Category Archives: Getting started

Working together

One of the CIEP’s greatest strengths is its collegiality and mutual support. This extends to our members helping each other to find and succeed in work. Here are six ways we do this.

  1. Advising and encouraging
  2. Sharing information
  3. Supporting each other’s work
  4. Sharing opportunities
  5. Employing each other
  6. Working collectively

1. Advising and encouraging

The CIEP’s online member forums include a Newbie forum, where less experienced members can introduce themselves and ask questions about any aspect of being an editorial professional. These first questions often concern the best way to go about finding work. More experienced members respond with advice, encouragement and tips. These responses tend to reflect the same key themes:

  • Get trained, so you have the knowledge and confidence to offer your services.
  • Join a CIEP local group – in-person or online.
  • Check out CIEP resources, including our fact sheets and guides. These are free to members.
  • Think about how you will market yourself, including identifying the area of editing you will concentrate on. This might reflect your existing expertise (a field you’ve worked in, perhaps) or even your personal interests (for example a hobby like gardening or cookery).
  • Don’t limit yourself, either. If you have trained in proofreading, consider adding copyediting to your training plan. This is because sometimes a client will ask you to ‘proofread’ a document which also needs elements of copyediting to get it ready for publication.
  • Tell everyone you know that you are setting yourself up as an editorial professional. This may get you your first clients.
  • Use the ‘search’ function to find similar threads in our forums – there is already lots of advice there. There’s also a pinned post near the top of the Newbie forum, ‘Newbie FAQs and Collated Wisdom from CIEP Members’, that includes invaluable tips and suggests some great resources for when you’re starting out as an editor or proofreader.

2. Sharing information

Within the CIEP member forums, information is shared about all sorts of editing- and proofreading-related subjects, from tax rules and software glitches to the use of commas. But CIEP members who aren’t registered for our forums can also benefit from the wisdom and experience of other members. Most of our fact sheets and all of our guides are written by CIEP members. The information in these resources aims to equip our members for work, from setting up a freelance business and getting your first clients to editing in specialist areas like scientific articles, cookery books and legal publishing.

Many of the topics covered in our bank of resources are explored at a deeper level in our range of training courses which, again, are designed and delivered by CIEP members.

And there’s more information in our vast collection of blogs which are overwhelmingly written by CIEP members. Our blogs cover almost every editing-related subject, many of which are related to gaining work. Use the ‘search’ function to see what you can find. The Flying Solo series, written by Sue Littleford, author of the Going Solo guide, is particularly useful if you’re just starting out.

3. Supporting each other’s work

Suzanne Arnold and Nadine Catto met through the CIEP London group during lockdown and realised that they lived round the corner from each other. Nadine says: ‘We started meeting up with a few other editors and have all become great friends. As Suzanne and I live very near, we often go for walks together. We have collaborated on a few work projects as well.’ Friendship and work combine, as Suzanne describes: ‘It is a regular (and very valuable) sounding-board thing and sometimes even a bit of informal accountability. But it’s not structured or planned – it’s two friends bouncing ideas around and sharing links to online resources etc and the “agenda” is very driven by what’s going on in our lives on any particular day.’ The connections created by their local group help them both. Suzanne says: ‘There’s a lot of informal help behind the scenes – on a more mundane level, too, such as messaging saying “does this sentence look right to you?” And that often involves the wider group of CIEP friends who live locally.’ Sometimes this informal help extends to pet-sitting: Suzanne feeds Nadine’s cat when she’s on holiday.

In contrast to this more informal growth of connections within a larger formal group, some CIEP members decide to set up their own small accountability groups. In a CIEP blog, ‘Accountability groups: What? Where? Why?’, Eleanor Abraham says: ‘It’s good to have other perspectives, but sometimes you don’t want 150 slightly different opinions, but rather the chance to talk things through with people you trust and respect.’ Eleanor’s group has an hour-long meeting each month, which suits the busy lives of its members; Erin Brenner’s accountability group has a monthly goals check-in and in-person and online retreats. Erin writes: ‘We’ll refer each other for work and collaborate on projects. Some of us have even partnered for new business ventures, and we regularly discuss opportunities to do so.’

Two women working on a laptop together

4. Sharing opportunities

From recommending other people for work to advertising jobs they can’t themselves take, CIEP members often share work opportunities with each other. This happens on our member forums: on the Marketplace forum and local group forums in particular.

As Erin’s accountability group does, many members also recommend colleagues who possess the skills a client will need. Most people who have been editing or proofreading for a while have had the experience of being asked to suggest someone else if they’re too busy to take a job. Directories can help here. The CIEP has a directory of Professional and Advanced Professional Members, but some of our local groups also have their own directories of CIEP members which list their experience and specialisms. It also helps to pre-empt clients’ requests for recommendations to develop our own list of editors we would happily recommend if we can’t do a job.

5. Employing each other

A step beyond recommending our colleagues is employing them to do something for us. In ‘Reflections on the self-publishing process’, Kia Thomas describes commissioning two other CIEP members to help her publish her own novel, and they in turn report on the experience. The project went so well that Kia is planning to use the same team for her second novel.

Kia went about finding Judith Leask, her editor, ‘not just a good editor, but the right one for me’, by ‘asking CIEP members who were looking for more experience in fiction to put themselves forward for the job’. It can be a great approach to work with other editors who are at this stage of their career – for you as a ‘client’ and for the person you’ve asked to do the job. Judith says: ‘Being chosen by Kia to edit her novel was very exciting, because I knew I’d learn a huge amount from her, and that turned out to be true.’

The CIEP has a system for encouraging its members to work with other members who are keen to gain more experience: IM Available. This is a list, refreshed every fortnight, that includes any Intermediate CIEP members who are available for work, with details of their training, skills and experience, so that other CIEP members can employ them – to edit or proofread their own writing or to help with a surplus of client work.

6. Working collectively

Another way to deal with work that is too much for one editor or proofreader is to work in a partnership or a larger collective.

One such collective is Editing Globally, which, through six editorial professionals, spans the globe’s time zones but also the full range of tasks related to getting a publication produced: manuscript evaluations, project management, translation, developmental editing, line editing, fact-checking, copyediting and proofreading, formatting and design. This 24/7, end-to-end service can make it easier for a client to hit a tight deadline. Janet MacMillan, one of the editors in Editing Globally, is a fan of team working:

Editorial teams come in all sorts of shapes and sizes, from a team like Global Editing to informal, ad hoc, two-person teams who work together to complete a job over a timescale that would be impossible for one person. I value being able to work with trusted colleagues, whose expertise and knowledge I learn from, and I believe that learning makes me the editor that I am. No matter the size or shape of the team, being able to work with others expands an editor’s knowledge and skills.

Make the most of the editorial community

Freelance editing and proofreading can be lonely work. It pays off – sometimes literally – to reach out to your professional community. If you want some more ideas about how to do this, download our fact sheet ‘Making the most of the editorial community’, which is free for CIEP members.

About the CIEP

The Chartered Institute of Editing and Proofreading (CIEP) is a non-profit body promoting excellence in English language editing. We set and demonstrate editorial standards, and we are a community, training hub and support network for editorial professionals – the people who work to make text accurate, clear and fit for purpose.
Find out more about:

 

Photo credits: hands together by Hannah Busing on Unsplash; two women working together by CoWomen on Pexels.

