Earlier this week, I put a call out to an academic community listserv; I asked:
I received six or seven responses. Some pointed me toward other listservs, databases like CompPile, and one from my undergraduate research mentor, Dr. Jane Greer, pointed me toward the same texts we’re having our students read for this class, Amy Einsohn’s The Copyeditor’s Handbook and Carol Fisher Saller’s The Subversive Copyeditor.
Dr. Greer’s gives her editing students plenty of practical experience in the classroom because they spend the summer semester editing Young Scholars in Writing (YSW), an undergraduate research journal in rhetoric and writing studies. I never took this class, but conversations with students who did and my own experiences as a contributing author tell me that the students probably gained a lot of practical experience, sending reviews and queries to authors, consulting fellow editors, and most importantly, seeing their hard work represented in print and electronic form.
Another interesting response came from an editing professor at California Lutheran University. She explained how her students had gone on to work for a press after taking her editing course. She asked if we did the same at TCU. Though I’m less familiar with the editing partnerships we’ve established between the English department and the Fort Worth community, I do know that a few of our students have interned at TCU Press, descant magazine, and eleven40seven journal. At least one of our students works in TCU’s Writing Center and has enjoyed learning how to edit as well as how to give developmental feedback while working as a writing consultant.
What I didn’t garner from the listserv correspondences was a robust list of editing exercises and activities to engage editing students in the practice of editing. I sent several follow-up emails inquiring as to whether my responders had any such activities because I keep wondering how to make time spent in class both practical and enjoyable, switching it up whenever possible (see Week Four: Keeping Things Interesting). The challenge is that switching it up requires changing activities, but the one we need to develop—the one editors spend most of their time doing—is what we’ve been doing: sit, edit, query, edit. Repeat.
Okay, it’s more complicated than that, but to an outsider or someone new to the practice, editing might seem incredibly boring and mundane, almost “trade-like.” Some scholars might see the mundanity of this practice as threatening to the creative and expressive potential of the liberal arts student. Certainly, the work involved in editing is hardly glamorous, and at times it’s just plain hard. Still, it’s useful work and someone has to do it. In the future, good copyeditors might be in even higher demand. Ohio University’s Editing and Education Foundation has held conferences for leaders in the editing field to discuss the direction this profession is taking and how to meet challenges presented by this new direction, and the general consensus from this organization seems to be that copyeditors will continue to find work, so long as they are equipped with the skills and practical experiences needed to edit for a new generation of media and its consumers.
Despite cries of woe from the liberal arts, I think TCU students benefit tremendously from the practical experience gained in our class and many of those who’ve had internships seem to excel in the class. I have no surefire answer to the keeping-things-interesting problem, but it does assure me that the practical editing exercises we do in class aren’t facilitated in vain. One cannot deny the benefits to students and the direct transfer of skills from classroom to copy desk that such exercises provide. I’ll be interested to see if any of the listserv responders I followed up with will offer activities they use in the classroom. If any editors, editing teachers, or editing students out there have ideas and a willingness to share, well dear reader(s), you have me as a captive audience.