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<hr />
<div>= TRU-OL Style Guide =<br />
This document is especially relevant to instructional development<br />
but has been approved for use throughout the Open Learning Agency.<br />
It is one of these three principal guides in the OLA Guidelines Series:<br />
! OLA Editorial Style Guide<br />
! OLA Fairness to All Guide<br />
! OLA Copyright Guide<br />
<br />
== OLA GUIDELINES SERIES OLA EDITORIAL STYLE GUIDE ==<br />
Purpose of the OLA Editorial Style Guide<br />
The OLA Editorial Style Guide is part of a series of style guidelines prepared for Open Learning<br />
Agency employees and contractors. The purpose of these guidelines is to enhance quality and<br />
consistency in OLA documents.<br />
The OLA Editorial Style Guide is normally followed in all OLA documents—print, electronic,<br />
and broadcast. It is a set of default conventions; i.e., it is followed in all writing and editing<br />
functions except where the project leader has specified variations. (Recommendation: Keep the<br />
“List of Style Variations” with the project documents, with easy access for ongoing reference.)<br />
Reference Materials<br />
Our editorial style generally follows The Chicago Manual of Style. Refer to Chicago for detailed<br />
information, but follow the OLA Editorial Style Guide in the occasional instances in which the<br />
styles differ.<br />
For spelling, generally follow the first entry in The Canadian Oxford Dictionary. Refer to<br />
Appendix C in this guide for a spelling checklist.<br />
For hyphenation and usage, also follow Canadian Oxford.<br />
For information on metric usage, refer to the Canadian Metric Practice Guide or the Metric<br />
Editorial Handbook (Canadian Standards Association).<br />
Capitalization<br />
In headings and titles of works such as books, journals, articles, and OLA courses, capitalize:<br />
! The first and last words<br />
! Nouns, pronouns, verbs, adjectives, adverbs, and subordinating conjunctions<br />
! The second word in a hyphenated compound if it has equal force with the first word or is a<br />
proper noun or proper adjective<br />
# Seventeenth-Century Literature<br />
# Make-up Artists<br />
In headings and titles, do not capitalize:<br />
! Coordinating conjunctions, such as and, but, and or, and prepositions, such as except, toward,<br />
and at (unless the conjunction or preposition is the first or last word)<br />
! The to in infinitives<br />
General<br />
Spelling<br />
Hyphenation<br />
and Usage<br />
Metric Usage<br />
Headings<br />
and Titles<br />
2 OLA EDITORIAL STYLE GUIDE OLA GUIDELINES SERIES<br />
Capitalize in-text references to OLA course components.<br />
# Unit 1<br />
# Assignment 1<br />
# Practice Exercise 1.1<br />
# Table 1.1<br />
# Course Manual<br />
# Figure 1.1<br />
# Assignment File<br />
# Answer Key<br />
# Tutor Marked Assignment Form<br />
Capitalize the names of companies, ministries, commissions, etc.<br />
# the Ministry of Economic Development<br />
# the Labour Relations Board<br />
# the Chamber of Commerce<br />
Do not capitalize titles following a personal name or used alone in place of it.<br />
# the prime minister of Canada<br />
# the king of England<br />
# the chairman of the UBC Department of History<br />
Abbreviations<br />
Avoid abbreviating in general text unless you have first provided the full term, normally with<br />
the shortened form in parentheses. (The names of agencies, unions, associations, etc., are often<br />
abbreviated after one spelled-out use.)<br />
# Donald Smith drove the symbolic “last spike” of the Canadian Pacific Railway (CPR)<br />
at Craigellachie, BC. The CPR bound Canada from Nova Scotia to British Columbia.<br />
Generally follow the punctuation used with abbreviations in Canadian Oxford.<br />
To form the plural of an acronym, just add an s.<br />
# NGOs and URLs, not NGO’s and URL’s<br />
Abbreviate social titles, whether with full name or with surname only.<br />
# Mr. Mlle Mme<br />
(Note: Also write “Ms.” like an abbreviation, even though it is not a shortened form.)<br />
Use page or pages, rather than p. or pp., in text.<br />
(The abbreviations are acceptable in parenthetical references.)<br />
OLA Course<br />
Components<br />
Agencies<br />
Titles of<br />
Persons<br />
In Text<br />
Periods with<br />
Plurals<br />
Social Titles<br />
Pages<br />
OLA GUIDELINES SERIES OLA EDITORIAL STYLE GUIDE 3<br />
Never use periods with metric symbols.<br />
# cm m km L<br />
Note that Canadian Oxford uses periods with imperial abbreviations.<br />
# lb. in. qt. yd.<br />
Note that Canadian Oxford uses periods with abbreviations for academic degrees.<br />
# B.A. M.A. B.Sc. Ph.D.<br />
Note how Canadian Oxford abbreviates terms related to time.<br />
# a.m. p.m. BC AD<br />
The current abbreviations for the provinces and territories of Canada do not use periods.<br />
However, the traditional abbreviations do use periods. In any single course or document,<br />
follow one style consistently.<br />
Modern Traditional<br />
# Alberta AB Alta.<br />
# British Columbia BC B.C.<br />
# Manitoba MB Man.<br />
# New Brunswick NB N.B.<br />
# Newfoundland NF Nfld.<br />
# Northwest Territories NT N.W.T.<br />
# Nova Scotia NS N.S.<br />
# Nunavut NT<br />
# Ontario ON Ont.<br />
# Quebec PQ Que. or P.Q.<br />
# Prince Edward Island PE P.E.I.<br />
# Saskatchewan SK Sask.<br />
# Yukon Territory YT Y.T.<br />
Metric<br />
Measure<br />
Imperial<br />
Measure<br />
Academic<br />
Degrees<br />
Time<br />
Provinces/<br />
Territories<br />
4 OLA EDITORIAL STYLE GUIDE OLA GUIDELINES SERIES<br />
Italics<br />
Italicize the titles of books, journals, plays, separately published poems, long musical<br />
compositions, paintings, and films.<br />
Italicize complete OLA course titles referred to in text.<br />
# The course prerequisite is GEOG 230, Introduction to Human Geography I.<br />
Note: OLA course codes, such as GEOG 230, do not usually appear prominently (if at all) in<br />
documents that will be used by other institutions.<br />
On first use, italicize key terms, technical terms, philosophical terms, and words that are referred<br />
to as words unless the team agrees on an alternative approach. For example, boldface type is<br />
often selected for Web use (because italic/oblique type is less legible online) and for new terms,<br />
especially ones that are defined in the course glossary.<br />
# The word creed comes from Latin.<br />
# Begin using the philosophy of caring that is characteristic of the caring curriculum.<br />
Italicize foreign-language words that you think would be unfamiliar to your intended audience.<br />
# Several English words related to belief are derived from credo, which is Latin for “I believe.”<br />
Italicize the sic in [sic]. However, note that we do not italicize certain Latin abbreviations.<br />
# ibid. et al. etc.<br />
Italicize the scientific (Latin) name of a plant or animal.<br />
Note that the genus name is capitalized, whereas the species name is lowercased.<br />
# The genus Smilodan<br />
# The species hartiee<br />
# Homo sapiens<br />
Italicize letters (including Greek letters) used as mathematical variables. Use boldface for<br />
vectors. Do not italicize abbreviations such as log, tan, cos, cot, sec, csc, and sin.<br />
# y = –2a cos<br />
# p(λ) = det(λI – A)<br />
Note: It is the responsibility of subject matter experts to follow the standard usage in their field.<br />
In science and math, for example, subject matter experts are expected to adhere to standard<br />
usage for variables and vectors, using a notation system accepted by the development team.<br />
Italicize quantity symbols (such as m for mass and V for volume) to distinguish them from<br />
SI unit symbols (such as m for metre and V for volt), which are never italicized. Refer to the<br />
Canadian Metric Practice Guide for a complete list of quantity symbols.<br />
Titles<br />
Course Titles<br />
Key Terms<br />
Foreign<br />
Terms<br />
[sic]<br />
Genus/Species<br />
Names<br />
Variables<br />
Symbols for<br />
Physical<br />
Quantities<br />
OLA GUIDELINES SERIES OLA EDITORIAL STYLE GUIDE 5<br />
Punctuation<br />
When a period appears at the end of a quotation, place it before the closing quotation marks<br />
(except after a single letter enclosed by quotation marks).<br />
# The instructor said, “Please read the next section.”<br />
# A flaw in this multiple-choice quiz is that the correct answer is usually “c”.<br />
Place a comma before the concluding conjunction in a series of items.<br />
# The curtains are available in red, green, and yellow.<br />
Normally set off the abbreviations etc., i.e., and e.g. by commas. However, begin with a<br />
semicolon if the i.e. or e.g. introduces a main clause. (Never begin a sentence with E.g. or I.e.)<br />
# She used many figures of speech, e.g., similes and metaphors.<br />
# She used many figures of speech; e.g., she included similes in almost every stanza.<br />
When a comma appears at the end of a quotation, place it before the closing quotation marks.<br />
When a semicolon or colon appears at the end of a quotation or parenthetical comment, place<br />
the semicolon after the closing quotation marks, parenthesis, or bracket.<br />
# He said, “Read the next two major tragedies for tomorrow”; i.e., we had to read Hamlet and<br />
Othello that night.<br />
# Study Hamlet and Othello (the next two major tragedies); for example, be prepared to<br />
analyze the protagonists’ tragic flaws.<br />
Normally use an initial lowercase letter for the element introduced by a colon. Use a capital<br />
only if the element is a formal statement, a quotation, more than one sentence, or an item in a<br />
displayed list.<br />
Place the closing quotation marks, parenthesis, or bracket before an exclamation point or<br />
question mark unless it is part of the quoted material.<br />
# Did she say, “I want to come too”?<br />
# “Can I come too?” she asked.<br />
Period<br />
Comma<br />
Semicolon<br />
and colon<br />
Exclamation<br />
Point/<br />
Question Mark<br />
6 OLA EDITORIAL STYLE GUIDE OLA GUIDELINES SERIES<br />
Ellipsis points of three dots indicate an omission of a word or words within a sentence.<br />
(Use non-breaking spaces between the dots so that the ellipsis will not be broken at the end of<br />
a line.) Also leave a space before and after the ellipsis.<br />
# “Small communities such as Granville . . . and Cedar Cottage grew into the city of<br />
Vancouver,” she wrote.<br />
Ellipsis points of four dots (a period, followed by three spaced dots) indicate the omission of at<br />
least one of the following:<br />
! The remainder of the quoted sentence<br />
# “There comes a tide. . . .”<br />
! The beginning of the next sentence<br />
! One or more sentences<br />
! One or more paragraphs<br />
If the sentence followed by an ellipsis ends in an exclamation point or question mark, that<br />
punctuation is followed by the ellipsis points.<br />
# “What’s become of man’s great extent and proportion, when himself shrinks . . . to a<br />
handful of dust? . . . What’s become of his soaring thoughts, when himself brings himself . . .<br />
to the grave?”<br />
Always use double quotation marks except for quotations within quotations (single marks<br />
enclosed by double marks).<br />
# The instructor said, “Please read the section titled ‘Punctuation.’ ”<br />
In in-text references, use quotation marks for OLA unit titles, section headings in OLA units,<br />
journal articles, short stories, short poems, and unpublished theses.<br />
To form the possessive of singular nouns, normally include an s after the apostrophe, even with<br />
a name ending in a sibilant. Exceptions include Jesus’, Moses’, and other instances where<br />
tradition and euphony favour the omission of the final s.<br />
# Burns’s poems, but Ulysses’ wife<br />
Underline URLs (uniform resource locators, i.e.,Web addresses).<br />
# For further information on estimating your future pension, refer to<br />
http://pensions.gov.bc.ca .<br />
Avoid breaking a URL at the end of a line. However, if you must break a URL, do not use a<br />
hyphen; instead, break the URL after a slash.<br />
# For further information on citing electronic sources in Turabian, MLA, and APA styles,<br />
consult the OLA Student Library Service Website, http://www.ola.bc.ca/ol/services/library/<br />
ecitation.html .<br />
Ellipses<br />
Quotation<br />
Marks<br />
Possessives<br />
URLs<br />
OLA GUIDELINES SERIES OLA EDITORIAL STYLE GUIDE 7<br />
Numbers<br />
The general rule for numbers in text that is not scientific or statistical is to spell out numbers up<br />
to and including one hundred and use figures for those over one hundred. The major exceptions<br />
are year numbers and numbers referring to parts of a book.<br />
# 56 BC, AD 1988<br />
# Figure 34 on page 12<br />
However, it may be less awkward to use figures if there are many numbers together:<br />
# The winning numbers in the lottery were 92, 79, 61, 53, 37, 20, and 12.<br />
Note: Your usage may be different if your course is consistently following a style such as<br />
Canadian Press style (for journalism) or APA style (for social sciences and health).<br />
Except for monetary numbers, use a non-breaking space as the triad separator in numbers of at<br />
least five digits. (When possible, a “thin space” is preferable for appearance reasons.) The<br />
triads—groups of three figures—are counted on each side of the decimal.<br />
# 10 000 km, but 3000 km<br />
# 39 601.341 186 25<br />
Note: The exception is that a space is used in four-digit numbers when they appear in a column<br />
with numbers of at least five digits.<br />
Use a comma as the triad separator in monetary numbers of at least four digits.<br />
# £3,000 $10,000<br />
Note: In French, the usage is different. For example, the dollar sign appears last, and a comma is<br />
used to separate dollars and cents.<br />
Place a zero to the left of a decimal if there is no other digit there.<br />
# 700 g = 0.7 kg<br />
Do not use apostrophes when referring to years and other numerals in the plural.<br />
# ten 5s<br />
# the 1980s<br />
Use metric measures (rather than imperial measures) wherever possible.<br />
Spelled<br />
Triad<br />
Separator<br />
Money<br />
Decimals<br />
No<br />
Apostrophe<br />
Metric Usage<br />
8 OLA EDITORIAL STYLE GUIDE OLA GUIDELINES SERIES<br />
Spacing<br />
Insert a space between the initials of a proper name.<br />
# H. R. MacMillan Planetarium<br />
In references to temperature, do not use a space between the degree sign and C or F.<br />
# 100°C 212°F<br />
Insert a non-breaking space between numerals and metric symbols.<br />
# 2.5 cm 54 g 50 km/h<br />
Displayed Lists<br />
The preferred form for listing includes an introductory colon, a capital letter at the beginning of<br />
each listed item, and no punctuation at the end.<br />
# Write a brief explanation for each of the terms or names below:<br />
Natural history<br />
Plato<br />
Natural selection<br />
Homeostasis<br />
# By the time you finish your work on this unit, you will be able to:<br />
Take a two-minute timing.<br />
Spread-centre a word or words.<br />
Apply the proofreading mark for “delete.”<br />
Quotations<br />
Ensure that quotations correspond exactly to their originals in wording, spelling, capitalization,<br />
and punctuation.<br />
Within the body of the material, enclose “run-in quotations” within double quotation marks.<br />
Use single quotation marks only to indicate a quotation that falls within a quotation.<br />
Generally use block quotation format for quoted matter of about eight lines or more. Indent the<br />
block quotation, and do not place it within quotation marks.<br />
Treat poetry of at least two lines as a block quotation.<br />
When lines of poetry are too long for the column width, indent run-over lines a further two spaces.<br />
Initials<br />
Degree Signs<br />
Metric<br />
Symbols<br />
Wording<br />
Quotation<br />
Marks<br />
Block<br />
Quotations<br />
Poetry<br />
OLA GUIDELINES SERIES OLA EDITORIAL STYLE GUIDE 9<br />
Citing Sources<br />
Cite sources in the following ways unless a particular course development team is consistently<br />
using a specific style that the students are required to use in their papers. For example, some<br />
courses follow the Publication Manual of the American Psychological Association (APA); APA style<br />
is outlined in OLA’s Social Sciences Style Guide. Similarly, other courses follow Modern<br />
Languages Association (MLA) style, as outlined in OLA’s Writer’s Style Guide.<br />
Avoid using footnotes for citations in OLA courses.<br />
Provide full publication information for assigned textbooks for a course (in the Course Manual<br />
or equivalent document).<br />
# Required textbook:<br />
Torres, Hazel O., and Ann Ehrlich. Modern Dental Assisting. 3d ed. Philadelphia:<br />
W. B. Saunders, 1985.<br />
Subsequent references to the textbook may be abbreviated. Use one of the following shortened<br />
forms of citation consistently throughout any one course.<br />
# (Torres and Ehrlich, p. 121)<br />
# (Modern Dental Assisting, p. 121)<br />
Without bibliography: Where few citations are required, full publication information may be<br />
placed in parentheses.<br />
# The em space, as F. Howard Collins describes it, is “the square of the body of any size of type”<br />
(Authors and Printers Dictionary, 11th ed., London: Oxford University Press, 1979, p. 128).<br />
# In his Authors and Printers Dictionary, F. Howard Collins gives useful definitions of the em space<br />
(11th ed., London: Oxford University Press, 1979, p. 128) and other typographical terms.<br />
With bibliography: Under the following conditions, list the cited works in full in a bibliography or<br />
reference list at the end of the unit.<br />
! When the name of the author cited is used in the sentence:<br />
# In his summary of research findings, Blake (1980) concluded that much research<br />
produces only “folk knowledge”; that is, the results are no more than common sense.<br />
! When the author’s name is not used in the sentence:<br />
# One study (Blake 1980) found that much of what passes for research actually produces<br />
only “folk knowledge.”<br />
! When a specific page or other division of the cited work follows the date:<br />
