## 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:

Edits

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.