Rewriting writing in higher education: the contested spaces of proofreading

Turner, J. Rodney

doi:10.1080/03075071003671786

Cited by 26 publications

(14 citation statements)

References 15 publications

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“…Most recently, this framework has been applied in analyses of digital literacies (Lea & Jones 2011) and proofreading (Turner 2011).…”

Section: Theory Development and Application In Higher Education Researchmentioning

confidence: 99%

Discipline and theory in higher education research

Tight

2012

Research Papers in Education

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Higher education research is, by its nature, rather an introspective field of study. It is also highly dispersed within and beyond the academy: inherently, therefore, it is a multidisciplinary field of study. An analysis of 567 articles published in 15 leading higher education journals in 2010 demonstrates both the breadth of interest in higher education research across the academy, and variations between disciplines in the themes researched, the methods and methodologies employed and the theoretical perspectives applied. Examples of theoretical perspectives drawn from different disciplines and/or developed within higher education research, and applied to researching particular topics, are identified and discussed. It is concluded that the field is both healthy and growing, though, in most countries, it lacks a strong or disciplinary identity.

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“…Most recently, this framework has been applied in analyses of digital literacies (Lea & Jones 2011) and proofreading (Turner 2011).…”

Section: Theory Development and Application In Higher Education Researchmentioning

confidence: 99%

Discipline and theory in higher education research

Tight

2012

Research Papers in Education

View full text Add to dashboard Cite

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“…For the most part, they understood the material they were being asked to learn but worried that the manner in which they conveyed that understanding would be judged inadequate. They clearly understood that academic institutions valued a particular type or style of communication but lacked the cultural and linguistic capital to meet those expectations (Bourdieu & Passeron, 1990;Collier & Morgan, 2008;Turner, 2011). For students such as Eve and Lupe (both of whom are immigrants) and perhaps even Monica (who communicated in a combination of English and Spanish), research on nonnative English speakers might point more simply to struggles with language acquisition skills to explain plagiarism (Amiri & Razmjoo, 2016;Isbell et al, 2018;Perkins et al, 2018).…”

Section: Research Question 1: Explanations For Plagiarismmentioning

confidence: 99%

I Just Don’t Want to Be Judged: Cultural Capital’s Impact on Student Plagiarism

Strangfeld

2019

Sage Open

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This research explores how college students’ broader educational histories affect their decisions to plagiarize. While research typically categorizes plagiarism as intentional or unintentional, explanations revealed in interviews of first-generation, working-class, and/or racial minority students suggests that these typologies inadequately capture the complex reasons some students express for plagiarizing. Specifically, students in this study plagiarize primarily because they are concerned that not only are their vocabulary and writing skills subpar, but that they do not fit into the college student role. Their explanations are situated within Bourdieu’s framework of cultural capital, whereby students’ decisions to plagiarize are rooted in the outcomes stemming from educational practices that reinforce class hierarchies. Consequently, students’ plagiarism experiences are contextualized within their broader educational histories rather than limited to the immediate circumstances surrounding their academic dishonesty.

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“…With the rise in commercial proofreading services in HE (Turner 2010) and its ambiguous role in supporting learning (Harwood, Austin, and Macaulay 2011), it is important that all tutors are aware of the message they convey by the resubmission practices described in this study. If students believe that their work is basically sound but simply needs some polishing, the fees for proofreading services appear insignificant compared with the risks and costs of retaking modules.…”

Section: Discussionmentioning

confidence: 99%

“…Writing centres and their tutors emphatically assert that they are not a proofreading service (Turner 2010), but there is an 'ever present pressure' from students to provide exactly that (Booth and Record 2013: 602). More broadly, engaging students with feedback intended to support their long-term learning is equally problematic.…”

Section: Feedback In Academic Writing Support Servicesmentioning

confidence: 99%

Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented

Carver

2017

JOAW

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As part of well-planned formative assessment, feedback can help students to understand the demands of a summative assessment task, evaluate their current level of performance, and then find ways to close the gap. As students take a more active role in this process, their feedback can be thought of as becoming 'feedforward' since it serves a specific purpose and drives student action. As the value of formative assessment design is becoming emphasised in higher education, summative assessment practices need to be re-evaluated in terms of how well they support learning as opposed to just supporting valid judgements of student performance. However, despite significant discussion of Assessment for Learning and Learning-Oriented Assessment, resubmission practices are largely overlooked even though resubmission can be a key event in whether students are retained.As part of a learning support department's effort to provide effective feedback on academic writing, students referred for support were offered two types of feedback: one was simple correction, the other was in-depth dialogic feedback which followed "feedback for learning" guidance (Askew and Lodge 2000). Student engagement with the two types of feedback was analysed by looking at the changes students made to their work and feedback from their subject tutor (including the resubmission grade). The tutor's feedback was also analysed to see if any intentions for the resubmission task could be inferred.Results suggest that corrective feedback is highly efficient in enabling students to pass resubmissions and that more in-depth feedback is much less efficient. This paper highlights some of the ways in which resubmission practices can unknowingly encourage surface approaches, and suggests some ideas for how learning support can better align with subject tutors to enable resubmission to become more learning-oriented.

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Rewriting writing in higher education: the contested spaces of proofreading

Cited by 26 publications

References 15 publications

Discipline and theory in higher education research

Discipline and theory in higher education research

I Just Don’t Want to Be Judged: Cultural Capital’s Impact on Student Plagiarism

Limitations of Corrective Feedforward: A Call for Resubmission Practices to become Learning-oriented

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