Try to understand what the author is arguing. When you cite-check a footnote, consider how the above-the-line claim fits into that overall argument. Then make sure the cited sources *substantively* support that claim at the pin-cited location. 2/
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Does it support the claim? Great! But what if it doesn't? Then what? Your response here is critical. Don't just be a problem spotter. Propose a solution! Can you find a different section of the source that better supports the claim? Then suggest that section! Include a quote! 3/
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Can you adjust the wording of the claim so it (1) still supports the author's argument, but (2) accurately reflects the cited source? Then suggest that wording! Explain why! Some of the article you're cite-checking was informed by the author's RA. That's a student. Like you. 4/
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So you can actually add value here. Now, here's the problem: This takes a lot longer. Especially at the beginning. But you'll get better. And faster. And that work will actually make you a better editor, writer, researcher, thinker, etc.---i.e., the reason you're on a journal! 5/
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Also, most of the complaints I hear from authors fall into two main categories: Student edits don't reflect an understanding of what an article is actually arguing, of what's important, of what isn't. And student edits often push work back on the author. "Find better source!" 6/
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But if you understand the point of the article, and if *you* take the first crack at fixing the problems you've spotted, my guess is that authors will enjoy working with you much more. You won't always be right. They won't always accept your suggestions. But you'll be better. 7/
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In the end, journal work is like most other work: You get out of it what you put into it. If you think it's useless then it will be of no use to you. But if you engage with the piece and its arguments, then you'll add value and (more importantly) get value. /end
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It's also a great opportunity to learn about the subject of the article, often matters you'd never encounter in your classes.
Thanks. Twitter will use this to make your timeline better. UndoUndo
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Unpaid students should do what the paid author should have done. Great take.
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The amount of times it was painstakingly obvious that the author couldn’t have given one shit about his cites because we would fix them was staggering. I learned to put as much effort into it as they did. It’s the equivalent of working for “exposure” except no one knows I did it
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