JOURNAL 4 DEBORAH DAVIS 4
Journal 4: Advocacy
Deborah Davis
Liberty University
Journal 4: Advocacy
Harwood, Austin, and Macauley (2012) present an article about proofreaders as third-party intervention advocates primarily for collegiate level non-native English speaking/writing students.
Summary
Proofreaders and writing center tutors are presented as a resource for students who need clarification on assignments, and for teachers who believe students need clarification beyond what is given in the classroom. In this article, there is a focus on collegiate level non-native English speakers/writers. Proofreading, herein, is defined as “third-party interventions (that entail some level of written alteration) on assessed work in progress” (Harwood, Austin, and Macauley, 2012, p. 570). Third in a series of articles about proofreading, this article focuses on the role of the proofreader. Some proofreaders seemed to see themselves as advocates for non-native students, providing a level field of understanding for them as compared to the native speakers. Proofreaders also aid the students in communicating with the professors, providing insights and encouragement as needed.
Analysis
This journal article presents a research-based approach to a qualitative analysis of an issue with some structured interviews supplementing the research. It appears to be intended to provide understanding of the proofreaders’ role from the proofreaders’ perspective only. The valuable insights from the interviews and surveys with proofreaders allow educators a better understanding of both: why students go to proofreaders; and why proofreaders provide their services. Through the insights provided, the proofreaders find themselves advocating for the understanding of their students. They walk a careful line with educators providing input and feedback and guidance to the students – both undergrad and graduate level – without taking authorship of the papers reviewed.
Application
It seems most Universities these days have some form of a “writing center.” At Shawnee State University, the Writing Center is populated by students who are paid to provide writing-related tutoring to students of all fields. The tutors/proofreaders are carefully trained and coached by the Director to ensure their understanding of the various writing styles. At our school, they seem to advocate for understanding of assignments and writing styles. Tutors will occasionally come with students to meetings with the teachers to gain insights and understanding. If they do not understand a student, or feel the student is trying to have them do actual writing of the paper, they take the issue to the Director for review. While Directorship is an additional paid task at our school, the assistant professor that runs the Writing Center teaches one less course to allow time to focus on the needs of the Center.
References
Harwood, N. R., Austin, L., and Macauley, R. (2012). Cleaner, helper, teacher? The role of proofreaders of student writing. Studies In Higher Education, 37(5), 569-584.