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Studying towards a postgraduate qualification is viewed as a booster that may usher employees towards management positions. We have found common mistakes in research proposals for master's degree students in a department at the University of Namibia. Our presentation shows the shortcomings in the research proposals of postgraduate students and proposes interventions to address the challenges. We collected qualitative data through the observations of nine (9) Master of Education research proposals, which were conveniently selected. Our analysis showed shortcomings in research proposals submitted to the Department of Education at the University of Namibia. Moreover, there is a need for the introduction of a writing unit at the university to supply writing services such as academic writing, proof reading and editing. We recommend that regular practical training is offered on effective academic writing to postgraduate students. We also show the need for postgraduate students to be oriented towards the plagiarism policy and referencing style of the university. This calls for the re-thinking of ways that enable effective postgraduate student supervision, which may address the quality of student research output.

This study explores the potential of large language models (LLMs), specifically GPT-4 and Gemini, in generating teaching cases for information systems courses. A unique prompt for writing three different types of teaching cases such as a descriptive case, a normative case, and a project-based case on the same IS topic (i.e., the introduction of blockchain technology in an insurance company) was developed and submitted to each LLM. The generated teaching cases from each LLM were assessed using subjective content evaluation measures such as relevance and accuracy, complexity and depth, structure and coherence, and creativity as well as objective readability measures such as Automated Readability Index, Coleman-Liau Index, Flesch-Kincaid Grade Level, Gunning Fog Index, Linsear Write Index, and SMOG Index. The findings suggest that while both LLMs perform well on objective measures, GPT-4 outperforms Gemini on subjective measures, indicating a superior ability to create content that is more relevant, complex, structured, coherent, and creative. This research provides initial empirical evidence and highlights the promise of LLMs in enhancing IS education while also acknowledging the need for careful proofreading and further research to optimize their use.

The quality of language produced is greatly influenced by the quality of language input. Reading is a major source of language and knowledge input. In Pakistan, two types of books written in the English language are available for the reader. The first type includes the books written and published in Pakistan and the second type is of the books written by foreign authors published in or outside Pakistan. The purpose of this study was to analyze 5 storybooks written and published in Pakistan. The linguistic analysis and technical analysis of the books were carried out to explore the kind of material which is being produced locally and is readily available to Pakistani children. The focus of the study was on the English language and technical components of the storybooks. The findings of the study reveal that the storybooks contain several language-related problems and technical deficiencies in story writing elements. Hence it is concluded that proofreading for language and technical refinement for the storybooks can help improve the work quality.

Various forms of proofreading of student writing take place in university contexts. Sometimes writers pay freelance proofreaders to edit their texts before submission for assessment; sometimes more informal arrangements take place, where friends, family, or coursemates proofread. Such arrangements raise ethical questions for universities formulating proofreading policies: in the interests of fairness, should proofreading be debarred entirely or should it be permitted in some form? Using questionnaires and semistructured interviews, this article investigates where three university stakeholder groups stand on the ethics of proofreading. Content lecturers, English language tutors, and students shared their views on the ethics of various lighter-touch and heavier-touch proofreader interventions. All three parties broadly approved of more minor interventions, such as correcting punctuation, amending word grammar, and improving sentence structure. However, students were found to be more relaxed than lecturers and language tutors about the ethics of more substantial interventions at the level of content. There were outliers within each of the three groups whose views on proofreading were wide apart, underscoring the difficulty of formulating proofreading policies that would attract consensus across the academy. The article concludes by discussing the formulation and dissemination of appropriate, research-led proofreading guidelines and issues for further exploration.

