RSS

Tag Archives: business

Editing resource review – QuickStyle Customizable Editorial Style Sheet

As an editor and proof-reader of many years standing, I use style sheets as a matter of course (if you’re not an editor or you’re new to the business, you can refresh your memory on using a style sheet for proofreaders and editors and for writers). I have a very simple template which I use as a basic style sheet for, say, self-publishers who haven’t created one of their own, or I use a journal, publisher or university’s one. What I didn’t realise I needed until Hazel Bird of Wordstitch Editorial (coincidentally the same age as my own business) got in touch was a customisable style sheet that I can tweak to any requirements I wish!

What did I receive?

I received a copy of the style sheet in read-only format (to keep, and save-as to create my own customised versions) and a very useful PDF guide. I work on a PC but the download included the Mac versions, too. It comes in a .zip file so it’s not too big to send and receive.

What does it look like and what does it do?

When you open the Word template document, you can immediately see that you can add your own business name and logo, making it entirely yours:

Obviously, you can add your branding then save a copy that’s “yours”. The bit of text at the top is spot-on already, but you can amend that, too.

Then we get to the nuts and bolts: first of all, you can state the style guide you’re being led by:

Screenshot showing how you can choose a style guide to follow

It’s worth noting here that there is even an “Approach to style conflicts” box so you can record whether the chosen style guide is the law set in stone or whether the client’s different uses trump the style guide.

The template then goes on, in alphabetical order, to let you choose the options for everything from abbreviations onwards.

Examples of areas you might define rules for with one drop-down open

There are so many choices, which is great: I couldn’t find anything missing and you can always add any special ones to the list.

What about help?

The style sheet comes with a very useful manual in PDF which covers everything you need to know, written clearly and helpfully:

And I can lock the style sheet down so my client can’t alter it, right?

This was my main question: can I remove the choices so my client just sees what I’ve chosen for them (or my writers and editors if I’m a journal or book publisher). And the answer, of course is yes: you can create a standard-looking style guide your client can’t amend by mistake or on purpose!

Who is QuickStyle Editorial Style Sheet useful for?

Editors and proof-readers will find it invaluable
- There is a LOT of information on the full template, however it’s easy to delete sections, so if you want to keep it simple, you can just keep to various basics, but if you need all the detail, it’s all there for you.
Writers who are producing more than one book and want to keep their style consistent could use it and pass it on to their editor and/or proof-reader
Journal editors and publishers can use it to provide guidance to their writers, editors and proof-readers

How do I buy QuickStyle Customizable Editorial Style Sheet?

You can download the style sheet from Hazel’s website here. She has provided the following information about contents and prices:

It’s available for PC and Mac (both versions will be included in all purchases, so users have access to whichever is relevant to them).
The price will be £45 inclusive of any applicable taxes.
There will be a 15% early-bird discount on all purchases at launch (13 August) until Friday 12 September.

Thank you to Hazel Bird for providing a review copy of QuickStyle Customizable Editorial Style Sheet in return for an honest review. It’s launch day today, 13 August 2025, and I do recommend it.

Why should editors be thinking about and using conscious language? [shared post]

03 Nov

Today I’m sharing what is the best explanation I’ve seen of the need for editors to be aware of conscious language. I’m a non-fiction editor and Louise Harnby edits fiction but the principles remain the same.

In her article, Louise Harnby covers:

What is ‘conscious language’?
‘But I’m not part of the “woke” brigade’
The foundations of editing
Are you part of the professional editing brigade?
Why conscious language is also about successful authoring
Why conscious language is about consideration rather than prescription
A case study
Helping our clients
Tools that help with conscious language

Read the rest of the article here.

This is such an important topic. I’ve been using “singular they” for a long time, and other aspects I’ve covered in my editing include not gendering people when they’re mentioned as examples in texts, working to eliminate terms in networking which are now outdated and pejorative and suggesting different terms for ones which are now considered pejorative in an ablist context.

As Louise mentions, as professional editors, we’re aiming to help our authors reach as wide an audience as possible, and if they risk alienating portions of that audience through the use of language that can be avoided, it’s our job to help them not do so.

A lovely review for my book on starting a business!

