For me, as long as the corrections do not alter the sense, meaning or style of the writer, it is okay to offer the alternatives. And I think it is very important that the student really understands why the corrections need to be made, and where similar corrections would be applicable elsewhere. If this is 'proof-reading' then I have no problem with it.

Keith

-----Original Message-----
From: Boyce, Mark [mailto:[log in to unmask]]
Sent: 09 June 2003 10:40
To: [log in to unmask]
Subject: Re: Sympathetic marking


How will the students ever know the correct way to write is if they are not
taught what the alternatives are? The stigma attached to proof-reading
baffles me. My aim, when I start working with a student, is to ensure that,
by the time they leave university, they are fully able to write flowing
assignments that use grammar correctly. One of the best ways to do this is
by proof-reading their work and then going over their mistakes with them,
explaining why what they have written is incorrect and ensuring that they
know not to make the mistake again. Inevitably this means that I have to
show them alternatives.

As long as I am not effecting the content or context of the student's work
then it should not be an issue. If, however, the student was studying on an
English Language course the situation would be very different.

Therefore, as far as I can see, there is absolutely no problem with
proof-reading the work of a dyslexic student as long as the amendments made
are explained to the student in person.

Mark Boyce
-----Original Message-----
From: Keith Silvester [mailto:[log in to unmask]]
Sent: 09 June 2003 10:28
To: [log in to unmask]
Subject: Re: Sympathetic marking


Janet,

Well, putting it like that, I wouldn't disagree with you. The more a student
can do for her/himself the better, obviously. I come at it as someone who
is not a paid dyslexia tutor.

Keith

-----Original Message-----
From: Skinner J.P. [mailto:[log in to unmask]]
Sent: 09 June 2003 09:34
To: [log in to unmask]
Subject: Re: Sympathetic marking


Keith

I feel very strongly that dyslexia tutors should not proof read students'
work or alter students' work in any way at all. It is fine to provide
editing skills that will enable students to correct their own work, but not
to correct it for them. That would be giving the students an unfair
advantage, in my opinion. On an individual basis we do talk through
coursework with students and point out any errors of grammar and sentence
structure, and explain why it is wrong - we do not offer alternatives.
Perhaps that is the same thing and it is the term 'proof reading' which is
being interpreted differently! I perhaps read more into the term than you do
- proof reading could be seen as just pointing out mistakes and not
correcting them.

Janet
----------------------
Janet Skinner
Co-ordinator of Dyslexia Services
University of Southampton
9 University Crescent
[log in to unmask]
023 80595 562 (internal 25562)
Dyslexia Services Reception 023 8059 2759
(internal 22759) [log in to unmask]

-----Original Message-----
From: Keith Silvester [mailto:[log in to unmask]]
Sent: 06 June 2003 14:30
To: [log in to unmask]
Subject: Re: Sympathetic marking


Janet,

I'm surprised that proof-reading is such a no-no. I recommend that a
student finds someone to do this, if they don't have immediate access to a
dyslexia tutor. On occasion, I have done this for a student facing a tight
deadline with no access to a tutor. After all, proof-reading is only an
advanced form of spellchecker. Eventually, spellcheckers will become even
more sophisticated!

Keith Silvester

-----Original Message-----
From: Skinner J.P. [mailto:[log in to unmask]]
Sent: 06 June 2003 09:02
To: [log in to unmask]
Subject: Sympathetic marking


Re: recent communication about sympathetic marking.

At the University of Southampton if dyslexic students are eligible for
extra time in examinations, they will also be eligible for 'sympathetic
marking' in examinations. Under examination conditions they are likely to
make more errors than their non-dyslexic peers because of slow sleed of
information processing etc. We feel this consideration is totally justified.
The coloured sticker system is meant to ensure that in anonymous marking a
dyslexic student is not penalised for typical dyslexic spelling and syntax
errors. The sticker system is simply to bring to the attention of the
marker that it is a dyslexic script and that there may be errors in written
expression. If, however, language skills are being assessed, then no
consideration is given.

Sympathetic marking is not allowed for coursework because there is the
opportunity for students to receive academic study skill tutorials with our
dyslexia tutors. Dyslexia Services can provide help with editing skills.
Dyslexia tutors can also read students' work aloud to them so that they can
hear whether they have written what they have intended to write. Guidance
can be given about the kind of grammatical, structural errors individual
students are making. Under no circumstances would we undertake to proof
read students' coursework, however, or comment on the subject matter of the
work.

Janet
----------------------
Janet Skinner
Co-ordinator of Dyslexia Services
University of Southampton
9 University Crescent
[log in to unmask]
023 80595 562 (internal 25562)
Dyslexia Services Reception 023 8059 2759
(internal 22759) [log in to unmask]