus, development, and organization of the paper or you need to re-arrange or change specific sections [the act of revising].
• Set your paper aside between writing and proofreading . Give yourself a day or so between the writing of your paper and proofreading it. This will help you identify mistakes more easily. This is also a reason why you shouldn't wait until the last minute to draft your paper because it won't provide the time needed to step away before proofreading.
• Eliminate unnecessary words before looking for mistakes . Throughout your paper, you should try to avoid using inflated diction if a more concise phrase works equally well. Simple, precise language is easier to proofread than overly complex sentence constructions and vocabulary. At the same time, also identify and change empty or repetitive phrases.
• Know what to look for . Make a mental note of the mistakes you need to watch for based on comments from your professor on previous drafts of the paper or that you have received about papers written in other classes. This will help you to identify repeated patterns of mistakes more readily.
• Review your list of references . Review the sources mentioned in your paper and make sure you have properly cited them in your bibliography. Also make sure that the titles cited in your bibliography are mentioned in the text. Any omissions should be resolved before you begin proofreading your paper.

NOTE:   Do not confuse the act of revising your paper with the act of editing it. Editing is intended to tighten up language so that your paper is easier to read and understand. This should be the focus when you proofread. If your professor asks you to revise your paper, review the text above concerning ways to improve the overall quality of your paper. The act of revision implies that there is something within the paper that needs to be changed, improved, or re-organized in some significant way. If the reason for a revision is not specified, always ask for clarification.

Individualize the Act of Proofreading

Individualizing your proofreading process to match weaknesses in your writing will help you correct errors more efficiently and effectively . For example, I still tend to make subject-verb agreement errors. Accept the fact that you likely won't be able to check for everything, so be introspective about what your typical problem areas are and look for each type of error individually. Here's how:

• Think about what errors you typically make . Review instructors' comments about your writing and/or set up an appointment to review your paper with a staff member in the Writing Center .
• Learn how to fix those errors . Talk with your professor about helping you understand why you make the errors you do so that you can learn how to avoid them while writing.
• Use specific strategies . Develop strategies you are most comfortable with to find and correct your particular errors in usage, sentence structure, spelling, and punctuation.
• Where you proofread is important! Effective and efficient proofreading requires extended focus and concentration. If you are easily distracted by external activity or noise, proofread in a quiet corner of the library rather than at a table in Starbucks.
• Proofread in several short blocks of time . Avoid trying to proofread your entire paper all at once, otherwise, it will be difficult to maintain your concentration. A good strategy is to start your proofreading each time at the beginning of your paper. It will take longer to make corrections, but you may be surprised how many mistakes you find in text that you have already reviewed.

In general, verb tense should be in the following format, although variations can occur within the text of each section depending on the narrative style of your paper. Note that references to prior research mentioned anywhere in your paper should always be stated in the past tense.

• Abstract--past tense [summary description of what I did]
• Introduction--present tense [I am describing the study to you now]
• Literature Review--past tense [the studies I reviewed have already been published]
• Methodology--past tense [the way I gathered and synthesized data has already happened]
• Results--past tense [the findings of my study have already been discovered]
• Discussion--present tense [I am talking to you now about how I interpreted the findings]
• Conclusion--present tense [I am summarizing the study for you now]

General Strategies for Strengthening Your Paper

As noted above, proofreading involves a detailed examination of your paper to ensure there are no content errors. However, proofreading is also an opportunity to strengthen the overall quality of your paper beyond correcting specific grammar, diction, or formatting mistakes. Before you begin reviewing your paper line-by-line, step back and reflect on what you have written; consider if there are ways to improve each section of the paper by taking into consideration the following “big picture” elements of good writing.

Introduction . Look for any language that reflects broad generalizations, indeterminate phrasing, or text that does not directly inform the reader about the research and its significance. This can include unnecessary qualifiers or text, such as, "This study includes a significant review of the literature [what constitutes "significant"?], "There are a number of findings that are important [just state the number of findings; leave it to the discussion to argue the context of their importance], and, for example, "This research reminds me of...." [why does the research study relate to remembering something; is this first person perspective essential to introducing the research problem].

Research Topic . Make sure the topic does not come across as ambiguous, simplistic, overly broad, or ill-defined. A strong research problem and the associated research questions establish a set of assumptions that should be nuanced, yet challenges the reader to think. Review the Choosing a Research Problem page in this guide. Place yourself in the position of a reader totally unfamiliar with the topic, then, critically evaluate the research problem, any associated research questions you are trying to address, and the theoretical framework. Ask yourself if there is anything that may not make sense or requires further explanation or refinement. The rest of the paper will build on these elements, but the introduction of these foundational aspects of your paper should be clearly and concisely stated.

