Critical Incidents, Reflection, and Technology as Tools for Shifting from Correcting to Copyediting Academic Texts.

This article presents the outcome of acting on critical incidents and leading graduate students to reflect as a process for identifying and building on their dominant proofreading practices. This group of graduate students' training and career as English language teachers contributed to their grammarian orientation, which initially limited the scope for copyediting academic texts. Using content analysis of sample student reflection and two rounds of manuscripts copyediting practice by selected students, the writer discusses emerging themes, describes the shift in modes of learning (from in-person to online/remote learning), and graduate students' evolution from correcting compositions to copyediting of academic texts. The students in the case study found that their copyediting strength was mechanics, which gradually shifted to content editing and other actions for making academic texts publishable. The outcome of this qualitative inquiry shows instructors of communication and those providing professional and academic writing services, the self-teaching benefits of reflection and ways to use critical incidents as leads to pivot and build on the existing language arts competences of graduate students seeking to retool their repertoire of skills in writing in English for academic and professional purposes. [ABSTRACT FROM AUTHOR]