Is It Plagiarism or Patchwriting? Toward a Nuanced Definition

Jamieson, Sandra

doi:10.1007/978-981-287-098-8_68

Cited by 11 publications

(10 citation statements)

References 22 publications

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“…Information about the results of the surveys, the revised policy and the action plan, as well as the new resource, was presented in workshops and seminars on academic integrity, and at various faculty meetings in the departments. Details were also included about some particular types of plagiarism, such as contract cheating (Lancaster & Clarke, 2016;Newton & Lang, 2015;Walker & Townley, 2012), and patchwriting (Howard, 1995;Jamieson, 2016). e preventive pedagogical work including the design of assessments (Carroll & Zetterling, 2009), learning activities, and creating teaching moments (Gallant, 2017) was presented, as well as a reminder that faculty is obliged to report cases of misconduct.…”

Section: Resultsmentioning

confidence: 99%

Towards Consistency and Transparency in Academic Integrity

Razı¹,

Glendinning²,

Foltýnek³

2018

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Towards Consistency and Transparency in Academic IntegrityThis book is an outcome of the 4 th International Conference Plagiarism across Europe and Beyond organized by Canakkale Onsekiz Mart University, Mendel University in Brno, and the European Network for Academic Integrity. The conference is co-funded by the Erasmus+ Strategic Partnerships Programme of the European Union. It aims to be a forum for sharing best practices and experiences by addressing issues of academic integrity from a wide-scope global perspective. With regards to the crucial role of ethics and honesty in academic work, universities are in need of more effective policies against infringements of academic standards. The papers in this book therefore aim to contribute to the standardization of consistent and transparent approaches to issues of academic integrity from several perspectives. Bibliographic Information published by the Deutsche NationalbibliothekThe Deutsche Nationalbibliothek lists this publication in the Deutsche Nationalbibliografie; detailed bibliographic data is available online at http://dnb.d-nb.de.

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Section: Resultsmentioning

confidence: 99%

Towards Consistency and Transparency in Academic Integrity

Razı¹,

Glendinning²,

Foltýnek³

2018

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show abstract

“…The literature reveals numerous definitions of the term that can vary across academic departments or even among faculty members working within the same department (Wilkinson, 2009). Reactions to plagiarism also vary dramatically, ranging from claims that it is a "crime" (Jamieson, 2016;Stebelman, 1998) by someone who is possibly suffering from a "mental illness" (Howard, 2000) to far more generous arguments that the issue is simply a "slip in scholarship" (Leatherman, 1999) or poor etiquette (Martin, 1994).…”

Section: The Academic Response To Idea Theftmentioning

confidence: 99%

Profiling Potential Plagiarizers: A Mastery Learning Instructional Technique to Enhance Competency

Rosol

Cyphert

2018

Business and Professional Communication Quarterly

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Despite university policies and classroom procedures designed to deter student plagiarism, upper-division students seemed to be violating the rules in growing numbers. Recent research suggested that student plagiarism results from a complex mix of factors, including a need for instruction, but offers little guidance regarding effective teaching methodologies. The authors developed and tested an instructional protocol and concluded that a mastery learning approach provides an effective method for reducing student plagiarism.

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“…As a colleague explained to students, "when you patchwrite, you've essentially done a direct quote but made more work for yourself" (C. Willard, personal communication, September 28, 2020). Rebecca Moore Howard and others have argued that patchwriting represents a developmental phase in learning to write from sources and that the remedy is pedagogy, not punishment (Howard, 1993;Jamieson, 2016;Jamieson & Howard, 2019;Pecorari & Petrić, 2014). I wholeheartedly agree and believe that an emphasis on the purpose of paraphrasing is precisely the pedagogical starting point.…”

Section: Introducing Students To Paraphrasing As a Powerful Toolmentioning

confidence: 98%

Revisioning Paraphrasing Instruction

Rossi

2022

Academic Integrity in Canada

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Academic misconduct frequently occurs because developing academic writers lack both knowledge about the conventions for writing from sources and procedural skills for applying this knowledge. Paraphrasing is a particularly underdeveloped skill among students in higher education. This chapter illustrates how findings from existing quality assurance processes are supporting a revised approach to paraphrasing instruction by the writing strategist team at a Canadian undergraduate university. The new approach underlines the interpretive nature of paraphrasing and the agency of the student writer. By focusing less on the technical aspects of paraphrasing and more on its rhetorical purposes, we aim to foster among students a deeper level of engagement with texts, a more nuanced awareness of intertextuality, and recognition of the role disciplinary conventions play in writing from sources. Our vantage point as professionals working with students in a wide range of disciplines affords us unique opportunities to be campus changemakers. If we can encourage recognition that paraphrasing instruction must extend past first year composition courses and one-off workshops, and if we can help instructors seize opportunities to provide students with feedback on their paraphrasing, students will move beyond patchwriting and towards writing from sources with more confidence and integrity.

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Is It Plagiarism or Patchwriting? Toward a Nuanced Definition

Cited by 11 publications

References 22 publications

Towards Consistency and Transparency in Academic Integrity

Towards Consistency and Transparency in Academic Integrity

Profiling Potential Plagiarizers: A Mastery Learning Instructional Technique to Enhance Competency

Revisioning Paraphrasing Instruction

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