An Assessment of Science-Degree Graduate Students’ Grasp on the Roles of Proofreading and Editing in Scientific Communication

Abstract

The density of scientific writing and the problems it causes are well documented in the literature. Many of the reasons why it is difficult to read can be addressed through the processes of proofreading and editing. Graduate students are the new generations of scientists, so it is vital that they understand the importance of writing science effectively. This study used a survey to investigate how science-degree graduate students understand the roles of proofreading and editing in the sciences. The results supported previous research, in that further education on this topic is still a significant need for science-degree students; 42.9% of the participants had received no education specifically designed for writing in the sciences. While there was a modest understanding of the importance of proofreading one’s own work, there was a low understanding of the importance of having a proofreading process (M = 2.9, SD = 1.2). The participants understood that it is important to have clear data and quality science which adds to their field, in order to be published, but they had a very low understanding on the importance of researching a journal’s requirements before submission to it. The responses were also divided on when to ask for a proofread and where a manuscript should be published. The final results of this study show that graduate students are receiving some education on this topic, but there is still a serious need for education on writing science effectively.