330 Edits

I feel as if I should write more about edits.  I'm trying.  As a reminder (from the link you just came from) this is what the syllabus says:

    After the first, third, and fifth problem sets, are handed in, they will be passed to another student (on my schedule).  The editor will not write on the paper of the original author.  They will write comments for each problem on the problem set.  Focus your editing both on mathematical correctness and mathematical writing, since you will be editing proofs.  Edits are due the class after the problem set is due.  A student who does not submit a problem set will earn zero for both the problem set and the edit.  Edits will be graded on this scale:
    0 nothing   
    1 not useful
    2 did not correct something wrong
    3 did correct something right
    4 no problem
    Problem sets will not be resubmitted, but I hope the edits will be valuable suggestions for the exams and subsequent problem sets.  The original author will receive the edits.  The editor will receive a score for their edits, and if they want to see the edits again, they will need to track them down from the original author (otherwise we would need two copies, and that seems excessive).  The are not edits before exams in order to allow for a quicker turnaround time. 

Great.  So, what more can I say?  I noticed there are some artificial edit problems in the textbook (ยง4.23, for example).  You might look at those for inspiration.  Please remember that I want you to edit writing as well as the mathematics.  You want to be telling them ways to write better.  This definitely includes spelling, punctuation, mathematical grammar &c.  But you also want to tell them if the mathematics has a problem.  Perhaps the answer is correct, but the logic of the argument needs work.  Some people skip too many steps; that is worth mentioning.  On the other hand, some seem to think that the more they write, the better it is - that is also something to mention.  Ways to be more clear, more concise, more precise, are all great.  In some very serious sense, the editing you do should be very similar to the editing you would do for a writing class, along with the correctness checking you associate with mathematics. 

Keep the grading scale in mind as a motivation for what should also make sense.  It is worse to say nothing when something is wrong than to question something correct.  This is what a writer would want - as they can overrule you suggestion, but do not want errors to slip past both of you.  Therefore, be diligent, thorough and helpful.