Facilitated identification of predictable words during online reading has been attributed to the generation of predictions about upcoming words. But highly predictable words are relatively infrequent in natural texts, raising questions about the utility and ubiquity of anticipatory prediction strategies. This study investigated the contribution of task demands and aging to predictability effects for short natural texts from the Provo corpus. The eye movements of 49 undergraduate students (mean age 21.2) and 46 healthy older adults (mean age 70.8) were recorded while they read these passages in two conditions: (a) "reading for meaning" to answer occasional comprehension questions; (b) "proofreading" to detect "transposed letter" lexical errors (e.g., "clam" instead of "calm") in intermixed filler passages. The results suggested that the young adults, but not the older adults, engaged anticipatory prediction strategies to detect semantic errors in the proofreading condition, but neither age group showed any evidence of costs of prediction failures. Rather, both groups showed facilitated reading times for unexpected words that appeared in a high constraint within-sentence position. These findings suggest that predictability effects for natural texts reflect partial, probabilistic expectancies rather than anticipatory prediction of specific words.

Currently, writing centers are expanding to Asian university contexts and hiring Non-native English speakers (NNES) as peer tutors, but there is a paucity of research on the roles NNES tutors play and on tutoring in global contexts. To address this gap, this study interrogates the question: What role do NNES tutors adopt in English a Foreign Language (EFL) writing centers? Through the framework of symbolic interactionism, a mixed method approach was employed. Data were collected from 16 pre- and post-semester tutor interviews, 30 tutorial observations and a tutee survey with 24 respondents. It was found that rather than adopting a precisely defined role such as peer mentor or foreign language instructor the tutor adopted multiple roles: proofreader, translator, coach, teacher, and mediator. Each role is negotiated through each interaction with individual tutees. The roles put forth encompass a new way for NNES tutors to effectively tutor in EFL settings.

I retired from teaching in August, 2018. In the fall semester of that academic year, I taught a section of Basic Writing (now called "Workshop in Composition"), one of the courses I taught in the fall of 1975, my first year at the University of Pittsburgh. This essay is a documentary account of that course, including writing assignments and student papers, but it is also a reflection on some of the people, courses, and concerns that have shaped and sustained a long career as a teacher of writing.

Academic discourse is highly complex and requires writers to follow specific writing conventions. Many Saudi university students have underdeveloped writing skills (Al-Khairy, 2013). One way to assist second language (L2) learners and develop their academic writing skills is through academic language support offered by writing centres. The challenge for writing centre tutors lies in the predominant belief among many L2 students that tutors' only role is to fix students' mistakes. Although there has been significant growth in writing centres in Saudi universities, the perceptions of writing tutors concerning tutoring non-native students are still under-researched. This study uses thematic analysis to explore the role of writing tutorials as perceived by writing centre tutors in Saudi settings. Data were obtained using an interpretive inquiry through individual interviews of two tutors. The main findings of the interviews were that tutors perceived proofreading requests, low writing proficiency of tutees and tutees' understanding of tutors' role as influencing their tutorial practices. The implementation of this study may help regulate the role of tutors in writing centres in Saudi universities by highlighting new avenues that can improve writing tutorials, especially in Saudi Arabia.

Many students with learning disabilities (LD) and emotional/behavioral disorders (EBD) struggle with the writing process. Technology has shown to be effective in supporting prewriting, drafting, revising, proofreading, and publishing of written products. This article explains the use of one technology-based graphic organizer with embedded self-regulated learning strategies as well as universal design for learning (UDL) features that can be used to enhance the writing process for students with LD and EBD. Such technology categories as technology-based graphic organizers, word prediction, speech recognition, talking word processors, as well as multimedia and digital storytelling programs are discussed. All these technologies can improve the quantity and/or quality of student writing.

The present study aimed at developing English as a foreign language (EFL) college students' translation performance through raising their awareness of related syntactic and semantic errors. During the pilot study, the researcher analyzed fifty translated passages from students' assignments. The aim of this systematic analysis was necessary to build a list of their most frequent errors. Besides, a checklist was used to determine students' level of awareness of these errors. As a result, a program based on some metacognitive strategies was developed to raise students' awareness of syntactic and semantic errors to improve their translation performance. Metacognition awareness went through five stages of preparation, presentation, practice, evaluation, and expansion. Students worked together in the process of translation to translate the given passages. They worked in pairs to proofread their translation by identifying their errors, correcting them, and finally editing their final copy. A pre-post translation test was developed to assess students' translation performance. Data obtained from the test was dealt statistically with SPSS software. The results indicated improvement in students' translation performance.

