Lecturer, Language Tutor, and Student Perspectives on the Ethics of the Proofreading of Student Writing

Autor/in	Harwood, Nigel
Titel	Lecturer, Language Tutor, and Student Perspectives on the Ethics of the Proofreading of Student Writing
Quelle	In: Written Communication, 40 (2023) 2, S.651-719 (69 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0741-0883
DOI	10.1177/07410883221146776
Schlagwörter	Teacher Attitudes; Student Attitudes; Ethics; Writing Assignments; Proofreading; College Students; College Faculty; Language Teachers; English (Second Language); Error Correction; Academic Language; Foreign Countries; Editing; Grades (Scholastic); United Kingdom + Suchen Sie Ihr Suchwort? Lehrerverhalten; Schülerverhalten; Ethik; Korrektur; Collegestudent; Fakultät; Language teacher; Sprachunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Academic; Language; Languages; Akademiker; Sprache; Wissenschaftssprache; Ausland; Redaktion; Textbearbeitung; Notenspiegel; Großbritannien
Abstract	Various forms of proofreading of student writing take place in university contexts. Sometimes writers pay freelance proofreaders to edit their texts before submission for assessment; sometimes more informal arrangements take place, where friends, family, or coursemates proofread. Such arrangements raise ethical questions for universities formulating proofreading policies: in the interests of fairness, should proofreading be debarred entirely or should it be permitted in some form? Using questionnaires and semistructured interviews, this article investigates where three university stakeholder groups stand on the ethics of proofreading. Content lecturers, English language tutors, and students shared their views on the ethics of various lighter-touch and heavier-touch proofreader interventions. All three parties broadly approved of more minor interventions, such as correcting punctuation, amending word grammar, and improving sentence structure. However, students were found to be more relaxed than lecturers and language tutors about the ethics of more substantial interventions at the level of content. There were outliers within each of the three groups whose views on proofreading were wide apart, underscoring the difficulty of formulating proofreading policies that would attract consensus across the academy. The article concludes by discussing the formulation and dissemination of appropriate, research-led proofreading guidelines and issues for further exploration. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01