# One study (Blake 1980, p. 89) found that much of what passes for research actually<br />
produces only “folk knowledge.”<br />
Footnotes<br />
Course<br />
Textbooks<br />
In Running<br />
Text<br />
10 OLA EDITORIAL STYLE GUIDE OLA GUIDELINES SERIES<br />
Without bibliography: The citation should include author, title, place of publication, publisher,<br />
date, and page number.<br />
➣ Nothing happened. Nothing! Nothing! as she leant her head against Mrs. Ramsay’s<br />
knee. And yet, she knew knowledge and wisdom were stored up in Mrs. Ramsay’s<br />
heart. How then, she had asked herself, did one know one thing or another thing<br />
about people, sealed as they were? (Virginia Woolf, To the Lighthouse, New York:<br />
Harcourt, Brace & World, 1955, p. 79)<br />
With bibliography: If there is a bibliography or reference list at the end of the unit, the following<br />
form of citation is adequate:<br />
➣ Nothing happened. Nothing! Nothing! as she leant her head against Mrs. Ramsay’s<br />
knee. And yet, she knew knowledge and wisdom were stored up in Mrs. Ramsay’s<br />
heart. How then, she had asked herself, did one know one thing or another thing<br />
about people, sealed as they were? (Woolf, 1955, p. 79)<br />
Citations following centred poetry or display quotations are placed two lines below the last line<br />
of the quotation and are aligned flush right with the longest line.<br />
➣ Jewels in joy designed<br />
To ravish the sensuous mind<br />
Lie lightless, all their sparkles bleared and black and blind.<br />
Thomas Hardy,<br />
The Convergence of the Twain<br />
(Lines on the Loss of the Titanic)<br />
Citing Electronic Sources<br />
Works on the World Wide Web are cited in much the same way as printed works. They are<br />
included as parenthetical references, and section numbers (such as paragraph numbers) are<br />
included if available. For more information, visit the relevant Web pages (provided below—<br />
along with examples of MLA and APA style):<br />
! OLA Library page at http://www.ola.bc.ca/ol/services/library/ecitation.html<br />
! Modern Languages Association (MLA) page at http://www.mla.org/style/sources.htm<br />
# McGuire, J. “Oscar Wilde and the Dreyfus Affair.” Victorian Studies 41.1 (1997):<br />
28 pars. 19 March 1999 http://www.indiana.edu/~iupress/journals/vic-toc.html .<br />
# MLA Style. Modern Languages Association. 10 Feb. 2000 http://www.mla.org/style/sources.htm .<br />
! American Psychological Association (APA) page at http://www.apa.org/journals/webref.html<br />
# Smith, E. (1999). What you need to know about hate on the Net. Electronic Journal of<br />
Sociology, 3, 32–57. Retrieved March 17, 1999 from the World Wide Web:<br />
http://www.sociology.org/content/vol003.002/smith.html<br />
# Electronic reference formats recommended by the American Psychological Association.<br />
(1999, November 19). Washington, DC: American Psychological Association. Retrieved<br />
February 10, 2000 from the World Wide Web: http://www.apa.org/journals/webref.html<br />
Following Block<br />
Quotations<br />
Following<br />
Poetry/Display<br />
Quotations<br />
OLA GUIDELINES SERIES OLA EDITORIAL STYLE GUIDE 11<br />
Bibliographies/Reference Lists<br />
If it is necessary to use a bibliography or reference list, do so in the following ways unless your<br />
course development team is consistently using another style throughout the course materials,<br />
e.g., because students are required to use it in their papers.<br />
For a book, provide the following facts:<br />
! The names of the author(s), editor(s), or institution(s) responsible for the writing of the book<br />
! The full title of the book, including the subtitle (if any)<br />
! The series title (if any) and the volume or number in the series<br />
! The total number of volumes (of a multi-volume work)<br />
! Edition (if not the first edition)<br />
! City of publication<br />
! Publisher’s name<br />
! Date of publication<br />
# Hodges, John C., and Mary E. Whitten. Harbrace College Handbook. 8th ed. New York:<br />
Harcourt Brace Jovanovich, 1977.<br />
For an article in a periodical, provide the following facts:<br />
! Author<br />
! Article title<br />
! Periodical name<br />
! Volume number (sometimes issue number)<br />
! Date<br />
! Pages on which the article appears<br />
# Morris, Cathy. “Universities of the Third Age.” Adult Education 57 (September 1984):<br />
135–39.<br />
Here are examples of APA style (outlined in the OLA document Social Sciences Style Guide) for<br />
a book and an article in a reference list.<br />
# Garbo, Z., & Jones, A. J. (1947). The psychology of vision (3rd ed.). Chicago: Bradstreet.<br />
# Anderson, W. P. (1983). Enigmas of psychosensory malapropisms. Journal of Comparative<br />
Hypochondria, 17, 19–23.<br />
Book<br />
Article<br />
APA Style<br />
12 OLA EDITORIAL STYLE GUIDE OLA GUIDELINES SERIES<br />
Appendix A: Proofreading Marks<br />
Standard proofreading marks are used for non-electronic editing, copyediting, and proofreading.<br />
This page will<br />
be more legible<br />
if you print it out.<br />
OLA GUIDELINES SERIES OLA EDITORIAL STYLE GUIDE 13<br />
Appendix B: OLA Style Checklist<br />
Please ensure that you are following the OLA Editorial Style Guide. If you need to make changes<br />
in response to this style checklist, you will generally be able to use your computer program’s<br />
“Replace” function.<br />
! Spelling checked—without changes to spelling within quotations.<br />
! Double spaces replaced with single spaces.<br />
! In print documents (but not Web documents), straight quotation marks (") changed to smart<br />
quotation marks (“ ”); straight apostrophes (') changed to smart apostrophes (’). Note: Inch<br />
(") and foot (') symbols remain straight.<br />
! Periods and commas placed inside (before) end quotation marks.<br />
! Comma placed before the conjunction (e.g., and, or, but) in any series of at least three items<br />
(e.g., apples, oranges, and pears).<br />
! Any variation of the em dash (space hyphen space, space hyphen hyphen space, and<br />
hyphen hyphen) changed to an em dash—the long dash—except where an em dash has to<br />
be simulated on Web pages.<br />
! Any hyphen intended to mean “to” changed to an en dash, which is longer than a hyphen<br />
but shorter than an em dash (e.g., pp. 54–65, not pp. 54-65 or pp. 54—65).<br />
! No spaces around en dashes and em dashes.<br />
! Period or other closing punctuation at the end of every complete sentence, including<br />
sentences in graphics and tables.<br />
! Bullets (• or an alternative that the team is using consistently throughout a course) before<br />
items in a list except when numbers are needed to show sequence or priority.<br />
(Note: Capitalize the first word after the bullet or number.)<br />
! Numbers and metric symbols separated by a non-breaking space (e.g., 2.5 cm, 50 km/h).<br />
! Triad separators consisting of non-breaking spaces in non-monetary numbers of at least five<br />
digits (e.g., 10 000 km) unless the project team has agreed to use the comma.<br />
! Triad separators consisting of commas in monetary numbers of at least four digits<br />
(e.g., $10,000).<br />
! In text, initial capitals used only for proper nouns, names of parts of courses<br />
(e.g., Assignment File, Unit 4), and the first word in a sentence or listed item.<br />
! In graphics, initial capital for the first word of each label.<br />
! OLA course codes capitalized and course titles italicized when used within text<br />
(e.g. GEOG 230, Introduction to Human Geography).<br />
! SOLID CAPITALS changed to upper and lower case except when required (e.g., NASA, IBM).<br />
! In print documents, italics preferred to bolding for emphasis—and used sparingly. In Web<br />
documents, bolding generally preferred to italics.<br />
! On items to be stored in the OLA warehouse, inventory number on the lower left corner<br />
of the front (or Open School product code on the top right corner).<br />
14 OLA EDITORIAL STYLE GUIDE OLA GUIDELINES SERIES<br />
Appendix C: OLA Spelling Checklist*<br />
acknowledgement<br />
aging<br />
anaesthetic<br />
analyze<br />
appendices<br />
archaeology<br />
axe<br />
behaviour<br />
benefited<br />
biased<br />
cacti<br />
café<br />
catalogue<br />
CD-ROM<br />
centimetre<br />
centre<br />
cheque<br />
chlorophyll<br />
clamour<br />
colour<br />
co-operate<br />
coordinate<br />
coordinator<br />
counselled<br />
counsellor<br />
database<br />
defence<br />
demeanour<br />
dialogue<br />
disk (computer)<br />
draft<br />
e-mail*<br />
endeavour<br />
enrol, enrolment<br />
equalled<br />
favour<br />
fetus<br />
fibre<br />
focused<br />
focuses (n. & v.)<br />
formulas<br />
fulfill<br />
fulfillment<br />
grey<br />
home page<br />
honour<br />
humour<br />
icon<br />
imperilled<br />
indexes<br />
instalment<br />
instill<br />
Internet<br />
jewellery<br />
judgment<br />
kilometre<br />
labelled<br />
levelled<br />
licence (n.)<br />
license (v.)<br />
lifestyle<br />
likeable<br />
livable<br />
lustre<br />
manoeuvre<br />
marvellous<br />
meagre<br />
medieval<br />
meter (instrument)<br />
Metis<br />
metre (measurement)<br />
modelling<br />
mould<br />
naive, naïveté<br />
neighbour<br />
Net (Internet)<br />
odour<br />
offence<br />
on-line* (adj. & adv.)<br />
organize<br />
paralleled<br />
paralyze<br />
per cent<br />
plow (n. & v.)<br />
practice (n.)<br />
practise (v.)<br />
pretense<br />
program<br />
prophecy (n.)<br />
prophesy (v.)<br />
realize<br />
recognize<br />
savour<br />
signalled<br />
sizable<br />
skilful<br />
smoulder<br />
sombre<br />
spectre<br />
storey (building)<br />
sulphur<br />
theatre<br />
tranquilize<br />
tranquilizer<br />
travelled<br />
traveller<br />
tumour<br />
usable<br />
vigour<br />
Web (Internet)<br />
Web browser<br />
Web page<br />
Web site*<br />
World Wide Web<br />
* This list conforms to The Canadian Oxford Dictionary, which we follow unless the project<br />
team decides on alternatives, e.g., to be consistent with the main textbook for a course.<br />
Note that spelling of Internet-related words is evolving rapidly, and variant spellings such<br />
as email, online, and Website have been selected by some OLA project teamsa <br />
<br />
<br />
<br />
= Potential Sections for In-House Editorial Style Guide (TRU-OL)=<br />
<br />
==The Editing Team==<br />
[dump from Dropbox]The TRU-OL Editing Team is committed to providing consistent, high-quality service by helping to develop innovative and interculturally appropriate educational materials that meet the needs of students and educators.<br />
<br />
The TRU-OL Editing Team provides quality assurance of TRU-OL course documents. The Course Editor checks for clarity, organization, consistency, structure, content, and appropriateness for the learner in language and style. <br />
<br />
Editors make corrections and recommend organizational or other modifications in course documents to meet the learner's needs. In this work, they apply TRU-OL academic and legal standards.<br />
<br />
Editing may include the following:<br />
<br />
● Editing for grammar, spelling, punctuation, and mechanics of style<br />
<br />
● Identifying and reporting copyright and legal issues<br />
<br />
● Fact checking to confirm the accuracy of content<br />
<br />
● Checking validity of URLs and availability of resources<br />
<br />
● Rewriting to make the text clearer or more appropriate for the readers and educational purpose<br />
<br />
● Researching source materials and style guides<br />
<br />
● Identifying and reporting problems to various stakeholders, and suggesting solutions<br />
<br />
● Querying and consulting with writers, SMEs, or IDs about errors or inconsistencies, structural concerns, clarity, meaning, and so on<br />
<br />
● Problem solving, reporting, coordinating<br />
<br />
● Applying citation styles (MLA, APA, Turabian, and so on)<br />
<br />
● Checking for consistency of presentation<br />
<br />
● Applying a head schedule and formatting (for Production); ensuring consistency of both<br />
<br />
● Highlighting and noting design and Production requirements; writing instructions to Production, if needed<br />
<br />
● Cross-checking across multiple documents to ensure consistency (e.g., same titles)<br />
<br />
● Coordinating various components into proper relations to ensure harmony <br />
<br />
===Levels of Editing===<br />
<br />
====Copy Editing====<br />
<br />
Copy editing enhances the consistency and accuracy of the course, which aids the readability and educational benefit for students and educators. Copy editing ensures correct spelling, grammar, formatting, and adherence to house style [link to TRU-OL style sheet?]. <br />
<br />
====Substantive Editing====<br />
<br />
Substantive editing focuses on the content and structure of a course, and on the suitability of the text for the target readership. Editors consider the appropriateness of course materials on many levels, which may include the clarity of the writing and organization, academic tone, gender neutrality (non-sexist language), cultural and ethnic diversity,[http://www.tru.ca/ctl/support/intercultural_learning.html] and so on.<br />
<br />
====Stylistic Editing====<br />
[adapted from EAC]<br />
Stylistic editing involves clarifying meaning, eliminating jargon, smoothing language, and other non-grammatical and non-mechanical line-by-line editing. <br />
It may also include checking or correcting the reading or language level to meet readers' needs; editing or recasting tables and/or figures; and negotiating changes with other stakeholders.<br />
<br />
====Proofreading====<br />
[adapted from EAC info]<br />
<br />
Proofreading is a close reading of edited manuscripts and/or checking the final version of a print or online document. <br />
<br />
Proofreading a print document may include flagging errors in the text; checking the appearance, positioning, and colour of art; and verifying page references, page breaks, and running heads. <br />
<br />
Proofreading of online documents may include verifying the appearance and usability of the online document. This can include verifying the computer code and the accuracy of hyperlinks.<br />
<br />
===TRU-OL Course Development Process===<br />
<br />
[check list? info graphic? perhaps sourced from JIRA workflow screen?] <br />
<br />
1) Pre-Editing Development Process <br />
“Where do courses come from” Courses are conceived by … then designed by … then developed by... and then sent to editing team... and then assigned to an editor... <br />
<br />
Upon being assigned to a course, the editor’s job is to: <br />
<br />
1) Confirm we have the complete set of files, materials, access to publisher’s resources, software … <br />
<br />
2) Consult with the Course Lead) to confirm purpose, audience, context, scope, process (how to handle the files, how to report, … For Maintenance courses, this information is generally available from the the Course Maintenance Proposal (CMP) form, which should accompany the files to be edited (or is available from CurriculumServices).<br />
<br />
3) Edit to TRU-OL Editorial standards. Please see editing checklist, style conventions, … <br />
<br />
4) Confirm IP status, report third-party materials to Intellectual Property Office, resolve, ?? <br />
<br />
5) Track work and report status through D4P2 (OL wide) and JIRA (internal to editing team)<br />
<br />
6) Query problems and exchange feedback on the initial edit with writers, subject matter expert (SME), Course Lead <br />
<br />
7) Implement changes as a result of feedback in Step 6; query or exchange feedback as needed<br />
<br />
8) Send completed course to the Editing Supervisor for review <br />
<br />
9) The Editing Supervisor sends the course to Course Lead for final pre-Production review.<br />
<br />
10) Proofread print proof or review in Blackboard (not always done by the editor) <br />
Post-Editing “Where do courses go to?” <br />
Course Lead sends to Production<br />
<br />
<br />
To request editing services, please complete the Course Editing Request Form. [link]<br />
Send your editing request form and documents to csrequests@tru.ca. [link]<br />
<br />
== What Is a Style Guide? (Purpose Statement) ==<br />
<br />
[What is a Style Guide? How to use a style guide? Who should use this style guide? Benefits of using a style guide? <br />
How does this support the TRU [http://www.tru.ca/vpacademic/academic_plan.html Academic Plan]?&nbsp; ]<br />
<br />
The ''TRU-OL Editorial Style Guide'' comprises style guidelines for TRU-OL employees and contractors. The purpose of these guidelines is to enhance quality and consistency in TRU-OL courses and documents.<br /><br />
<br />
The ''TRU-OL Editorial Style Guide'' is normally followed in all TRU-OL courses—print, online, and web. <br />
<br />
It is a set of default conventions; that is, it is followed in all writing and editing functions, except where the Course Lead has specified variations, or if a licensed course agreement prohibits such changes. <br />
<br />
A style sheet of variations and terms particular to the course is created by either the Course Editor or the Copy Editor and is kept with each editorial project’s documents. <br />
<br />
A style is set for each TRU-OL course. To set an example for students and reinforce the use of a particular style, it is recommended that editorial staff use that same style throughout the course materials. TRU-OL courses normally follow either APA or MLA style; however, editors should check with the Course Lead to confirm if a discipline-specific academic style was used in place of APA or MLA. <br />
<br />
=== Dictionary ===<br />
<br />
TRU-OL uses the ''Canadian Oxford Dictionary'' (2nd ed., 2004), unless the project team decides on alternatives—for example, to be consistent with the main textbook for a course. <br />
<br />
<br />
<br />
=== Structure of TRU-OL Courses ===<br />
<br />
TRU-OL courses come in many shapes and varieties, which we call&nbsp;[http://kumu.tru.ca/Editorial/Style_Guide/Methods_of_Delivery methods of delivery]. <br />
<br />
*Distinction between modalities and delivery modes<br />
<br />
=== Reference Style Guides ===<br />
<br />
* '''TRU Library''' offers several references to style guides at: http://www.tru.ca/library/guides/citation_styles.html<br />
<br /><br />
<br />