Posted by Sue McLoughlin, blog assistant.

The views expressed here do not necessarily reflect those of the CIEP.

Forum matters: Finding work

This feature comes from the band of CIEP members who volunteer as forum moderators. You will only be able to access links to the posts if you’re a forum user and logged in. Find out how to register.

The topic of finding work is one that arises frequently wherever editorial professionals chat, and CIEP forums are no exception. Whether they are new to the field or are more experienced and seeking fresh opportunities, forum members often turn to other members for suggestions. And with most members needing to seek more work at some stage, everyone is usually willing to share advice and information.

Gaining experience

A recent discussion on how long it takes full-time freelance editors and proofreaders to get regular work covered lots of bases. The consensus seemed to be that building a freelance business takes time, and that it took several years for most to establish themselves in terms of a steady stream of work and adequate income.

Contributors to that discussion and others shared their experiences of how valuable word of mouth, cold calling, finding a niche, directory entries and having a website were. One mentioned the importance of local networking events, and there’s lots of information about networking within the CIEP on the CIEP website.

How someone goes about finding work may vary depending on their niche(s), but one discussion on finding academic editing work reinforced the importance of word of mouth and networking. The topic of packagers/agencies also came up in this discussion and in a more recent Newbie query, and while some editorial professionals find the rates low and turnaround times tight, they acknowledge that such work provides the opportunity to gain experience, which then attracts other clients. Several members suggested contacting faculty members and university departments who may have their own proofreading and editing needs and who may also be involved in publishing academic journals. University presses also got a mention.

Jobs in the marketplace

Members can find work in the Marketplace forum when other members post information about one-off jobs they have been offered but cannot take on. The time it takes ‘[CLOSED]’ to appear at the front of such posts is a measure of how quickly the work is taken up, so it’s a good place to check regularly in case something in your niche becomes available – before it becomes unavailable!

Members posting jobs usually take a few names of people who contact them directly and mark the post ‘[CLOSED]’ when they have enough responses. They will ask for some information – perhaps website/profile details and anything about your experience that may be relevant to the specific job. If you are the person posting the work, it’s helpful to read the pinned How to avoid post removal and Marketplace guidelines topics first.

Woman using laptop and smiling while drinking from a mug

Tests and testimonials

Sometimes members post about editing tests they have taken, or sample edits they have been asked to do. It’s worth noting that while a ‘poor’ performance in a test or sample edit may knock the confidence of a newbie, even experienced editors and proofreaders have ‘failed’ such editorial tests, and one discussion showed that while tests may match you with a potential client, one bad experience does not mean you’re a bad editor.

Keeping an up-to-date portfolio and collecting testimonials are other ways to set yourself up for finding work. In one discussion, the topic of better ways to organise a portfolio and the value of having a portfolio came up. In a discussion in the Fiction forum (which you will need to subscribe to), the value of testimonials and how they might be organised generated interesting responses.

CIEP guides and courses

Many forum members find CIEP resources helpful – directly or indirectly – in guiding them as they seek work, and some of these get a mention in the forums. One that newcomers to freelance life may find helpful is Sue Littleford’s Going Solo Toolkit and the CIEP guide Going Solo: Creating your freelance editorial business. Many other CIEP guides are useful in helping an editorial professional learn more about finding work, including Marketing Yourself: Strategies to promote your editorial business by Sara Hulse. You can find an overview of the CIEP guides here.

Finally, there’s training. Many new editors and proofreaders posting for the first time in the Newbies forum will be undertaking courses, but many experienced professionals also see courses as a vital part of their continuing professional development, making them more attractive to regular and new clients.

For up-to-date discussion about this and more, you won’t go far wrong when you network on the CIEP forums!

About the CIEP

The Chartered Institute of Editing and Proofreading (CIEP) is a non-profit body promoting excellence in English language editing. We set and demonstrate editorial standards, and we are a community, training hub and support network for editorial professionals – the people who work to make text accurate, clear and fit for purpose.
Find out more about:

 

Photo credits: open laptop by Glenn Carstens-Peters on Unsplash; smiling woman on laptop by Vlada Karpovich on Pexels.

Posted by Sue McLoughlin, blog assistant.

The views expressed here do not necessarily reflect those of the CIEP.

Resources round-up: Self-publishing

Welcome to this round-up of resources compiled by the CIEP. This time, we look at self-publishing and working with independent authors. We have divided our picks into:

  • websites
  • blogs
  • a book and some guides.

Websites

This is a great time to be looking into working in self-publishing and with independent authors because of the sheer number of resources in this area that have built up in the last few years. The website of the Alliance of Independent Authors (ALLi) is almost unbelievably useful. ALLi offers a regular podcast that covers a wide range of topics, and two web pages – ‘AskALLi: Self-Publishing Advice You Can Trust’ and the ALLi blog – that are a goldmine for anyone working, or hoping to work, in self-publishing. The blog is divided into 16 categories, including editorial, design and formatting, production and distribution, international insights, and writing.

Another useful website is Jane Friedman’s. Friedman commissions colleagues to write regular blogs on topics that are mostly relevant to self-publishing writers, but that editorial professionals working with these writers will want to dive into as well. These blogs are particularly strong on bigger-picture aspects of fiction like narrative arc and viewpoint, as well as the business aspects of being an independent writer, such as promotion. One particularly useful, and long, resource on this website is ‘The Comprehensive Guide to Finding, Hiring, and Working with an Editor’ by Chantel Hamilton, a non-fiction developmental editor.

Blogs

Blogs offer glimpses into different perspectives, and this is particularly true of blogs about self-publishing which aim to help different people at different stages of a complex process. Fiction editor Sophie Playle covers self-publishing from the viewpoint of writers on her own blog (‘Preparing your novel for self-publishing’) and of editors on the CIEP blog (‘Working with self-publishing authors: Expectations and implementation’). Also on the CIEP blog, Helen Jones considers the benefits of using an editor if you’re writing a business book, and Averill Buchanan writes from the perspective of a book production specialist.

On the AFEPI blog, Louise Harnby suggests 4 ways to get noticed by indie crime fiction and thriller writers if you’re an editorial professional, and Laura Bontje for the Editors Canada blog covers editing for authors on a budget, which can be a useful skill in the self-publishing world. Finally, Siobhán Prendergast at Dingle Publishing Services offers a completely different perspective – self-publishing as an act of defiance – reminding us that writers from Jane Austen to Walt Whitman self-published their work.

A book and some guides

At first glance, Richard Bradburn’s Self-Editing for Self-Publishers would seem to be doing editorial professionals out of a job, but many editors have found it useful, including Sophie Playle, who has reviewed it on her website. Playle says that Bradburn, a professional editor, ‘makes an excellent case as to why the best method for self-publishing authors would be to take their manuscript as far as they can on their own, then hire a professional’. She actively recommends the book to fiction editors ‘as it provides such an excellent overview of how a manuscript should be treated during the publication process, as well as giving the editor a wider understanding of the author’s role in shaping their work’.

What helps the writer helps the editor, which in turn helps the writer. So ALLi’s seven publishing guides for indie authors, including 150 Self-Publishing Questions Answered, based on AskALLi’s gathered advice, are also a help and resource for the editing community. Finally, Alison Shakspeare’s CIEP guide, How to Work with Self-Publishers: Editing, proofreading and other considerations, ‘for practising editors who want to develop their support of self-publishing authors, in fiction and non-fiction’ empowers editorial professionals with the skills and knowledge to guide authors to self-publishing success.

