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    Proofreading Exercise - ANSWERS

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    nindy
    This document contains a proofreading exercise with 15 errors to identify and correct. It discusses a student named Scott who struggled with the conventions of writing required for arts courses having trained as an engineer. Scott felt engineers deal with facts while humanities courses emphasize different values and what is important. The document also notes that skills acquired in one university discipline may not directly transfer to another, and recent changes in higher education have increased cross-disciplinary study and flexibility in degree programs.

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    Proofreading Exercise - ANSWERS

    Uploaded by

    nindy
    809 views2 pages
    This document contains a proofreading exercise with 15 errors to identify and correct. It discusses a student named Scott who struggled with the conventions of writing required for arts courses having trained as an engineer. Scott felt engineers deal with facts while humanities courses emphasize different values and what is important. The document also notes that skills acquired in one university discipline may not directly transfer to another, and recent changes in higher education have increased cross-disciplinary study and flexibility in degree programs.

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    This document contains a proofreading exercise with 15 errors to identify and correct. It discusses a student named Scott who struggled with the conventions of writing required for arts courses having trained as an engineer. Scott felt engineers deal with facts while humanities courses emphasize different values and what is important. The document also notes that skills acquired in one university discipline may not directly transfer to another, and recent changes in higher education have increased cross-disciplinary study and flexibility in degree programs.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    809 views2 pages

    Proofreading Exercise - ANSWERS

    Uploaded by

    nindy
    This document contains a proofreading exercise with 15 errors to identify and correct. It discusses a student named Scott who struggled with the conventions of writing required for arts courses having trained as an engineer. Scott felt engineers deal with facts while humanities courses emphasize different values and what is important. The document also notes that skills acquired in one university discipline may not directly transfer to another, and recent changes in higher education have increased cross-disciplinary study and flexibility in degree programs.

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    Proofreading exercise - ANSWERS

    Identify and correct the language errors in the following text. Please note that these
    errors relate to spelling, grammar and punctuation, not issues of style.

    There are 15 errors in total.

    One of the students interviewed in my research explained the difficulty he experienced in producing
    the sort of essays required in his courses. Scott (not his real name) was studying towards an Open
    University arts degree, but had trained and worked as an engineer. This, he felt, disadvantaged him
    in arts courses, where people seem to express themselves differently, following conventions that are
    obscure to him. He explained that

    engineers deal with facts and the implications of those facts. With humanities
    I find that in fact there is a different set of values. It’s like the things that are
    important to them are different.

    In the UK higher education environment many students, like Scott, move between disciplinary
    contexts and, in doing so, may find that skills acquired in one context are not directly transferable to
    another.

    Recent changes in higher education have tended to increase the extent of crossdisciplinary
    university study. Instead of the conventional single route initiating a cohort of students into the
    practices of their chosen discipline, degree programmes increasingly allow students to combine
    elements from different fields of study. This flexibility of course provision is related to the drive to
    expand participation in UK higher education. Since the 1980s, the nature of the student body has
    changed dramatically, with higher proportions of mature students and those with non-traditional
    entry qualifications (National Committee of Inquiry into Higher Education, 1997, p. 101) and
    increasing part-time enrolments (Higher Education Statistics Agency, 2002). More students now
    enter higher education through routes other than specialized A-level study and embark on
    programmes that may offer a selection of modular choices (Higher Education Funding Council for
    England, 1999).
    Along with these developments has come a requirement for university courses to demonstrate
    learning outcomes in terms of transferable skills, with an emphasis on turning out ‘rounded but
    adaptable people’ (National Committee of Inquiry into Higher Education, 1997, p. 130). The move Comment [CB1]: NB this end quote
    could come after adaptable instead of after
    towards more broadly based programmes is seen as facilitating the development of ‘key skills’, such people

    as communication, which are valued by employers (Department for Education and Skills, 2003, p. 4
    4). Students’ success in developing general communication skills through discipline-based modules
    is, therefore, a significant issue in higher education. Yet since the criteria for determining academic
    excellence vary between disciplines (Becher, 1991, p. 160), ignoring disciplinary differences could
    jeopardize the learning objectives of particular knowledge areas (Neumann et al, 2002, p. 414).

    Extracted and adapted from


    North, S (2005) ‘Different values, different skills? A comparison of essay writing by students from arts and science
    backgrounds’. Studies in Higher Education Vol. 30, No. 5. pp. 517–533

    Chris Bishop, UEA Dean of Students’ Office, July 2011

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