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Article: Two first-year students' strategies for writing from sources: Patchwriting or plagiarism?

TitleTwo first-year students' strategies for writing from sources: Patchwriting or plagiarism?
Authors
KeywordsChinese EFL students
Instructor awareness of misuse of sources
Patchwriting
Undergraduate use of sources
University plagiarism regulations
Issue Date2012
PublisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslw
Citation
Journal Of Second Language Writing, 2012, v. 21 n. 2, p. 165-180 How to Cite?
AbstractIn this paper we report a case study of two first-year students at a university in Hong Kong doing the same writing assignment that required the use of sources. We explore the students' understanding of plagiarism, their strategies for composing, the similarity between their texts and source texts, and the lecturer's assessment of their work. The analyses in the study drew upon textual comparisons between student texts and source texts, interview data, and observation notes. The data indicated that both students appeared to understand the university's plagiarism policy yet their texts were characterized by patchwriting and inappropriate citation. Only one student's problems were spotted by the lecturer and checked with Turnitin while the other's was hidden to the lecturer. We speculate about the reasons, and then discuss these issues related to students' writing from sources: the place of reading in a source-based assignment, the difficulty level of sources for an assignment in an introductory course, complexities of attribution in source-based writing assignments, and the place of patchwriting in the work of novice writers. We conclude by highlighting the challenges faced by teachers and researchers and echo with others that different labels need to be given to plagiarism as cheating versus misuse of source texts. © 2012 Elsevier Inc.
Persistent Identifierhttp://hdl.handle.net/10722/160018
ISSN
2015 Impact Factor: 1.744
2015 SCImago Journal Rankings: 1.755
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorLi, Yen_HK
dc.contributor.authorCasanave, CPen_HK
dc.date.accessioned2012-08-16T06:00:22Z-
dc.date.available2012-08-16T06:00:22Z-
dc.date.issued2012en_HK
dc.identifier.citationJournal Of Second Language Writing, 2012, v. 21 n. 2, p. 165-180en_HK
dc.identifier.issn1060-3743en_HK
dc.identifier.urihttp://hdl.handle.net/10722/160018-
dc.description.abstractIn this paper we report a case study of two first-year students at a university in Hong Kong doing the same writing assignment that required the use of sources. We explore the students' understanding of plagiarism, their strategies for composing, the similarity between their texts and source texts, and the lecturer's assessment of their work. The analyses in the study drew upon textual comparisons between student texts and source texts, interview data, and observation notes. The data indicated that both students appeared to understand the university's plagiarism policy yet their texts were characterized by patchwriting and inappropriate citation. Only one student's problems were spotted by the lecturer and checked with Turnitin while the other's was hidden to the lecturer. We speculate about the reasons, and then discuss these issues related to students' writing from sources: the place of reading in a source-based assignment, the difficulty level of sources for an assignment in an introductory course, complexities of attribution in source-based writing assignments, and the place of patchwriting in the work of novice writers. We conclude by highlighting the challenges faced by teachers and researchers and echo with others that different labels need to be given to plagiarism as cheating versus misuse of source texts. © 2012 Elsevier Inc.en_HK
dc.languageengen_US
dc.publisherPergamon. The Journal's web site is located at http://www.elsevier.com/locate/jslwen_HK
dc.relation.ispartofJournal of Second Language Writingen_HK
dc.subjectChinese EFL studentsen_HK
dc.subjectInstructor awareness of misuse of sourcesen_HK
dc.subjectPatchwritingen_HK
dc.subjectUndergraduate use of sourcesen_HK
dc.subjectUniversity plagiarism regulationsen_HK
dc.titleTwo first-year students' strategies for writing from sources: Patchwriting or plagiarism?en_HK
dc.typeArticleen_HK
dc.identifier.emailLi, Y: yongyan@hku.hken_HK
dc.identifier.authorityLi, Y=rp00927en_HK
dc.description.naturelink_to_subscribed_fulltext-
dc.identifier.doi10.1016/j.jslw.2012.03.002en_HK
dc.identifier.scopuseid_2-s2.0-84861197969en_HK
dc.identifier.hkuros205504en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84861197969&selection=ref&src=s&origin=recordpageen_HK
dc.identifier.volume21en_HK
dc.identifier.issue2en_HK
dc.identifier.spage165en_HK
dc.identifier.epage180en_HK
dc.identifier.eissn1873-1422-
dc.identifier.isiWOS:000304728600006-
dc.publisher.placeUnited Kingdomen_HK
dc.identifier.scopusauthoridLi, Y=12238864000en_HK
dc.identifier.scopusauthoridCasanave, CP=6505825732en_HK
dc.identifier.citeulike10624683-

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