About the CIEP

The Chartered Institute of Editing and Proofreading (CIEP) is a non-profit body promoting excellence in English language editing. We set and demonstrate editorial standards, and we are a community, training hub and support network for editorial professionals – the people who work to make text accurate, clear and fit for purpose.
Find out more about:

 

Photo credits: kindle by felipepelaquim on Unsplash, Jane Austen books by Leah Kelley on Pexels.

Posted by Belinda Hodder, blog assistant.

The views expressed here do not necessarily reflect those of the CIEP.

An introduction to editing textbooks

In this post Hetty Marx, author of the new CIEP guide Editing Textbooks, gives a flavour of what it is like to edit textbooks by describing ten aspects of textbook publishing that differ from other specialisms.

Editing textbooks, and educational resources more broadly, requires the core editing skills necessary for any field of publishing. But there are some aspects of textbook publishing that require a different set of skills or knowledge and in this post I will describe ten of these aspects. You might be familiar with some of these from other fields, for example complex designs in illustrated non-fiction, or scholarship in academic books.

1. Learning

Textbooks are designed to help students learn, and this principle should be at the forefront of most decisions in creating a textbook. It’s also one of the reasons why editing textbooks feels rewarding, as you know that your work will help students grasp a difficult concept or deepen their understanding of the subject.

2. Accuracy and scholarship

Accuracy of content and general principles of scholarship are important in textbooks. While fact-checking is not normally part of textbook editing, editors should be alert to any possible inaccuracies or inconsistencies. Textbooks should usually feel balanced and objective, so (depending on the project) it may be important to check that the author covers both sides of a debate, uses a neutral tone and avoids presenting their own views.

3. Differentiation

While textbooks are often written for a particular age group, they will be used by many students within that group, all with their own interests, abilities and preferred ways of learning. And these differences should, as much as possible, be catered for within each textbook. Textbook editors can help by checking that the author includes:

  • a range of different examples and photos (so that more students feel the content is relevant to them)
  • a variety of activity types that test different skills (multiple-choice questions, creative activities, speaking tasks, etc)
  • different levels of challenge in the activities.

4. Complex design

Textbooks are often full-colour and highly illustrated with several design features. Tasks like tagging/coding a feature-heavy manuscript or working with artworks (checking they are useful and suitable for the reader, pulling together artwork briefs, creating an artwork log, etc) can amount to a large part of textbook editing.

5. Pedagogical features

Textbooks include a range of pedagogical features to help students learn, such as boxed features, case studies and activities. Editing pedagogical features involves checking they are:

  • useful, ie that they are designed and written in a way that will actually help students learn
  • relevant, for example that questions test content covered in the chapter, and at a suitable level for the student
  • consistent, in terms of purpose, style, frequency and length
  • complete, for example that there is the required number of case studies or that answers are provided for all the questions.

Love to learn: editing textbooks

6. Multiple components

Multi-component products are ones where several resources are built around the main student textbook, such as worksheets, online quizzes, teacher books, revision guides and/or audio scripts.

The components are often closely linked to the main textbook, for example for every subsection in the book, there may be an online activity, a worksheet, a set of answers to the textbook questions, a lesson plan, a practice question in the workbook, etc. In addition to normal editing tasks, editors need to check that each of these linked aspects is provided, check that they are consistent with each other (eg in style and content) and keep track of any knock-on effects of a change in one component on the linked resources.

Editing multi-component textbooks adds various challenges (and requires good organisational skills) but it does offer opportunities for more varied work. Editing just one component (eg a teacher book) can also be a good introduction into editing textbooks, as they may be less complex.

7. Multiple stakeholders

Students are the main target audience that textbook editors need to keep in mind throughout the edit, but other stakeholders are also important, including:

  • The teacher: the main textbook for a particular course is usually chosen by the students’ teacher or lecturer.
  • The exam board: if the publisher wants the textbook to be endorsed by an exam board, the editor will need to check the text meets the exam-board requirements.
  • Ministry officials: in some countries teachers can only use government-approved textbooks, so editing textbooks for these markets involves checking the text and artwork for cultural considerations and ensuring it meets any official requirements in the target markets.

8. Curriculum and qualifications

At school level, most textbooks are written in line with a national curriculum (government requirements about what students should learn in each school year). For examined subjects, textbooks are usually written in line with an exam board’s specification (a list of the content that could be examined).

Particularly for examined subjects, editors often need to check that all the specified content is included, that the structure of the textbook matches the exam board’s specification, and potentially that the textbook meets extra requirements imposed by the exam board. Because of tight timescales, textbooks are often drafted before the specification has been finalised, which can result in last-minute changes to the textbook.

9. Competition

The publisher is likely to have planned the textbook with competitor books (other textbooks for the same course from other publishers) at the forefront of their mind. The main competition’s features may influence the publisher’s decisions on things like length, coverage, pedagogical features and online resources.

10. New editions

Successful textbooks are likely to be put into new editions. Editing a new edition often involves less work, as some of the (already edited) material will be retained from the previous edition. But it can add extra consistency checks (eg making sure the end-of-chapter questions match the new content), and if the book is revised by a different author there may be a mismatch in writing styles that the editor will need to smooth out.

Summing up

This list gives you a flavour of the nature of textbook editing. If you are interested in exploring editing textbooks in more detail, download the CIEP Editing Textbooks guide to learn more about how educational publishing works and how to edit textbooks.

About Hetty Marx

Hetty Marx is a freelance textbook development editor. She has nearly 20 years of publishing experience, including in-house as a commissioning editor at Cambridge University Press and as a development editor at Pearson. She is an Advanced Professional Member of the CIEP and author of the CIEP guide Editing Textbooks.

 

About the CIEP

The Chartered Institute of Editing and Proofreading (CIEP) is a non-profit body promoting excellence in English language editing. We set and demonstrate editorial standards, and we are a community, training hub and support network for editorial professionals – the people who work to make text accurate, clear and fit for purpose.

Find out more about:

 

Photo credits: header image by RDNE Stock project on Pexels, Love to Learn by Tim Mossholder on Unsplash.

Posted by Belinda Hodder, blog assistant.

The views expressed here do not necessarily reflect those of the CIEP.

Starting out as a freelance editor: Reflections on the first few years

Now at the four-year mark of her freelance career, proofreader and copyeditor Eleanor Smith reflects on the ups, the downs and the lessons learnt – and offers an insight into starting an editorial business.

Having reached the four-year milestone with my editorial business, it feels right to mark the occasion by doing a touch of self-reflection on my freelance journey so far. Hopefully other editors will gain something from reading about my editorial escapades – whether that’s a dose of empathy or perhaps some guidance if you’re only just starting out yourself.

In this post, I will cover:

  • leaving full-time employment
  • taking my first steps as a freelance editor
  • an unexpected roadblock
  • choosing whether to specialise
  • celebrating the wins
  • lessons I’ve learnt.

My background and leaving full-time employment

From about age 13, I knew I wanted to work in the publishing industry. Books had always been an important part of my life, with regular trips to the library as a child to pick out that week’s adventures.

With that in mind, I got my degree in English literature and took some courses with the CIEP (then SfEP). But after a month of editorial work experience in a well-known publishing house in London, I realised the capital city life wasn’t for me.

