When you render your service as text processor to students of the predominantly so-called Third World, you have to keep the following factor in mind. It seems that the ‘chasm’ that these students have to cross when compiling and structuring their academic dissertation or thesis is not so much concerned with cultural difficulties. Neither does it entail the transferal from a primitive to a progressive (Western) dispensation. It rather concerns a divide in terms of modes of transference of the facts. These students function within a system of oral transfer based on traditional authority and have leap-frogged the culture of the written word into the digital era. Therefore, they need professional guidance to structure a written argument or argue a basic rationale, even to follow the fundamental ethos of not plagiarising their content, especially through copying excerpts from websites. This is where the need arises not only for language practitioners or text editors, but for content-creaters and “ghost-supervisors” to help them structure written arguments that make sense and to guide them in presenting the information which they gathered from their research. CLV

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