Paragraph Transitions . Review the overall paper to make sure the narrative flow is coherent throughout and that there are smooth transitions between paragraphs. Ensure that major transitions in text have a heading or sub-heading [if needed] and that the paragraph prior to the transition let's the reader know that you are about to shift to a new idea. Also, look for text that is overly long or that contains too much description and too little analysis and interpretation. Sometimes you need a long paragraph to describe a complex idea, event, or issue, but review them to make sure they can't be broken apart into shorter, more readable paragraphs.

Discussion of Results . Read over your discussion of the research findings and make sure you have not treated any of the evidence as unproblematic or uncomplicated. Make sure you have discussed the results through a critical lens of analysis that takes into account alternative interpretations or possible counter-arguments. In most cases, your discussion section should demonstrate a thorough understanding of the study's findings and their implications, both positive, supportive findings and negative, unanticipated findings.

Conclusion . Make sure you have done more than simply re-state the research problem and what you did. Provide the reader with a sense of closure by ensuring that the conclusion has highlighted all the main points of the paper and tells the reader why the study was important, what the paper's broader significance and implications might be, and, if applicable, what areas of the study require further research. Also note that the conclusion is usually no more than two or three paragraphs. If your conclusion is longer, look for ways to condense the text and be alert to information that is superfluous or should be integrated into other parts of your paper [e.g., new information].

Specific Strategies to Help Identify Errors

Once you have made any necessary revisions to your paper and looked for ways to strengthen its overall quality, focus on identifying and correcting specific errors within the text.

• Work from a printout, not a computer screen . Besides sparing your eyes from the strain of glaring at a computer screen, proofreading from a printout allows you to easily skip around to where errors might have been repeated throughout the paper [e.g., misspelling the name of a person].
• Read out loud . This is especially helpful for spotting run-on sentences and missing words, but you'll also hear other problems that you may not have identified while reading the text out loud. This will also help you adopt the role of the reader, thereby helping you to understand the paper as your audience might.
• Use a ruler or blank sheet of paper to cover up the lines below the one you're reading . This technique keeps you from skipping over possible mistakes and allows you to deliberately pace yourself as you read through your paper.
• Circle or highlight every punctuation mark in your paper . This forces you to pay attention to each mark you used and to confirm its purpose in each sentence or paragraph. This is a particularly helpful strategy if you tend to misuse or overuse a punctuation mark, such as a comma or semi-colon.
• Use the search function of the computer to find mistakes . Using the Ctrl F search [find] feature can help identify repeated errors faster. For example, if you overuse a phrase or repeatedly rely on the same qualifier [e.g., "important"], you can do a search for those words or phrases and in each instance make a decision about whether to remove it, rewrite the sentence, or use a synonym.
• If you tend to make many mistakes, check separately for each kind of error , moving from the most to the least important, and following whatever technique works best for you to identify that kind of mistake. For instance, read through once [backwards, sentence by sentence] to check for fragments; read through again [forward] to be sure subjects and verbs agree, and again [perhaps using a computer search for "this," "it," and "they"] to trace pronouns to antecedents.
• End with using a computer spell checker or reading backwards word by word . Remember that a spell checker won't catch mistakes with homonyms [e.g., "they're," "their," "there"] or certain word-to-word typos [like typing "he" when you meant to write "the"]. The spell-checker function can catch some errors quickly, but it is not a substitute for carefully reviewing the text. This also applies to the grammar check function as well.
• Leave yourself enough time . Since many errors are made and overlooked by speeding through writing and proofreading, setting aside the time to carefully review your writing will help you identify errors you might otherwise miss. Always read through your writing slowly. If you read through the paper at a normal speed, you won't give your eyes sufficient time to spot errors.
• Ask a friend to read your paper . Offer to proofread a friend's paper if they will review yours. Having another set of eyes look over your writing will often spot errors that you would have otherwise missed.

NOTE:   Pay particular attention to the spelling of proper nouns [an individual person, a place, or an organization]. Make sure the name is carefully capitalized and spelled correctly, and that this spelling has been used consistently throughout the text of your paper. This is especially true for proper nouns transliterated into English or that have been spelled differently over time. In this case, choose the spelling most consistently used by researchers in the literature you have cited so, if asked, you can explain the logic of your choice.