So when I saw a job for a proofreader in a marketing agency pop up in my home town, I was thrilled. I could still use my editorial skills after all – without leaving home! Before long I was busy editing content and should have been loving every minute. But a toxic atmosphere can ruin even the best role …

It was only when the job began to impact both my physical and mental health that I knew it was time to tread a different path. Of course I was nervous, but I felt taking the ultimate risk and going it alone would be worth it. I knew if I didn’t give freelancing a try, I would always be wondering ‘What if …?’

Baby steps

Now it was time to take my first tentative steps into the freelance editing world. Straight away I rejoined as a member of the CIEP and took another proofreading course to sharpen my skills and increase my confidence.

When there’s no income on the horizon, you start to panic a little. So I sat down and made my first plan: exploring different avenues of finding work and deciding what kind of projects I wanted and was able to take on as a relative newbie.

I researched just about every publishing company in the UK (and some overseas too), set up alerts for freelance editing jobs and looked into several online directories. Slowly, my business started to take shape. I had made contacts, figured out what I wanted to do and set my own pace.

A temporary halt in proceedings

A year into working as a freelancer, I encountered an unexpected roadblock: the pandemic. It turned out it was not a great time to have a young business just beginning to spread its wings. Like many, I was faced with deadlines being pushed back indefinitely and found myself with a lot of unwelcome free time.

What this situation did was present me with a valuable lesson. When you’re self-employed, some months will be more successful than others. I used this time to address some of the tasks that had been shoved to the bottom of the pile – the ones that would eventually make it quicker to come out of this dry spell.

I set about updating my CV and directory entries, contacting different publishers, exploring new ways to enhance the services I offer and finding tools to make editing more efficient. I had to keep a positive mindset and believe that the work would return – and thankfully, it did.

Woman taking notes on a laptop

To specialise or not to specialise?

I knew that a lot of editors choose to specialise in a field where they have previous experience, but as my degree was broad and I wanted to step away from the marketing world, I could go in any direction.

From educational children’s material to novels and puzzles, I’ve worked on a wide range of literature, and I can’t say whether I’ll choose to specialise further just yet. For now, I relish jumping between genres, gladly switching from books about history to fantasy epics to gritty crime.

The point I am trying to make is that it’s okay to choose only one route and stick to it, but it’s also perfectly okay to do a bit of wandering and see what captures your interest along the way. I’m still in the latter camp.

Celebrating the wins

When you work for yourself, there is no boss to give you external validation. No one is patting you on the back for a job well done (unless you do it yourself – no judgement here). Because of this, it can be easy to skim past the wins and, in doing so, fail to acknowledge them.

Over the last four years, I’ve struggled to celebrate these wins (even when I achieved Professional Member status with the CIEP!). Often I became so focused on where the next project was coming from, I didn’t take the time to pause and appreciate what I had achieved so far.

Being your own biggest cheerleader is a great asset as a freelancer, and while I still experience the occasional wobble, I’m finding this gets easier with time.

Lessons learnt (the hard way!)

Starting an editorial business is not an easy endeavour, and I will admit that my naivety has landed me in a few, shall we say, unfavourable situations. If you’re early in your freelance career, perhaps I can help you avoid these snags and keep your metaphorical knitwear intact.

Here are some memorable lessons I had to learn the hard way:

  • Early on, I offered to work on a book for free as a trial, with the hope of receiving repeat work from this particular publisher. I excitedly completed the job, got great feedback, then never heard from them again. Lesson learnt: only offer to do a short free sample!
  • After a client was late paying my invoice, I still took on more work with them and had to keep pestering them to pay. Lesson learnt: don’t give clients too many chances when it comes to payment. If an agreement is made at the start of a project, they should stick to it.
  • When a client asks for a timescale, give your timings a little padding. Better that than having to put in extra-long shifts in a panic to get an edit done on time. Lesson learnt: offer a realistic deadline rather than the one you think the client wants to hear.

Next steps

I’m excited to see where the next four years take me. I plan to continue honing my craft further with more courses, figuring out which projects excite me the most and trying out ways to market myself – something I’ll admit I find difficult, as it’s easy to compare yourself to other editors.

Does the impostor syndrome ever go away? I will let you know if it happens!

About Eleanor SmithEleanor Smith

Eleanor Smith is a freelance proofreader and copyeditor based in Somerset with a passion for films, musicals and cats, the latter being her favourite breed of co-worker. A Professional Member of the CIEP, she applies her editorial skillset to an eclectic mix of projects, from children’s educational books to crime, fantasy and historical fiction.

 

About the CIEP

The Chartered Institute of Editing and Proofreading (CIEP) is a non-profit body promoting excellence in English language editing. We set and demonstrate editorial standards, and we are a community, training hub and support network for editorial professionals – the people who work to make text accurate, clear and fit for purpose.

Find out more about:

 

Photo credits: header image by Pixabay on Pexels, woman taking notes by Ivan Samkov on Pexels.

Posted by Eleanor Smith, blog assistant.

The views expressed here do not necessarily reflect those of the CIEP.

ChatGPT versus a human editor

Can ChatGPT hold its own against a human editor? Can it tackle typical editorial tasks? Harriet Power puts it through its paces.

ChatGPT describes itself as an ‘AI language model’: it’s essentially a clever chatbot that you can have human-like conversations with. It’s been trained on enormous amounts of text data (such as websites and books) to learn how language works. ChatGPT tells me that when someone gives it a question or prompt, it ‘breaks down the text into individual words and analyses them to understand the user’s intent. It then generates a response by predicting the most likely next words based on its training data’.

It turns out that ChatGPT is quite good at a variety of things, from writing marketing copy to summarising policy documents to creating computer code, and there’s been a fair bit of noise online about how it’s going to take over all our office-based jobs. But could it take over editing and proofreading? Could it start writing posts for the CIEP blog? I decided to put ChatGPT-4 through its paces with some typical editorial tasks.

Take a proofreading test

How does ChatGPT fare with the CIEP’s proofreading test? This test is available here; it’s a 270-word piece of text with 20 ‘common’ errors. I pasted the text into ChatGPT with the prompt ‘Please point out the proofreading errors in this text’ (it’s hard to let go of ingrained politeness, even when talking to a machine).[1]

If we ignore the 3 formatting errors that didn’t copy across, ChatGPT caught 15 out of 17 errors. It did well at spotting spelling mistakes (such as ‘peaking’ rather than ‘peeking’) and repeated words (‘There had certainly had been one or two eccentric characters’). It spotted that Anne’s cup of tea had morphed into a cup of coffee three paragraphs later, which according to my programming boyfriend is an impressive catch to make.

It missed a hyphen that should have been an en dash, and didn’t change ‘Jones’ geraniums’ to ‘Jones’s geraniums’, although that’s arguably just a style choice (as the test itself acknowledges). Another thing it didn’t do was query how Ann spells her name: it assumed ‘Anne’ was right (probably because it was spelled this way where it first occurs in the text).

So perhaps ChatGPT’s main failing here was to not question the text in a way a human would: to ask about style or spelling preferences. Plus of course it can’t see formatting errors, or track changes in a useful way, but both of those issues might be solved once Microsoft’s Copilot is launched sometime ‘in the months ahead’. This will basically integrate ChatGPT into Microsoft programs. At that point it might be perfectly possible for Copilot to proofread text in Word and mark up corrections using Track Changes and use a style guide for reference. Scary, right?

