I've been proofreading over the past 30 years or so ... only for the greater part of that time, I called it "marking".
I learned to work out what my writers were trying to say. I usually managed to unscramble emergent writing (indeterminate beginner scribbles, to the uninitiated). I deciphered approximate and unlikely spellings and usually ignored errors that we hadn't covered in "today's lesson", whilst gritting my teeth and trying not to tell a young pupil that we had learned that yesterday, and "look at how well you did it there". I explained how to use conjunctions and avoid the use of too many modifiers (a very difficult concept to a 9-year-old who is just discovering the richness of the English language). All this whilst attempting to stimulate creativity and originality in all its forms. Encouragement was all; red pens outlawed many years ago.
I wrote bi-annual reports and checked those of my colleagues before they were sent for perusal under the stern eye of the headteacher. Sometimes (in the days of "positivity at all costs") I even managed to write truthfully and meaningfully. I wrote and developed schemes of work; weekly, termly and yearly plans; letters to various experts, using the right jargon, begging for help for my students with special needs.
Imagine then, my delight in realising that I can indulge my penchant for meticulous spelling, writing and grammar, as well as putting to use the writing and language skills I gained in my own creative writing and English degree. In addition, a recent diploma in proofreading and copy editing enables me to help authors, students and academics to polish their writing, not just by checking the spelling, punctuation and layout, but in suggesting where to reword if necessary and questioning whether what they have written is clear, concise and really what they meant.
My next step: to register myself as "profession libérale", and get "JRMproofreading" up and earning money.
