Thesis Supervisors as Literacy Brokers in Brazil

Martínez, Ron; Graf, Karin

doi:10.3390/publications4030026

Cited by 20 publications

(28 citation statements)

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“…Firstly, she cited her experiences of running a large proofreading business in Australia, when she was approached 'on many occasions' (p.376) by students wishing her to ghostwrite compilations of work they had cut and pasted into a document from the Internet. Secondly, Lines posed as an L2 PhD student and 4 In contrast to the scarcity of empirical studies on the proofreading of student writing for assessment, there have been various studies on the proofreading of L2 scholars' writing for publication (e.g., Burrough-Boenisch 2005;Flowerdew and Wang 2016;Li 2012;Lillis and Curry 2010;Hyland 2016, 2017;Martinez and Graf 2016;Willey and Tanimoto 2012, 2013, 2015. However, none of these focuses squarely on ethics.…”

Section: Introductionmentioning

confidence: 99%

‘I Have to Hold Myself Back from Getting into All That’: Investigating Ethical Issues Associated with the Proofreading of Student Writing

Harwood

2019

J Acad Ethics

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L2 student writers in UK universities often seek the services of a 'proofreader' before submitting work for assessment, and the proliferation of freelance proofreaders and online proofreading agencies has led to debates about the ethics of the proofreading of student writing in publications such as Times Higher Education. This study investigates the kinds of ethical issues that confront proofreaders and how they deal with them. Nine UK university proofreaders proofread the same poor-quality L2 applied linguistics master's essay, explaining their interventions by talking aloud while proofreading and at a subsequent interview. Proofreaders addressed ethical difficulties by means of two macrostrategies: (i) selective proofreading; and (ii) declining to proofread in part or in whole. Two additional findings relating to ethics emerged from the study: firstly, some informants experienced dilemmas and uncertainties despite their attempts to proofread ethically; secondly, a number of informants went far beyond traditional, narrow conceptualizations of proofreading, making interventions affecting the writer's structure, argumentation, and content which could be seen as unethical. The findings highlight the need for the regulation of proofreading to ensure it is standardized and consistently administered from writer to writer, and I close by recommending that universities strive to implement more formative types of proofreading to enhance writers' academic literacy, not just their texts.found that in their UK university context, proofreading was unregulated: anyone could set themselves up as a proofreader regardless of qualification, experience, knowledge, or training. Nor were proofreaders obliged to agree to abide by a set of regulations as to how they would intervene in a text, raising concerns about the potential for substantial and unethical interventions. This situation is not unique: Baumeister (2014) laments the 'unregulated state of the editing industry in South Africa' and claims the lack of said regulations and guidance for proofreaders of student writing 'counteract[s]…professional and accurate editing' (p.2). Happily, things appear to have changed in the UK since Harwood et al.'s study, in that an increasing number of universities have formulated proofreading policies which are publicly available on their websites: see, for instance, the policies of the London School of Economics, 1 the University of Warwick, 2 and the University of Oxford. 3 Yet despite the increasing regulation, ethical issues remain: Harwood et al. (2009) claimed that much proofreading is done by institutional outsiders, i.e., writers' family, friends, or freelance proofreaders with no connection to the university in question, and these outsiders may have little knowledge of proofreading policies and the degree to which the institution permits them to intervene. In addition, there is increasing evidence that proofreaders have differing understandings of their role and of the extent to which they should intervene (Harwood 2018;Harwood et al....

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Section: Introductionmentioning

confidence: 99%

‘I Have to Hold Myself Back from Getting into All That’: Investigating Ethical Issues Associated with the Proofreading of Student Writing

Harwood

2019

J Acad Ethics

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“…Os novos critérios de pontuação da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) para avaliar os programas de pós-graduação vêm transformando não somente a produção textual nesse meio, mas as relações sociais e a própria relação do indivíduo com o texto. Um exemplo desse panorama pode ser constatado na pesquisa de Ron Martinez (2016), realizada na Universidade Federal do Paraná (UFPR), que aponta que cerca de 70% dos programas 2 "Em 2005 Jorge Hirsch, físico da Universidade da Califórnia em San Diego, propôs o índice h, popularizando a contagem de citações de pesquisadores individuais. O interesse pelo fator de impacto de revistas cresceu de forma constante a partir de 1995.…”

Section: Introductionunclassified

O controle das emoções na escrita acadêmica e seu impacto na relação do indivíduo com o trabalho intelectual

