teaching resource

ARMS and COPS - Editing Posters and Checklists (Landscape)

  • Updated

    Updated:  16 Feb 2023

Encourage your students to proofread and edit their writing using the C.O.P.S. and A.R.M.S acronyms with a pair of printable writing posters.

  • Non-Editable

    Non-Editable:  PDF

  • Curriculum
  • Years

    Years:  1 - 4

Curriculum

  • VC2E1LA10

    Understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for proper nouns <ul> <li>using intonation and pauses in response to punctuation, when reading</li> <li>identifying different sentence boundary punctuation, when reading</li> <li>writing different types of sentences (for example, statements and questions) and discussing appropriate punctuation</li> <li>identifying and using capital letters to name places and cultural festivals and holidays</li> </ul>

  • VC2E1LY13

    Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>

  • VC2E1LY14

    Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation <ul> <li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li> <li>beginning to use dictionaries and resources to check and correct spelling</li> <li>identifying words that might not be spelt correctly</li> </ul>

  • VC2E4LY10

    Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate <ul> <li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li> <li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li> <li>using topic-specific, precise and varied vocabulary</li> <li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li> <li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li> </ul>

  • VC2E4LY11

    Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure <ul> <li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li> <li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li> </ul>

  • VC2E5LY10

    Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate <ul> <li>using research from print and digital resources to gather and organise information for writing</li> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li> <li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li> <li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li> <li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li> <li>writing letters in print and by email, demonstrating understanding of audience</li> </ul>

  • VC2E5LY11

    Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features <ul> <li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li> </ul>

  • VC2E6LY09

    Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate <ul> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail (including graphics, sound and visuals) to enhance audience engagement and understanding</li> <li>creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience</li> <li>using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience</li> <li>selecting and combining digital tools to create texts</li> </ul>

  • VC2E6LY10

    Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices <ul> <li>discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting</li> <li>re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required</li> </ul>

  • ARMS and COPS - Editing Posters and Checklists (Landscape) teaching resource
teaching resource

ARMS and COPS - Editing Posters and Checklists (Landscape)

  • Updated

    Updated:  16 Feb 2023

Encourage your students to proofread and edit their writing using the C.O.P.S. and A.R.M.S acronyms with a pair of printable writing posters.

  • Non-Editable

    Non-Editable:  PDF

  • Curriculum
  • Years

    Years:  1 - 4

Encourage your students to proofread and edit their writing using the C.O.P.S. and A.R.M.S acronyms with a pair of printable writing posters.

Looking for a New Editing Strategy? Try C.O.P.S. and A.R.M.S.

Proofreading is an important component of the writing process that is often a major struggle for young writers. Proofreading is an element of editing focused on the concrete skills of spelling, capitalisation, punctuation, and sentence structure. As teachers, we know how hard it is to get students to review their own writing, and we’ve found an easier way using the C.O.P.S. and A.R.M.S editing strategy.

Acronyms cue students to proofread and edit elements of their writing. “COPS” and “ARMS” are examples of proofreading acronyms. We’ve put together a pair of writing anchor charts dedicated to these acronyms and printable mini-checklists for student use.

What Does COPS Stand For?

The COPS acronym stands for:

C: Capitalise the first letter of each sentence.

O: Organise your writing to make it easy to read.

P: Use correct punctuation.

S: Spell words correctly.

What Does ARMS Stand For?

The ARMS acronym stands for:

A: Add sentences to your writing.

R: Remove unnecessary words and sentences.

M: Move sentences and words around to make them sound better.

S: Substitute overused and boring words and sentences with better ones.

Download and Print Your Editing Posters

This resource downloads as two separate printable PDF files. Use the dropdown arrow on the download button to download the A.R.M.S. or C.O.P.S file, or both!

