Hi Susan,
you express this situation perfectly! That is exactly right.
Also - even where students *are* only asking for proof reading help - we
find that they need prompting to structure their arguments more
effectively, expand their research and actually answer the question!
Best,
Sandra
Susan Crozier wrote:
> Hi all,
> From my experience at a learning centre in New Zealand, when many EAL
> students ask for proof reading it is code for "any help you can give me
> with my writing". Inexperienced writers often don't have a good
> vocabulary for asking for the many varieties of input they might need to
> improve their argument, structure, organisation, or sentence-level sense
> making. We stopped saying that we didn't proof read, but would agree to
> work with the student on developing their written expression in the
> broadest sense. Or, in the case of thesis students, offer them a list of
> professional proof readers they could follow up with indepedently.
> As to whether students should have to acknowledge help, I know there is
> argument on both sides. My view is that many (more privileged) students
> have friends and family who assist with their writing and they are not
> required to acknowledge this assistance, yet there is a demand that
> students without such personal networks acknowledge assistance from a
> learning developer.
> regards,
> Susan Crozier
>
> On Thu, Jan 8, 2009 at 8:45 AM, Nicholas Peter Gregson
> <[log in to unmask] <mailto:[log in to unmask]>> wrote:
>
> Hi Tim
>
> We provide a tutorial system for all our students where they can
> bring in an assignment for our study skills tutors to read and then
> get feedback on areas such as spelling, punctuation, grammar etc.
> plus structure. We do not correct the work, we use an error
> correction code to highlight the specific areas of concern and then
> the students have to self-correct. We make it clear that it is *not*
> a proof reading service in all our publicity material and there are
> very clear guidelines set out on how the system works. These are
> explained to the students in the first tutorial. Long term, we try
> to encourage them to develop their own proof reading skills. Staff
> from many of the discipline areas actively encourage their students
> to attend our workshops and tutorials and genuinely appreciate the
> service.
>
> Regards
>
> Nick Gregson
> Senior Lecturer
> EAP / Study Skills
>
>
>
> >>> Timothy Crawford <[log in to unmask]
> <mailto:[log in to unmask]>> 07/01/2009 17:51 >>>
> Dear Colleagues,
>
> Our Learning Development Service is receiving an increasing number
> of requests for 'proof reading' essays. It tends to be
> international students in particular that ask us to check spelling
> and grammar in their work. Whilst each essay might only be 2000
> words, we have even had a request to proofread a PhD thesis (!)
> which was obviously declined. Thus I have two related questions to ask:
>
> 1. Does your institution have a specific policy or service level
> agreement in terms of what academic skills support you do
> *not* provide for students?
> 2. Is it appropriate to advise changes to students' coursework
> before actual submission?
>
> I'd be interested in your thoughts on the above, and look forward
> with anticipation to meeting many of you at the Bournemouth
> conference in April.
>
> Best regards,
>
> *Tim Crawford*
> Learning Development Tutor
> Student Guidance Centre
> Queen's University
> t: 028 9097 2874
> w: _www.qub.ac.uk/sgc/learning_
>
>
>
>
>
--
Sandra Sinfield
University Teaching Fellow
_______________________________________________________________________
Coordinator LDU & LearnHigher CETL www.learnhigher.ac.uk
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