This week I am preparing to teach a class called Science Journal Editing (WR 410/510) at Portland State University. The class is one of those super-concentrated four-week doses, starting June 21 and running into July. I am looking forward to it but anxious about it: I hope that the students learn a lot and find it satisfying.
I should say that I am co-teaching the class, along with the editor in chief and the managing editor of Astrobiology. Each of us has a valuable perspective; each understands a specific part of the publishing process. So the class will take students through from start to finish: founding a science journal, acting as editor in chief, directing the peer review process, editing for clarity and cadence, and copy editing (my specialty).
How does one teach copy editing? Well, I am about to find out. I would say that copy editing for a science journal is a very structured procedure. I need to stay on track and accomplish certain tasks; there isn’t the time to dawdle or to make things “pretty.” (There is, of course, the need for clarity, precision, and fidelity to the author’s voice—I consider these beautiful, and I strive for them.) Also, I need to accomplish these tasks for eight or more papers every month, so there is a great need for skillful project management.
I consider copy editing to be a more “technical” form of editing. (Technical isn’t quite the word I want, but I cannot think of another.) By this I mean that I concern myself with details such as abbreviations, numbers, units of measurement, variables, equations, tables, figures. Certainly I spend much time on the text; I work with words and their meaning. But I have to insert a space so 0.43nm becomes 0.43 nm. I have to italicize that T for temperature. And many other lovely little things!
Well, this is my life. By the way, there is still room in Science Journal Editing, if you would like to join our band. Science journals are exciting, enlightening, important, and fun.