* '''OLA Fairness to All Guide: Communicating with Respect''' is a set of standards used by IDs and editors in TRU-OL to help identify and avoid bias and stereotype in our communications. Here is the link to the current version:<br />
* [http://www.tru.ca/library/pdf/tru-ol_fairness_to_all.pdf www.tru.ca/library/pdf/tru-ol_fairness_to_all.pdf] <br />
<br /><br />
<br />
* '''The Chicago Manual of Style''' (15th ed.): Consult this manual if you encounter a problem not addressed in the house style guide: http://www.chicagomanualofstyle.org/ <br />
<br /><br />
<br />
* '''Publication Manual of the American Psychological Association''' (APA) (6th ed.): Consult this guide if you encounter a problem not addressed in the ''TRU-OL Style Guide'': http://www.apastyle.org/<br />
<br /><br />
<br />
* '''MLA Handbook for Writers of Research Papers''' (7th ed.): Consult this handbook if you encounter a problem not addressed in the house style guide: http://www.mlahandbook.org/<br />
<br />
=== Style Guides for TRU-OL Students ===<br />
<br />
TRU-OL has designed a set of three academic style guides that are based on and extend or modify some version of MLA or APA Style. Students are directed to use one of these three styles in their course assignments. The guides are described next and are available through TRU Library at:<br />
http://www.tru.ca/library/guides/citation_styles.html#bcou.<br />
<br />
=== Other Resources ===<br />
<br />
<br />
<br />
*Standardized Course Guide<br />
<br />
== Writing Conventions ==<br />
<br />
The original plan had file naming conventions under writing conventions, but I suggest we make a new section for file naming (below). <br />
<br />
File Naming Conventions <br />
<br />
We use file naming conventions in Curriculum Services for syntactical consistency, which in turn supports file management and helps Production to identify how files should be organized. [Could we express this more clearly using plain English?] <br />
<br />
[http://wikieducator.org/TRU/Editorial/Style_Guide/File_Naming_Conventions How to name TRU-OL files]<br />
<br />
== Guidelines for Typography/Page Design/PowerPoint ==<br />
<br />
*Sample hierarchy of headings <br />
*Sample title page<br />
<br />
== Copyright Guidelines ==<br />
New policy 02/04/2013: New online copyright clearing form: http://kamino.tru.ca/ipo/register.html The results come directly to IPO team care of the copyright@tru.ca e-mail. This should eliminate the need for filling out other forms.<br />
<br />
== Editing Best Practices and Style Checklists ==<br />
<br />
*Media<br />
*Math type and eq. editor <br />
*Styles in MS Word <br />
*Templates <br />
*Show changes: How to do it? What to keep in show changes &amp; what to accept? <br />
*Deep links &amp; URLs: link from anchor text and/or provide written URL? <br />
*Publisher's online materials: computer requirements, open access mandate, log-in instructions, privacy concerns (if any)<br />
<br />
== Glossary ==<br />
<br />
<big>Standardization</big><br />
<gallery><br />
misspelled-words.jpg|Caption1<br />
</gallery><br />
<br />
'''To ensure consistency, accuracy, and clarity, the following spelling and [[standardized terminology lists]] have been developed.'''<br />
<br />
<big>Recommendations:</big><br />
<br />
Include, on the “Web Links” page, a link to TRU-OL Examinations (so students can plan)<br />
Include, on the “Web Links” page, a link to Submission Guidelines, as it is referred to constantly in some courses<br />
Include, on the “Web Links” page, a link to Grading Systems and Procedures<br />
Fix language in grading scale: for example, Grading Systems and Policies is called Grading Systems and Procedures on the TRU web page<br />
<br />
== Appendix A: TRU-OL Course Formats Information ==<br />
<br />
*Note: Please see the discussion topic on presenting the appendix info in a wiki or web context.<br />
<br />
== Appendix B: Editorial Projects Information ==<br />
<br />
== Appendix C: Forms ==<br />
<br />
Links to: <br />
<br />
*IP form <br />
*Media web site<br />
*CIS (?)<br />
<br />
== Appendix D: Overview of TRU Open Learning ==<br />
<br />
Thompson Rivers University, Open Learning (TRU-OL) is the Division of Thompson Rivers University (TRU) that specializes in providing learners with flexible learning options, open access to education wherever possible, and a wide variety of course and program choices, meeting the needs of its own students and helping other institutions and organizations meet the open and online learning needs of their communities.<br><br />
<br />
TRU is a public institution mandated by the provincial government to provide the province's open learning programming and an open learning educational credit bank, TRU-OL opens the door to accessible, recognized and quality post-secondary education, providing learning opportunities in print, online, web-based or blended formats, with programs tailored to each student's personal needs and support offered by over 160 highly respected and qualified Open Learning Faculty Members from all over BC.<br><br />
<br />
For a comprehensive description of TRU, Open Learning Division (TRU-OL), see [http://www.tru.ca/distance/about.html About TRU Open Learning]<br><br />
<br />
== Appendix E: Work in Progress ==<br />
<br />
[[TRU Editing Style Checklist]]<br />
<br />
[[Purpose Statement]]<br />
<br />
[[Reference Style Guides and Other Resources]]<br />
<br />
[[Writing Conventions]]<br />
<br />
[[Copyright Forms and Guidelines]]<br />
<br />
[[Media Forms and Files]]<br />
<br />
[[Glossary]]<br />
<br />
[[Interculturalizing the Curriculum Resources]]<br />
<br />
[[Standardized Course Guide Resources]]<br />
<br />
[[Best Practices]]<br />
<br />
[[File Naming Conventions]]<br />
<br />
[[Blurb Cemetary]]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Editorial/Style_Guide&diff=1923Editorial/Style Guide2014-03-11T18:36:10Z<p>BrianScrivener: /* TRU-OL Course Development Process */</p>
<hr />
<div>= Potential Sections for In-House Editorial Style Guide (TRU-OL)=<br />
<br />
==The Editing Team==<br />
[dump from Dropbox]The TRU-OL Editing Team is committed to providing consistent, high-quality service by helping to develop innovative and interculturally appropriate educational materials that meet the needs of students and educators.<br />
<br />
The TRU-OL Editing Team provides quality assurance of TRU-OL course documents. The Course Editor checks for clarity, organization, consistency, structure, content, and appropriateness for the learner in language and style. <br />
<br />
Editors make corrections and recommend organizational or other modifications in course documents to meet the learner's needs. In this work, they apply TRU-OL academic and legal standards.<br />
<br />
Editing may include the following:<br />
<br />
● Editing for grammar, spelling, punctuation, and mechanics of style<br />
<br />
● Identifying and reporting copyright and legal issues<br />
<br />
● Fact checking to confirm the accuracy of content<br />
<br />
● Checking validity of URLs and availability of resources<br />
<br />
● Rewriting to make the text clearer or more appropriate for the readers and educational purpose<br />
<br />
● Researching source materials and style guides<br />
<br />
● Identifying and reporting problems to various stakeholders, and suggesting solutions<br />
<br />
● Querying and consulting with writers, SMEs, or IDs about errors or inconsistencies, structural concerns, clarity, meaning, and so on<br />
<br />
● Problem solving, reporting, coordinating<br />
<br />
● Applying citation styles (MLA, APA, Turabian, and so on)<br />
<br />
● Checking for consistency of presentation<br />
<br />
● Applying a head schedule and formatting (for Production); ensuring consistency of both<br />
<br />
● Highlighting and noting design and Production requirements; writing instructions to Production, if needed<br />
<br />
● Cross-checking across multiple documents to ensure consistency (e.g., same titles)<br />
<br />
● Coordinating various components into proper relations to ensure harmony <br />
<br />
===Levels of Editing===<br />
<br />
====Copy Editing====<br />
<br />
Copy editing enhances the consistency and accuracy of the course, which aids the readability and educational benefit for students and educators. Copy editing ensures correct spelling, grammar, formatting, and adherence to house style [link to TRU-OL style sheet?]. <br />
<br />
====Substantive Editing====<br />
<br />
Substantive editing focuses on the content and structure of a course, and on the suitability of the text for the target readership. Editors consider the appropriateness of course materials on many levels, which may include the clarity of the writing and organization, academic tone, gender neutrality (non-sexist language), cultural and ethnic diversity,[http://www.tru.ca/ctl/support/intercultural_learning.html] and so on.<br />
<br />
====Stylistic Editing====<br />
[adapted from EAC]<br />
Stylistic editing involves clarifying meaning, eliminating jargon, smoothing language, and other non-grammatical and non-mechanical line-by-line editing. <br />
It may also include checking or correcting the reading or language level to meet readers' needs; editing or recasting tables and/or figures; and negotiating changes with other stakeholders.<br />
<br />
====Proofreading====<br />
[adapted from EAC info]<br />
<br />
Proofreading is a close reading of edited manuscripts and/or checking the final version of a print or online document. <br />
<br />
Proofreading a print document may include flagging errors in the text; checking the appearance, positioning, and colour of art; and verifying page references, page breaks, and running heads. <br />
<br />
Proofreading of online documents may include verifying the appearance and usability of the online document. This can include verifying the computer code and the accuracy of hyperlinks.<br />
<br />
===TRU-OL Course Development Process===<br />
<br />
[check list? info graphic? perhaps sourced from JIRA workflow screen?] <br />
<br />
1) Pre-Editing Development Process <br />
“Where do courses come from” Courses are conceived by … then designed by … then developed by... and then sent to editing team... and then assigned to an editor... <br />
<br />
Upon being assigned to a course, the editor’s job is to: <br />
<br />
1) Confirm we have the complete set of files, materials, access to publisher’s resources, software … <br />
<br />
2) Consult with the Course Lead) to confirm purpose, audience, context, scope, process (how to handle the files, how to report, … For Maintenance courses, this information is generally available from the the Course Maintenance Proposal (CMP) form, which should accompany the files to be edited (or is available from CurriculumServices).<br />
<br />
3) Edit to TRU-OL Editorial standards. Please see editing checklist, style conventions, … <br />
<br />
4) Confirm IP status, report third-party materials to Intellectual Property Office, resolve, ?? <br />
<br />
5) Track work and report status through D4P2 (OL wide) and JIRA (internal to editing team)<br />
<br />
6) Query problems and exchange feedback on the initial edit with writers, subject matter expert (SME), Course Lead <br />
<br />
7) Implement changes as a result of feedback in Step 6; query or exchange feedback as needed<br />
<br />
8) Send completed course to the Editing Supervisor for review <br />
<br />
9) The Editing Supervisor sends the course to Course Lead for final pre-Production review.<br />
<br />
10) Proofread print proof or review in Blackboard (not always done by the editor) <br />
Post-Editing “Where do courses go to?” <br />
Course Lead sends to Production<br />
<br />
<br />
To request editing services, please complete the Course Editing Request Form. [link]<br />
Send your editing request form and documents to csrequests@tru.ca. [link]<br />
<br />
== What Is a Style Guide? (Purpose Statement) ==<br />
<br />
*What is a Style Guide? How to use a style guide? Who should use this style guide? Benefits of using a style guide? <br />
*How does this support the TRU [http://www.tru.ca/vpacademic/academic_plan.html Academic Plan]?&nbsp;<br />
<br />
=== Structure of TRU-OL Courses ===<br />
<br />
TRU-OL courses come in many shapes and varieties, which we call&nbsp;[http://kumu.tru.ca/Editorial/Style_Guide/Methods_of_Delivery methods of delivery]. <br />
<br />
*Distinction between modalities and delivery modes<br />
<br />
=== Reference Style Guides ===<br />
<br />
=== Other Resources ===<br />
<br />
<br />
<br />
*Standardized Course Guide<br />
<br />
== Writing Conventions ==<br />
<br />
The original plan had file naming conventions under writing conventions, but I suggest we make a new section for file naming (below). <br />
<br />
File Naming Conventions <br />
<br />
We use file naming conventions in Curriculum Services for syntactical consistency, which in turn supports file management and helps Production to identify how files should be organized. [Could we express this more clearly using plain English?] <br />
<br />
[http://wikieducator.org/TRU/Editorial/Style_Guide/File_Naming_Conventions How to name TRU-OL files]<br />
<br />
== Guidelines for Typography/Page Design/PowerPoint ==<br />
<br />
*Sample hierarchy of headings <br />
*Sample title page<br />
<br />
== Copyright Guidelines ==<br />
New policy 02/04/2013: New online copyright clearing form: http://kamino.tru.ca/ipo/register.html The results come directly to IPO team care of the copyright@tru.ca e-mail. This should eliminate the need for filling out other forms.<br />
<br />
== Editing Best Practices and Style Checklists ==<br />
<br />
*Media<br />
*Math type and eq. editor <br />
*Styles in MS Word <br />
*Templates <br />
*Show changes: How to do it? What to keep in show changes &amp; what to accept? <br />
*Deep links &amp; URLs: link from anchor text and/or provide written URL? <br />
*Publisher's online materials: computer requirements, open access mandate, log-in instructions, privacy concerns (if any)<br />
<br />
== Glossary ==<br />
<br />
<big>Standardization</big><br />
<gallery><br />
misspelled-words.jpg|Caption1<br />
</gallery><br />
<br />
'''To ensure consistency, accuracy, and clarity, the following spelling and standardized terminology lists have been developed.'''<br />
<br />
<big>Standardized TRU-OL Spelling List</big><br />
<br />
* acknowledgement<br />
* aging<br />
* anaesthetic<br />
* analyze<br />
* appendices<br />
* archaeology<br />
* audiovisual<br />
* axe<br />
* backup (n.)<br />
* behaviour<br />
* benefited<br />
* biased<br />
* birthdate<br />
* Blackboard<br />
* Blackboard Collaborate (not Elluminate)<br />
* cacti<br />
* café<br />
* catalogue<br />
* CD-ROM<br />
* cellphone<br />
* centimetre<br />
* centre<br />
* cheque<br />
* chlorophyll<br />
* clamour<br />
* colour<br />
* co-operate<br />
* coordinate <br />
* coordinator<br />
* counselled<br />
* counsellor<br />
* Course Guide<br />
* coursework<br />
* database<br />
* decision-making (attrib.)(adj.)<br />
* decision making (n.)<br />
* defence<br />
* demeanour<br />
* dialogue disc (sound or video)<br />
* disk (computer)<br />
* draft<br />
* e-book<br />
* email<br />
* endeavour<br />
* enrol, enrolment<br />
* Enrolment Services<br />
* equalled<br />
* Exams Department<br />
* favour<br />
* fetus<br />
* fibre<br />
* focused<br />
* focuses (n. & v.)<br />
* formulas<br />
* fulfill<br />
* fulfillment<br />
* grey<br />
* Hhome Ppage (for our courses); home page<br />
* honour<br />
* humour<br />
* icon<br />
* imperilled<br />
* indexes<br />
* instalment<br />
* instill<br />
* Internet<br />
* jewellery<br />
* journalling<br />
* judgment<br />
* kilometre <br />
* labelled<br />
* left-hand<br />
* levelled licence (n.)<br />
* license (v.)<br />
* lifestyle<br />
* likeable<br />
* livable<br />
* long-term (attrib.)<br />
* lustre<br />
* manoeuvre<br />
* marvellous<br />
* meagre<br />
* medieval<br />
* meter (instrument)<br />
* Metis<br />
* metre (measurement)<br />
* midterm<br />
* modelled, modelling <br />
* mould<br />
* naive, naïveté<br />
* neighbour<br />
* Net (Internet)<br />
* odour<br />
* offence<br />
* online (adj. & adv.) <br />
* Open Learning Faculty Member (not OLFM)<br />
* organize<br />
* paralleled<br />
* paralyze<br />
* per cent<br />
* plow (n. & v.)<br />
* postwar<br />
* practice (n.)<br />
* practise (v.)<br />
* practice exam pretense<br />
* program<br />
* prophecy (n.)<br />
* prophesy (v.)<br />
* realize<br />
* recognize<br />
* regroup<br />
* revisit<br />
* savour <br />
* self-test<br />
* short-term ((attrib.)<br />
* signalled<br />
* sizable<br />
* skilful<br />
* smoulder<br />
* sombre<br />
* spectre<br />
* storey (building)<br />
* Student Handbook<br />
* sulphur<br />
* theatre<br />
* toward<br />
* tranquilize<br />
* tranquilizer<br />
* travelled<br />
* traveller<br />
* TRU-OL (use hyphen)<br />
* TRU-OL, Open Learning<br />
* tumour<br />
* usable<br />
* videoclip<br />
* videotape<br />
* vigour <br />
* web (Internet) <br />
* web browser<br />
* web page <br />
* website<br />
<br />
This list conforms to The Canadian Oxford Dictionary, (2004), which we follow unless the a course project team decides on alternativestakes an alternate approach—, for example, to be consistent with the main textbook used for a course. <br />
<br />
<big>Standardized Terminology</big><br />
<br />
* “Assignments” (for the link in the LMS, not Assignment File)<br />
* click (not “click on” or “clink on”)<br />
* Course Modules OR Course Units (but not both)<br />
* Course Guide (not Course Overview OR Course Manual (but not both)<br />
* Course Tools menu (not Course Menu area)<br />
* “Discussions” (not forum, area, board, or conference)<br />
* Distance Regional & Open Learning (DROL) Services (and no quotation marks, no hyphen after Regional)<br />
* “Following a citation trail” guide (as the title of the guide itself, not the link)<br />
* “Getting Started” (not “Getting Started with WebCT Guide”)<br />
* “Help” link or “Help” (not HELP button)<br />
* home page (two words, lowercase unless referring to course Home Page)<br />
* How Do I...? (Do is first-initial cap; question mark goes after ellipses)<br />
* IT Service Desk (not Help Desk, not IT service desk)<br />
* learning management system (not WebCT)<br />
* Library (when TRU Library) (not TRU-OL library)<br />
* “Mail” tool (instead of “mail in WebCT”)<br />