Write a blog post

How about writing posts for the CIEP blog? ChatGPT is certainly much quicker at this than us slow and plodding humans, taking under a minute to write a post. The results are quite bland and generic, but are also pretty serviceable. For example, here’s the start of a blog post about how to start out as a freelance copyeditor:

Embarking on a freelance copyediting career can be both an exciting and daunting prospect. With the right preparation and know-how, however, you can set yourself up for success in this rewarding field. In this blog post, we’ll explore the essential training and resources you’ll need to get started, as well as tips for finding your first copyediting jobs.

Part A: Training for Success

Understand the basics

Before diving into the world of freelance copyediting, it’s essential to familiarize yourself with the basic principles of the English language. This includes understanding grammar, punctuation, syntax, and spelling rules. There are numerous online resources and books available to help you strengthen your foundation in these areas.

Formal training

While it’s not strictly necessary to have formal training to become a freelance copyeditor, it can help you refine your skills and lend credibility to your services. Many organizations offer courses and certifications to help aspiring copyeditors learn the ropes. Some recommended courses and programs include:

    • The Chartered Institute of Editing and Proofreading (CIEP): CIEP offers a range of courses, from basic proofreading and copyediting to more advanced courses on specific topics. Their Introduction to Copyediting and Proofreading courses are great starting points.
    • The Publishing Training Centre (PTC): The PTC provides a comprehensive copyediting course called ‘Basic Editing by Distance Learning’ that covers grammar, punctuation, and syntax, as well as editing techniques and best practices.
    • The Editorial Freelancers Association (EFA): EFA’s ‘Copyediting: Beginning to Intermediate’ course is designed to help you build skills and knowledge in various areas of freelance editing, including copyediting, with a focus on practical applications and exercises.

With a little tweaking that could turn into a passable (if not sparkling) blog post. The main problem with it is that no courses exist with the exact titles ‘Basic Editing by Distance Learning’ or ‘Copyediting: Beginning to Intermediate’. This illustrates one of ChatGPT’s main limitations, which is its tendency to ‘hallucinate’: it’s very good at making stuff up with complete confidence, rather than simply admitting when it doesn’t know something.

A pair of glasses and a smartphone with ChatGPT open are lying on a desk

Edit fiction

I amused myself with writing some terrible fiction, then asked ChatGPT to improve it. Here’s what we started with:

Outside, the trees swayed ominously in the howling wind while dark, menacing clouds raced overheard. Rachel was gazing wistfully out of the window longing to be out in the paddock with her horse Ophelia irregardless of the fetid weather, when there was a resoundingly loud crash and a blood curdling screaming from above and she jumped ten feet in the air. Panicked thoughts flew threw her mind as she wrenched open the kitchen door, which persistently stuck as it grazed the uneven flagstones, and pelted downstairs where she found her brother tangled on the floor of the hallway in the rich velveteen curtains with the bust of Artemis, the goddess of love, shattered and lying in forlorn pieces around his beautiful golden-flecked hair.

“Jasper!” whispered Rachael frantically. “What happened!”

She roughly shaked him until he groaned and groggily opened one eye, gazing not at her but staring inwards at the visage that had shaken him to his very core.

“Rachel”, he moaned. “I saw him.”

“Saw who? Who did you see?” she exclaimed fearfully.

Asking ChatGPT to ‘line edit’ this led to a simple copyedit, where it corrected things like ‘overheard’ to ‘overhead’, ‘fetid weather’ to ‘foul weather’, ‘Artemis’ to ‘Aphrodite’ and so on. I then asked ChatGPT to ‘simplify the text a little’, and questioned whether the fact that Rachel heard the crash from upstairs but then ran downstairs is inconsistent. Here’s ChatGPT’s reply:

Yes, it is inconsistent. The story indicates that the crash and screams come from above, suggesting that Rachel should run upstairs instead of downstairs. Here’s the revised text to fix the inconsistency:

Outside, the trees swayed in the strong wind as dark clouds raced overhead. Rachel gazed out of the window, wishing she could be in the paddock with her horse, Ophelia, despite the poor weather. Suddenly, a loud crash and a scream from above startled her. Panicked, she opened the kitchen door, which stuck as it scraped the uneven flagstones, and rushed upstairs. She found her brother on the floor, entangled in the curtains, with the broken bust of Aphrodite scattered around his golden-flecked hair.

“Jasper!” whispered Rachel anxiously. “What happened?”

She gently shook him until he groaned and opened one eye, not looking at her but appearing deeply shaken.

“Rachel,” he murmured. “I saw him.”

“Saw who? Who did you see?” she asked nervously.

This clearly isn’t prize-winning fiction, but I was impressed that ChatGPT could take my original text and rewrite it while still keeping the essential bits of the narrative, and present them in a coherent way. It’s an example of how powerful ChatGPT can potentially be when it comes to simplifying text.

Edit references

I took a list of references, introduced a bunch of mistakes, and then asked ChatGPT to edit them so they were consistent.

ChatGPT did pretty well. It made corrections like replacing ‘and’ with ‘&’, moving the year to the correct place, changing the volume and issue number from ‘18:2’ to ‘18(2)’, and deleting the word ‘pages’ before the page range. The thing that impressed me was when I gave it a reference where I’d deleted one of the author’s initials, and ChatGPT filled them in correctly. It managed to do that correctly a couple more times, so it didn’t feel like a fluke. (Though if ChatGPT is simply making educated guesses about how to fill in the blanks then this is far from infallible.)

If ChatGPT could track changes (and my guess is that it will be able to do this in Microsoft’s Copilot) then I’d happily use it to help me edit references.

Close up of a ChatGPT screen

Can ChatGPT replace me?

ChatGPT is remarkable, in that it can edit and write text and you can hold a semi-intelligent conversation with it when its basic function is simply to guess what the next word should be.

As things stand, there are some stumbling blocks when it comes to using it as an editor or proofreader: ChatGPT apparently struggles to remain coherent when responding to much longer pieces of text (like whole books). It isn’t always factually accurate: you can’t entirely trust anything it’s saying. I can’t imagine how it’d make a good development editor, or how it’d handle raising complex, sensitive author queries. It can’t track changes well. It can’t think like a human, even when it can convincingly sound like one.

So I don’t think that it currently competes with a human proofreader or editor (or blog writer), but I do wonder how many years or even months it might be before it can. Things are moving at speed: in the time it’s taken to write this blog post, ChatGPT has already announced two upgrades (one from ChatGPT-3.5 to ChatGPT-4, and one to launch plugins). And when Microsoft’s Copilot launches sometime in the coming months, that’ll be another giant leap forwards.

John Naughton, professor of the public understanding of technology at the Open University, has described ChatGPT like this: just as Google became a prosthesis for memory, so will ChatGPT (or similar AI) become ‘a prosthesis for something that many people find very difficult to do: writing competent prose’. I’m certain that it’s going to have a seismic influence on an industry that helps people to write and publish competent prose; the question is just how quickly, and what editors and proofreaders can or should do about it.


[1] When I asked ChatGPT later on, ‘Do you appreciate it if I start my requests with the word “Please”?’ its answer was: ‘As an AI language model, I do not have the ability to feel emotions. However, using “please” in your requests is a courteous and polite way to ask for something, and it can help make the conversation more pleasant and respectful.’