The present study aimed to address the extent to which faulty members and students at the department of English language at Najran University practice using the ways of written corrective feedback. The questionnaire, as the main study instrument was used to collect data while the descriptive analytical approach was used to analyze these collected data. Findings revealed that the direct way of correction, i.e., the identification of student's errors by underlining or circling and then telling them how to correct such errors without allowing them the chance to figure out what the corrections are, was the most practiced way of written corrective feedback. Using Arabic, as it was students' mother tongue, to show them their errors and then explain to them how to correct these errors was the second practiced way. Indirect correction like for example correcting student's errors through writing in the margin that there was an error without giving them the correct answer was the least used way, as indicated by faculty members. Nevertheless, correcting students' errors by coding the exact error in the text without giving them the correct answer was the least used way from students' viewpoint. Moreover, findings showed that both faculty members and students were in favor of the comprehensive not the selective way of correction.

Anglosphere universities are a site of growing concern about students' use of professional English language editing and proofreading services for the correction of academic writing. Students' use of such services raises issues of ethics and academic integrity as well as fundamental questions about how value is allotted to the labour involved in producing written texts and providing writing instruction. In addition, the term proofreading is ambiguous, obscuring the extent to which proofreaders intervene in students' written texts. Although much attention has been focused on graduate students' use of proofreading services, there is growing recognition that some undergraduates receive proofreading as well. In response to these issues, Editors Canada (2018) has recently released new guidelines for ethical editing of student texts that, for the first time, delineate standards for professional editing of both undergraduate and graduate students' writing. These guidelines are effective in clarifying acceptable practices for editors, students, and university instructors, yet they apply only to students who seek proofreading from an Editors Canada affiliate. This essay summarizes key considerations in the proofreading debate with the aim of encouraging the development of clearer institutional and classroom policies on proofreading that will complement the Editors Canada guidelines and apply to all students.

This paper presents a design case that describes the design, development, and user experience testing of a Google Docs revision add-on. The add-on is an instructional, peer review tool intended to help students distinguish surface-level feedback from text-based feedback in order to develop their revision task schema. Eleven secondary teachers completed a survey about using the add-on for instructional purposes, and 56 secondary students completed a survey after using the tool to provide feedback to a peer's writing and make changes to their writing based on feedback provided to them through the tool. Thematic analyses revealed recommendations for modifications and additions to the tool. Next steps include researching the effects of the updated add-on on secondary students' revision task schema development.

This article presents findings from a study of a U.K. university writing centre regarding understandings of tutor roles, involving 33 Chinese international students, 11 writing tutors, and the centre director. The research used interviews and audio-recorded consultations as data to analyze and explore participants' beliefs and understandings. The most common roles associated with tutors were proofreader, coach, commentator, counsellor, ally, and teacher. Mismatches were found in understandings of the proofreader role and counsellor role when comparing students' views, tutors' views, and the writing centre policy. Policy recommendations are made in light of the findings regarding how writing centres frame the tutor's role and the function of writing consultations, in terms of (1) interrogating traditional conceptualizations of tutor role, (2) disseminating the centre's aims to the student population and to the wider university, (3) expanding the centre's activity across the university, and (4) strengthening tutor training and development.

This paper presents the perceived satisfaction of undergraduate students of translation and interpreting who have taken part in the creation of a multilingual, accessible and inclusive audio guide for the Faculty of Arts at the University of the Basque Country (UPV/EHU). A selection of students carried out the translation and proofreading of texts describing architectural spaces of the building, while others provided the recording in one of the languages of the audio guide (Spanish, Basque or English). Data on their satisfaction were collected through a questionnaire circulated in 2020. Results show that students involved in the project differed in their knowledge on accessibility and audio guides, but completed the project generally satisfied with the process and product. In addition, participants were aware of the benefits of such participation for their professional careers, for the institution as well as for the blind and people with low vision that may have need of this audio guide. The questionnaire served as the culmination of the students' learning process and helped them reflect on the experience, which serves as an example of a learning process aiming to serve the community and easily exportable to other scenarios.

