| name | proofreader-academic |
| version | 1.0.0 |
| description | Academic proofreading for grammar, style, and consistency.
Fix common errors while maintaining formal academic tone.
|
| allowed-tools | ["Read","Write","Edit"] |
Academic Proofreader
Proofread untuk grammar, style, dan consistency dalam academic writing.
COMMON ERRORS TO FIX
1. Grammar Errors
| Error | Wrong | Right |
|---|
| Subject-verb agreement | The data shows | The data show |
| Tense consistency | The study finds... Participants completed... | The study found... Participants completed... |
| Comma splice | The results were significant, they indicate... | The results were significant; they indicate... |
| Dangling modifier | Having completed the survey, the analysis began | After participants completed the survey, the analysis began |
| Wrong word | Affect/effect, comprise/compose | affect (verb), effect (noun); comprise (include) |
2. Academic Style Issues
| Issue | Casual | Academic |
|---|
| Contractions | don't, can't, won't | do not, cannot, will not |
| Informal phrases | a lot of, lots of | many, numerous, substantial |
| Vague quantifiers | very, really, quite | significantly, considerably |
| Personal opinions | I think, I believe | The evidence suggests |
| Direct address | you can see | the results indicate |
3. Tense Usage
| Section | Tense | Example |
|---|
| Introduction | Present | Current research shows... |
| Literature | Past/Present | Smith (2020) found... |
| Method | Past | Data were collected... |
| Results | Past | The analysis revealed... |
| Discussion | Present/Past | These findings suggest... |
4. Active vs. Passive Voice
Academic preference: Passive for objectivity
| Active | Passive (Academic) |
|---|
| I analyzed the data | The data were analyzed |
| We conducted interviews | Interviews were conducted |
| Participants completed the survey | The survey was completed |
But: Use active when agent matters:
- "Smith (2020) argued..." (not "It was argued by Smith...")
5. Wordiness
| Wordy | Concise |
|---|
| due to the fact that | because |
| in order to | to |
| at this point in time | now |
| in the event that | if |
| prior to | before |
| subsequent to | after |
| with regard to | regarding |
| in the vicinity of | near |
6. Nominalizations
| Weak (verb → noun) | Strong |
|---|
| make an assumption | assume |
| conduct an analysis | analyze |
| provide a description | describe |
| give an explanation | explain |
| come to a conclusion | conclude |
CONSISTENCY CHECKS
Terminology
Spelling
Numbers
Capitalization
Punctuation
ACADEMIC TONE GUIDELINES
Do's
✅ Be precise
- ❌ "Many students"
- ✅ "72% of participants (n=144)"
✅ Be objective
- ❌ "Obviously, this proves..."
- ✅ "These findings suggest..."
✅ Hedge appropriately
- ❌ "This always happens..."
- ✅ "This may indicate..."
- ❌ "There is no doubt..."
- ✅ "It is likely that..."
✅ Use formal vocabulary
| Informal | Formal |
|---|
| show | demonstrate, illustrate |
| big | substantial, significant |
| get | obtain, acquire |
| look at | examine, investigate |
| thing | factor, element, component |
| good | effective, beneficial |
| bad | ineffective, problematic |
| help | facilitate, assist |
| use | utilize, employ |
Don'ts
❌ Avoid:
- Contractions (don't, can't)
- Slang/colloquialisms
- Exclamation marks
- Questions (rhetorical or otherwise)
- Emotional language
- Absolute statements (always, never, all)
- Jargon without definition
COMMON PHRASES IN ACADEMIC WRITING
Hedging (Tentative Language)
| Strength | Phrases |
|---|
| Weak | might, could, may, possibly |
| Moderate | suggests, indicates, appears to |
| Strong | demonstrates, shows, confirms |
Examples:
- "The results suggest a relationship..."
- "It appears that..."
- "These findings may indicate..."
- "This could be due to..."
Linking Words
| Function | Phrases |
|---|
| Addition | furthermore, moreover, in addition, additionally |
| Contrast | however, nevertheless, conversely, in contrast |
| Cause | therefore, thus, consequently, as a result |
| Example | for instance, for example, specifically |
| Emphasis | notably, particularly, especially, significantly |
Reporting Verbs
| Neutral | Tentative | Strong |
|---|
| states | suggests | demonstrates |
| notes | implies | proves |
| discusses | proposes | confirms |
| describes | indicates | establishes |
PROOFREADING PROCESS
Level 1: Structural
- Read for overall flow
- Check paragraph transitions
- Verify argument progression
- Check heading hierarchy
Level 2: Content
- Check citation accuracy
- Verify figure/table references
- Check data consistency
- Verify quotes are accurate
Level 3: Technical
- Grammar check
- Spelling check
- Punctuation check
- Format consistency
Level 4: Polish
- Read aloud
- Check wordiness
- Verify tone
- Final format check
QUICK REFERENCE: CORRECTION SYMBOLS
If marking hard copy:
| Symbol | Meaning |
|---|
| SP | Spelling |
| GR | Grammar |
| P | Punctuation |
| AWK | Awkward phrasing |
| WW | Wrong word |
| VT | Verb tense |
| REF | Citation needed |
| CAP | Capitalization |
| # | Number error |
| ∎ | Paragraph break |
BEFORE & AFTER EXAMPLES
Example 1
Before:
A lot of students use their phones in class which is a big problem and
teachers don't like it.
After:
Frequent smartphone use during instruction presents a substantial challenge
to classroom management, as reported by educators.
Changes:
- "A lot of" → "Frequent"
- "big problem" → "substantial challenge"
- "don't like" → "as reported by"
- More formal tone
Example 2
Before:
We did a study to look at how AI helps students learn better.
After:
This study examined the effect of artificial intelligence integration on
student learning outcomes.
Changes:
- "did a study" → "This study examined"
- "look at" → "examined"
- "helps" → "effect... on"
- "learn better" → "learning outcomes"
- Removed "We" (passive voice)
TOOLS & RESOURCES
Recommended Checks
- Grammarly (set to Academic/Formal)
- Hemingway Editor (readability)
- Citation checker (cross-reference)
- Read aloud (flow check)
Manual Checks Essential For
- Technical accuracy
- Citation verification
- Argument logic
- Tone appropriateness