* Pack Slip (not Packing Grid)<br />
* PIN (not PIN number) <br />
* Student Handbook<br />
* TRU Library (not the TRU Library)<br />
* TRU-OL Social Sciences Guide<br />
* TRU Open Learning<br />
* Tutor Open Learning Faculty Member (not OLFM, Tutor, Facilitator, or Instructor)<br />
* Tutor Marked Assignment form<br />
* “View Attempt” not view results<br />
* “Web Links”<br />
* welcome letter (lowercase)<br />
* World Wide Web, but web<br />
* Other:<br />
* “Getting Connected to WebCT” is outdated (get rid of WebCT references) <br />
* There is no “WebCT Guide”<br />
* Italics for course names (after acronym and number)<br />
* Print info not needed, how to access course online info not needed<br />
* Think in terms of students viewing the info on a monitor: for example, change language such as “turn now to your Assignments File”<br />
<br />
<big>Recommendations:</big><br />
<br />
Include, on the “Web Links” page, a link to TRU-OL Examinations (so students can plan)<br />
Include, on the “Web Links” page, a link to Submission Guidelines, as it is referred to constantly in some courses<br />
Include, on the “Web Links” page, a link to Grading Systems and Procedures<br />
Fix language in grading scale: for example, Grading Systems and Policies is called Grading Systems and Procedures on the TRU web page<br />
<br />
== Appendix A: TRU-OL Course Formats Information ==<br />
<br />
*Note: Please see the discussion topic on presenting the appendix info in a wiki or web context.<br />
<br />
== Appendix B: Editorial Projects Information ==<br />
<br />
== Appendix C: Forms ==<br />
<br />
Links to: <br />
<br />
*IP form <br />
*Media web site<br />
*CIS (?)<br />
<br />
== Appendix D: Overview of TRU Open Learning ==<br />
<br />
Thompson Rivers University, Open Learning (TRU-OL) is the Division of Thompson Rivers University (TRU) that specializes in providing learners with flexible learning options, open access to education wherever possible, and a wide variety of course and program choices, meeting the needs of its own students and helping other institutions and organizations meet the open and online learning needs of their communities.<br><br />
<br />
TRU is a public institution mandated by the provincial government to provide the province's open learning programming and an open learning educational credit bank, TRU-OL opens the door to accessible, recognized and quality post-secondary education, providing learning opportunities in print, online, web-based or blended formats, with programs tailored to each student's personal needs and support offered by over 160 highly respected and qualified Open Learning Faculty Members from all over BC.<br><br />
<br />
For a comprehensive description of TRU, Open Learning Division (TRU-OL), see [http://www.tru.ca/distance/about.html About TRU Open Learning]<br><br />
<br />
== Appendix E: Work in Progress ==<br />
<br />
[[TRU Editing Style Checklist]]<br />
<br />
[[Purpose Statement]]<br />
<br />
[[Reference Style Guides and Other Resources]]<br />
<br />
[[Writing Conventions]]<br />
<br />
[[Copyright Forms and Guidelines]]<br />
<br />
[[Media Forms and Files]]<br />
<br />
[[Glossary]]<br />
<br />
[[Interculturalizing the Curriculum Resources]]<br />
<br />
[[Standardized Course Guide Resources]]<br />
<br />
[[Best Practices]]<br />
<br />
[[File Naming Conventions]]<br />
<br />
[[Blurb Cemetary]]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Editorial/Style_Guide/Methods_of_Delivery&diff=1920Editorial/Style Guide/Methods of Delivery2014-03-11T18:23:35Z<p>BrianScrivener: </p>
<hr />
<div>= A TRU-OL Course =<br />
<br />
TRU-OL courses come in many shapes and varieties. The following describes the courses and methods of delivery. For more detail, go to http://www.tru.ca/distance/services/online_courses.html<br />
<br />
== Methods of Delivery ==<br />
<br />
Methods of delivery describe the combination of instructional method and schedule type (e.g., in “online paced,” online is the instructional method/method of delivery and paced is the schedule type). <br><br />
<br />
There are six methods of delivery:<br />
<br />
=== Print ===<br />
<br />
Print courses offer an independent method of study, with the course materials primarily available in a traditional paper/print medium.<br />
<br />
=== Standard Web ===<br />
<br />
Standard web courses offer an independent method of study, with the course materials primarily available via the Internet. Textbooks, CDs, or other materials may be included in a course package.<br />
<br />
=== Dynamic Web ===<br />
<br />
Dynamic web courses (now largely being converted to standard web or online) offer independent study as well as a greater degree of interactivity through group participation online. The course materials are primarily available online but may be accompanied by textbooks, CDs, or other materials. Students use external resources and interact with other students online, with guidance and support from the Open Learning Faculty Member. Each class has a specific start and end date.<br />
<br />
=== Online ===<br />
<br />
Online courses are fully online in a paced, cohort, Open Learning Faculty Member–led model. Online courses provide opportunities for active and dynamic instruction through the use of technical tools and online pedagogical expertise. Interactive activities foster collaboration amongst the cohort and between the learners. Each class has a specific start and end date.<br />
<br />
=== Practicum ===<br />
<br />
An unpaid practical component of a program that allows students to gain on-the-job experience. In many TRU programs, these are a required part of the program and may also be called “practicum placements.”<br />
<br />
=== Lab ===<br />
<br />
A hands-on portion of a course in which students apply the theoretical knowledge they have gained in a course.<br />
<br />
== <span style="line-height: 1.5em;">Self-paced and Paced Courses</span> ==<br />
<br />
TRU-OL delivers most of its courses in a distance, continuous registration, self-paced format. These courses have fixed durations, with flexible schedules for submitting assignments. <br />
<br />
TRU-OL also delivers a limited number of paced courses with fixed start and end dates and with specific dates for submitting assignments and participating in discussions and writing final examinations. <br />
<br />
Both self-paced and paced courses are available in print or web-based formats; some have course packages, depending on the course itself.<br />
<br />
== 3991 Courses<br> ==<br />
<br />
The 3991 courses are upper-level critical analysis and research courses requiring a large amount of independent work, reading, web research, and conference-based discussion. They are courses that are available solely on the web.<br><br />
<br />
== 4991 Courses (Directed Studies)<br> ==<br />
<br />
The 4991 courses are Directed Studies courses. These courses consist of a concentrated, independent study of a topic selected by the student in consultation with a program advisor. Open only to program students, approval is required before students can register. The course content is determined on an individual basis; courses have general guidelines but no course packages.</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Editorial/Style_Guide&diff=1089Editorial/Style Guide2014-02-07T00:38:48Z<p>BrianScrivener: /* Substantive Editing */</p>
<hr />
<div>= Potential Sections for In-House Editorial Style Guide (TRU-OL)=<br />
<br />
==The Editing Team==<br />
[dump from Dropbox]The TRU-OL Editing Team is committed to providing consistent, high-quality service by helping to develop innovative and interculturally appropriate educational materials that meet the needs of students and educators.<br />
<br />
The TRU-OL Editing Team provides quality assurance of TRU-OL course documents. The Course Editor checks for clarity, organization, consistency, structure, content, and appropriateness for the learner in language and style. <br />
<br />
Editors make corrections and recommend organizational or other modifications in course documents to meet the learner's needs. In this work, they apply TRU-OL academic and legal standards.<br />
<br />
Editing may include the following:<br />
<br />
● Editing for grammar, spelling, punctuation, and mechanics of style<br />
<br />
● Identifying and reporting copyright and legal issues<br />
<br />
● Fact checking to confirm the accuracy of content<br />
<br />
● Checking validity of URLs and availability of resources<br />
<br />
● Rewriting to make the text clearer or more appropriate for the readers and educational purpose<br />
<br />
● Researching source materials and style guides<br />
<br />
● Identifying and reporting problems to various stakeholders, and suggesting solutions<br />
<br />
● Querying and consulting with writers, SMEs, or IDs about errors or inconsistencies, structural concerns, clarity, meaning, and so on<br />
<br />
● Problem solving, reporting, coordinating<br />
<br />
● Applying citation styles (MLA, APA, Turabian, and so on)<br />
<br />
● Checking for consistency of presentation<br />
<br />
● Applying a head schedule and formatting (for Production); ensuring consistency of both<br />
<br />
● Highlighting and noting design and Production requirements; writing instructions to Production, if needed<br />
<br />
● Cross-checking across multiple documents to ensure consistency (e.g., same titles)<br />
<br />
● Coordinating various components into proper relations to ensure harmony <br />
<br />
===Levels of Editing===<br />
<br />
====Copy Editing====<br />
<br />
Copy editing enhances the consistency and accuracy of the course, which aids the readability and educational benefit for students and educators. Copy editing ensures correct spelling, grammar, formatting, and adherence to house style [link to TRU-OL style sheet?]. <br />
<br />
====Substantive Editing====<br />
<br />
Substantive editing focuses on the content and structure of a course, and on the suitability of the text for the target readership. Editors consider the appropriateness of course materials on many levels, which may include the clarity of the writing and organization, academic tone, gender neutrality (non-sexist language), cultural and ethnic diversity,[http://www.tru.ca/ctl/support/intercultural_learning.html] and so on.<br />
<br />
====Stylistic Editing====<br />
[EAC ]<br />
<br />
====Proofreading====<br />
[EAC info]<br />
<br />
===TRU-OL Course Development Process===<br />
<br />
[check list? info graphic? perhaps sourced from JIRA workflow screen?] <br />
<br />
1) Pre-Editing Development Process <br />
“Where do courses come from” Courses are conceived by … then designed by … then developed by... and then sent to editing team... and then assigned to an editor... <br />
<br />
Upon being assigned to a course, the editor’s job is to: <br />
<br />
1) Confirm we have the complete set of files, materials, access to publisher’s resources, software … <br />
<br />
2) Consult with the Course Lead to confirm purpose, audience, context, scope, process (how to handle the files, how to report, … <br />
<br />
3) Edit to TRU-OL Editorial standards. Please see editing checklist, style conventions, … <br />
<br />
4) Confirm IP status, report third-party materials to Intellectual Property Office, resolve, ?? <br />
<br />
5) Track work and report status through D4P2 (OL wide) and JIRA (internal to editing team)<br />
<br />
6) Query problems and exchange feedback on the initial edit with writers, subject matter expert (SME), Course Lead <br />
<br />
7) Implement changes as a result of feedback in Step 6; query or exchange feedback as needed<br />
<br />
8) Send completed course to the Editing Supervisor for review <br />
<br />
9) The Editing Supervisor sends the course to Course Lead for final pre-Production review<br />
<br />
10) Proofread print proof or review in Blackboard (not always done by the editor) <br />
Post-Editing “Where do courses go to?” <br />
Course Lead sends to Production<br />
<br />
<br />
To request editing services, please complete the Course Editing Request Form. [link]<br />
Send your editing request form and documents to csrequests@tru.ca. [link]<br />
<br />
== What Is a Style Guide? (Purpose Statement) ==<br />
<br />
*What is a Style Guide? How to use a style guide? Who should use this style guide? Benefits of using a style guide? <br />
*How does this support the TRU [http://www.tru.ca/vpacademic/academic_plan.html Academic Plan]?&nbsp;<br />
<br />
=== Structure of TRU-OL Courses ===<br />
<br />
TRU-OL courses come in many shapes and varieties, which we call&nbsp;[http://kumu.tru.ca/Editorial/Style_Guide/Methods_of_Delivery methods of delivery]. <br />
<br />
*Distinction between modalities and delivery modes<br />
<br />
=== Reference Style Guides ===<br />
<br />
=== Other Resources ===<br />
<br />
<br />
<br />
*Standardized Course Guide<br />
<br />
== Writing Conventions ==<br />
<br />
The original plan had file naming conventions under writing conventions, but I suggest we make a new section for file naming (below). <br />
<br />
File Naming Conventions <br />
<br />
We use file naming conventions in Curriculum Services for syntactical consistency, which in turn supports file management and helps Production to identify how files should be organized. [Could we express this more clearly using plain English?] <br />
<br />
[http://wikieducator.org/TRU/Editorial/Style_Guide/File_Naming_Conventions How to name TRU-OL files]<br />
<br />
== Guidelines for Typography/Page Design/PowerPoint ==<br />
<br />
*Sample hierarchy of headings <br />
*Sample title page<br />
<br />
== Copyright Guidelines ==<br />
New policy 02/04/2013: New online copyright clearing form: http://kamino.tru.ca/ipo/register.html The results come directly to IPO team care of the copyright@tru.ca e-mail. This should eliminate the need for filling out other forms.<br />
<br />
== Editing Best Practices and Style Checklists ==<br />
<br />
*Media<br />
*Math type and eq. editor <br />
*Styles in MS Word <br />
*Templates <br />
*Show changes: How to do it? What to keep in show changes &amp; what to accept? <br />
*Deep links &amp; URLs: link from anchor text and/or provide written URL? <br />
*Publisher's online materials: computer requirements, open access mandate, log-in instructions, privacy concerns (if any)<br />
<br />
== Glossary ==<br />
<br />
<big>Standardization</big><br />
<gallery><br />
misspelled-words.jpg|Caption1<br />
</gallery><br />
<br />
'''To ensure consistency, accuracy, and clarity, the following spelling and standardized terminology lists have been developed.'''<br />
<br />
<big>Standardized TRU-OL Spelling List</big><br />
<br />
* acknowledgement<br />
* aging<br />
* anaesthetic<br />
* analyze<br />
* appendices<br />
* archaeology<br />
* audiovisual<br />
* axe<br />
* backup (n.)<br />
* behaviour<br />
* benefited<br />
* biased<br />
* birthdate<br />
* Blackboard<br />
* Blackboard Collaborate (not Elluminate)<br />
* cacti<br />
* café<br />
* catalogue<br />
* CD-ROM<br />
* cellphone<br />
* centimetre<br />
* centre<br />
* cheque<br />
* chlorophyll<br />
* clamour<br />
* colour<br />
* co-operate<br />
* coordinate <br />
* coordinator<br />
* counselled<br />
* counsellor<br />
* Course Guide<br />
* coursework<br />
* database<br />
* decision-making (attrib.)(adj.)<br />
* decision making (n.)<br />
* defence<br />
* demeanour<br />
* dialogue disc (sound or video)<br />
* disk (computer)<br />
* draft<br />
* e-book<br />
* email<br />
* endeavour<br />
* enrol, enrolment<br />
* Enrolment Services<br />
* equalled<br />
* Exams Department<br />
* favour<br />
* fetus<br />
* fibre<br />
* focused<br />
* focuses (n. & v.)<br />
* formulas<br />
* fulfill<br />
* fulfillment<br />
* grey<br />
* Hhome Ppage (for our courses); home page<br />
* honour<br />
* humour<br />
* icon<br />
* imperilled<br />
* indexes<br />
* instalment<br />
* instill<br />
* Internet<br />
* jewellery<br />
* journalling<br />
* judgment<br />
* kilometre <br />
* labelled<br />
* left-hand<br />
* levelled licence (n.)<br />
* license (v.)<br />
* lifestyle<br />
* likeable<br />
* livable<br />
* long-term (attrib.)<br />
* lustre<br />
* manoeuvre<br />
* marvellous<br />
* meagre<br />
* medieval<br />
* meter (instrument)<br />
* Metis<br />
* metre (measurement)<br />
* midterm<br />
* modelled, modelling <br />
* mould<br />
* naive, naïveté<br />
* neighbour<br />
* Net (Internet)<br />
* odour<br />
* offence<br />
* online (adj. & adv.) <br />
* Open Learning Faculty Member (not OLFM)<br />
* organize<br />
* paralleled<br />
* paralyze<br />
* per cent<br />
* plow (n. & v.)<br />
* postwar<br />
* practice (n.)<br />
* practise (v.)<br />
* practice exam pretense<br />
* program<br />
* prophecy (n.)<br />
* prophesy (v.)<br />
* realize<br />
* recognize<br />
* regroup<br />
* revisit<br />
* savour <br />
* self-test<br />
* short-term ((attrib.)<br />
* signalled<br />
* sizable<br />
* skilful<br />
* smoulder<br />
* sombre<br />
* spectre<br />
* storey (building)<br />
* Student Handbook<br />
* sulphur<br />
* theatre<br />
* toward<br />
* tranquilize<br />
* tranquilizer<br />
* travelled<br />
* traveller<br />
* TRU-OL (use hyphen)<br />
* TRU-OL, Open Learning<br />
* tumour<br />
* usable<br />
* videoclip<br />
* videotape<br />
* vigour <br />
* web (Internet) <br />
* web browser<br />
* web page <br />
* website<br />
<br />
This list conforms to The Canadian Oxford Dictionary, (2004), which we follow unless the a course project team decides on alternativestakes an alternate approach—, for example, to be consistent with the main textbook used for a course. <br />
<br />
<big>Standardized Terminology</big><br />
<br />
* “Assignments” (for the link in the LMS, not Assignment File)<br />
* click (not “click on” or “clink on”)<br />
* Course Modules OR Course Units (but not both)<br />
* Course Guide (not Course Overview OR Course Manual (but not both)<br />
* Course Tools menu (not Course Menu area)<br />
* “Discussions” (not forum, area, board, or conference)<br />
* Distance Regional & Open Learning (DROL) Services (and no quotation marks, no hyphen after Regional)<br />
* “Following a citation trail” guide (as the title of the guide itself, not the link)<br />
* “Getting Started” (not “Getting Started with WebCT Guide”)<br />
* “Help” link or “Help” (not HELP button)<br />