The article discusses the results of a study of L1 proofreading competence conducted among young adult native speakers of Polish who acquired English through formal education at school and university in Poland. Students with various levels of proficiency in English were asked to make acceptability judgements for Polish structures presented to them in writing. The results confirm the hypothesis that competence in L2 English exerts an influence on judgements of well-formedness of linguistic expressions in L1 Polish. Students with the strongest and weakest language skills in L2 English demonstrated significantly higher competence in detecting non-standard constructions in L1 Polish than students with intermediate L2 proficiency. The largest disparity appeared in the area of lexical semantics. A reinterpretation of the results of a similar study by Sunde and Kristoffersen. [2018. Effects of English L2 on Norwegian L1. "Nordic Journal of Linguistics" 41, no. 3: 275-307] conducted in Norway is proposed to explain the difference in the findings. The article proposes possible explanations for why strongest cross-lingual influence occurred in students who showed intermediate competence in English, and discusses the potential implications of the findings for language teaching on the one hand, and normative language attitudes on the other.

The present research offers an assessment of the online open source tools used in the L2 academic writing, teaching, and learning environment. As fairly little research has been conducted on how to best use online automated proofreaders for educational purposes, the objective of this study is to examine the potential of such online tools. Unlike most studies focusing on Automated Writing Evaluation (AWE), this research concentrates only on the online, open-source writing aide, grammar, spelling and writing style improvement tools available either for free or as paid versions. The accessibility and ability to check language mistakes in academic writings such as college-level essays in real time motivates both, teachers and students. The findings of this empirical-based study indicate that despite some bias, computerized feedback facilitates language learning, assists in improving the quality of writing, and increases student confidence and motivation. The current study can help with the understanding of students' needs in writing, as well as in their perception of automated feedback.

In this study we investigated an editing strategy to develop effective proofreading skills (i.e., mechanics and substantive revisions) within electronic texts through an experimental pre- and posttest group design with random assignment. Fifteen college students with intellectual and developmental disabilities participated in this investigation. The results of this study reveal a significant positive difference for the EDIT Strategy instruction group when compared with the non-intervention group for the total number and type of editing errors corrected in the posttest and follow-up 5 and 12-week maintenance phases. The findings support the use of the EDIT Strategy with study participants in improving the editing skills of postsecondary learners with intellectual and developmental disabilities.

Some studies have reported the positive outcome of using concordancers and dictionaries in (ESL) context. This study aims to examine how an EFL writer consulted with concordancers and dictionaries along with Google and Google Scholar when engaging in academic writing at university level. The researcher investigated a non-English-major postgraduate student corpus consultation over five months. The researcher provided a toolkit including corpus tools; concordancers, collocation dictionaries, thesaurus, Google, in combination with traditional reference resources such as monolingual and bilingual online dictionaries. The participant received a three-session training to consult with different resources while writing research paper. Real-time data, stimulated recall interview, participants' writing and query logs served as the main sources of data. Results showed that the participant was aware of the applicability of each corpus tool. He could successfully solve 604 linguistic problems, and promoted his linguistic awareness. It is implied that corpus tools have the potential to assist EFL writers in proofreading and editing the surface levels of their writing.

This systematic review assessed the effectiveness of published inventions, of an experimental design, used to promote learning for learners with dyslexia on HE programmes. Historical observations suggest that a notable number of learners with dyslexia express concern at the levels of support they receive and that support plans provided to their departments are not implemented fully. To be eligible for inclusion in this systematic review studies had to evaluate interventions aimed at improving outcomes for students with dyslexia. Data was extracted from the studies using specially developed data extraction templates, one for studies of experimental/quasi-experimental design and one for systematic reviews to ensure a systematic and transparent approach to data collection. The included studies were quality appraised for internal validity, external validity and relevance. A thematic narrative synthesis was carried out on the studies' data. Evidence from the included studies was limited in terms of the number and rigour of studies which met the inclusion criteria. This impeded the review's ability to establish strong evidential conclusions. Findings suggest a scarcity of high quality, experimental research that tests the effectiveness of dyslexia support interventions in HE. Pockets of good practice exist which may prove useful but these require further investigation.

