What a shame that 'a dramatic improvement in ... written work' should be
met with suspicion and scepticism!
In my experience (supporting international students at LSE and more
recently elsewhere) proofreading can indeed raise the level of a
student's work. For example, a proofreader who does no more than ask the
student 'What do you mean by that?' can stimulate a more thoughtful
exposition. And a proofreader who knows what is expected in an academic
dissertation may not be able - or indeed wish - to prevent the student
from benefitting from this knowledge. It may be that the proofreader is
simply providing the supervision that a student should have received,
but did not, from his or her supervisor - given that it is a widespread
failing of higher education in the UK that students are tested on their
ability to do things, such as write assignments, that they have not
actually been taught how to do.
I would suggest, therefore, that the institution should first of all
inquire into how the 'dramatic improvement' has been brought about: in
particular those doing the inquiring should look out for lessons that
could usefully be incorporated into the University's practice of teaching.
I would not, of course, condone a student's submitting as their own work
an assignment written by someone else, but an oral examination should
reveal whether or not this is the case.
Peter Levin
------------------------------------------------------------------------
Hampton, Ros wrote, On 02/08/2013 13:14:
>
> Dear all
>
> I am currently looking at the advice (or lack of it) that my
> institution provides with regard to the use of translators and proof
> readers by students in preparing assessments. This has arisen during
> academic misconduct cases where there is a suspicion that a student
> has commissioned work.
>
> We have had some (only a small number) of International students who
> have claimed that they have either:
>
> ·written their assignments in their first language and then had it
> translated in to English
>
> or
>
> ·claimed that a proof reader has “tidied up” their writing.
>
> Either way it has resulted in a dramatic improvement in their written
> work.
>
> At the moment we do not have a clear policy with regard to either of
> these activities, we allow the use of proof readers but do not provide
> a clear definition of what this means.
>
> I’d be really interested to hear from anyone who has a view on this,
> particularly if your institution has a policy or guidance to staff and
> students on this matter. Has anyone else experienced this situation?
>
> Internally there are a range of views on this so I am interested in
> getting some wider perspectives.
>
> Many thanks
>
> Ros Hampton
>
> Head of Conduct and Appeals
>
> University of Wolverhampton
>
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