* home page (two words, lowercase unless referring to course Home Page)<br />
* How Do I...? (Do is first-initial cap; question mark goes after ellipses)<br />
* IT Service Desk (not Help Desk, not IT service desk)<br />
* learning management system (not WebCT)<br />
* Library (when TRU Library) (not TRU-OL library)<br />
* “Mail” tool (instead of “mail in WebCT”)<br />
* Pack Slip (not Packing Grid)<br />
* PIN (not PIN number) <br />
* Student Handbook<br />
* TRU Library (not the TRU Library)<br />
* TRU-OL Social Sciences Guide<br />
* TRU Open Learning<br />
* Tutor Open Learning Faculty Member (not OLFM, Tutor, Facilitator, or Instructor)<br />
* Tutor Marked Assignment form<br />
* “View Attempt” not view results<br />
* “Web Links”<br />
* welcome letter (lowercase)<br />
* World Wide Web, but web<br />
* Other:<br />
* “Getting Connected to WebCT” is outdated (get rid of WebCT references) <br />
* There is no “WebCT Guide”<br />
* Italics for course names (after acronym and number)<br />
* Print info not needed, how to access course online info not needed<br />
* Think in terms of students viewing the info on a monitor: for example, change language such as “turn now to your Assignments File”<br />
<br />
<big>Recommendations:</big><br />
<br />
Include, on the “Web Links” page, a link to TRU-OL Examinations (so students can plan)<br />
Include, on the “Web Links” page, a link to Submission Guidelines, as it is referred to constantly in some courses<br />
Include, on the “Web Links” page, a link to Grading Systems and Procedures<br />
Fix language in grading scale: for example, Grading Systems and Policies is called Grading Systems and Procedures on the TRU web page<br />
<br />
== Appendix A: TRU-OL Course Formats Information ==<br />
<br />
*Note: Please see the discussion topic on presenting the appendix info in a wiki or web context.<br />
<br />
== Appendix B: Editorial Projects Information ==<br />
<br />
== Appendix C: Forms ==<br />
<br />
Links to: <br />
<br />
*IP form <br />
*Media web site<br />
*CIS (?)<br />
<br />
== Appendix D: Overview of TRU Open Learning ==<br />
<br />
Thompson Rivers University, Open Learning (TRU-OL) is the Division of Thompson Rivers University (TRU) that specializes in providing learners with flexible learning options, open access to education wherever possible, and a wide variety of course and program choices, meeting the needs of its own students and helping other institutions and organizations meet the open and online learning needs of their communities.<br><br />
<br />
TRU is a public institution mandated by the provincial government to provide the province's open learning programming and an open learning educational credit bank, TRU-OL opens the door to accessible, recognized and quality post-secondary education, providing learning opportunities in print, online, web-based or blended formats, with programs tailored to each student's personal needs and support offered by over 160 highly respected and qualified Open Learning Faculty Members from all over BC.<br><br />
<br />
For a comprehensive description of TRU, Open Learning Division (TRU-OL), see [http://www.tru.ca/distance/about.html About TRU Open Learning]<br><br />
<br />
== Appendix E: Work in Progress ==<br />
<br />
[[TRU Editing Style Checklist]]<br />
<br />
[[Purpose Statement]]<br />
<br />
[[Reference Style Guides and Other Resources]]<br />
<br />
[[Writing Conventions]]<br />
<br />
[[Copyright Forms and Guidelines]]<br />
<br />
[[Media Forms and Files]]<br />
<br />
[[Glossary]]<br />
<br />
[[Interculturalizing the Curriculum Resources]]<br />
<br />
[[Standardized Course Guide Resources]]<br />
<br />
[[Best Practices]]<br />
<br />
[[File Naming Conventions]]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Editorial/Style_Guide&diff=1088Editorial/Style Guide2014-02-07T00:31:07Z<p>BrianScrivener: /* The Editing Team */</p>
<hr />
<div>= Potential Sections for In-House Editorial Style Guide (TRU-OL)=<br />
<br />
==The Editing Team==<br />
[dump from Dropbox]The TRU-OL Editing Team is committed to providing consistent, high-quality service by helping to develop innovative and interculturally appropriate educational materials that meet the needs of students and educators.<br />
<br />
The TRU-OL Editing Team provides quality assurance of TRU-OL course documents. The Course Editor checks for clarity, organization, consistency, structure, content, and appropriateness for the learner in language and style. <br />
<br />
Editors make corrections and recommend organizational or other modifications in course documents to meet the learner's needs. In this work, they apply TRU-OL academic and legal standards.<br />
<br />
Editing may include the following:<br />
<br />
● Editing for grammar, spelling, punctuation, and mechanics of style<br />
<br />
● Identifying and reporting copyright and legal issues<br />
<br />
● Fact checking to confirm the accuracy of content<br />
<br />
● Checking validity of URLs and availability of resources<br />
<br />
● Rewriting to make the text clearer or more appropriate for the readers and educational purpose<br />
<br />
● Researching source materials and style guides<br />
<br />
● Identifying and reporting problems to various stakeholders, and suggesting solutions<br />
<br />
● Querying and consulting with writers, SMEs, or IDs about errors or inconsistencies, structural concerns, clarity, meaning, and so on<br />
<br />
● Problem solving, reporting, coordinating<br />
<br />
● Applying citation styles (MLA, APA, Turabian, and so on)<br />
<br />
● Checking for consistency of presentation<br />
<br />
● Applying a head schedule and formatting (for Production); ensuring consistency of both<br />
<br />
● Highlighting and noting design and Production requirements; writing instructions to Production, if needed<br />
<br />
● Cross-checking across multiple documents to ensure consistency (e.g., same titles)<br />
<br />
● Coordinating various components into proper relations to ensure harmony <br />
<br />
===Levels of Editing===<br />
<br />
====Copy Editing====<br />
<br />
Copy editing enhances the consistency and accuracy of the course, which aids the readability and educational benefit for students and educators. Copy editing ensures correct spelling, grammar, formatting, and adherence to house style [link to TRU-OL style sheet?]. <br />
<br />
====Substantive Editing====<br />
<br />
Substantive editing focuses on the content and structure of a course, and on the suitability of the text for the target readership. Editors consider the appropriateness of course materials on many levels, which may include the clarity of the writing and organization, academic tone, gender neutrality (non-sexist language), cultural and ethnic diversity, and so on. <br />
<br />
====Stylistic Editing====<br />
[EAC ]<br />
<br />
====Proofreading====<br />
[EAC info]<br />
<br />
===TRU-OL Course Development Process===<br />
<br />
[check list? info graphic? perhaps sourced from JIRA workflow screen?] <br />
<br />
1) Pre-Editing Development Process <br />
“Where do courses come from” Courses are conceived by … then designed by … then developed by... and then sent to editing team... and then assigned to an editor... <br />
<br />
Upon being assigned to a course, the editor’s job is to: <br />
<br />
1) Confirm we have the complete set of files, materials, access to publisher’s resources, software … <br />
<br />
2) Consult with the Course Lead to confirm purpose, audience, context, scope, process (how to handle the files, how to report, … <br />
<br />
3) Edit to TRU-OL Editorial standards. Please see editing checklist, style conventions, … <br />
<br />
4) Confirm IP status, report third-party materials to Intellectual Property Office, resolve, ?? <br />
<br />
5) Track work and report status through D4P2 (OL wide) and JIRA (internal to editing team)<br />
<br />
6) Query problems and exchange feedback on the initial edit with writers, subject matter expert (SME), Course Lead <br />
<br />
7) Implement changes as a result of feedback in Step 6; query or exchange feedback as needed<br />
<br />
8) Send completed course to the Editing Supervisor for review <br />
<br />
9) The Editing Supervisor sends the course to Course Lead for final pre-Production review<br />
<br />
10) Proofread print proof or review in Blackboard (not always done by the editor) <br />
Post-Editing “Where do courses go to?” <br />
Course Lead sends to Production<br />
<br />
<br />
To request editing services, please complete the Course Editing Request Form. [link]<br />
Send your editing request form and documents to csrequests@tru.ca. [link]<br />
<br />
== What Is a Style Guide? (Purpose Statement) ==<br />
<br />
*What is a Style Guide? How to use a style guide? Who should use this style guide? Benefits of using a style guide? <br />
*How does this support the TRU [http://www.tru.ca/vpacademic/academic_plan.html Academic Plan]?&nbsp;<br />
<br />
=== Structure of TRU-OL Courses ===<br />
<br />
TRU-OL courses come in many shapes and varieties, which we call&nbsp;[http://kumu.tru.ca/Editorial/Style_Guide/Methods_of_Delivery methods of delivery]. <br />
<br />
*Distinction between modalities and delivery modes<br />
<br />
=== Reference Style Guides ===<br />
<br />
=== Other Resources ===<br />
<br />
<br />
<br />
*Standardized Course Guide<br />
<br />
== Writing Conventions ==<br />
<br />
The original plan had file naming conventions under writing conventions, but I suggest we make a new section for file naming (below). <br />
<br />
File Naming Conventions <br />
<br />
We use file naming conventions in Curriculum Services for syntactical consistency, which in turn supports file management and helps Production to identify how files should be organized. [Could we express this more clearly using plain English?] <br />
<br />
[http://wikieducator.org/TRU/Editorial/Style_Guide/File_Naming_Conventions How to name TRU-OL files]<br />
<br />
== Guidelines for Typography/Page Design/PowerPoint ==<br />
<br />
*Sample hierarchy of headings <br />
*Sample title page<br />
<br />
== Copyright Guidelines ==<br />
New policy 02/04/2013: New online copyright clearing form: http://kamino.tru.ca/ipo/register.html The results come directly to IPO team care of the copyright@tru.ca e-mail. This should eliminate the need for filling out other forms.<br />
<br />
== Editing Best Practices and Style Checklists ==<br />
<br />
*Media<br />
*Math type and eq. editor <br />
*Styles in MS Word <br />
*Templates <br />
*Show changes: How to do it? What to keep in show changes &amp; what to accept? <br />
*Deep links &amp; URLs: link from anchor text and/or provide written URL? <br />
*Publisher's online materials: computer requirements, open access mandate, log-in instructions, privacy concerns (if any)<br />
<br />
== Glossary ==<br />
<br />
<big>Standardization</big><br />
<gallery><br />
misspelled-words.jpg|Caption1<br />
</gallery><br />
<br />
'''To ensure consistency, accuracy, and clarity, the following spelling and standardized terminology lists have been developed.'''<br />
<br />
<big>Standardized TRU-OL Spelling List</big><br />
<br />
* acknowledgement<br />
* aging<br />
* anaesthetic<br />
* analyze<br />
* appendices<br />
* archaeology<br />
* audiovisual<br />
* axe<br />
* backup (n.)<br />
* behaviour<br />
* benefited<br />
* biased<br />
* birthdate<br />
* Blackboard<br />
* Blackboard Collaborate (not Elluminate)<br />
* cacti<br />
* café<br />
* catalogue<br />
* CD-ROM<br />
* cellphone<br />
* centimetre<br />
* centre<br />
* cheque<br />
* chlorophyll<br />
* clamour<br />
* colour<br />
* co-operate<br />
* coordinate <br />
* coordinator<br />
* counselled<br />
* counsellor<br />
* Course Guide<br />
* coursework<br />
* database<br />
* decision-making (attrib.)(adj.)<br />
* decision making (n.)<br />
* defence<br />
* demeanour<br />
* dialogue disc (sound or video)<br />
* disk (computer)<br />
* draft<br />
* e-book<br />
* email<br />
* endeavour<br />
* enrol, enrolment<br />
* Enrolment Services<br />
* equalled<br />
* Exams Department<br />
* favour<br />
* fetus<br />
* fibre<br />
* focused<br />
* focuses (n. & v.)<br />
* formulas<br />
* fulfill<br />
* fulfillment<br />
* grey<br />
* Hhome Ppage (for our courses); home page<br />
* honour<br />
* humour<br />
* icon<br />
* imperilled<br />
* indexes<br />
* instalment<br />
* instill<br />
* Internet<br />
* jewellery<br />
* journalling<br />
* judgment<br />
* kilometre <br />
* labelled<br />
* left-hand<br />
* levelled licence (n.)<br />
* license (v.)<br />
* lifestyle<br />
* likeable<br />
* livable<br />
* long-term (attrib.)<br />
* lustre<br />
* manoeuvre<br />
* marvellous<br />
* meagre<br />
* medieval<br />
* meter (instrument)<br />
* Metis<br />
* metre (measurement)<br />
* midterm<br />
* modelled, modelling <br />
* mould<br />
* naive, naïveté<br />
* neighbour<br />
* Net (Internet)<br />
* odour<br />
* offence<br />
* online (adj. & adv.) <br />
* Open Learning Faculty Member (not OLFM)<br />
* organize<br />
* paralleled<br />
* paralyze<br />
* per cent<br />
* plow (n. & v.)<br />
* postwar<br />
* practice (n.)<br />
* practise (v.)<br />
* practice exam pretense<br />
* program<br />
* prophecy (n.)<br />
* prophesy (v.)<br />
* realize<br />
* recognize<br />
* regroup<br />
* revisit<br />
* savour <br />
* self-test<br />
* short-term ((attrib.)<br />
* signalled<br />
* sizable<br />
* skilful<br />
* smoulder<br />
* sombre<br />
* spectre<br />
* storey (building)<br />
* Student Handbook<br />
* sulphur<br />
* theatre<br />
* toward<br />
* tranquilize<br />
* tranquilizer<br />
* travelled<br />
* traveller<br />
* TRU-OL (use hyphen)<br />
* TRU-OL, Open Learning<br />
* tumour<br />
* usable<br />
* videoclip<br />
* videotape<br />
* vigour <br />
* web (Internet) <br />
* web browser<br />
* web page <br />
* website<br />
<br />
This list conforms to The Canadian Oxford Dictionary, (2004), which we follow unless the a course project team decides on alternativestakes an alternate approach—, for example, to be consistent with the main textbook used for a course. <br />
<br />
<big>Standardized Terminology</big><br />
<br />
* “Assignments” (for the link in the LMS, not Assignment File)<br />
* click (not “click on” or “clink on”)<br />
* Course Modules OR Course Units (but not both)<br />
* Course Guide (not Course Overview OR Course Manual (but not both)<br />
* Course Tools menu (not Course Menu area)<br />
* “Discussions” (not forum, area, board, or conference)<br />
* Distance Regional & Open Learning (DROL) Services (and no quotation marks, no hyphen after Regional)<br />
* “Following a citation trail” guide (as the title of the guide itself, not the link)<br />
* “Getting Started” (not “Getting Started with WebCT Guide”)<br />
* “Help” link or “Help” (not HELP button)<br />
* home page (two words, lowercase unless referring to course Home Page)<br />
* How Do I...? (Do is first-initial cap; question mark goes after ellipses)<br />
* IT Service Desk (not Help Desk, not IT service desk)<br />
* learning management system (not WebCT)<br />
* Library (when TRU Library) (not TRU-OL library)<br />
* “Mail” tool (instead of “mail in WebCT”)<br />
* Pack Slip (not Packing Grid)<br />
* PIN (not PIN number) <br />
* Student Handbook<br />
* TRU Library (not the TRU Library)<br />
* TRU-OL Social Sciences Guide<br />
* TRU Open Learning<br />
* Tutor Open Learning Faculty Member (not OLFM, Tutor, Facilitator, or Instructor)<br />
* Tutor Marked Assignment form<br />
* “View Attempt” not view results<br />
* “Web Links”<br />
* welcome letter (lowercase)<br />
* World Wide Web, but web<br />
* Other:<br />
* “Getting Connected to WebCT” is outdated (get rid of WebCT references) <br />
* There is no “WebCT Guide”<br />
* Italics for course names (after acronym and number)<br />
* Print info not needed, how to access course online info not needed<br />
* Think in terms of students viewing the info on a monitor: for example, change language such as “turn now to your Assignments File”<br />
<br />
<big>Recommendations:</big><br />
<br />
Include, on the “Web Links” page, a link to TRU-OL Examinations (so students can plan)<br />
Include, on the “Web Links” page, a link to Submission Guidelines, as it is referred to constantly in some courses<br />
Include, on the “Web Links” page, a link to Grading Systems and Procedures<br />
Fix language in grading scale: for example, Grading Systems and Policies is called Grading Systems and Procedures on the TRU web page<br />
<br />
== Appendix A: TRU-OL Course Formats Information ==<br />
<br />
*Note: Please see the discussion topic on presenting the appendix info in a wiki or web context.<br />
<br />
== Appendix B: Editorial Projects Information ==<br />
<br />
== Appendix C: Forms ==<br />
<br />
Links to: <br />
<br />
*IP form <br />
*Media web site<br />
*CIS (?)<br />
<br />
== Appendix D: Overview of TRU Open Learning ==<br />
<br />
Thompson Rivers University, Open Learning (TRU-OL) is the Division of Thompson Rivers University (TRU) that specializes in providing learners with flexible learning options, open access to education wherever possible, and a wide variety of course and program choices, meeting the needs of its own students and helping other institutions and organizations meet the open and online learning needs of their communities.<br><br />
<br />
TRU is a public institution mandated by the provincial government to provide the province's open learning programming and an open learning educational credit bank, TRU-OL opens the door to accessible, recognized and quality post-secondary education, providing learning opportunities in print, online, web-based or blended formats, with programs tailored to each student's personal needs and support offered by over 160 highly respected and qualified Open Learning Faculty Members from all over BC.<br><br />
<br />
For a comprehensive description of TRU, Open Learning Division (TRU-OL), see [http://www.tru.ca/distance/about.html About TRU Open Learning]<br><br />
<br />
== Appendix E: Work in Progress ==<br />
<br />
[[TRU Editing Style Checklist]]<br />
<br />
[[Purpose Statement]]<br />
<br />
[[Reference Style Guides and Other Resources]]<br />
<br />
[[Writing Conventions]]<br />
<br />
[[Copyright Forms and Guidelines]]<br />
<br />
[[Media Forms and Files]]<br />
<br />
[[Glossary]]<br />
<br />
[[Interculturalizing the Curriculum Resources]]<br />