20 Oct

I get quite a few enquiries via email and my contact form asking for advice about becoming a proofreader, editor or transcriber. Often, the person hasn’t looked at the information available on this blog and I direct them to a few starter posts. However, when Katie Baker, newly setting up a proofreading and transcription business, got in touch with me, she had already had a look through this website and picked up a lot of information she needed, and she had some specific questions she wanted to ask that I really didn’t mind answering at all. I also sent her an e-book copy of my first business book “How I Survived my First Year of Self-Employment“, something else I’m happy to do, as helping someone directly means so much more to me than getting an extra book sale.

Katie has very kindly posted a review of my book on her own blog. I don’t think people always realise how important reviews are to, especially independent, authors – in this case, Katie found she was unable to post the review on Amazon as I’d sent her the copy and it only wanted validated Amazon purchases to be reviewed, so she did this instead, for which I’m equally grateful. Reviews from peers and colleagues are always hugely welcome and appreciated.

As somebody in the early days of my business, I found Liz’s guide to be genuinely useful, insightful, and above all, enjoyable to read.

Read Katie’s full review here.

And details of all of my books and where you can find them are here.

2 Comments

Posted by Liz Dexter on October 20, 2020 in Business, Ebooks, Writing

Tags: business, writing

Student at risk of plagiarism 2: What do you do when the editor risks changing too much of the text?

10 Jul

Plagiarism involves passing someone else’s work off as your own. There are two kinds of plagiarism: there’s plagiarism done by the student when they don’t reference or credit a quotation or theory and are therefore effectively using someone else’s work without credit (which I’ve written about here). The second kind of plagiarism, which we’re talking about here, is where an editor has done so much work on a student text that they’re almost a second author, and the student is then at risk of passing the editor’s work off as their own.

I have written this series of articles for editors who are working with documents produced by students: an essay, thesis, dissertation or article, for example.

Let’s have a look at the levels of change an editor might make when working with student materials and how to tell when the editor is at risk of plagiarism from the level of work they’re doing on the text.

Usually when working on student essays, dissertations and theses, I will come across issues with the language and writing:

Uses capitals and hyphens inconsistently
Uses British and American spellings (or British s and (Oxford) z spellings) inconsistently
Uses inverted commas for quotations and scare quotes inconsistently
Uses the wrong tenses
Uses the wrong agreements (he have, they has)
Includes typos (form/from)
Has a sentence structure which is confused BUT I can tell they understand what they’re writing about and have made a good attempt to write that in English (English is not the first language of most of my student clients)

There’s an accompanying issue with the reference list or bibliography, so a minor issue would be:

Some mistakes and inconsistencies in the bibliography, where I’m not changing more than about one in ten entries in a major way (turning book titles into italics, etc.) or one in five in a minor way (full stops after initials, making spacing of initials consistent)

In these cases I will (with Track Changes turned on, of course!) and make it all consistent and amend the tense, agreement, typo or sentence.

And, if I find

A theory or term which is not explained
A sentence which can be taken in one of two ways, and it’s not clear what it means
A sentence or paragraph which is jumbled or confused and I can’t make it out

I will leave the sentence and add a comment explaining that the term needs to be explained, what the ambiguous sentence could mean or that I can’t understand it and the student needs to rewrite it.

And if there’s

A reference that’s missing publisher or place, journal volume, etc. information

I will add a note that the student needs to check and add the relevant information

It’s probably worth mentioning here that I offer to re-check up to 10% of the total word count after rewrites; this feels fair to my student clients and I’ve never had anyone ask me to re-check anything like that amount of text.

But what if it’s more major changes and the resulting risk of plagiarism?

More major issues would include

Confused use of terms which clearly show a lack of understanding of the subject (this sounds nebulous but jumps out in real-life examples, none of which I can obviously show you!)
Garbled results which don’t make sense
Many sentences which aren’t at all clear or, if I can guess the meaning, would need a complete rewrite to make them at all clear – and I start having to do that
A completely chaotic bibliography with no attempt to make it consistent or match it to the style guide which needs work on almost every entry

If any (or all) of these are present in the text, and I’m making a lot of comments on the text, plus a lot of the changes in the above sections, I will get to a certain point (usually 1,000-2,000 words in), have a look at what I’ve done, and make a judgement as to whether I’m risking changing too much.