The present research work deals with subtitling errors encountered by simulators and proof-readers. The resultant work is of significant contribution to problem decision makings in the field of quality assessment of audiovisual translation (AVT). The outcome of this paper is the result of accumulated working experience in this domain. The relevant errors are related to syntax, spelling, style, length of sentences, lack of clarity, and gender-related issues. These errors though made by one subtitler who has translated the animation feature film "Pocahontas II" released in 2012, are still typical and therefore a thorough investigation has been done and a set of linguistic rules has been suggested as a guideline for the audiovisual industry. These rules are to be added to the technical and software requirements sent by subtitling companies (such as the number of characters per line, the font, the reading speed per minute, and punctuation). This set of rules helps monitor the quality of the subtitled target text (TT).

The present research studied the role of the non-executive and executive components of working memory in the detection of phonological, orthographical, and grammatical spelling errors. Before performing error detection tasks, undergraduate participants completed a battery of tasks to evaluate their non-executive (verbal and visuospatial storage) and executive (coordination of verbal and visuospatial storage, and processing; strategic retrieval from long-term memory; effortful shifting) functions supporting working memory. The analyses found that phonological errors were better detected than grammatical errors, followed by orthographical errors. Visuospatial storage and coordination of verbal storage and processing were significant predictors of the detection of phonological and orthographical errors. Effortful shifting was a significant predictor only of the detection of orthographical errors, while strategic retrieval from long-term memory was the only predictor of the detection of grammatical errors. Generally, in the verbal domain, the executive component of working memory appeared to be more involved than the non-executive component, whereas in the visuospatial domain, the non-executive component appeared to be more involved than the executive component.

This paper is an experiment in collective writing conducted in Autumn 2019 at the Faculty of Education at Beijing Normal University. The experiment involves 12 international masters' students reading the course based on the Belt and Road Initiative (BRI), their professor Michael Peters, visiting professor Petar Jandric, and a mix of senior Chinese and Western scholars. To successfully complete the course, the students were required to produce a 3000-word paper of publishable quality. As part of this writing process we decided to engage in the experiment of collective writing where we aimed to produce a single paper consisting of the abstracts. This collective paper was developed in 7 steps: (1) students submitted their 250-word abstracts; (2) students were introduced into the methodology of collective writing, and 2 student-editors -- Ogunniran Moses Oladele and Benjamin Green -- volunteered to work on the paper; (3) Michael Peters wrote the introduction; (4) abstracts were expanded to 500 words and integrated into a single document; (5) Petar Jandric began to edit the paper and write a conclusion; (6) students presented their abstracts in the class, where Michael Peters and Petar Jandric provided direct feedback; (7) revised abstracts were again integrated into a single document by student editors, and proofread / copy-edited in several exchanges with the instructors; and (8) the paper was subject to the process of open review, and the reviewer's comments were included in the paper. Resulting from months of collective work, the final paper provides a wide range of views ad perspectives to the question of education as a part of the BRI initiative.

The paper discusses the impact of developing a consciousness-raising approach in error correction at the sentence level to improve students' proofreading ability. Learners of English in a foreign language environment often rely on translation as a composing tool and while this may act as a scaffold and provide some support, it frequently leads to predictable and persistent errors. Such fossilization can cause inaccuracies that detract from student composition and that require instruction and repeated practice in order to eradicate the errors. The current paper reports on an experiment in consciousness-raising about specific categories of errors with a group of 30 students in the Faculty of Education in Zayed University, Dubai during the spring semester 2014. Post-test results compared with those on a pre-test indicate a significant improvement in students' performance as a result of structured input (specially prepared grammar materials) and focused instruction (teaching that focuses on each specific grammar point identified as problematic).

Teaching advanced video production is an art that requires great sensitivity to the process of providing feedback that helps students to learn and grow. Some students experience difficulty in developing narrative sequences or cause-and-effect strings of motion picture sequences. But when students learn to work collaboratively through the revision process as part of an advanced video production course in high school, they tend to develop higher expectations for the quality of their academic work and apply a more rigorous framework of analysis to the media messages they encounter, including fiction motion pictures (such as feature films or television shows), documentary films or non-fiction series, story-based interactive games, and short-form platforms such as commercials or music videos.