About Harriet Power

Harriet Power develops and copyedits nonfiction books and educational materials. She is a commissioning editor for the CIEP information team, and a Professional Member of the CIEP.

 

 

About the CIEP

The Chartered Institute of Editing and Proofreading (CIEP) is a non-profit body promoting excellence in English language editing. We set and demonstrate editorial standards, and we are a community, training hub and support network for editorial professionals – the people who work to make text accurate, clear and fit for purpose.
Find out more about:

 

Photo credits: Motherboard by Pixabay on Pexels; Glasses and smartphone by Mateus Bertelli on Pexels; ChatGPT screen by Jonathan Kemper on Unsplash.

Posted by Sue McLoughlin, blog assistant.

The views expressed here do not necessarily reflect those of the CIEP.

‘Joining the CIEP is an excellent idea!’ An interview with a new(ish) editor

After a long career as a piano teacher, Dawn Wakefield entered the professional editorial world at the end of 2019 and is now an Intermediate Member of the CIEP. In this post, she shares her experiences as a new proofreader and editor and explains how it’s a continuous learning process.

Why did you decide to become an editor/proofreader?

I have always had a good eye for detail (sometimes annoyingly so!) and have sporadically done proofreading jobs informally for friends over many years. As I suddenly found myself obliged to keep working into my sixties, which I was not previously expecting, I liked the idea of doing some work that was less appointment-based and thus had more flexible working hours. When Covid severely reduced my long-standing music teaching business, having a new career became a necessity rather than just a wish.

What training have you done?

So far, I have completed CIEP’s Proofreading 1 and Proofreading 2 courses and also the introductory Copyediting 1 course. I have also found all the very informative talks at the three online CIEP conferences I have attended extremely useful.

The courses have also been very useful, both in extending my knowledge and in showing me how much more there is still to learn! I struggled most with the fact I often had to make decisions under assessment that in real life I would have consulted with my client about, so that small aspect was very different from the practical experience of carrying out my work.

Why did you join the CIEP?

Julia [Sandford-Cooke, longtime CIEP member and longtime friend of Dawn’s] said it was a good idea! Seriously though, I knew I had skills in this area but I needed to gain some qualifications in order to work for people beyond my usual circle of contacts.

What benefits have you had from being a member of the CIEP?

The best thing has been the helpfulness and friendly supportiveness of my local Norfolk group. I have learned a lot from attending the meetings and have gained a network of more experienced editors who are very willing to help with editing issues. There is also the almost-overwhelming amount of information available on the CIEP website, which I am still slowly progressing through, and the regular emails also supply more information than I can keep up with at times.

Have you joined any other groups?

As a result of connections made at the 2021 CIEP conference, it was decided to set up a Music Special Interest Group (SIG), and I am enjoying being the coordinator of this group and getting to know other musical-minded editors internationally.

Do you have a website?

I already have a website for my music teaching business, but have not felt ready to set up my own website for editing as yet. However, soon after joining CIEP I joined the Norfolk editors group website NPEN, which has proven useful as a way of having a web presence, looking credible professionally and also gaining some work as a result. Impressed by the effectiveness of this, I am now also part of the new group website for CIEP music editors, Find a Music Editor (FAME).

Do you have a social media presence?

I am on LinkedIn and also Twitter. I tend to use Facebook and Instagram for more personal input, but not exclusively so.

How did you go about finding clients?

Despite not having much of an editorial presence on Facebook, building connections with other pianists through Facebook groups has been very useful, and has led to several piano-related proofreading and fingering jobs. I need to do more marketing but have been lucky to find clients through personal contacts, and also through being on the NPEN website. Telling absolutely everyone you can think of about what you are doing … is a good plan!

You were already self-employed – has your previous experience/processes been useful? What have you needed to change?

I have always enjoyed running my own business, so I am used to that responsibility and discipline. Working for independent authors has been similar in experience, but I have found adapting to working for larger companies more challenging.

Did you have to buy new equipment/software?

So far, my outlay in this direction has been quite modest. I needed a second screen, but for now I am borrowing one. The purchase of a more up-to-date laptop is imminent, but I have managed OK for three years on what I had. I found myself buying plenty of textbooks. Actually, I buy more books generally now because editing has renewed my enthusiasm for reading again, particularly fiction, which I rarely used to read at all. Now I need to invest in more bookshelves!

What skills from being a music teacher do you bring to your work as a proofreader?

Working independently. Also, I see quite a few similarities in the skills involved in listening to a piano pupil and correcting their errors, as well as helping them to find the best way of expressing themselves and the music. This relates in many ways to correcting text and making suggestions to help an author communicate clearly and effectively with their readers.

What has surprised you most about your new career?

The huge amount there is to learn! Especially if you want to be at the top of this profession – an Advanced Professional member – I should have started sooner …

What do you wish you’d known beforehand?

I wish I had more IT expertise! I have learned a lot quite quickly, but there is long way to go …

I would have really welcomed some more structured guidance from the CIEP specifically for new members. There is lots and lots of information on the website, so it can be difficult to know where to start and what order to do things in. I keep discovering things that I wish I had known sooner.

What do you like best about proofreading?

The satisfaction of seeing the finished publication. Also, any opportunity to put all my musical and linguistic skills into action. A recent highlight was proofreading and piano fingering for the book HerStory by Karen Marshall for Faber Music; it made use of my editing skills, piano skills and European language knowledge all in one project … and promoted many exceptional female composers. [Editor’s note: This book was actually a finalist in the Outstanding Music Education Resource Category for the 2023 Music and Drama Education Awards.]

I also enjoy the sheer variety of materials you get to work on; I can see why editors become good quiz team members!

What do you like least?

Publishers who send you second or final proofs with no notice and expect you to turn them round in 24–48 hours. It seems to happen more than I would wish.

What would be your top pieces of advice?

If you are just starting out, joining the CIEP is an excellent idea! Being part of a friendly professional organisation is really invaluable.

It’s a good idea to put aside plenty of time and also finance for taking training courses and studying in your first few years, as in the longer term that will open up more work opportunities. I have yet to get the balance of this sorted. Better forward planning would be helpful rather than focusing on immediate income and struggling to find the time and money for further studies.

About Dawn Wakefield

Dawn Wakefield, based in North Norfolk UK, is both an editor and a professional piano teacher. Her editing work draws on both her recent training with the CIEP and a lifetime of skills and knowledge gained while teaching music and also Balkan dancing! As well as specialising in music-related proofreading, she regularly works in a variety of non-scientific subject areas, including the arts, philosophy, alternative therapies and spirituality.

 

About the CIEP

The Chartered Institute of Editing and Proofreading (CIEP) is a non-profit body promoting excellence in English language editing. We set and demonstrate editorial standards, and we are a community, training hub and support network for editorial professionals – the people who work to make text accurate, clear and fit for purpose.

Find out more about:

 

Photo credits: piano by Pixabay, sheet music by Ylanite Coppens, both on Pexels.

Posted by Belinda Hodder, blog assistant.

The views expressed here do not necessarily reflect those of the CIEP.