It’s all done in Tracked Changes so surely I’m not writing it for them!

Yes, we do everything in Tracked Changes as standard, and I have standard text which asks the client to examine all changes and decide if they accept or reject them. However, there is an “Accept All Changes” button and with the best editor will in the world, some students will just press that. How much of the work then is theirs?

What do I do if I find I’m doing too much on a text?

I want to highlight here that this is often not the student’s intentional fault. This applies to referencing, too, and it’s often to do with the learning they’ve received in their home country, the pressures of having to write in their non-first language, and pressures from home around getting this UK or US degree and bringing that knowledge home. But I believe we have a duty to help the student not plagiarise. In the case of referencing, this will get caught by software used by the universities such as TurnItIn. In the case of our work, it might not be so detectable, although a supervisor presented with perfect English by a student who struggles to write in English may be suspicious. We want to help our clients and make sure they don’t get accused of something they didn’t intend to do.

Sending feedback to the student and their supervisor

It’s at this point that my articles on the two kinds of plagiarism coincide. if you’re following along with this series in real time, I’ve already written about what to feed back to the student and their supervisor and how to do it, so as to avoid making you wait for the punchline by doing it the other way round.

So to find out my good practice in contacting students and their supervisors over the risk of plagiarism, please see this article.

Student at risk of plagiarism 1: What to do when the student hasn’t referenced their text correctly

26 Jun

Plagiarism is the act of passing someone else’s work off as your own. There are two kinds of plagiarism in student work: one is plagiarism done directly by a student, where they fail to reference or credit a quotation or theory and are effectively using someone else’s work without credit. The second kind of plagiarism is where an editor has done so much work on a student text that they’re almost a second author, and the student is then at risk of passing the editor’s work off as their own.

This article is written for editors who are working with student texts, whether that’s essays, dissertations, theses or articles for publication.

Let’s have a look at the levels of risk of plagiarism and an example of good practice when working with student materials when the editor is at risk of plagiarism from the level of work they’re doing on the text.

Often when working on student essays, dissertations and theses, I will come across a small example of a risk of plagiarism. This could include

A statement such as “researchers have found that” before an assertion, without a reference to who has found this information
A reference not being included after a quotation, where most of the quotations are referenced correctly
What is clearly a direct quotation which has not been placed in inverted commas, even if it’s got a reference after it, but this is an anomaly in an otherwise well-referenced document
What is clearly a direct quotation which has not been placed in inverted commas AND it hasn’t got a reference after it, but this is an anomaly in an otherwise well-referenced document

I count these as minor infringements and I will just mark these up with a comment asking the student to provide the reference, add inverted commas or rewrite the sentences in their own words.

I should mention here that I offer to re-check up to 10% of the total word count after rewrites; this feels fair to my student clients and I’ve never had anyone ask me to re-check as much as that: if it happens, it’s usually about 1%.

Red flags in referencing

Unfortunately, I do come across student texts (and this is not limited to students: have encountered web text and even books lifted from other sources without reference) where the following occurs:

What is clearly a direct quotation which has not been placed in inverted commas, even if it’s got a reference after it, happening multiple times
What is clearly a direct quotation which has not been placed in inverted commas AND it hasn’t got a reference after it, and this is happening multiple times, even pages and pages worth of direct quotations from other sources
A section in a different colour or font where no attempt has been made to hide this has come from elsewhere
A section where the client has either added a comment or put it in a particular colour and asked me to rewrite what is clearly a direct quote from elsewhere (this is thankfully rare)

How do I tell when something’s a direct quote that the student hasn’t either referenced or written themselves?

The standard of English changes, sometimes subtly, sometimes very obviously
The type of English changes (US to UK, s to z spellings, and vice versa)
Referencing within that section is markedly different to that within the student’s own work
It’s in a different colour or font

How do I check if text is not written by the student?

Google is my friend here? I take a sentence, pop it in Google and see where it came from. My suspicion that it’s someone else’s text are usually correct.