Carduner, Jessie. "Teaching Proofreading Skills as a Means of Reducing Composition Errors." Language Learning Journal 35 (2007): 283-295; Gaste, Barbara. “Editing and Proofreading Your Own Work.” American Medical Writers Association (AMWA) Journal 30 (2015): 147-151; Editing and Proofreading. Writing Center, University of North Carolina; Proofreading. Writing Center, University of Wisconsin, Madison; Proofreading. Writing Center, University of Maryland; Harris, Jeanette. "Proofreading: A Reading/Writing Skill." College Composition and Communication 38 (1987): 464-466; Editing and Proofreading. The Writing Center. University of North Carolina; Mintz, Steve. “Simple Ways to Strengthen Your Students’ Writing.” Higher Ed Gamma (Opinion). Inside Higher Ed , August 17, 2022; Revising vs. Proofreading, Kathleen Jones Wright Writing Center, Indiana University of Pennsylvania; Editing and Proofreading Strategies. Student Writing Support, University of Minnesota; Saleh, Naveed. The Writer's Guide to Self-Editing: Essential Tips for Online and Print Publication . Jefferson, NC: McFarland, 2019; Writing a Paper. Walden Writing Center, Walden University; The Writing Process: Proofreading. The Purdue Online Writing Lab, Purdue University.

USC Writing Center

S hould you need help proofreading your paper, take advantage of the assistance offered by consultants at the USC Writing Center located on the second floor of Taper Hall, room 216. Consultations are free and they can help you with any aspect of the writing process. Walk-in help is provided when consultants are available, but you should schedule an appointment online because the Center gets very busy as the semester progresses. If you meet with a consultant be sure to bring a copy of your writing assignment, any relevant handouts or texts, and any outlines or drafts you've written. Also, the Center conducts helpful, fifty minute small-group writing skills workshops for students that cover a wide range of topics. These workshops provide an opportunity for you to improve your skills related to an aspect of writing that you may be struggling with, particularly if English is not your native language.

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• Last Updated: Aug 21, 2024 8:54 AM
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Proofreading can be a difficult process, especially when you’re not sure where to start or what this process entails. Think of proofreading as a process of looking for any inconsistencies and grammatical errors as well as style and spelling issues. Below are a few general strategies that can help you get started.

General Strategies Before You Proofread

General strategies while you proofread, when you are done.

• Make sure that you leave plenty of time after you have finished your paper to walk away for a day or two, a week, or even 20 minutes. This will allow you to approach proofreading with fresh eyes.
• Print out a hard copy. Reading from a computer screen is not the most effective way to proofread. Having a hardcopy of your paper and a pen will help you.
• Have a list of what to look for. This will help you manage your time and not feel overwhelmed by proofreading. You can get this list from previous assignments where your instructor(s) noted common errors you make.
• Don’t rush . Many mistakes in writing occur because we rush. Read slowly and carefully to give your eyes enough time to spot errors.
• Read aloud to yourself. Reading a paper aloud encourages you to read each word and can help you notice small mistakes.
• Read aloud to a friend and have the friend give you oral feedback.
• Have a friend read your paper aloud while you don’t read along.
• Use the search in document function of the computer to look for common errors from your list.
• Read from the end. Read individual sentences one at a time starting from the end of the paper rather than the beginning. This forces you to pay attention to the sentence itself rather than to the ideas of the paper as a whole.
• Role-play. While reading, put yourself in your audience's shoes. Playing the role of the reader encourages you to see the paper as your audience might.
• Have a friend look at your paper after you have made all the corrections you identified. A new reader will be able to help you catch mistakes that you might have overlooked.
• Make an appointment with a Writing Lab tutor if you have any further questions or want someone to teach you more about proofreading.
• Ask your teacher to look at the areas you usually have trouble with to see if you have made any progress.

Organizing Your Social Sciences Research Paper: Proofreading Your Paper

• Purpose of Guide
• Writing a Research Proposal
• Design Flaws to Avoid
• Independent and Dependent Variables
• Narrowing a Topic Idea
• Broadening a Topic Idea
• The Research Problem/Question
• Academic Writing Style
• Choosing a Title
• Making an Outline
• Paragraph Development
• The C.A.R.S. Model
• Background Information
• Theoretical Framework
• Citation Tracking
• Evaluating Sources
• Reading Research Effectively
• Primary Sources
• Secondary Sources
• What Is Scholarly vs. Popular?
• Is it Peer-Reviewed?
• Qualitative Methods
• Quantitative Methods
• Common Grammar Mistakes
• Writing Concisely
• Avoiding Plagiarism [linked guide]
• Annotated Bibliography
• Grading Someone Else's Paper

Proofreading is the act of searching for errors before you hand in the your research paper. Errors can be both grammatical and typographical in nature, but can also include identifying problems with the narrative flow of your paper [i.e., the logical sequence of thoughts and ideas], problems with concise writing [i.e., wordiness], and finding any word processing errors [e.g., different font types, indented paragraphs, line spacing, uneven margins, etc.].