Apply now to the Printing Charity’s Rising Star Awards

Each year, the Printing Charity holds the Rising Star Awards, for young people working in publishing, print, paper, packaging and graphic arts to invest in their career development. Applications to this year’s awards are welcome until 2 April 2023. One of 2022’s winners, Rosie Catcheside, shares her experience of applying for the award, and the career benefits that winning gave her.

I first heard about The Printing Charity’s Rising Star Awards from a colleague who had been selected as a Rising Star in a previous year. At the time, I had recently completed my English Literature MA and was working as an administrative assistant at a Newcastle-based creative-writing magazine. While I really enjoyed my role, I was eager to develop my skills further and to take on more responsibility. I also, ultimately, wanted to get into the publishing industry; I had always loved literature and was incredibly keen to work directly with authors and to help get books into the hands of readers. The Rising Star Awards offered a great opportunity to achieve these aims so, in 2022, I decided to apply.

With these development goals in mind, my funding requests included several online editing and proofreading courses run by the CIEP. These were a mixture of self-assessed and tutor-assessed courses, all of which included note sheets, tasks and tutor access. My courses included the copyediting and proofreading suites, as well as specific courses on editing fiction and editing digital content. Through these courses, I was able to build on the skills I had been learning on the job, while taking a more structured approach to my learning and familiarising myself with industry-approved methods. As well as developing my skills, I also wanted to broaden my industry knowledge, so I requested CIEP membership and BookMachine membership. These memberships helped me to connect with other professionals in the publishing community and to access invaluable information about industry news.

After submitting my application for the award, I was invited to an online interview with a member of The Printing Charity and two professionals working in my field. All three of my interviewers were supportive and friendly and it was hugely beneficial to discuss my career aspirations and training plans with professionals in my area. Both the application questions and the interview provided a valuable opportunity to think about my career ambitions and to consider any gaps in my knowledge. This helped me to ensure that the items I had requested were the best possible resources for my professional development. The Printing Charity made sure that the application process was clear and accessible throughout, and were always keen to help with any questions. The awards ceremony for the winners, hosted at the House of Lords, was also fantastic – it was a wonderful opportunity to celebrate in London and it was great to meet the other award winners and judges in person!

Three women sitting together at t desk and co-working at their laptops

The Rising Star Awards really have been invaluable to me throughout the past year. The CIEP courses helped me to cultivate concrete editing and proofreading skills, allowed me to access professional tutors and enabled me to structure my learning in the best possible way. My editing and proofreading skills have developed further with every course I have completed and the BookMachine subscription has been a great resource for acquiring industry knowledge. Since winning the award last year, I have taken the next step in my career and am now working in publishing, as a publicity assistant at Faber. The award equipped me with the practical skills and publishing knowledge to break into the industry and really helped me to hit the ground running in my new role.

I would absolutely recommend the Rising Star Awards to anyone who is considering making an application this year. The process is smooth, the rewards are enormous and if you win, you will join a fantastic network of young professionals. If you are passionate about the print industry and want to develop your skills, do put in an application – it could make a huge difference to your career!


Visit The Printing Charity’s website to apply for the Rising Star Awards. The deadline for applications for 2023 is Sunday 2 April.

About Rosie Catcheside

Rosie was born in the North East but is currently living in London, where she works as a Publicity Assistant at Faber. She has an MA in Modern and Contemporary Literature and won a Rising Star Award from The Printing Charity in 2022.

 

About the CIEP

The Chartered Institute of Editing and Proofreading (CIEP) is a non-profit body promoting excellence in English language editing. We set and demonstrate editorial standards, and we are a community, training hub and support network for editorial professionals – the people who work to make text accurate, clear and fit for purpose.
Find out more about:

 

Photo credits: stars in the night sky by AdamsEyeCandy on Pixabay; three women co-working by CoWomen on Unsplash.

Posted by Sue McLoughlin, blog assistant.

The views expressed here do not necessarily reflect those of the CIEP.

Curriculum focus: Developmental editing

In this regular feature for The Edit, former training director Jane Moody shines a light on an area of the CIEP’s Curriculum for professional development.

Developmental editing is a tricky one to pin down in the curriculum. You could argue that anything that applies to general editing also applies to developmental editing, so all the skills are equally applicable. There are not many specific resources to support learning in this area, although there are some specific courses.

In the table I have picked out some of the competencies, skills and attitudes that you should be able to evidence under each of the criteria. I’ve listed some suggested supporting resources below the table.

Knowledge criteriaEditorial competency, professional skills and attitudes
2.2.3 Voice and tone• Understands reading level, register (degree of formality) and use of terminology appropriate to the type of publication and audience
2.3.1 Judgement of sense• Has general knowledge appropriate to the genre and subject area they are working with
• Understands judgement of sense: does content appear correct and appropriate for context? If doubtful: flag, query or change? Is change justified and appropriate?
• Understands vocabulary and idioms (corrects any easily confused words; if not the right word, can supply a suitable replacement)
• Can explain/justify changes
2.3.2 Judgement of voice• Understands and respects author’s voice but can assess whether suited to the content and the target/likely audience, appropriateness for context
• Can make changes in keeping with context
2.3.3 Clarity in writing• Understands the need to avoid ambiguity
• Understands appropriate use of language and tone
• Understands conciseness (elimination of redundancy/repetition)
• If space is limited or layout is fixed, is aware of the need to fit any change into the available space without causing a new problem
• Can reword appropriately to simplify, clarify or shorten text
• Can identify whether material is well expressed and flows logically, with the ideas and wording easy to follow
2.3.4 Author and client queries• Understands judgement required for author queries (when, what and how) and how many queries are appropriate
• Can ask relevant client queries (remit, style, problems), and to judge how many, when and how to ask
• Can formulate clear, concise, useful questions
• Understands when to alert client to problems of content
• Can raise appropriate queries and deal with redundancy, omission, errors and inconsistencies, all within the limits of schedule and budget
2.4.9 Project style sheets• Can create a project style sheet
• Is aware of what can be expected, what is usually essential, what could be included in a project style sheet
2.4.10 Managing an editorial project• Understands the possible extent and limits of an editorial project manager’s remit
• Understands scheduling and planning a project
• Can adapt to changes in schedule or resources
• Understands the need to work within a budget
• Understands the need for good communication and briefing with all parties in a project
• Can take on aspects of the editorial project manager’s role when necessary
3.1.2 Assessment of the manuscript and brief• Has ability to assess a manuscript and agree a brief
3.1.3 Structural editing• Understands the principles of structural editing: detailed analysis of the text, advising the author of any structural or major changes required
• Can identify and analyse themes and plot types; author’s voice and style; different points of view; dialogue; consistency of plot, timeline and setting, character, language

Resources to support your learning and CPD

When it comes to fiction, developmental editing is possibly served by more resources, and you can find courses and literature to support your learning.

Sophie Playle has written a CIEP guide, Developmental Editing for Fiction, which is a good place to start.

If you work in non-fiction, the equivalent CIEP guide, written by Claire Beveridge, is Developmental Editing for Non-Fiction.

Both guides give a good list of further resources at the end, so I won’t repeat them here.

Sophie Playle offers training courses in this area for fiction editors:

  • Developmental Editing: Fiction Theory
  • Developmental Editing in Practice

She has also recorded a useful webinar: Guiding Principles for Developmental Fiction Editing.

The blog post What Is Developmental Editing? The Writer’s Guide to Developmental Editing by Alice Sudlow is aimed at authors but is also a neat summary of the process for editors.