Sending feedback to the student and their supervisor

I try to be kind here. The student may be under a lot of pressure, or may not have understood how to do referencing. I will guide them to ask their supervisor or any support they have in the department or their university library.

So to find out my good practice in contacting students and their supervisors over the risk of plagiarism, please see this article.

Student at risk of plagiarism 3: Giving feedback to your student client and their supervisor

13 Jun

What do you do when you detect a risk of plagiarism in a student text and you need to give feedback to the student and possibly their supervisor? How do you stop a student feeling accused? How do you get confirmation from the supervisor that what you’re doing is acceptable by their institution?

In this post for editors working with student texts, I share the good practice I’ve developed over my ten years in operation when dealing with the two kinds of plagiarism I encounter in student work:

Plagiarism conducted directly by a student who does not reference or credit quotations, results and theories (therefore passing other people’s work off as their own)
Plagiarism that arises when you as the editor are doing far too many corrections and effectively risking co-writing the text (therefore risking the student passing your work off as their own)

I will write about these two risks of plagiarism in two further articles which I will link to here when they’re published. I’m publishing this one first to avoid leaving readers who are reading along dangling, as this article covers both types of plagiarism and is referenced at the ends of both articles as the end point of their processes.

What do I do if I encounter or risk enabling plagiarism?

Once I’ve realised a text is at risk of plagiarism (and in my experience, both kinds often come together in a text), I will follow these levels of action/escalation:

Stop working on the text*
Contact the student client immediately
1. Explain what the problem is
2. Offer solutions the client can use (go through the text, find where you’re missing references or need to show direct quotes/reference and insert those, etc.)
The student client will get back to me with one of two answers
1. “I will amend the text and send it back to you”. If that happens, great, and if they’ve done it correctly, I carry on working on the text
2. “It’s OK, just rewrite the direct quotes”/”Just make the changes to my sentences, my tutor says it’s OK”. If that happens, I go to step 4
It’s time to stop the work or ask for contact from the supervisor:
1. If 3. i has occurred, I reiterate that the student must write direct quotes in their own words and I can’t do that for them. If an impasse is reached, I state I cannot work on the text any more and invoice the student client.**
2. If 3. ii has occurred, I ask the student to provide me with evidence that their supervisor has approved the level of work I need to do on the text
  1. I send the student the text that I have amended so far, asking them to present that to their supervisor (I might in an extreme case save this as a PDF to prevent them accepting all changes and then just going and using someone else for the next part)
  2. I ask for either a letter from the tutor on headed paper OR a direct email from the supervisor instructing me to do this work. I leave this up to the student to do. This helps them not feel I’m reporting on them (as I say in Part 2, this is often down to stress, pressure or lack of understanding rather than explicit wrongdoing) and it saves me having to try to contact the supervisor myself.
Depending on what I hear from the supervisor, conclude the work relationship or continue working:
1. If I hear back from the supervisor in the negative, I stop work, invoice the client and keep the letter from the supervisor for a period of time
2. If I hear back that I can continue, I continue with the work, present it to the client and save the tutor’s letter with the work files

* I have a statement in my terms and conditions that I will invoice for any work done before I detect plagiarism. I charge by the word, so I check the word count and invoice based on that.

** I will always suggest to the student that they contact their student support services, often attached to their department or library, who can give help with language issues and referencing procedures. I see my role as helping, not blaming or punishing the student for their mistake.

This article has outlined what I do to provide feedback to the student client and their supervisor when I encounter plagiarism in student work. My resources this website about plagiarism are listed below. Do comment if you use another good method or have used this one with success.

Happy birthday to me! (or, rather, to my business)

18 Apr

Although I issued my first invoice in August 2009 (and so will be celebrating in August, too), when I set up as self-employed, I matched my financial years to the UK’s financial years, to make everything easier, and so Libro officially started in April 2009. I cannot believe I’ve been going ten years, though – that astounds me.

Originally, after a lot of experience working on various types of texts through my working life (see About Me for more information), I was approached by one of my colleagues at the university library where I worked to see if I could edit their student’s Master’s dissertation. I said yes, did it, and instigated a string of lovely referrals. For the rest of that year, I mainly worked on dissertations for people whose English wasn’t their first language (I still do that today, although I work on more PhDs now).