<br />
[[Standardized Course Guide Resources]]<br />
<br />
[[Best Practices]]<br />
<br />
[[File Naming Conventions]]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Editorial/Style_Guide&diff=1087Editorial/Style Guide2014-02-07T00:26:46Z<p>BrianScrivener: /* The Editing Team */</p>
<hr />
<div>= Potential Sections for In-House Editorial Style Guide (TRU-OL)=<br />
<br />
==The Editing Team==<br />
[dump from Dropbox]The TRU-OL Editing Team is committed to providing consistent, high-quality service by helping to develop innovative and interculturally appropriate educational materials that meet the needs of students and educators.<br />
<br />
The TRU-OL Editing Team provides quality assurance of TRU-OL course documents. The Course Editor checks for clarity, organization, consistency, structure, content, and appropriateness for the learner in language and style. <br />
<br />
Editors make corrections and recommend organizational or other modifications in course documents to meet the learner's needs. In this work, they apply TRU-OL academic and legal standards.<br />
<br />
Editing may include the following:<br />
<br />
● Editing for grammar, spelling, punctuation, and mechanics of style<br />
<br />
● Identifying and reporting copyright and legal issues<br />
<br />
● Fact checking to confirm the accuracy of content<br />
<br />
● Checking validity of URLs and availability of resources<br />
<br />
● Rewriting to make the text clearer or more appropriate for the readers and educational purpose<br />
<br />
● Researching source materials and style guides<br />
<br />
● Identifying and reporting problems to various stakeholders, and suggesting solutions<br />
<br />
● Querying and consulting with writers, SMEs, or IDs about errors or inconsistencies, structural concerns, clarity, meaning, and so on<br />
<br />
● Problem solving, reporting, coordinating<br />
<br />
● Applying citation styles (MLA, APA, Turabian, and so on)<br />
<br />
● Checking for consistency of presentation<br />
<br />
● Applying a head schedule and formatting (for Production); ensuring consistency of both<br />
<br />
● Highlighting and noting design and Production requirements; writing instructions to Production, if needed<br />
<br />
● Cross-checking across multiple documents to ensure consistency (e.g., same titles)<br />
<br />
● Coordinating various components into proper relations to ensure harmony <br />
<br />
Levels of Editing<br />
<br />
Copy Editing <br />
<br />
Copy editing enhances the consistency and accuracy of the course, which aids the readability and educational benefit for students and educators. Copy editing ensures correct spelling, grammar, formatting, and adherence to house style [link to TRU-OL style sheet?]. <br />
<br />
Substantive Editing<br />
<br />
Substantive editing focuses on the content and structure of a course, and on the suitability of the text for the target readership. Editors consider the appropriateness of course materials on many levels, which may include the clarity of the writing and organization, academic tone, gender neutrality (non-sexist language), cultural and ethnic diversity, and so on. <br />
<br />
Stylistic Editing<br />
[EAC ]<br />
<br />
Proofread<br />
[EAC info]<br />
<br />
TRU-OL Course Development Process <br />
[check list? info graphic? perhaps sourced from JIRA workflow screen?] <br />
1) Pre-Editing Development Process “Where do courses come from” Courses are conceived by … then designed by … then developed by... and then sent to editing team... and then assigned to an editor... <br />
Upon being assigned to a course, the editor’s job is to: <br />
1) Confirm we have the complete set of files, materials, access to publisher’s resources, software … <br />
2) Consult with the Course Lead to confirm purpose, audience, context, scope, process (how to handle the files, how to report, … <br />
3) Edit to TRU-OL Editorial standards. Please see editing checklist, style conventions, … <br />
4) Confirm IP status, report third-party materials to Intellectual Property Office, resolve, ?? <br />
5) Track work and report status through D4P2 (OL wide) and JIRA (internal to editing team)<br />
6) Query problems and exchange feedback on the initial edit with writers, subject matter expert (SME), Course Lead <br />
7) Implement changes as a result of feedback in Step 6; query or exchange feedback as needed<br />
8) Send completed course to the Editing Supervisor for review <br />
9) The Editing Supervisor sends the course to Course Lead for final pre-Production review<br />
10) Proofread print proof or review in Blackboard (not always done by the editor) <br />
Post-Editing “Where do courses go to?” <br />
Course Lead sends to Production<br />
<br />
<br />
To request editing services, please complete the Course Editing Request Form. [link]<br />
Send your editing request form and documents to csrequests@tru.ca. [link]<br />
<br />
== What Is a Style Guide? (Purpose Statement) ==<br />
<br />
*What is a Style Guide? How to use a style guide? Who should use this style guide? Benefits of using a style guide? <br />
*How does this support the TRU [http://www.tru.ca/vpacademic/academic_plan.html Academic Plan]?&nbsp;<br />
<br />
=== Structure of TRU-OL Courses ===<br />
<br />
TRU-OL courses come in many shapes and varieties, which we call&nbsp;[http://kumu.tru.ca/Editorial/Style_Guide/Methods_of_Delivery methods of delivery]. <br />
<br />
*Distinction between modalities and delivery modes<br />
<br />
=== Reference Style Guides ===<br />
<br />
=== Other Resources ===<br />
<br />
<br />
<br />
*Standardized Course Guide<br />
<br />
== Writing Conventions ==<br />
<br />
The original plan had file naming conventions under writing conventions, but I suggest we make a new section for file naming (below). <br />
<br />
File Naming Conventions <br />
<br />
We use file naming conventions in Curriculum Services for syntactical consistency, which in turn supports file management and helps Production to identify how files should be organized. [Could we express this more clearly using plain English?] <br />
<br />
[http://wikieducator.org/TRU/Editorial/Style_Guide/File_Naming_Conventions How to name TRU-OL files]<br />
<br />
== Guidelines for Typography/Page Design/PowerPoint ==<br />
<br />
*Sample hierarchy of headings <br />
*Sample title page<br />
<br />
== Copyright Guidelines ==<br />
New policy 02/04/2013: New online copyright clearing form: http://kamino.tru.ca/ipo/register.html The results come directly to IPO team care of the copyright@tru.ca e-mail. This should eliminate the need for filling out other forms.<br />
<br />
== Editing Best Practices and Style Checklists ==<br />
<br />
*Media<br />
*Math type and eq. editor <br />
*Styles in MS Word <br />
*Templates <br />
*Show changes: How to do it? What to keep in show changes &amp; what to accept? <br />
*Deep links &amp; URLs: link from anchor text and/or provide written URL? <br />
*Publisher's online materials: computer requirements, open access mandate, log-in instructions, privacy concerns (if any)<br />
<br />
== Glossary ==<br />
<br />
<big>Standardization</big><br />
<gallery><br />
misspelled-words.jpg|Caption1<br />
</gallery><br />
<br />
'''To ensure consistency, accuracy, and clarity, the following spelling and standardized terminology lists have been developed.'''<br />
<br />
<big>Standardized TRU-OL Spelling List</big><br />
<br />
* acknowledgement<br />
* aging<br />
* anaesthetic<br />
* analyze<br />
* appendices<br />
* archaeology<br />
* audiovisual<br />
* axe<br />
* backup (n.)<br />
* behaviour<br />
* benefited<br />
* biased<br />
* birthdate<br />
* Blackboard<br />
* Blackboard Collaborate (not Elluminate)<br />
* cacti<br />
* café<br />
* catalogue<br />
* CD-ROM<br />
* cellphone<br />
* centimetre<br />
* centre<br />
* cheque<br />
* chlorophyll<br />
* clamour<br />
* colour<br />
* co-operate<br />
* coordinate <br />
* coordinator<br />
* counselled<br />
* counsellor<br />
* Course Guide<br />
* coursework<br />
* database<br />
* decision-making (attrib.)(adj.)<br />
* decision making (n.)<br />
* defence<br />
* demeanour<br />
* dialogue disc (sound or video)<br />
* disk (computer)<br />
* draft<br />
* e-book<br />
* email<br />
* endeavour<br />
* enrol, enrolment<br />
* Enrolment Services<br />
* equalled<br />
* Exams Department<br />
* favour<br />
* fetus<br />
* fibre<br />
* focused<br />
* focuses (n. & v.)<br />
* formulas<br />
* fulfill<br />
* fulfillment<br />
* grey<br />
* Hhome Ppage (for our courses); home page<br />
* honour<br />
* humour<br />
* icon<br />
* imperilled<br />
* indexes<br />
* instalment<br />
* instill<br />
* Internet<br />
* jewellery<br />
* journalling<br />
* judgment<br />
* kilometre <br />
* labelled<br />
* left-hand<br />
* levelled licence (n.)<br />
* license (v.)<br />
* lifestyle<br />
* likeable<br />
* livable<br />
* long-term (attrib.)<br />
* lustre<br />
* manoeuvre<br />
* marvellous<br />
* meagre<br />
* medieval<br />
* meter (instrument)<br />
* Metis<br />
* metre (measurement)<br />
* midterm<br />
* modelled, modelling <br />
* mould<br />
* naive, naïveté<br />
* neighbour<br />
* Net (Internet)<br />
* odour<br />
* offence<br />
* online (adj. & adv.) <br />
* Open Learning Faculty Member (not OLFM)<br />
* organize<br />
* paralleled<br />
* paralyze<br />
* per cent<br />
* plow (n. & v.)<br />
* postwar<br />
* practice (n.)<br />
* practise (v.)<br />
* practice exam pretense<br />
* program<br />
* prophecy (n.)<br />
* prophesy (v.)<br />
* realize<br />
* recognize<br />
* regroup<br />
* revisit<br />
* savour <br />
* self-test<br />
* short-term ((attrib.)<br />
* signalled<br />
* sizable<br />
* skilful<br />
* smoulder<br />
* sombre<br />
* spectre<br />
* storey (building)<br />
* Student Handbook<br />
* sulphur<br />
* theatre<br />
* toward<br />
* tranquilize<br />
* tranquilizer<br />
* travelled<br />
* traveller<br />
* TRU-OL (use hyphen)<br />
* TRU-OL, Open Learning<br />
* tumour<br />
* usable<br />
* videoclip<br />
* videotape<br />
* vigour <br />
* web (Internet) <br />
* web browser<br />
* web page <br />
* website<br />
<br />
This list conforms to The Canadian Oxford Dictionary, (2004), which we follow unless the a course project team decides on alternativestakes an alternate approach—, for example, to be consistent with the main textbook used for a course. <br />
<br />
<big>Standardized Terminology</big><br />
<br />
* “Assignments” (for the link in the LMS, not Assignment File)<br />
* click (not “click on” or “clink on”)<br />
* Course Modules OR Course Units (but not both)<br />
* Course Guide (not Course Overview OR Course Manual (but not both)<br />
* Course Tools menu (not Course Menu area)<br />
* “Discussions” (not forum, area, board, or conference)<br />
* Distance Regional & Open Learning (DROL) Services (and no quotation marks, no hyphen after Regional)<br />
* “Following a citation trail” guide (as the title of the guide itself, not the link)<br />
* “Getting Started” (not “Getting Started with WebCT Guide”)<br />
* “Help” link or “Help” (not HELP button)<br />
* home page (two words, lowercase unless referring to course Home Page)<br />
* How Do I...? (Do is first-initial cap; question mark goes after ellipses)<br />
* IT Service Desk (not Help Desk, not IT service desk)<br />
* learning management system (not WebCT)<br />
* Library (when TRU Library) (not TRU-OL library)<br />
* “Mail” tool (instead of “mail in WebCT”)<br />
* Pack Slip (not Packing Grid)<br />
* PIN (not PIN number) <br />
* Student Handbook<br />
* TRU Library (not the TRU Library)<br />
* TRU-OL Social Sciences Guide<br />
* TRU Open Learning<br />
* Tutor Open Learning Faculty Member (not OLFM, Tutor, Facilitator, or Instructor)<br />
* Tutor Marked Assignment form<br />
* “View Attempt” not view results<br />
* “Web Links”<br />
* welcome letter (lowercase)<br />
* World Wide Web, but web<br />
* Other:<br />
* “Getting Connected to WebCT” is outdated (get rid of WebCT references) <br />
* There is no “WebCT Guide”<br />
* Italics for course names (after acronym and number)<br />
* Print info not needed, how to access course online info not needed<br />
* Think in terms of students viewing the info on a monitor: for example, change language such as “turn now to your Assignments File”<br />
<br />
<big>Recommendations:</big><br />
<br />
Include, on the “Web Links” page, a link to TRU-OL Examinations (so students can plan)<br />
Include, on the “Web Links” page, a link to Submission Guidelines, as it is referred to constantly in some courses<br />
Include, on the “Web Links” page, a link to Grading Systems and Procedures<br />
Fix language in grading scale: for example, Grading Systems and Policies is called Grading Systems and Procedures on the TRU web page<br />
<br />
== Appendix A: TRU-OL Course Formats Information ==<br />
<br />
*Note: Please see the discussion topic on presenting the appendix info in a wiki or web context.<br />
<br />
== Appendix B: Editorial Projects Information ==<br />
<br />
== Appendix C: Forms ==<br />
<br />
Links to: <br />
<br />
*IP form <br />
*Media web site<br />
*CIS (?)<br />
<br />
== Appendix D: Overview of TRU Open Learning ==<br />
<br />
Thompson Rivers University, Open Learning (TRU-OL) is the Division of Thompson Rivers University (TRU) that specializes in providing learners with flexible learning options, open access to education wherever possible, and a wide variety of course and program choices, meeting the needs of its own students and helping other institutions and organizations meet the open and online learning needs of their communities.<br><br />
<br />
TRU is a public institution mandated by the provincial government to provide the province's open learning programming and an open learning educational credit bank, TRU-OL opens the door to accessible, recognized and quality post-secondary education, providing learning opportunities in print, online, web-based or blended formats, with programs tailored to each student's personal needs and support offered by over 160 highly respected and qualified Open Learning Faculty Members from all over BC.<br><br />
<br />
For a comprehensive description of TRU, Open Learning Division (TRU-OL), see [http://www.tru.ca/distance/about.html About TRU Open Learning]<br><br />
<br />
== Appendix E: Work in Progress ==<br />
<br />
[[TRU Editing Style Checklist]]<br />
<br />
[[Purpose Statement]]<br />
<br />
[[Reference Style Guides and Other Resources]]<br />
<br />
[[Writing Conventions]]<br />
<br />
[[Copyright Forms and Guidelines]]<br />
<br />
[[Media Forms and Files]]<br />
<br />
[[Glossary]]<br />
<br />
[[Interculturalizing the Curriculum Resources]]<br />
<br />
[[Standardized Course Guide Resources]]<br />
<br />
[[Best Practices]]<br />
<br />
[[File Naming Conventions]]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Editorial/Style_Guide&diff=1086Editorial/Style Guide2014-02-07T00:24:14Z<p>BrianScrivener: /* The Editing Team */</p>
<hr />
<div>= Potential Sections for In-House Editorial Style Guide (TRU-OL)=<br />
<br />
==The Editing Team==<br />
[dump from Dropbox]The TRU-OL Editing Team is committed to providing consistent, high-quality service by helping to develop innovative and interculturally appropriate educational materials that meet the needs of students and educators.<br />
<br />
The TRU-OL Editing Team provides quality assurance of TRU-OL course documents. The Course Editor checks for clarity, organization, consistency, structure, content, and appropriateness for the learner in language and style. <br />
<br />
Editors make corrections and recommend organizational or other modifications in course documents to meet the learner's needs. In this work, they apply TRU-OL academic and legal standards.<br />
Editing may include the following: <br />
● Editing for grammar, spelling, punctuation, and mechanics of style<br />
● Identifying and reporting copyright and legal issues<br />
● Fact checking to confirm the accuracy of content<br />
● Checking validity of URLs and availability of resources<br />
● Rewriting to make the text clearer or more appropriate for the readers and educational purpose<br />
● Researching source materials and style guides<br />
● Identifying and reporting problems to various stakeholders, and suggesting solutions<br />
● Querying and consulting with writers, SMEs, or IDs about errors or inconsistencies, structural concerns, clarity, meaning, and so on<br />
● Problem solving, reporting, coordinating<br />
● Applying citation styles (MLA, APA, Turabian, and so on)<br />
● Checking for consistency of presentation<br />
● Applying a head schedule and formatting (for Production); ensuring consistency of both<br />
● Highlighting and noting design and Production requirements; writing instructions to Production, if needed<br />
● Cross-checking across multiple documents to ensure consistency (e.g., same titles)<br />
● Coordinating various components into proper relations to ensure harmony <br />
<br />
Levels of Editing<br />
Copy Editing <br />
Copy editing enhances the consistency and accuracy of the course, which aids the readability and educational benefit for students and educators. Copy editing ensures correct spelling, grammar, formatting, and adherence to house style [link to TRU-OL style sheet?]. <br />
<br />
Substantive Editing <br />
Substantive editing focuses on the content and structure of a course, and on the suitability of the text for the target readership. Editors consider the appropriateness of course materials on many levels, which may include the clarity of the writing and organization, academic tone, gender neutrality (non-sexist language), cultural and ethnic diversity, and so on. <br />
<br />
Stylistic Editing<br />
[EAC ]<br />
Proofread<br />
[EAC info]<br />
As a Curriculum Services Course Editor, you deal with six main types of editorial projects/situations: [Note: confirm w/ D4P2]<br />
● New courses developed by TRU-OL<br />
● Print-based major and minor revisions<br />
● Web-based major and minor ...<br />
● Online-based major and minor revisions<br />
● Fix My Course [definition in glossary?] <br />
● Licensed course adaptations [is “adaptation” correct?]<br />
<br />
TRU-OL Course Development Process <br />
[check list? info graphic? perhaps sourced from JIRA workflow screen?] <br />