Rezende

Sallas

2019

irei

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O trabalho intelectual é fomentado por meio da escrita acadêmica, que é tanto permeada por questões subjetivas – distintas e singulares para cada indivíduo – quanto por questões socialmente compartilhadas – imaginários coletivos de significação e interpretações do campo acadêmico que a constrói. No atual contexto brasileiro, o aumento da cobrança por produtividade tem intensificado o status da escrita como moeda de troca e afetado a relação entre trabalho e emoções na produção intelectual. Em resposta a esse panorama social, algumas universidades têm buscado saídas para lidar com a problemática da produtividade acadêmica. Assim, este artigo busca compartilhar um estudo de caso feito na Universidade Federal do Paraná (UFPR), que, em 2016, inaugurou o Centro de Assessoria de Publicação Acadêmica (CAPA), o primeiro writing center brasileiro. Por meio da observação participante como assessora de escrita acadêmica de diferentes estudantes de pós-graduação nesse centro e de respostas coletadas por meio de questionários aplicados nas assessorias, buscamos refletir sobre o controle das emoções na escrita acadêmica e seu impacto na relação do indivíduo com o trabalho intelectual. O embasamento teórico é apoiado nas intersecções entre a sociologia das emoções, do corpo e da arte, o que permite compreender como a regulação da escrita no meio acadêmico opera tanto no âmbito estético/gramatical quanto no controle da emotividade do indivíduo no texto, sedimentando e perpetuando as dicotomias corpo/mente, arte/ciência, emoção/razão, e influenciando, assim, as construções epistemológicas.

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“…While there has been much interest recently in researching proofreading in the context of English for publication (e.g., Burrough-Boenisch, 2005; Flowerdew & Wang, 2016; Li, 2012; Lillis & Curry, 2010; Luo & Hyland, 2016, 2017; Martinez & Graf, 2016; Willey & Tanimoto, 2012, 2013, 2015), studies focusing on the proofreading of student essay writing are thinner on the ground. To set the scene for my study, I thus review four studies on the proofreading of student writing.…”

Section: Introduction: Why Researching Proofreading Of Student Writinmentioning

confidence: 99%

What Do Proofreaders of Student Writing Do to a Master’s Essay? Differing Interventions, Worrying Findings

Harwood

2018

Written Communication

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There has been much interest recently in researching the changes editors, supervisors, and other language brokers make to the writing of L2 researchers who are attempting to publish in English. However, studies focused on the pre-submission proofreading of students' university essays are rarer. In this study of student proofreading, 14 UK university proofreaders all proofread the same authentic, low quality master's essay written by an L2 speaker of English to enable a comparison of interventions.Proofreaders explained their interventions by means of a talk aloud while proofreading and at a post-proofreading interview. Quantitative and qualitative analysis of the data reveals evidence of widely differing practices and beliefs, with the number of interventions ranging from 113 to 472. Some proofreaders intervened at the level of content, making lengthy suggestions to improve the writer's essay structure and argumentation, while others were reluctant to do more than focus on the language. Disturbingly, some proofreaders introduced errors into the text while leaving the writer's errors uncorrected. I conclude that the results are cause for deep concern for universities striving to formulate ethical proofreading policies. Keywords:Academic writing; language support; editing; error correction; feedback; tutoring; English for academic purposes 2 Introduction: Why researching proofreading of student writing mattersBefore submitting writing for assessment, university students in the UK may approach a 'proofreader' to improve their work. Indeed, proofreading adverts can be found around many campuses, but it is not always clear what types of interventions will be provided. The current study begins to fill this knowledge gap, investigating the quantity and type of interventions by 14 proofreaders who proofread the same master's essay by an L2 speaker of English.Articles and opinion pieces about proofreading of student writing appear frequently in publications such as Times Higher Education and are often shot through with a discourse of moral panic traditionally reserved for plagiarism and cheating (e.g., Scurr (2006), titled "It is not enough to read an essay and mark it; one must also guess if a student has purchased professional help"; and Baty (2006), titled "Fluency can be yours…for a small fee"). The concern is that students, especially L2 students with inadequate English, are buying their way to success by paying a proofreader to write their essays for them-or at least to rewrite their work to a standard they would never achieve working alone. Hence Scurr (2006) argues that proofreading services enable students to pass themselves off as having acquired academic literacy when doing so legitimately would require much time and effort.Another alarming story is Shaw's (2014) post in The Guardian higher education blog, which claims "Proofreading agencies boast of being able to improve grades". The Cambridge Proofreading LCC website (proofreading.org) promises clients: "If you do not get a significantly improved gra...

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Thesis Supervisors as Literacy Brokers in Brazil

Cited by 20 publications

References 16 publications

‘I Have to Hold Myself Back from Getting into All That’: Investigating Ethical Issues Associated with the Proofreading of Student Writing

‘I Have to Hold Myself Back from Getting into All That’: Investigating Ethical Issues Associated with the Proofreading of Student Writing

O controle das emoções na escrita acadêmica e seu impacto na relação do indivíduo com o trabalho intelectual

What Do Proofreaders of Student Writing Do to a Master’s Essay? Differing Interventions, Worrying Findings

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