I was lucky enough to have a fairly routine job and flexitime, so with a lot of time management and hard work, no holidays and an understanding then-boyfriend (now-husband), I worked part time editing and full time in the library through 2010. Then in 2011 I made the decision to go part time at the day job, after making sure I was replacing my wages with my self-employed income. I came off the Certificate of Low Earnings (which lets people who don’t earn much from their self-employment not pay national insurance: something I only did because I was paying NI through my PAYE in the job). Later that year I dropped a second day of the day job and in November 2011 I resigned, starting full-time self-employment in January 2012 (at which point I got jury service for the first two weeks of January!).

It’s been a lovely part of my working life and one I hope never to leave. I have a reasonable amount of flexibility, working alone at home (but with lots of friends a Facebook messenger message or “meet me at the cafe!” request away). My earnings went up and then stabilised, I had a good year last year and I’m aiming to work a bit less this year to retain my flexibility. I’m grateful to my lovely clients, some of whom have been with me almost from the very beginning, and I now edit, proofread, localise and transcribe, so I have a lovely variety of work, from helping academics record the voices of their interviewees to sorting out philosophers’ words and making sure British people understand American companies. Here’s to the next ten years!

And to celebrate, I added two chunks to my Kiva portfolio and, with the repayments I had sitting in my account, made three loans to three entrepreneurial women around the globe:

Rosa
Honiara, Solomon Islands

A loan helps to buy bags of rice, biscuits, soft drinks, and noodles for her canteen (general store) business.

$25.00
Jivtiben
Kutch, India

A loan helps to purchase kurtas, sarees, leggings, etc., to expand her clothing business.

$25.00
Mwanaisha
Makumbusho-Dar es salaam, Tanzania

A loan helps to add stock of braids, weaves, earrings, necklaces, hair food, hair pegs, and hair treatments.

$25.00

10 Comments

Posted by Liz Dexter on April 18, 2019 in Business, Celebration

Tags: business, celebration, freelancing

When you see businesses being criticised for not being prepared for Brexit, this is why some of us are not prepared for Brexit

28 Mar

So having had lots of emails telling me how to export goods to the EU in the event of a no-deal Brexit, I tried once again to find out what happens to tax arrangements for people who export services. I’m by no means the only UK person in this situation. Please note I do not expect them to have all the answers, however it would be nice to know if this issue has been discussed, what to do if there’s no deal, etc. I think I am right to want to know how to conduct my business after Brexit, especially given the government, etc. reports detailing the horror of companies NOT being prepared! (Financial Times reports, for example)

Here is my somewhat Kafkaesque conversation over live chat with a representative of HMRC (I checked and it is OK to share this, see below).

[Note, I seem rude to start without saying hello but you’re told to enter your question first!]

LIZ DEXTER: Are the reciprocal tax arrangements between the EU and UK going to continue?
Additional detail: I provide services to EU clients. Currently, I only need state I pay self-assessment taxes to HMRC in the UK, or occasionally need to provide my UTR to prove this, in order for companies to pay me my full invoice and not tax me at source. However, some countries insist on further
paperwork (e.g. a client in Lithuania asked me to get an HMRC employee to sign a letter for them stating I paid tax in the UK). Is this situation being
monitored over the time of Brexit and how can I find out what’s happening?

HMRC: Good afternoon

LIZ DEXTER: Note: I have signed up for all the email alerts, but they are solely about companies that export and import goods, not services. There’s nothing I can find having read the WTO rules which we revert to with a no-deal Brexit. And hello.

HMRC: There is no further information I can give you regarding leaving the EU other than what’s available on gov.uk

LIZ DEXTER: There’s no information on gov.uk about this specific situation that I can find. Can you point me towards any information for exporters of services, not goods, please?
The reason I ask this is that the Ease of Doing Business if I have to get an HMRC employee to sign a paper for every client I had will badly adversely affect my business (and the tax I’ll pay in the UK!).

HMRC: Give me a moment whilst a check my guidance.

LIZ DEXTER: OK thank you.