Nowadays, scientific writers are required not only a thorough knowledge of their subject field, but also a sound command of English as a lingua franca. In this paper, the lexical errors produced in scientific texts written in English by non-native researchers are identified to propose a classification of the categories they contain. This study will enable researchers to improve their writing and facilitate smoother communication among international writers. In addition, establishing the causes of these errors may enable the recurrent pattern to be identified and the necessary guidelines for their correction to be drawn up. These data may be able to illuminate the processes followed by non-native speakers of English when learning new words, and thereby facilitate the avoidance of errors and the identification of the mechanisms which can permit the correct production of the specialised lexicon.

This article extends a dialogue regarding how (and what) communication skills are stressed within business schools, which should be regularly examined and updated. Specifically, this article addresses which skills interns and employers perceive as important. Results indicate that interns and their supervisors have similar perceptions of which communication skills are most important. Furthermore, emphasis placed on communication skills in the business curriculum did not necessarily translate to perceived importance by the interns. Skills employers perceived to be important were compared with adequacy of interns' skills. Writing, proofreading, interpersonal skills with customers, and listening were among the skills interns lacked.

This article examines a manageable approach that provides students with significant opportunities to write and improve their writing over time in an introductory quantitative business course. The study examines six elements of written communication skills, as evidenced by assessment data from memorandum assignments administered following pedagogical interventions throughout the semester in an operations management course. Results demonstrate that student performance of audience identification, action-oriented request, and punctuation improved. Interestingly, student performance of grammar slightly decreased. A follow-up analysis indicates that some writing mistakes were related to a lack of proofreading. This article also presents original memorandum assignments and suggestions for improvement.

L2 student writers in UK universities often seek the services of a 'proofreader' before submitting work for assessment, and the proliferation of freelance proofreaders and online proofreading agencies has led to debates about the ethics of the proofreading of student writing in publications such as "Times Higher Education". This study investigates the kinds of ethical issues that confront proofreaders and how they deal with them. Nine UK university proofreaders proofread the same poor-quality L2 applied linguistics master's essay, explaining their interventions by talking aloud while proofreading and at a subsequent interview. Proofreaders addressed ethical difficulties by means of two macrostrategies: (i) selective proofreading; and (ii) declining to proofread in part or in whole. Two additional findings relating to ethics emerged from the study: firstly, some informants experienced dilemmas and uncertainties despite their attempts to proofread ethically; secondly, a number of informants went far beyond traditional, narrow conceptualizations of proofreading, making interventions affecting the writer's structure, argumentation, and content which could be seen as unethical. The findings highlight the need for the regulation of proofreading to ensure it is standardized and consistently administered from writer to writer, and I close by recommending that universities strive to implement more formative types of proofreading to enhance writers' academic literacy, not just their texts.

This paper presents the mentoring programme carried out by Professional Association of Translators and Interpreters of Catalonia (APTIC) based on a multiple-mentoring model. It was offered during the academic years 2015/2016 and 2016/2017 in collaboration with the Universitat Autònoma de Barcelona and the Universitat de Vic and will continue in the future. The goal of APTIC's mentoring programme is to let students experience the translators' and interpreters' profession from the point of view of freelancers. Each student spends one working day with each mentor. During this day, the student carries out the tasks that the mentor assigns him/her. These tasks are related to translation, interpreting, and proofreading, rates, work ethics, project and terminology management, ergonomics, marketing, and CAT tools, among others. In this paper, the following aspects will be discussed: 1) the benefits of mentoring programmes in general and particularly for future translation and interpreting freelance professionals; 2) the functioning, the contents and the assessment procedure of APTIC's programme; 3) the results of the pilot test and of the programme offered in the academic year 2016/2017. Our findings show that, at the end of the programme, the students feel prepared to face some of the challenges of the labour market as freelancers.