Editing and Proofreading Strategies . Writing@CSU. Colorado State University; Proofreading . The Writing Center. University of Wisconsin, Madison.

Strategies for Proofreading your Paper

Before You Proofread

• Be sure you have revised the larger aspects of the text . Don't make corrections at the sentence and word level [the act of editing] if you still need to work on the overall focus, development, and organization of the paper or you need to re-arrange or change specific sections [the act of revising].
• Set your paper aside between writing and proofreading . Give yourself a day or so between the writing of your paper and proofreading it. This will help you identify mistakes more easily. This is also a reason why you shouldn't wait until the last minute to draft your paper because it won't provide the time needed between writing and proofreading.
• Eliminate unnecessary words before looking for mistakes . Throughout your paper, you should try to avoid using inflated diction if a simpler phrase works equally well. Simple, precise language is easier to proofread than overly complex sentence constructions and vocabulary. At the same time, also identify and change empty or repetitive phrases.
• Know what to look for . Make a mental note of the mistakes you need to watch for based on comments from your professor on previous drafts of the paper or that you have received about papers written in other classes. This will help you to identify repeated patterns of mistakes more readily.
• Review your list of references . Review the sources mentioned in your paper and make sure you have properly cited them in your bibliography. Also make sure that the titles cited in your bibliography are mentioned in the text. Any omissions should be resolved before you begin proofreading your paper.

NOTE:   Do not confuse the act of revising your paper with the act of editing it. Editing is intended to tighten up language so that your paper is easier to read and understand. This should be the focus when you proofread. If your professor asks you to revise your paper, the implication is that there is something within the text that needs to be changed, improved, or re-organized in some significant way. If the reason for a revision is not specified, always ask for clarification.

Strategies to Help Identify Errors

• Work from a printout, not a computer screen . Besides sparing your eyes the strain of glaring at the computer, proofreading from a printout allows you to easily skip around to where errors might have been repeated throughout the paper [e.g., misspelled name of a person].
• Read out loud . This is especially helpful for spotting run-on sentences, but you'll also hear other problems that you may not have identified while reading the text out loud. This will also helps you play the role of the reader, thereby, encouraging you to understand the paper as your audience might.
• Use a ruler or blank sheet of paper to cover up the lines below the one you're reading . This technique keeps you from skipping over possible mistakes. This also helps you deliberately pace yourself as you read through your paper.
• Circle or highlight every punctuation mark in your paper . This forces you to pay attention to each mark you used and to question its purpose in each sentence or paragraph. This is a particularly helpful strategy if you tend to misuse or overuse a punctuation mark, such as a comma or semi-colon.
• Use the search function of the computer to find mistakes . Using the search [find] feature of your word processor can help you identify common errors faster. For example, if you overuse a phrase or use the same qualifier over and over again, you can do a search for those words or phrases and in each instance make a decision about whether to remove it or use a synonym.
• If you tend to make many mistakes, check separately for each kind of error , moving from the most to the least important, and following whatever technique works best for you to identify that kind of mistake. For instance, read through once [backwards, sentence by sentence] to check for fragments; read through again [forward] to be sure subjects and verbs agree, and again [perhaps using a computer search for "this," "it," and "they"] to trace pronouns to antecedents.
• End with using a computer spell checker or reading backwards word by word . Remember that a spell checker won't catch mistakes with homonyms [e.g., "they're," "their," "there"] or certain typos [like "he" when you meant to write "the"]. The spell-checker function is not a substitute for carefully reviewing the text for spelling errors.
• Leave yourself enough time . Since many errors are made and overlooked by speeding through writing and proofreading, setting aside the time to carefully review your writing will help you catch errors you might otherwise miss. Always read through your writing slowly. If you read through the paper at a normal speed, you won't give your eyes sufficient time to spot errors.
• Ask a friend to read your paper . Offer to proofread a friend's paper if they will review yours. Having another set of eyes look over your writing will often spot errors that you would have otherwise missed.