HMRC: I don’t have any guidance I can give you. It just tells me to direct you to guidance published on gov.uk

LIZ DEXTER: Which doesn’t have anything to do with exporting services at all. OK it’s not your fault but can you please feed back that there are so many people in my position, I have EU customers asking me how they’re going to deal with me post-Brexit, whether they can continue to use my services. It’s embarrassing and very stressful. Or HOW they can continue to use my services.

LIZ DEXTER: Is it permissible to share my download of this chat with other self-employed people or my clients?

HMRC: I will feed that back. Sorry but at this time we don’t have the information you require.

HMRC: Yes that’s fine.

LIZ DEXTER: Thank you. And I appreciate your help and that
you’ve done all you can.

REFERENCE: Record of your HMRC webchat [url redacted, can be provided upon request]

7 Comments

Posted by Liz Dexter on March 28, 2019 in Brexit, Business

Tags: Brexit, business

What happens to your website statistics when you drop the ball with your blogging?

27 Dec

When you have a professional website with a blog attached, what happens to your reader stats if you stop blogging? I did not do this experiment solely for this blog, but I thought it would be interesting to have a look at what happened when I had a blogging hiatus.

I haven’t updated this blog for six months. How did that happen? I’ll explain below. What am I going to do about it? Start blogging again, I hope …

Why did I stop writing blog posts?

Back in the summer, I made the decision to stop working at weekends. Working in this case included both paid editing, proofreading, localisation and transcription work and the additional marketing tasks like blogging, writing articles, responding to blog comments, etc. I did have to make the odd exception when work levels were high or I’d taken time off during the week (or had a holiday) but by and large I’ve stuck to this and am happier, less tired and more balanced as a result. OK, I took up a new hobby as an Endurance (cross-country and road relays) running official and lately a Track and Field official, which has involved weekend training courses and time standing around in muddy fields or boiling hot infields, but that’s a healthy, outdoors hobby.

However, the anticipated drop in paid hours didn’t happen. In fact, in 2018 I have brought in around 12% more revenue than in each of the two previous years, on average, I’ve worked the same number of hours per week, and I’ve in fact had fewer low-paid-hours weeks this year. So what had to give? Blogging.

This was exacerbated by the fact that, while my blog still obviously displays my knowledge of Word, language, business, etc., and channels people to buy my business books (still going just as strong as ever), I have been fortunate enough to have sustained my customer base through a lovely set of regular clients and through their recommendations to others. Added to this, over the nine years I’ve been self-employed, I’ve moved from a model of working with lots and lots of small jobs, editing Master’s thesis for overseas students, etc., to longer-term projects working with regular translator clients and writers / ghost-writers, so work has been more predictable, and I haven’t really needed my blog to funnel customers to me like I once did.

So it slipped. Should I just let it go?

What happens when you stop writing new posts on your blog?

Because December is always a low-traffic month anyway, I’m sharing stats from July 2016 through to the end of October 2018. Although there are peaks and troughs always, with March always being busy with those students and their Master’s dissertations searching how to put bibliographies in alphabetical order, you can see the drop-off in the latter few months of the cycle. That’s when I stopped blogging.

It’s pretty well-known that Google and other search engines like regularly updated content to index. That’s why I and others tell people to keep blogging and/or updating their website regularly. So I knew this, and the stats show it.

What am I going to do with my blog? Should I give up blogging?

Although I don’t feel at the moment that I NEED to write and publish lots of blog posts, I’m going to get back into it. How, I will share below. There are a couple of reasons WHY:

Although I have sufficient clients now, especially with lots of them being in Europe and the threat of Brexit looming, I can’t assume that will continue to be the case (small independent sole traders like me have had no advice from the government or HMRC). So it’s good to keep marketing yourself even when you’re busy. I am fortunate enough to have lots of lovely colleagues I can pass work to that I can’t take on at the moment.
I enjoy helping people. I get a buzz when I receive a comment saying I sorted out someone’s problem, or one of my Small Business Chats interviewees thanks me for a referral they received from my site. I do my job because I like helping people, and the blog allows me to help more of them while I’m doing other things!
I loved finding out what my Small Business Chat interviewees were up to and how they were getting on, and learning from their journeys. I don’t want to lose those connections.

What’s the plan?