A previous study conducted a decade ago determined that there can be considerable disagreement--not only between students and faculty, but also among students and among faculty--regarding behaviors that constitute cheating. This article reports the results of a research study that replicated the student survey administered for the previous study, but with changes in the questionnaire to reflect how technology has become infused in teaching and the assessment of learning. Recommendations for preventing academic dishonesty are also provided.

Accounting educators struggle with ways to incorporate the development of critical thinking and communication skills into the curriculum. Case analysis is one tool for developing these skills. We examine whether students' case analysis scores improve as a result of participation in peer grading and peer review. We find that students improve their ability to perform case analyses after both evaluating and being evaluated by student peers. Students initially experience an Expectation Ratcheting learning effect after evaluating the case of a peer. Subsequently, students experience an Enhanced Feedback learning effect from the comments and suggestions made by the peers who evaluated (proofread) their cases.

There has been much interest recently in researching the changes editors, supervisors, and other language brokers make to the writing of L2 researchers who are attempting to publish in English. However, studies focused on the presubmission proofreading of students' university essays are rarer. In this study of student proofreading, 14 UK university proofreaders all proofread the same authentic, low-quality master's essay written by an L2 speaker of English to enable a comparison of interventions. Proofreaders explained their interventions by means of a talk aloud while proofreading and at a post-proofreading interview. Quantitative and qualitative analysis of the data reveals evidence of widely differing practices and beliefs, with the number of interventions ranging from 113 to 472. Some proofreaders intervened at the level of content, making lengthy suggestions to improve the writer's essay structure and argumentation, while others were reluctant to do more than focus on the language. Disturbingly, some proofreaders introduced errors into the text while leaving the writer's errors uncorrected. I conclude that the results are cause for deep concern for universities striving to formulate ethical proofreading policies.

Self-set goals, selected by students for themselves, have known motivational benefits leading to increased autonomy and intrinsic motivation. In spite of the motivational benefits, students often fail to accomplish self-set goals because they lack the social motivator ascribed to assigned goals. The purpose of this research was to investigate methods of increasing students' commitments to self-set goals using implementation intentions: plans for when, where, and how to work toward a goal. The results of two studies revealed that implementation intentions increased students' performance on self-set goals relative to assigned goals through enhanced goal commitment and effort. Our findings suggest that the positive effects of self-set goals are greater when they are coupled with implementation intentions.

In a study conducted to see which method of error treatment was more effective in EFL writing classes, 288 Iranian EFL learners took the TOEFL test to be grouped in two homogeneous classes. Each student in each group wrote a paragraph on a general topic which was proofread for mistakes/errors by three experienced EFL writing teachers (i.e., Pretest). One group received Red Pen treatment (RPM) and the other Remedial Instruction treatment (RIM). After a two-week interval, both groups repeated the same writing assignment proofread by the same teachers (Post-test). A Mixed Between-Within Subjects Analysis of Variance (SPANOVA) was conducted to analyze the effect of two different types of treatment (i.e., RPM, and RIM). Results, after analysis of the data, indicated that the main effect was significant for time but not for group. It was further noticed that the interaction effect was also significant. The RPM method, although not statistically significant, was slightly more effective in enhancing EFL written performance than the RIM method.

In the article, "What examiners do: What thesis students should know", we identified 11 things that thesis examiners do as they read and judge a thesis. But, we left a gap in the research: knowing this, What should thesis students do to write for their examiners? In this article, I fill the gap. The advice for thesis students is: first, treat your examiners as friends who want you to pass, and write calmly without agonising about getting it perfect. Aim to make your thesis reader-friendly, and do a thorough proofread to remove distracting errors. Identify the field(s) you will contribute to, and make your thesis interesting and convincing for examiners from this field. Write a draft, get feedback and use this to improve your thesis. Help your examiners to follow your train of thought: explain what you are doing and why, especially if your thesis differs from what they would expect. Convince your examiners that you have a sound interpretation of the literature, an important topic and an appropriate method, and that your conclusions make a significant, publishable contribution to your field. When you have submitted, expect lots of examiner comments, most of which can help you improve.