 So last weekend you had this first presentation exercise where each of you talked for a few minutes and it was all recorded. So how did you people find it? Had you done any such exercise before? And since you had evaluated everybody else in the group. So in general how did you find all the others? Because you can never find faults with yourself, you can always find faults with others. How did you find the others? Anyone remembers what score were there? So there are 6 items with 1 to 3 marks. What was the average score like? Anybody remembers? Okay, so today what we are going to do is for proof editing we are going to do one major exercise. So that exercise is a one page printout. We will be giving distributing that to you along with a red sketch pen. Because even though last time we had discussed that you should use a red pilot pen. How many people have got a red pilot pen? Nobody has got. Only one person has got. So sketch pen is a bit too thick for marking. But the marking seems prominent where it cannot be missed. And why we have to use the reading so that it becomes visible again black background. Because all other lettering is in black. So red cannot be missed out. So it is standard practice in proofediting to do all markings in red. You have to sit according to the sitting plan. I hope that is clear. Because this exercise will involve group action for which we will have to hold the group together. Okay, as everybody got the heat and pens, anybody who hasn't got, okay, so we start the exercise. Though this is not double spaced but there is enough space between lines. Okay. So everybody has got this. Authors has proofreaders. This is the title of the write up. So you go on marking the errors as you notice. First you mark in situ that is where the error occurs, just above that. After you have gone through, you again go through that you have not missed any errors. Then you mentally divide this into two halves, left half and right half. And whichever are errors in the left half, you mark against the lines have been numbered. So you mark the total against that. Similarly, mark on the right. So you will get two columns of digits, those you total. And at the bottom it is written left, right and total. So finally you total full number of errors. That is the exercise. So you can start. The first thing is you have to identify the error and mark them. Marking as per the standard is not important. As long as you can identify the error, finally you will learn the marks. So do not keep on referring to the marks. So you will waste time. You should be able to identify and count the error. That is the first exercise. Later on you will find that these marks are actually convenient. So I can see most of the people are gazing up somewhere. I think everybody has finished that. Those who are still working on it, please just put your count on your paper. Whatever you have so far, not a single try anymore, just put that count. That is not important. But what is important is whatever you have done so far, just count the left and right and put the count there. If you have followed the process properly, that means wherever you mark in C2, you also mark the error on either left or right mark. And then just count the total number of errors that you have found so far. And put that count below in the space provided. Okay. Now in the next five minutes, you just swap your papers with your neighbors. Your odd numbers, you just do a three-way switch and look at things which your neighbor has done. You have to convince your neighbor that the mistakes that the neighbor has not found out are actual mistakes. And be convinced otherwise. That's the whole point. So what is important is you consolidate your learning by discussing with your friend. Swap the papers quickly. Don't hold on to your paper. It's not a contest. So don't worry if your neighbor finds out too many mistakes, more or whatever. You are spending too much time in the act of swapping. The idea is after swapping, you read that correction done by your neighbor and comment on that. Whether you find any more errors or your friend has found more errors. The act is not about swapping papers, but about reading the swap papers. And you need not sit quietly. You have to talk to your neighbor to point out where ever errors are found. This is a discussion session, by the way, not an individual assignment. You talk slowly but you must talk. You must discuss. Hello. No more notings are to be made on that paper, by the way. You don't have to modify anything because the submissions must remain the original submissions done by individuals. The point is you may use another piece of paper or notebook to note down any additional errors or whatever it is. This is not an opportunity to modify your submission. But this is an opportunity to share your thoughts with your neighbor. So do that. And on a separate piece of paper, you may just write the count of errors that you did not find but your neighbor found. And the count of errors which your neighbor did not find but you found. And another third count where both together found errors which none of you had found earlier. That's the whole point of this discussion. You're not supposed to write anything on that paper, I see. Oh, you didn't write your name at all. My God. How do we? I didn't. Ah, this is, I think, silly. But there are some people who have forgotten to write their name. So name and roll number ought to be written somewhere. Please return back the papers to the original owner of that. Everybody has done that? All right. Now people who have found between zero to five errors, please raise your hand. Only between zero to five, not more than five. People who found between six to ten errors, please raise your hands. Eleven to fifteen. One, two, three, four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen. That's okay. This is an approximate count. We'll do the count later. Sixteen to twenty. Twenty-four, five, six, seven, eight, nine, ten, eleven, twelve, thirteen, fourteen, fifteen, sixteen. Twenty-one to twenty-five and twenty-six to thirty. How much? Twenty-two. Okay. About thirty. Between thirty-one to thirty-five, anybody? One, two, three, four, four. Anybody more than thirty-five? Four. Four. Four people. Anyone who has found more than forty errors? One. Anybody who has found more than forty-five errors? No. More than thirty. Since you are the loner, just tell us the number of errors you have found. Forty-nine. There is like statistical intervals we have taken of five errors. And we can plot a histogram. You can see the mode is over here. Thirty-one is the maximum number of people found. And distribution is unsymmetrical. Because at the top it suddenly drops off. But on the lower side it goes here. So any guess what are the actual number of errors? The actual number of errors is fifty-two. We have a model answer sheet which probably we will discuss next time. We will put up the model answer sheet on the web. Actually, why do we need their submissions now? We don't need them. The statistics is what we wanted. Because I would like them to compare their answer sheet with the model. That they can do at home. So all that you need to do is no homework. But just for the sake of curiosity for nothing else, locate the differences between the errors that you have found. So please carry this paper back with you. So that on the screen you can compare it. And actually try to pay attention to errors which you missed. And reason why you missed them. That's the whole point. Fine. I wanted to discuss the details of what this course is going to unfold. But I will do that next time. Because we are already at the end of our time. Thank you so much except for those two friends who should come and identify themselves and write their names here. Thank you so much.