I’m going to use my time wisely. Over the festive break, I’m going to add the flesh to the bones of a load of ideas I’ve put in my blog post drafts and get them all ready to schedule through the year (the plan there is to see how many I can get written and then distribute them evenly through the next year, keeping an eye on what’s about to publish as I go through the year in case there’s some awful clash between a light-hearted Troublesome Pair and a horrible news item).

I’m going to get in touch with my January 2018 Small Business Chat people as normal for their updates, but I’m also going to contact all the June-December 2017 ones I never got back to, see if they want to continue to take part and slot them in until I can spread them evenly through the year again. I will point them here and hope they appreciate my honesty and openness and continue to take part.

Over to you …

Have you paused your blog (especially a professional one) and started up again? What did you learn or change? Are you one of my abandoned Small Business Chat folk? Would you like me to continue featuring you again or has that series run its course? Have you enjoyed reading those posts? Have you, well, missed me?

21 Comments

Posted by Liz Dexter on December 27, 2018 in Blogging, Business, Marketing, Writing

Tags: blogging, blogs, business, freelancing, marketing, Wordpress, writing

What do I actually do? What do you actually do? Who does an editor or transcriber work for?

27 Apr

Taking a well-earned coffee break this week, my friend Jen challenged me to draw a Venn Diagram of what I actually do, for whom. I accepted the challenge.

Especially if you have a portfolio business, where you offer more than one service, can you draw out your customer base and services? How many attempts do you have to make (four for me!)? Can you see any patterns?

3 Comments

Posted by Liz Dexter on April 27, 2018 in Business, Copyediting, Localisation, proofreading, Transcription

Tags: business, Copyediting, proofreading, Transcription

LibroEditing proofreading, editing, transcription, localisation

Tag Archives: business

Editing resource review – QuickStyle Customizable Editorial Style Sheet

What did I receive?

What does it look like and what does it do?

What about help?

And I can lock the style sheet down so my client can’t alter it, right?

Who is QuickStyle Editorial Style Sheet useful for?

How do I buy QuickStyle Customizable Editorial Style Sheet?

Why should editors be thinking about and using conscious language? [shared post]

A lovely review for my book on starting a business!

Student at risk of plagiarism 2: What do you do when the editor risks changing too much of the text?

But what if it’s more major changes and the resulting risk of plagiarism?

It’s all done in Tracked Changes so surely I’m not writing it for them!

What do I do if I find I’m doing too much on a text?

Sending feedback to the student and their supervisor

Related posts on this blog:

Student at risk of plagiarism 1: What to do when the student hasn’t referenced their text correctly

Red flags in referencing

Sending feedback to the student and their supervisor

Related posts on this blog:

Student at risk of plagiarism 3: Giving feedback to your student client and their supervisor

What do I do if I encounter or risk enabling plagiarism?

Happy birthday to me! (or, rather, to my business)

When you see businesses being criticised for not being prepared for Brexit, this is why some of us are not prepared for Brexit

What happens to your website statistics when you drop the ball with your blogging?

Why did I stop writing blog posts?

What happens when you stop writing new posts on your blog?

What am I going to do with my blog? Should I give up blogging?

What’s the plan?

Over to you …

What do I actually do? What do you actually do? Who does an editor or transcriber work for?

Search

Recent Posts

Twitter Updates

Archives

Tag Archives: business

What did I receive?

What does it look like and what does it do?

What about help?

And I can lock the style sheet down so my client can’t alter it, right?

Who is QuickStyle Editorial Style Sheet useful for?

How do I buy QuickStyle Customizable Editorial Style Sheet?

But what if it’s more major changes and the resulting risk of plagiarism?

It’s all done in Tracked Changes so surely I’m not writing it for them!

What do I do if I find I’m doing too much on a text?

Sending feedback to the student and their supervisor

Related posts on this blog:

Red flags in referencing

Sending feedback to the student and their supervisor

Related posts on this blog:

What do I do if I encounter or risk enabling plagiarism?

Why did I stop writing blog posts?

What happens when you stop writing new posts on your blog?

What am I going to do with my blog? Should I give up blogging?

What’s the plan?

Over to you …

Search

Recent Posts

Category Cloud

Archives