1) Pre-Editing Development Process “Where do courses come from” Courses are conceived by … then designed by … then developed by... and then sent to editing team... and then assigned to an editor... <br />
Upon being assigned to a course, the editor’s job is to: <br />
1) Confirm we have the complete set of files, materials, access to publisher’s resources, software … <br />
2) Consult with the Course Lead to confirm purpose, audience, context, scope, process (how to handle the files, how to report, … <br />
3) Edit to TRU-OL Editorial standards. Please see editing checklist, style conventions, … <br />
4) Confirm IP status, report third-party materials to Intellectual Property Office, resolve, ?? <br />
5) Track work and report status through D4P2 (OL wide) and JIRA (internal to editing team)<br />
6) Query problems and exchange feedback on the initial edit with writers, subject matter expert (SME), Course Lead <br />
7) Implement changes as a result of feedback in Step 6; query or exchange feedback as needed<br />
8) Send completed course to the Editing Supervisor for review <br />
9) The Editing Supervisor sends the course to Course Lead for final pre-Production review<br />
10) Proofread print proof or review in Blackboard (not always done by the editor) <br />
Post-Editing “Where do courses go to?” <br />
Course Lead sends to Production<br />
<br />
<br />
To request editing services, please complete the Course Editing Request Form. [link]<br />
Send your editing request form and documents to csrequests@tru.ca. [link]<br />
<br />
== What Is a Style Guide? (Purpose Statement) ==<br />
<br />
*What is a Style Guide? How to use a style guide? Who should use this style guide? Benefits of using a style guide? <br />
*How does this support the TRU [http://www.tru.ca/vpacademic/academic_plan.html Academic Plan]?&nbsp;<br />
<br />
=== Structure of TRU-OL Courses ===<br />
<br />
TRU-OL courses come in many shapes and varieties, which we call&nbsp;[http://kumu.tru.ca/Editorial/Style_Guide/Methods_of_Delivery methods of delivery]. <br />
<br />
*Distinction between modalities and delivery modes<br />
<br />
=== Reference Style Guides ===<br />
<br />
=== Other Resources ===<br />
<br />
<br />
<br />
*Standardized Course Guide<br />
<br />
== Writing Conventions ==<br />
<br />
The original plan had file naming conventions under writing conventions, but I suggest we make a new section for file naming (below). <br />
<br />
File Naming Conventions <br />
<br />
We use file naming conventions in Curriculum Services for syntactical consistency, which in turn supports file management and helps Production to identify how files should be organized. [Could we express this more clearly using plain English?] <br />
<br />
[http://wikieducator.org/TRU/Editorial/Style_Guide/File_Naming_Conventions How to name TRU-OL files]<br />
<br />
== Guidelines for Typography/Page Design/PowerPoint ==<br />
<br />
*Sample hierarchy of headings <br />
*Sample title page<br />
<br />
== Copyright Guidelines ==<br />
New policy 02/04/2013: New online copyright clearing form: http://kamino.tru.ca/ipo/register.html The results come directly to IPO team care of the copyright@tru.ca e-mail. This should eliminate the need for filling out other forms.<br />
<br />
== Editing Best Practices and Style Checklists ==<br />
<br />
*Media<br />
*Math type and eq. editor <br />
*Styles in MS Word <br />
*Templates <br />
*Show changes: How to do it? What to keep in show changes &amp; what to accept? <br />
*Deep links &amp; URLs: link from anchor text and/or provide written URL? <br />
*Publisher's online materials: computer requirements, open access mandate, log-in instructions, privacy concerns (if any)<br />
<br />
== Glossary ==<br />
<br />
<big>Standardization</big><br />
<gallery><br />
misspelled-words.jpg|Caption1<br />
</gallery><br />
<br />
'''To ensure consistency, accuracy, and clarity, the following spelling and standardized terminology lists have been developed.'''<br />
<br />
<big>Standardized TRU-OL Spelling List</big><br />
<br />
* acknowledgement<br />
* aging<br />
* anaesthetic<br />
* analyze<br />
* appendices<br />
* archaeology<br />
* audiovisual<br />
* axe<br />
* backup (n.)<br />
* behaviour<br />
* benefited<br />
* biased<br />
* birthdate<br />
* Blackboard<br />
* Blackboard Collaborate (not Elluminate)<br />
* cacti<br />
* café<br />
* catalogue<br />
* CD-ROM<br />
* cellphone<br />
* centimetre<br />
* centre<br />
* cheque<br />
* chlorophyll<br />
* clamour<br />
* colour<br />
* co-operate<br />
* coordinate <br />
* coordinator<br />
* counselled<br />
* counsellor<br />
* Course Guide<br />
* coursework<br />
* database<br />
* decision-making (attrib.)(adj.)<br />
* decision making (n.)<br />
* defence<br />
* demeanour<br />
* dialogue disc (sound or video)<br />
* disk (computer)<br />
* draft<br />
* e-book<br />
* email<br />
* endeavour<br />
* enrol, enrolment<br />
* Enrolment Services<br />
* equalled<br />
* Exams Department<br />
* favour<br />
* fetus<br />
* fibre<br />
* focused<br />
* focuses (n. & v.)<br />
* formulas<br />
* fulfill<br />
* fulfillment<br />
* grey<br />
* Hhome Ppage (for our courses); home page<br />
* honour<br />
* humour<br />
* icon<br />
* imperilled<br />
* indexes<br />
* instalment<br />
* instill<br />
* Internet<br />
* jewellery<br />
* journalling<br />
* judgment<br />
* kilometre <br />
* labelled<br />
* left-hand<br />
* levelled licence (n.)<br />
* license (v.)<br />
* lifestyle<br />
* likeable<br />
* livable<br />
* long-term (attrib.)<br />
* lustre<br />
* manoeuvre<br />
* marvellous<br />
* meagre<br />
* medieval<br />
* meter (instrument)<br />
* Metis<br />
* metre (measurement)<br />
* midterm<br />
* modelled, modelling <br />
* mould<br />
* naive, naïveté<br />
* neighbour<br />
* Net (Internet)<br />
* odour<br />
* offence<br />
* online (adj. & adv.) <br />
* Open Learning Faculty Member (not OLFM)<br />
* organize<br />
* paralleled<br />
* paralyze<br />
* per cent<br />
* plow (n. & v.)<br />
* postwar<br />
* practice (n.)<br />
* practise (v.)<br />
* practice exam pretense<br />
* program<br />
* prophecy (n.)<br />
* prophesy (v.)<br />
* realize<br />
* recognize<br />
* regroup<br />
* revisit<br />
* savour <br />
* self-test<br />
* short-term ((attrib.)<br />
* signalled<br />
* sizable<br />
* skilful<br />
* smoulder<br />
* sombre<br />
* spectre<br />
* storey (building)<br />
* Student Handbook<br />
* sulphur<br />
* theatre<br />
* toward<br />
* tranquilize<br />
* tranquilizer<br />
* travelled<br />
* traveller<br />
* TRU-OL (use hyphen)<br />
* TRU-OL, Open Learning<br />
* tumour<br />
* usable<br />
* videoclip<br />
* videotape<br />
* vigour <br />
* web (Internet) <br />
* web browser<br />
* web page <br />
* website<br />
<br />
This list conforms to The Canadian Oxford Dictionary, (2004), which we follow unless the a course project team decides on alternativestakes an alternate approach—, for example, to be consistent with the main textbook used for a course. <br />
<br />
<big>Standardized Terminology</big><br />
<br />
* “Assignments” (for the link in the LMS, not Assignment File)<br />
* click (not “click on” or “clink on”)<br />
* Course Modules OR Course Units (but not both)<br />
* Course Guide (not Course Overview OR Course Manual (but not both)<br />
* Course Tools menu (not Course Menu area)<br />
* “Discussions” (not forum, area, board, or conference)<br />
* Distance Regional & Open Learning (DROL) Services (and no quotation marks, no hyphen after Regional)<br />
* “Following a citation trail” guide (as the title of the guide itself, not the link)<br />
* “Getting Started” (not “Getting Started with WebCT Guide”)<br />
* “Help” link or “Help” (not HELP button)<br />
* home page (two words, lowercase unless referring to course Home Page)<br />
* How Do I...? (Do is first-initial cap; question mark goes after ellipses)<br />
* IT Service Desk (not Help Desk, not IT service desk)<br />
* learning management system (not WebCT)<br />
* Library (when TRU Library) (not TRU-OL library)<br />
* “Mail” tool (instead of “mail in WebCT”)<br />
* Pack Slip (not Packing Grid)<br />
* PIN (not PIN number) <br />
* Student Handbook<br />
* TRU Library (not the TRU Library)<br />
* TRU-OL Social Sciences Guide<br />
* TRU Open Learning<br />
* Tutor Open Learning Faculty Member (not OLFM, Tutor, Facilitator, or Instructor)<br />
* Tutor Marked Assignment form<br />
* “View Attempt” not view results<br />
* “Web Links”<br />
* welcome letter (lowercase)<br />
* World Wide Web, but web<br />
* Other:<br />
* “Getting Connected to WebCT” is outdated (get rid of WebCT references) <br />
* There is no “WebCT Guide”<br />
* Italics for course names (after acronym and number)<br />
* Print info not needed, how to access course online info not needed<br />
* Think in terms of students viewing the info on a monitor: for example, change language such as “turn now to your Assignments File”<br />
<br />
<big>Recommendations:</big><br />
<br />
Include, on the “Web Links” page, a link to TRU-OL Examinations (so students can plan)<br />
Include, on the “Web Links” page, a link to Submission Guidelines, as it is referred to constantly in some courses<br />
Include, on the “Web Links” page, a link to Grading Systems and Procedures<br />
Fix language in grading scale: for example, Grading Systems and Policies is called Grading Systems and Procedures on the TRU web page<br />
<br />
== Appendix A: TRU-OL Course Formats Information ==<br />
<br />
*Note: Please see the discussion topic on presenting the appendix info in a wiki or web context.<br />
<br />
== Appendix B: Editorial Projects Information ==<br />
<br />
== Appendix C: Forms ==<br />
<br />
Links to: <br />
<br />
*IP form <br />
*Media web site<br />
*CIS (?)<br />
<br />
== Appendix D: Overview of TRU Open Learning ==<br />
<br />
Thompson Rivers University, Open Learning (TRU-OL) is the Division of Thompson Rivers University (TRU) that specializes in providing learners with flexible learning options, open access to education wherever possible, and a wide variety of course and program choices, meeting the needs of its own students and helping other institutions and organizations meet the open and online learning needs of their communities.<br><br />
<br />
TRU is a public institution mandated by the provincial government to provide the province's open learning programming and an open learning educational credit bank, TRU-OL opens the door to accessible, recognized and quality post-secondary education, providing learning opportunities in print, online, web-based or blended formats, with programs tailored to each student's personal needs and support offered by over 160 highly respected and qualified Open Learning Faculty Members from all over BC.<br><br />
<br />
For a comprehensive description of TRU, Open Learning Division (TRU-OL), see [http://www.tru.ca/distance/about.html About TRU Open Learning]<br><br />
<br />
== Appendix E: Work in Progress ==<br />
<br />
[[TRU Editing Style Checklist]]<br />
<br />
[[Purpose Statement]]<br />
<br />
[[Reference Style Guides and Other Resources]]<br />
<br />
[[Writing Conventions]]<br />
<br />
[[Copyright Forms and Guidelines]]<br />
<br />
[[Media Forms and Files]]<br />
<br />
[[Glossary]]<br />
<br />
[[Interculturalizing the Curriculum Resources]]<br />
<br />
[[Standardized Course Guide Resources]]<br />
<br />
[[Best Practices]]<br />
<br />
[[File Naming Conventions]]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Editorial/Style_Guide&diff=1085Editorial/Style Guide2014-02-07T00:22:53Z<p>BrianScrivener: /* Potential Sections for In-House Editorial Style Guide (TRU-OL) */</p>
<hr />
<div>= Potential Sections for In-House Editorial Style Guide (TRU-OL)=<br />
<br />
==The Editing Team==<br />
[dump from Dropbox]The TRU-OL Editing Team is committed to providing consistent, high-quality service by helping to develop innovative and interculturally appropriate educational materials that meet the needs of students and educators.<br />
The TRU-OL Editing Team provides quality assurance of TRU-OL course documents. The Course Editor checks for clarity, organization, consistency, structure, content, and appropriateness for the learner in language and style. <br />
Editors make corrections and recommend organizational or other modifications in course documents to meet the learner's needs. In this work, they apply TRU-OL academic and legal standards.<br />
Editing may include the following: <br />
● Editing for grammar, spelling, punctuation, and mechanics of style<br />
● Identifying and reporting copyright and legal issues<br />
● Fact checking to confirm the accuracy of content<br />
● Checking validity of URLs and availability of resources<br />
● Rewriting to make the text clearer or more appropriate for the readers and educational purpose<br />
● Researching source materials and style guides<br />
● Identifying and reporting problems to various stakeholders, and suggesting solutions<br />
● Querying and consulting with writers, SMEs, or IDs about errors or inconsistencies, structural concerns, clarity, meaning, and so on<br />
● Problem solving, reporting, coordinating<br />
● Applying citation styles (MLA, APA, Turabian, and so on)<br />
● Checking for consistency of presentation<br />
● Applying a head schedule and formatting (for Production); ensuring consistency of both<br />
● Highlighting and noting design and Production requirements; writing instructions to Production, if needed<br />
● Cross-checking across multiple documents to ensure consistency (e.g., same titles)<br />
● Coordinating various components into proper relations to ensure harmony <br />
<br />
Levels of Editing<br />
Copy Editing <br />
Copy editing enhances the consistency and accuracy of the course, which aids the readability and educational benefit for students and educators. Copy editing ensures correct spelling, grammar, formatting, and adherence to house style [link to TRU-OL style sheet?]. <br />
Substantive Editing <br />
Substantive editing focuses on the content and structure of a course, and on the suitability of the text for the target readership. Editors consider the appropriateness of course materials on many levels, which may include the clarity of the writing and organization, academic tone, gender neutrality (non-sexist language), cultural and ethnic diversity, and so on. <br />
Stylistic Editing<br />
[EAC ]<br />
Proofread<br />
[EAC info]<br />
As a Curriculum Services Course Editor, you deal with six main types of editorial projects/situations: [Note: confirm w/ D4P2]<br />
● New courses developed by TRU-OL<br />
● Print-based major and minor revisions<br />
● Web-based major and minor ...<br />
● Online-based major and minor revisions<br />
● Fix My Course [definition in glossary?] <br />
● Licensed course adaptations [is “adaptation” correct?]<br />
<br />
TRU-OL Course Development Process <br />
[check list? info graphic? perhaps sourced from JIRA workflow screen?] <br />
1) Pre-Editing Development Process “Where do courses come from” Courses are conceived by … then designed by … then developed by... and then sent to editing team... and then assigned to an editor... <br />
Upon being assigned to a course, the editor’s job is to: <br />
1) Confirm we have the complete set of files, materials, access to publisher’s resources, software … <br />
2) Consult with the Course Lead to confirm purpose, audience, context, scope, process (how to handle the files, how to report, … <br />
3) Edit to TRU-OL Editorial standards. Please see editing checklist, style conventions, … <br />
4) Confirm IP status, report third-party materials to Intellectual Property Office, resolve, ?? <br />
5) Track work and report status through D4P2 (OL wide) and JIRA (internal to editing team)<br />
6) Query problems and exchange feedback on the initial edit with writers, subject matter expert (SME), Course Lead <br />
7) Implement changes as a result of feedback in Step 6; query or exchange feedback as needed<br />
8) Send completed course to the Editing Supervisor for review <br />
9) The Editing Supervisor sends the course to Course Lead for final pre-Production review<br />
10) Proofread print proof or review in Blackboard (not always done by the editor) <br />
Post-Editing “Where do courses go to?” <br />
Course Lead sends to Production<br />
<br />
<br />
To request editing services, please complete the Course Editing Request Form. [link]<br />
Send your editing request form and documents to csrequests@tru.ca. [link]<br />
<br />
<br />
== What Is a Style Guide? (Purpose Statement) ==<br />
<br />
*What is a Style Guide? How to use a style guide? Who should use this style guide? Benefits of using a style guide? <br />
*How does this support the TRU [http://www.tru.ca/vpacademic/academic_plan.html Academic Plan]?&nbsp;<br />
<br />
=== Structure of TRU-OL Courses ===<br />
<br />
TRU-OL courses come in many shapes and varieties, which we call&nbsp;[http://kumu.tru.ca/Editorial/Style_Guide/Methods_of_Delivery methods of delivery]. <br />
<br />
*Distinction between modalities and delivery modes<br />
<br />
=== Reference Style Guides ===<br />
<br />
=== Other Resources ===<br />
<br />
<br />
<br />
*Standardized Course Guide<br />
<br />
== Writing Conventions ==<br />
<br />
The original plan had file naming conventions under writing conventions, but I suggest we make a new section for file naming (below). <br />
<br />
File Naming Conventions <br />
<br />
We use file naming conventions in Curriculum Services for syntactical consistency, which in turn supports file management and helps Production to identify how files should be organized. [Could we express this more clearly using plain English?] <br />
<br />
[http://wikieducator.org/TRU/Editorial/Style_Guide/File_Naming_Conventions How to name TRU-OL files]<br />
<br />
== Guidelines for Typography/Page Design/PowerPoint ==<br />
<br />
*Sample hierarchy of headings <br />
*Sample title page<br />
<br />
== Copyright Guidelines ==<br />
New policy 02/04/2013: New online copyright clearing form: http://kamino.tru.ca/ipo/register.html The results come directly to IPO team care of the copyright@tru.ca e-mail. This should eliminate the need for filling out other forms.<br />
<br />
== Editing Best Practices and Style Checklists ==<br />
<br />
*Media<br />
*Math type and eq. editor <br />
*Styles in MS Word <br />
*Templates <br />
