Cleaner, helper, teacher? The role of proofreaders of student writing

Abstract

As part of a larger interview-based study of the beliefs, practices and experiences of 16 proofreaders of student writing in a university setting, this article reports informants’ conceptualisations of their role. ‘Proofreading’ is defined for the purposes of this research as ‘third-party interventions (that entail some level of written alteration) on assessed work in progress’. Informants’ descriptions were grouped using five metaphors to describe the proofreader’s role: helper, cleaner, leveller, mediator and/or teacher. Although some informants did not identify with the proofreader-as-teacher metaphor, it turned out that proofreaders adopt a number of strategies to ensure their feedback is formative. The implications of the study are discussed, and further issues for research identified.

Keywords:

• proofreading
• academic writing
• non-native writer
• feedback
• academic support

Notes

This work was supported by a University of Essex Research Promotion Fund grant.