I found an interesting summary from Scott Norton, in his book published in 2009: Developmental Editing: A Handbook for Freelancers, Authors, and Publishers, published by the University of Chicago Press. He gives a concise set of 12 ‘rules’ for developmental editors, starting with ‘be realistic’. The book is available from all the usual sources.

Of course, the CIEP online courses will help you too. You might try:

About Jane Moody

Jane has worked with books for all her working life (which is rather more years than she cares to admit), having started life as a librarian. She started a freelance editing business while at home with her two children, which she maintained for 15 years before going back into full-time employment as head of publishing for a medical Royal College.

Now retired, she has resurrected her editorial business, but has less time for work these days as she spends much time with her four grandchildren and in her garden.

 

About the CIEP

The Chartered Institute of Editing and Proofreading (CIEP) is a non-profit body promoting excellence in English language editing. We set and demonstrate editorial standards, and we are a community, training hub and support network for editorial professionals – the people who work to make text accurate, clear and fit for purpose.
Find out more about:

 

Photo credits: Sticky notes and coloured pens by Frans van Heerden on Pexels.

Posted by Sue McLoughlin, blog assistant.

The views expressed here do not necessarily reflect those of the CIEP.

Why you need to see yourself as a marketer (so that you do some marketing)

In this post, Malini Devadas talks about why you need to see yourself as a marketer, and feel comfortable in that identity, in order to actually do any marketing. She also shares one action that you can take today to find your next client.

There’s a model in coaching that I love, which is called ‘be, do, have’. Most freelancers want to have more clients, and they know that in order to do that they need to do some marketing. So they learn all about marketing; in other words, they focus on the doing. However, we won’t do something if it is in conflict with who we see ourselves as being. If we spend our time thinking about how much we hate selling, if we feel resentful about the fact that we need to be proactive about finding clients, or if we see ourselves as someone who is hopeless at marketing, we are unlikely to take marketing action. Instead of acknowledging the root cause of the problem, we decide it’s because we don’t know the ‘right’ marketing strategy. We then spend more time reading and learning about new platforms and tactics, because that feels easy and safe compared to actually putting ourselves out there.

As a transformational coach, my job is to help editors become someone who is comfortable with marketing and who even learns to enjoy connecting with writers they’d like to work with. Yes, it is possible! Here are some steps to get started.

Be comfortable with marketing and selling

The best way we can help a writer is to edit their piece (assuming that we are a good fit for the project). So, it’s in their best interest to know about what we do and how we can help them. They may decide not to work with us, but if they don’t even know that we exist, they are being denied the opportunity to get help.

Because selling, and talking about money more generally, can feel awkward, a lot of freelancers focus on giving away free content to help writers, such as through social media posts, blogs and podcasts. This has a place; personally, I like to give away free content so that I can help those who don’t have the budget to work with me. But I also think it’s important to share the message that I can help you more if you hire me, and invite people to contact me if they want to discuss the options.

I don’t think it’s likely that you’re going to go from hating something to loving it, so I’m not suggesting that you try to convince yourself that marketing your business is your new favourite pastime. Instead, I encourage you to start by feeling neutral about it. When the topic comes up, instead of joining in the chorus of complaints about having to do marketing or how bad you are at it or criticising other service providers who sell their services, don’t say anything. This may feel uncomfortable at first, especially if you’re used to leading the chorus of complaints. But over time you will notice that you no longer have such strong negative views about marketing and selling. And that will make it easier for you to do it.

Be confident in your offer

Yes, it’s the dreaded concept of niching! Having a niche for marketing purposes does not mean that you can’t have variety in your work. But if you are connecting with writers, it is much easier for you to find the right people, and for them to have more confidence in you, if you’re clear on the problem you solve (your offer). For example, do you proofread food blogs before they are published on a website? Do you do developmental editing of romance novels for first-time authors who eventually want to self-publish? Do you copyedit PhD theses for students in the sciences at Australian universities?

Put yourself in the shoes of a writer who thinks they might need help to reach their goals. If you don’t show empathy for your clients then it will be hard to write content that will appeal to them. If you spend all your time talking about the editing process, it is hard to connect with people, because many people outside publishing don’t understand what editing actually is. Instead, you want to be talking about things that matter to the people you want to work with.

And if you’re not sure what matters to your ideal clients, find some of them and ask them!

A smiling woman shouts into a megaphone

Be open to receiving more money

It may sound ridiculous, but it can be hard for some people to receive money. Here are some signs that you might be one of these people:

  • You stall on sending an invoice because you feel bad, especially if the invoice is for a lot of money (even if the client is happy).
  • You feel guilty about how much you earn compared to other people (eg parents, other family members, people with ‘more important’ jobs).
  • You feel bad about being paid for work you enjoy.
  • You think that people who earn a lot are greedy.

There are any number of limiting beliefs out there when it comes to money, and these can have a huge impact on how we run our business. Over the years, many editors I have coached have been shocked to discover all the negative thoughts they have about money.

Next time you find yourself criticising someone about their rates or making assumptions about what a potential client is willing to pay you, stop and consider how these thoughts may be hampering your business.

One action you can take today to find your next client

The easiest way to find a client is to start with your existing network, even if it is tiny. Here’s a script that I have used (and that has worked!) when I’ve needed more clients. You can use it to email someone you know.

Dear

[Some kind of introductory remarks.]

I wanted to let you know that I have recently started an editing business. I help [type of client/publication and the problem you solve].

You can find out more at my website [insert link]. (If you don’t have a website, just include any relevant information at the end of the email.)

If you think you might need my help, I’d love to make a time to chat about it. Or, if you know someone who might benefit from my services, I’d appreciate you forwarding this email to them.

[Some kind of sign-off.]

That’s it. Don’t overcomplicate it!

If you’re struggling to send one email about your business to someone you know, this is an opportunity to look inwards and work out what the fear is that is getting in the way. Because until you uncover and deal with that, it’s going to be difficult to do the marketing that you need to do to grow your business.

This is not so much about expecting this one person to respond and offer you work. Statistically, in fact, this is unlikely to happen (this is why we need to tell lots of people about our business, to increase our chances of finding work). Instead, it is about taking responsibility for your business and telling the universe that you are ready to meet more of your ideal clients.

Going forward

Remember, so many writers need your services! But they can’t get help for their manuscript if they don’t know that you exist. Spend time building connections with your ideal clients and let them know how you can help them. Before you know it, you will be getting enquiries from people you want to work with on projects you find interesting.

About Malini Devadas

Dr Malini Devadas has been an editor since 2004 and a coach since 2018. Over the past five years, she has been helping editors learn to enjoy marketing and selling so that they can find more clients and earn more money. Malini takes on a few 1:1 coaching clients when her schedule allows. To find out more, you can email Malini (malini@mdwritingediting.com.au).

 

About the CIEP

The Chartered Institute of Editing and Proofreading (CIEP) is a non-profit body promoting excellence in English language editing. We set and demonstrate editorial standards, and we are a community, training hub and support network for editorial professionals – the people who work to make text accurate, clear and fit for purpose.
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Photo credits: green shoot by PhotoMIX Company; megaphone by Andrea Piacquadio, both on Pexels.

Posted by Sue McLoughlin, blog assistant.

The views expressed here do not necessarily reflect those of the CIEP.