NOTE :  Pay particular attention to the spelling of proper nouns [ an individual person, place, or organization] . Make sure the name is carefully capitalized and spelled correctly, and that this spelling has been used consistently throughout the text of your paper. This is especially true for proper nouns transliterated into English or that have been spelled differently over time. In this case, choose the spelling used most consistently by researchers in the literature you have cited so, if asked, you can explain the logic of your choice.

Individualize the Act of Proofreading

In addition to following the suggestions above, individualizing your proofreading process to match weaknesses in your writing will help you proofread more efficiently and effectively . For example, I still tend to make subject-verb agreement errors. Accept the fact that you likely won't be able to check for everything, so be introspective about what your typical problem areas are and look for each type of error individually. Here's how:

• Think about what errors you typically make . Review instructors' comments about your writing and/or set up an appointment review your paper with a staff member in the Writing Center .
• Learn how to fix those errors . Talk with your professor about helping you understand why you make the errors you do make so that you can learn how to avoid them.
• Use specific strategies . Develop strategies you are most comfortable with to find and correct your particular errors in usage, sentence structure, spelling, and punctuation.
• Where you proofread is important! Effective and efficient proofreading requires extended focus and concentration. If you are easily distracted by external activity or noise, proofread in a quiet corner of the library rather than at a table in Starbucks.
• Proofread in several short blocks of time . Avoid trying to proofread you entire paper all at once, otherwise, it will be difficult to maintain your concentration. A good strategy is to start your proofreading each time at the beginning of your paper. It will take longer to make corrections, but you'll be amazed at how many mistakes you find in text that you have already reviewed.

In general, verb tense should be in the following format, although variations can occur within the text depending on the narrative style of your paper. Note that references to prior research mentioned anywhere in your paper should always be stated in the past tense.

• Abstract--past tense [the summary description of what I did]
• Introduction--present tense [I am describing the study to you now]
• Literature Review--past tense [the studies I reviewed have already been written]
• Methodology--past tense [the way I gathered and synthesized data has already happened]
• Results--past tense [the findings have already been discovered]
• Discussion--present tense [I am talking to you now about how I interpreted the findings]
• Conclusion--present tense [I am summarizing the study for you now]

Cogie, Jane, Kim Strain, and Sharon Lorinskas. "Avoiding the Proofreading Trap: The Value of the Error Correction Process." The Writing Center Journal 19 (Spring/Summer 1999): 7-32; Editing and Proofreading . The Writing Center. University of North Carolina; Editing and Proofreading Strategies . Writing@CSU. Colorado State University; Harris, Jeanette. "Proofreading: A Reading/Writing Skill." College Composition and Communication 38 (December 1987): 464-466; Lunsford, Andrea A. and Robert Connors. The St. Martin's Handbook . New York: St. Martin's Press, 1989; Madraso, Jan. "Proofreading: The Skill We've Neglected to Teach." The English Journal 82 (February 1993): 32-41; Proofreading . The Writer’s Handbook. Writing Center. University of Wisconsin, Madison; Proofreading . Department of English Writing Guide. George Mason University; Proofreading and Revising . Online Writing Center, Walden University; Proofreading a College Paper: Guidelines and Checklist . Troy University Library Tutorial; Revision: Cultivating a Critical Eye . Institute for Writing Rhetoric. Dartmouth College; Revision Guidelines . The Reading/Writing Center. Hunter College; Where Do I Begin? The Writing Lab and The OWL. Purdue University; Williams, Joseph M. and Lawrence McEnerney. Writing in College 3:A Strategy for Analyzing and Revising a First Draft . Writing Program, The University of Chicago.

Additional Help

Writing Center

Should you need help writing your paper, take advantage of the assistance offered by consultants at the Writing Center located on the the ground floor of ASBN (100). Consultations are free and they can help you with any aspect of the writing process. Walk-in help is provided when consultants are available, but you should schedule an appointment online because the Writing Center gets very busy as the semester progresses.  Read more about the Writing Center here.

Location: Ground Floor ASBN (100) Phone: 512·245·3018 Hours Monday-Thursday: 10am-7pm Friday: 11am-4pm

• << Previous: Appendices
• Next: Common Grammar Mistakes >>
• Last Updated: Sep 8, 2023 12:19 PM
• URL: https://guides.library.txstate.edu/socialscienceresearch

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Our team helps students graduate by offering:

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Scribbr specializes in editing study-related documents . We proofread:

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Scribbr’s Plagiarism Checker is powered by elements of Turnitin’s Similarity Checker , namely the plagiarism detection software and the Internet Archive and Premium Scholarly Publications content databases .

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