Abstract
This article describes one writing center’s creation and assessment of a graduate editing service, a service for advanced graduate students at the end of their thesis or dissertation writing. Through discussion of the training, features, and assessment of the graduate editing service as well as its role in our larger suite of graduate writing support, we offer a roadmap for how other writing centers can develop writer-focused graduate editing services that support a range of diverse learners and their needs. Our two-stage analysis of 20 student texts includes a robust analysis of 6933 edits made by 10 editors and offers an overview of the common edits and the number of accepted edits in our service. This article also provides operationalized definitions of three kinds of editing practices in our service, including instructional editing, copyediting, and hybrid, and a taxonomy of common instructional practices including guidance (offering direct edits with information and instruction), question asking, responding as a reader, and shifting responsibility to the writer. With the presentation of instructional editing and its features, our article offers clear implications for training and ongoing assessment of editing services in a variety of contexts and helps provide an ethical response to the role that writing centers may play in editing student work.
- Journal
- The Peer Review
- Published
- 2024-09
- CompPile
- Search in CompPile ↗
- Open Access
- OA PDF Gold
- Subjects
- graduate writers, dissertation, thesis, graduate student support, editing, copyediting, editing service
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