*Show changes: How to do it? What to keep in show changes &amp; what to accept? <br />
*Deep links &amp; URLs: link from anchor text and/or provide written URL? <br />
*Publisher's online materials: computer requirements, open access mandate, log-in instructions, privacy concerns (if any)<br />
<br />
== Glossary ==<br />
<br />
<big>Standardization</big><br />
<gallery><br />
misspelled-words.jpg|Caption1<br />
</gallery><br />
<br />
'''To ensure consistency, accuracy, and clarity, the following spelling and standardized terminology lists have been developed.'''<br />
<br />
<big>Standardized TRU-OL Spelling List</big><br />
<br />
* acknowledgement<br />
* aging<br />
* anaesthetic<br />
* analyze<br />
* appendices<br />
* archaeology<br />
* audiovisual<br />
* axe<br />
* backup (n.)<br />
* behaviour<br />
* benefited<br />
* biased<br />
* birthdate<br />
* Blackboard<br />
* Blackboard Collaborate (not Elluminate)<br />
* cacti<br />
* café<br />
* catalogue<br />
* CD-ROM<br />
* cellphone<br />
* centimetre<br />
* centre<br />
* cheque<br />
* chlorophyll<br />
* clamour<br />
* colour<br />
* co-operate<br />
* coordinate <br />
* coordinator<br />
* counselled<br />
* counsellor<br />
* Course Guide<br />
* coursework<br />
* database<br />
* decision-making (attrib.)(adj.)<br />
* decision making (n.)<br />
* defence<br />
* demeanour<br />
* dialogue disc (sound or video)<br />
* disk (computer)<br />
* draft<br />
* e-book<br />
* email<br />
* endeavour<br />
* enrol, enrolment<br />
* Enrolment Services<br />
* equalled<br />
* Exams Department<br />
* favour<br />
* fetus<br />
* fibre<br />
* focused<br />
* focuses (n. & v.)<br />
* formulas<br />
* fulfill<br />
* fulfillment<br />
* grey<br />
* Hhome Ppage (for our courses); home page<br />
* honour<br />
* humour<br />
* icon<br />
* imperilled<br />
* indexes<br />
* instalment<br />
* instill<br />
* Internet<br />
* jewellery<br />
* journalling<br />
* judgment<br />
* kilometre <br />
* labelled<br />
* left-hand<br />
* levelled licence (n.)<br />
* license (v.)<br />
* lifestyle<br />
* likeable<br />
* livable<br />
* long-term (attrib.)<br />
* lustre<br />
* manoeuvre<br />
* marvellous<br />
* meagre<br />
* medieval<br />
* meter (instrument)<br />
* Metis<br />
* metre (measurement)<br />
* midterm<br />
* modelled, modelling <br />
* mould<br />
* naive, naïveté<br />
* neighbour<br />
* Net (Internet)<br />
* odour<br />
* offence<br />
* online (adj. & adv.) <br />
* Open Learning Faculty Member (not OLFM)<br />
* organize<br />
* paralleled<br />
* paralyze<br />
* per cent<br />
* plow (n. & v.)<br />
* postwar<br />
* practice (n.)<br />
* practise (v.)<br />
* practice exam pretense<br />
* program<br />
* prophecy (n.)<br />
* prophesy (v.)<br />
* realize<br />
* recognize<br />
* regroup<br />
* revisit<br />
* savour <br />
* self-test<br />
* short-term ((attrib.)<br />
* signalled<br />
* sizable<br />
* skilful<br />
* smoulder<br />
* sombre<br />
* spectre<br />
* storey (building)<br />
* Student Handbook<br />
* sulphur<br />
* theatre<br />
* toward<br />
* tranquilize<br />
* tranquilizer<br />
* travelled<br />
* traveller<br />
* TRU-OL (use hyphen)<br />
* TRU-OL, Open Learning<br />
* tumour<br />
* usable<br />
* videoclip<br />
* videotape<br />
* vigour <br />
* web (Internet) <br />
* web browser<br />
* web page <br />
* website<br />
<br />
This list conforms to The Canadian Oxford Dictionary, (2004), which we follow unless the a course project team decides on alternativestakes an alternate approach—, for example, to be consistent with the main textbook used for a course. <br />
<br />
<big>Standardized Terminology</big><br />
<br />
* “Assignments” (for the link in the LMS, not Assignment File)<br />
* click (not “click on” or “clink on”)<br />
* Course Modules OR Course Units (but not both)<br />
* Course Guide (not Course Overview OR Course Manual (but not both)<br />
* Course Tools menu (not Course Menu area)<br />
* “Discussions” (not forum, area, board, or conference)<br />
* Distance Regional & Open Learning (DROL) Services (and no quotation marks, no hyphen after Regional)<br />
* “Following a citation trail” guide (as the title of the guide itself, not the link)<br />
* “Getting Started” (not “Getting Started with WebCT Guide”)<br />
* “Help” link or “Help” (not HELP button)<br />
* home page (two words, lowercase unless referring to course Home Page)<br />
* How Do I...? (Do is first-initial cap; question mark goes after ellipses)<br />
* IT Service Desk (not Help Desk, not IT service desk)<br />
* learning management system (not WebCT)<br />
* Library (when TRU Library) (not TRU-OL library)<br />
* “Mail” tool (instead of “mail in WebCT”)<br />
* Pack Slip (not Packing Grid)<br />
* PIN (not PIN number) <br />
* Student Handbook<br />
* TRU Library (not the TRU Library)<br />
* TRU-OL Social Sciences Guide<br />
* TRU Open Learning<br />
* Tutor Open Learning Faculty Member (not OLFM, Tutor, Facilitator, or Instructor)<br />
* Tutor Marked Assignment form<br />
* “View Attempt” not view results<br />
* “Web Links”<br />
* welcome letter (lowercase)<br />
* World Wide Web, but web<br />
* Other:<br />
* “Getting Connected to WebCT” is outdated (get rid of WebCT references) <br />
* There is no “WebCT Guide”<br />
* Italics for course names (after acronym and number)<br />
* Print info not needed, how to access course online info not needed<br />
* Think in terms of students viewing the info on a monitor: for example, change language such as “turn now to your Assignments File”<br />
<br />
<big>Recommendations:</big><br />
<br />
Include, on the “Web Links” page, a link to TRU-OL Examinations (so students can plan)<br />
Include, on the “Web Links” page, a link to Submission Guidelines, as it is referred to constantly in some courses<br />
Include, on the “Web Links” page, a link to Grading Systems and Procedures<br />
Fix language in grading scale: for example, Grading Systems and Policies is called Grading Systems and Procedures on the TRU web page<br />
<br />
== Appendix A: TRU-OL Course Formats Information ==<br />
<br />
*Note: Please see the discussion topic on presenting the appendix info in a wiki or web context.<br />
<br />
== Appendix B: Editorial Projects Information ==<br />
<br />
== Appendix C: Forms ==<br />
<br />
Links to: <br />
<br />
*IP form <br />
*Media web site<br />
*CIS (?)<br />
<br />
== Appendix D: Overview of TRU Open Learning ==<br />
<br />
Thompson Rivers University, Open Learning (TRU-OL) is the Division of Thompson Rivers University (TRU) that specializes in providing learners with flexible learning options, open access to education wherever possible, and a wide variety of course and program choices, meeting the needs of its own students and helping other institutions and organizations meet the open and online learning needs of their communities.<br><br />
<br />
TRU is a public institution mandated by the provincial government to provide the province's open learning programming and an open learning educational credit bank, TRU-OL opens the door to accessible, recognized and quality post-secondary education, providing learning opportunities in print, online, web-based or blended formats, with programs tailored to each student's personal needs and support offered by over 160 highly respected and qualified Open Learning Faculty Members from all over BC.<br><br />
<br />
For a comprehensive description of TRU, Open Learning Division (TRU-OL), see [http://www.tru.ca/distance/about.html About TRU Open Learning]<br><br />
<br />
== Appendix E: Work in Progress ==<br />
<br />
[[TRU Editing Style Checklist]]<br />
<br />
[[Purpose Statement]]<br />
<br />
[[Reference Style Guides and Other Resources]]<br />
<br />
[[Writing Conventions]]<br />
<br />
[[Copyright Forms and Guidelines]]<br />
<br />
[[Media Forms and Files]]<br />
<br />
[[Glossary]]<br />
<br />
[[Interculturalizing the Curriculum Resources]]<br />
<br />
[[Standardized Course Guide Resources]]<br />
<br />
[[Best Practices]]<br />
<br />
[[File Naming Conventions]]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Editorial/Style_Guide/copyright&diff=947Editorial/Style Guide/copyright2014-01-14T20:26:03Z<p>BrianScrivener: first draft --first-level instruction only intended for this page</p>
<hr />
<div>DRAFT<br />
Many courses contain material copyrighted by someone other than TRU. The course editor shares responsibility for ensuring that this material is properly credited and that, where appropriate, permission has been requested and granted by the rights holder.<br />
<br />
Permission to use copyrighted material in TRU courses is sought by the Intellectual Property Office (IPO), which also determines whether or not permission is required. Often, excerpts fall within TRU's Fair Dealing guidelines, so no permission is required; complete, proper citation is still necessary. <br />
<br />
Responsibility for identifying and requesting permission for use of copyrighted material is technically the responsibility of the course lead--either an instructional designer (for a new or significantly revised course)or the Associate Director, Curriculum Services (for Maintenance courses). This person sends a request to IPO, accompanied by course materials. (For Maintenance courses, this step is often taken by CurriculumServices or the Editing Supervisor.)<br />
<br />
Sometimes, permission may not have been requested because of changes in the availability of the excerpted material (e.g., new editions, broken links, changes in rights holder's policies). Or, the presence of copyrighted material may not be immediately evident (e.g., copyrighted material that is pasted into course text without being identified as third-party).<br />
<br />
When you receive a course to edit, contact IPO and ask whether they have received a permissions request for that course. If they have, ask for a copy of the Copyright Report. If they have not, send all course files to IPO.<br />
<br />
As you edit the course, compare third-party excerpts against the Copyright Report. Ensure that correct credit appears with the excerpt in a form appropriate to the course. If the Copyright Report cites specific credit wording required or requested by the rights holder, make certain that credit appears in this form.<br />
<br />
For more detailed information about TRU's copyright policies, go to the Intellectual Property Office's website at https://www.tru.ca/ipo/links.html<br />
<br />
Please note that all contributions to Kumu Wiki are considered to be released under the Creative Commons Attribution Share Alike (see Kumu Wiki:Copyrights for details).</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Sandbox:Style_Guide&diff=708Sandbox:Style Guide2013-10-29T17:24:10Z<p>BrianScrivener: /* Glossary */</p>
<hr />
<div>Example:<br />
<br />
There's really little else I can do right now other than write this sentence.<br /><br />
<gallery><br />
File:Example.jpg|Caption1<br />
File:Example.jpg|Caption2<br />
</gallery><br />
<br />
[Glossary test]<br />
<br />
== Glossary ==<br />
''New processes will generate a new glossary. This area is under development as of January 2010.''<br /><br />
<br />
'''399 Courses''' Upper-level critical analysis and research courses, requiring a large amount of independent work, reading, web research, and conference-based discussions. They are courses available solely on the web. <br /><br />
<br />
'''ABE''' Adult Basic Education<br /><br />
<br />
'''BCCOL''' BC Centre For Open Learning, the name of our building on the Kamloops campus.<br /><br />
<br />
'''Blackboard Learn''' The Learning Management System currently used by Open Learning. <br /><br />
<br />
'''BOM''' Bill of Materials, the items listed on the Pack Slip, have costs; BOM is the cost of a course package. (The BOM is the response given by Product Support after processing the Pack Slip. The BOM specifies both the internal cost and the cost incurred by the student.<br /><br />
<br />
'''CAC''' Campus Activity Centre; it has a cafeteria, pub, and meeting and conference facilities. <br /><br />
<br />
'''CE''' Course Editor/Copy Editor<br /><br />
<br />
'''CIS''' Course Information Sheet<br />
[end Glossary test]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Sandbox:Style_Guide&diff=706Sandbox:Style Guide2013-10-29T17:23:34Z<p>BrianScrivener: /* Glossary */</p>
<hr />
<div>Example:<br />
<br />
There's really little else I can do right now other than write this sentence.<br /><br />
<gallery><br />
File:Example.jpg|Caption1<br />
File:Example.jpg|Caption2<br />
</gallery><br />
<br />
[Glossary test]<br />
<br />
== Glossary ==<br />
''New processes will generate a new glossary. This area is under development as of January 2010.''<br /><br />
<br />
'''399 Courses''' Upper-level critical analysis and research courses, requiring a large amount of independent work, reading, web research, and conference-based discussions. They are courses available solely on the web. <br /><br />
<br />
'''ABE''' Adult Basic Education<br /><br />
<br />
'''BCCOL''' BC Centre For Open Learning, the name of our building on the Kamloops campus.<br /><br />
<br />
'''Blackboard Learn''' The Learning Management System currently used by Open Learning. <br /><br />
<br />
'''BOM''' Bill of Materials, the items listed on the Pack Slip, have costs; BOM is the cost of a course package. (The BOM is the response given by Product Support after processing the Pack Slip. The BOM specifies both the internal cost and the cost incurred by the student.<br /><br />
<br />
'''CAC''' Campus Activity Centre; it has a cafeteria, pub, and meeting and conference facilities. <br /><br />
<br />
'''CE''' Course Editor/Copy Editor<br /><br />
<br />
'''CIS'''<sub>Subscript text</sub> Course Information Sheet<br />
[end Glossary test]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Sandbox:Style_Guide&diff=703Sandbox:Style Guide2013-10-29T17:22:20Z<p>BrianScrivener: /* Glossary */</p>
<hr />
<div>Example:<br />
<br />
There's really little else I can do right now other than write this sentence.<br /><br />
<gallery><br />
File:Example.jpg|Caption1<br />
File:Example.jpg|Caption2<br />
</gallery><br />
<br />
[Glossary test]<br />
<br />
== Glossary ==<br />
''New processes will generate a new glossary. This area is under development as of January 2010.''<br /><br />
<br />
'''399 Courses''' Upper-level critical analysis and research courses, requiring a large amount of independent work, reading, web research, and conference-based discussions. They are courses available solely on the web. <br />
'''ABE''' Adult Basic Education<br />
'''BCCOL''' BC Centre For Open Learning, the name of our building on the Kamloops campus.<br />
'''Blackboard''' The Learning Management System currently used by Open Learning. <br />
'''BOM''' Bill of Materials, the items listed on the Pack Slip, have costs; BOM is the cost of a course package. (The BOM is the response given by Product Support after processing the Pack Slip. The BOM specifies both the internal cost and the cost incurred by the student.<br />
'''CAC''' Campus Activity Centre; it has a cafeteria, pub, and meeting and conference facilities. <br />
'''CE''' Course Editor/Copy Editor<br />
'''CIS'''<sub>Subscript text</sub> Course Information Sheet<br />
[end Glossary test]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Sandbox:Style_Guide&diff=701Sandbox:Style Guide2013-10-29T17:21:55Z<p>BrianScrivener: </p>
<hr />
<div>Example:<br />
<br />
There's really little else I can do right now other than write this sentence.<br /><br />
<gallery><br />
File:Example.jpg|Caption1<br />
File:Example.jpg|Caption2<br />
</gallery><br />
<br />
[Glossary test]<br />
<br />
== Glossary ==<br />
''New processes will generate a new glossary. This area is under development as of January 2010.''<br />
'''399 Courses''' Upper-level critical analysis and research courses, requiring a large amount of independent work, reading, web research, and conference-based discussions. They are courses available solely on the web. <br />
'''ABE''' Adult Basic Education<br />
'''BCCOL''' BC Centre For Open Learning, the name of our building on the Kamloops campus.<br />
'''Blackboard''' The Learning Management System currently used by Open Learning. <br />
'''BOM''' Bill of Materials, the items listed on the Pack Slip, have costs; BOM is the cost of a course package. (The BOM is the response given by Product Support after processing the Pack Slip. The BOM specifies both the internal cost and the cost incurred by the student.<br />
'''CAC''' Campus Activity Centre; it has a cafeteria, pub, and meeting and conference facilities. <br />
'''CE''' Course Editor/Copy Editor<br />
'''CIS'''<sub>Subscript text</sub> Course Information Sheet<br />
[end Glossary test]</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Sandbox:Style_Guide&diff=695Sandbox:Style Guide2013-10-29T17:16:30Z<p>BrianScrivener: </p>
<hr />
<div>Example:<br />
<br />
There's really little else I can do right now other than write this sentence.</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=Sandbox:Style_Guide&diff=694Sandbox:Style Guide2013-10-29T17:16:00Z<p>BrianScrivener: </p>
<hr />
<div>Example<br />
There's really little else I can do right now other than write this sentence.</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=File:Yoda.gif&diff=692File:Yoda.gif2013-10-29T17:12:57Z<p>BrianScrivener: User created page with UploadWizard</p>
<hr />
<div>=={{int:filedesc}}==<br />
{{Information<br />
|description={{en|1=Style Guide Glossary}}<br />
|date=2013-10-29 10:09:46<br />
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|author=NotAvail<br />
|permission=<br />
|other_versions=<br />
|other_fields=<br />
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<br />
=={{int:license-header}}==<br />
{{subst:uwl}}</div>BrianScrivenerhttps://kumu.tru.ca/index.php?title=File:Glossary.docx&diff=691File:Glossary.docx2013-10-29T17:12:56Z<p>BrianScrivener: User created page with UploadWizard</p>
<hr />
<div>=={{int:filedesc}}==<br />
{{Information<br />
|description={{en|1=Style Guide Glossary}}<br />
|date=2013-10-29 10:11:06<br />
|source=NotAvail<br />
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|permission=<br />
|other_versions=<br />
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}}<br />
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=={{int:license-header}}==<br />
{{subst:uwl}}</div>BrianScrivener