L2 writing in test and non-test situations: Process and product

Test writers sometimes complain they cannot perform to their true abilities because of time constraints. We therefore examined differences in terms of process and product between texts produced under test and non-test conditions. Ten L2 postgraduates wrote two argumentative essays, one under test conditions, with only forty minutes being allowed and without recourse to resources, and one under non-test conditions, with unlimited time as well as access to the Internet. Keystroke logging, screen capture software, and stimulated recall protocols were used, participants explaining and commenting on their writing processes. Sixteen writing process ttypes were identified. Higher proportions of the processes of translation and surface revision were recorded in the test situation, while meaningful revision and evaluation were both higher in the non-test situation. There was a statistically significant difference between time allocation for different processes at different stages. Experienced teachers awarded the non-test texts a mean score of almost one point (0.8) higher. A correlational analysis examining the relationship between writing process and product quality showed that while the distribution of writing processes can have an impact on text quality in the test situation, it had no effect on the product in the non-testt situation

Adaptive master's dissertation supervision: a longitudinal case study

Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervisee’s draft chapters, and departmental supervisory guidelines, this study focuses on the roles a master’s dissertation supervisor plays during the course of supervision. These roles are discussed referring to models of supervisory pedagogy, the teaching, partnership, apprenticeship, contractual, pastoral, and non-interfering models. Supervisee and supervisor agreed that the supervisor aligned with different roles at different times for different purposes, showing this was a case of adaptive supervision. Nonetheless, the supervisor’s feedback indicated supervision was more directive than his interview data suggested, illustrating the need to collect data from multiple sources to capture the complexities of the supervisory dynamic. We conclude that the dangers of departments attempting to formulate homogenized supervisory practices are highlighted by our case

Dialkylcarbamoyl chloride (DACC)-coated dressings in the management and prevention of wound infection: A systematic review

Objective: Dialkylcarbomoyl chloride (DACC)-coated dressings (Leukomed Sorbact and Cutimed Sorbact) irreversibly bind bacteria at the wound surface that are then removed when the dressing is changed. They are a recent addition to the wound care professional's armamentarium and have been used in a variety of acute and chronic wounds. This systematic review aims to assess the evidence supporting the use of DACC-coated dressings in the clinical environment. Method: We included all reports of the clinical use of DACC-coated dressings in relation to wound infection. Medline, Embase, CENTRAL and CINAHL databases were searched to September 2016 for studies evaluating the role of DACC-coated dressings in preventing or managing wound infections. Results: We identified 17 studies with a total of 3408 patients which were included in this review. The DACC-coating was suggested to reduce postoperative surgical site infection rates and result in chronic wounds that subjectively looked cleaner and had less bacterial load on microbiological assessments. Conclusion: Existing evidence for DACC-coated dressings in managing chronic wounds or as a surgical site infection (SSI) prophylaxis is limited but encouraging with evidence in support of DACC-coated dressings preventing and treating infection without adverse effects

Biomechanical analysis of walking gait when simulating the use of an Ilizarov external fixator

The Ilizarov frame is an external fixation device, primarily used for the treatment of complex fractures. The authors postulate that the size and weight of the frame may lead to biomechanical adaptations to gait, independent to any injury. Temporospatial characteristics, kinetics and kinematics were assessed when simulating the use of an Ilizarov frame. Fifteen healthy participants performed walking trials, with and without the simulated frame. Significant changes to temporospatial characteristics were identified, with a decreased mean walking speed (with: 1.24 m s⁻¹; without: 1.29 m s⁻¹) and increased mean step width (with: 0.14 m; without: 0.11 m). The push-off phase of gait differed significantly between test conditions with mean increases in ankle dorsiflexion angles (with: 90.4°; without: 89.0°) and extension moments (proportional to body weight or P BWT) at the knee and ankle (knee with: 0.8 P BWT·m; without: 0.7 P BWT·m; ankle with: 1.6 P BWT·m; without: 1.6 P BWT·m). Although changes were small and likely to be clinically insignificant, the size and weight of the frame led to adaptations which may be magnified for patient groups with associated injury and pain at the lower limb. Results provide an argument for the potential redesign of the frame

Lecturer, language tutor, and student perspectives on the ethics of the proofreading of student writing

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 semi-structured 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 which 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

What do proofreaders of student writing do to a master’s essay? Differing interventions, worrying findings

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

'I have to hold myself back from getting into all that': investigating ethical issues associated with the proofreading of student writing

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

LOFAR discovery of a 700-kpc remnant radio galaxy at low redshift

Remnant radio galaxies represent the final dying phase of radio galaxy evolution, in which the jets are no longer active. Due to their rarity in flux limited samples and the difficulty of identification, this dying phase remains poorly understood and the luminosity evolution largely unconstrained. Here we present the discovery and detailed analysis of a large (700 kpc) remnant radio galaxy with a low surface brightness that has been identified in LOFAR images at 150 MHz. By combining LOFAR data with new follow-up Westerbork observations and archival data at higher frequencies, we investigated the source morphology and spectral properties from 116 to 4850 MHz. By modelling the radio spectrum we probed characteristic timescales of the radio activity. The source has a relatively smooth, diffuse, amorphous appearance together with a very weak central compact core which is associated with the host galaxy located at z=0.051. From our ageing and morphological analysis it is clear that the nuclear engine is currently switched off or, at most, active at a very low power state. The host galaxy is currently interacting with another galaxy located at a projected separation of 15 kpc and a radial velocity offset of 300 km/s. This interaction may have played a role in the triggering and/or shut down of the radio jets. The spectral shape of this remnant radio galaxy differs from the majority of the previously identified remnant sources, which show steep or curved spectra at low to intermediate frequencies. In light of this finding and in preparation for new-generation deep low-frequency surveys, we discuss the selection criteria to be used to select representative samples of these sources.Comment: 10 pages, 6 figures, 5 tables, A&A accepte

Helping international master’s students navigate dissertation supervision: research-informed discussion and awareness-raising activities

Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a UK university, we identify prominent themes emerging and use excerpts from our data to design pedagogic activities for teaching and learning staff to use in workshops with staff and students focused on supervisory practice. The activities ask discussants to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor/supervisee role expectations, and problems with supervisor-supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply