Rewriting Writing in Higher Education: The Contested Spaces of Proofreading

Autor/in	Turner, Joan
Titel	Rewriting Writing in Higher Education: The Contested Spaces of Proofreading
Quelle	In: Studies in Higher Education, 36 (2011) 4, S.427-440 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
Schlagwörter	Foreign Countries; Higher Education; Proofreading; Role; Academic Discourse; Writing Achievement; Value Judgment; Graduate Students; Focus Groups; English; Native Speakers; English (Second Language); English for Academic Purposes; Cultural Capital; Writing for Publication; Writing (Composition); Laboratories; Ethics; Intellectual Property; Language Role; United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Korrektur; Rollen; Discourse; Diskurs; Werturteil; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; English language; Englisch; Muttersprachler; English as second language; English; Second Language; Englisch als Zweitsprache; Schreibübung; Laboratory; Laboratorium; Ethik; Geistiges Eigentum; Großbritannien
Abstract	This article reports on a research project on proofreading, prompted by its proliferation in contemporary higher education. The article is framed by an academic literacies perspective and develops the concept of "writtenness", which draws attention to both the underlying culturally and socially constructed values relating to the production and reception of written work, and the tendency to under-acknowledge the academic achievement of writing well in the relevant discipline, especially in the case of students who do not already possess the requisite "cultural capital". This includes international students whose first language is not English, as well as "non-traditional" students. The use of the term "proofreading" is seen as masking the complexity of academic writing, on the one hand, and maintaining its status as relatively unimportant, on the other. Particularly in the latter case, this is seen as emblematic of a culturally deeply embedded predisposition to privilege knowledge or content over language. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10