Curriculum

  • VC2E1LA10

    Understand that written language uses punctuation such as full stops, question marks and exclamation marks, and uses capital letters for proper nouns <ul> <li>using intonation and pauses in response to punctuation, when reading</li> <li>identifying different sentence boundary punctuation, when reading</li> <li>writing different types of sentences (for example, statements and questions) and discussing appropriate punctuation</li> <li>identifying and using capital letters to name places and cultural festivals and holidays</li> </ul>

  • VC2E1LY13

    Create short narrative and informative texts, written and spoken, on personal and learnt topics, including using some topic-specific vocabulary, appropriate multimodal elements, and a structure with an opening, middle and conclusion <ul> <li>applying emerging knowledge of text structure and grammar when creating text</li> <li>using learning area vocabulary when creating text</li> <li>creating digital images and composing a story or information sequence on-screen using images and captions</li> </ul>

  • VC2E1LY14

    Re-read their own texts and discuss possible changes to improve meaning, spelling and punctuation <ul> <li>adding or deleting words on a page or screen to improve meaning; for example, adding an adjective to add meaning to a noun</li> <li>beginning to use dictionaries and resources to check and correct spelling</li> <li>identifying words that might not be spelt correctly</li> </ul>

  • VC2E4LY10

    Create narrative, informative and persuasive texts, written and spoken, using relevant, linked ideas for a range of audiences and using multimodal elements as appropriate <ul> <li>using research to gather ideas for writing and integrating information from a range of sources, which may include those found online</li> <li>selecting text structure and planning how to group ideas into paragraphs to sequence content</li> <li>using topic-specific, precise and varied vocabulary</li> <li>choosing a variety of appropriate words and phrases, including descriptive words and some technical vocabulary, to communicate meaning accurately</li> <li>using grammatical features, including different types of verb groups, noun groups and adverb groups/phrases, for effective descriptions and details according to purpose</li> </ul>

  • VC2E4LY11

    Re-read and edit texts for meaning by adding, deleting or moving words or word groups to improve content and structure <ul> <li>collaborating with a peer to edit literary texts by sharing feedback about choices made to develop storylines, characters and settings</li> <li>revising written texts to improve the selection of words used to connect ideas and to improve the cohesion of the text</li> </ul>

  • VC2E5LY10

    Create different types of texts, written and spoken, with relevant, elaborated and sequenced ideas, using text structure appropriate for topic, purpose and audience, and multimodal elements as appropriate <ul> <li>using research from print and digital resources to gather and organise information for writing</li> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail, including graphics, sound and visuals, to enhance audience engagement and understanding</li> <li>selecting an appropriate text structure for the writing purpose, and sequencing content according to that text structure, introducing the topic and grouping related information in well-sequenced paragraphs with a concluding statement</li> <li>using vocabulary, including technical vocabulary, appropriate for purpose and context</li> <li>using appropriate grammatical features, including more complex sentences and relevant verb tenses, pronoun references, and adverb and noun groups/phrases for effective descriptions</li> <li>writing letters in print and by email, demonstrating understanding of audience</li> </ul>

  • VC2E5LY11

    Re-read and edit their own texts and the texts of others using agreed criteria for text structures and language features <ul> <li>re-reading and editing their own and others’ work (which may involve using digital tools) for precision, using negotiated criteria for text structure and meaning, and accuracy of grammar, spelling and punctuation</li> </ul>

  • VC2E6LY09

    Create different types of texts, written and spoken, with developed and organised ideas for purpose and audience, and multimodal elements as appropriate <ul> <li>planning a report on a topic, sequencing ideas logically and providing supporting detail (including graphics, sound and visuals) to enhance audience engagement and understanding</li> <li>creating informative texts for 2 different audiences that explore a topic using text structure and language features for the identified audiences, noting the changes required to appeal to each audience</li> <li>using rhetorical devices, images and modal verbs for persuasive effects, for an identified audience</li> <li>selecting and combining digital tools to create texts</li> </ul>

  • VC2E6LY10

    Re-read and edit their own texts and the texts of others using agreed criteria and exploring editing choices <ul> <li>discussing the setting in a literary text with a peer during the editing process, and experimenting with literary devices that may enhance the setting</li> <li>re-reading and editing their own and others’ work using negotiated criteria for text structure, meaning and accuracy of grammar, spelling and punctuation, and explaining editing choices as required</li> </ul>

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