Legitimate textual borrowing: Direct quotation in L2 student writing

Plagiarism in second-language writing

“…Similar processes have been documented in the writing of students acquiring the discourses of their disciplines (Prior 1998). In a study of more and less accomplished L2 master's students, Petrić (2012) found what may be a more advanced stage in academic literacy development, in that the more successful writers used excessive quotation fragments in their writing to signal their language appropriations, a practice that can be still regarded as a learning strategy but one that reflects students' conceptual awareness of the difference between transgressive and nontransgressive intertextuality. It has also been shown that source texts are used as resources not only for acquiring academic lexis but also for acquiring knowledge about genre features (Tardy 2006 The findings of this body of research reveal that the anti-plagiarism dictum 'say it in your own words' oversimplifies the task for students encountering a new discourse, who do not yet possess an appropriate linguistic repertoire necessary for writing about academic or discipline-specific topics and who thus need to rely on source texts in order to acquire it.…”

Using the Appraisal framework to analyze source use in essays: a case study of engagement and dialogism in two undergraduate students’ writing

“…Before considering the Appraisal framework, it is important to consider the larger context of source use in academic texts, which has been extensively researched according to genre (Cao & Hu, 2014), discipline (Hyland, 2005), and writer (novice vs. expert, native vs. non-native speakers) (Lee, 2010;Petrić, 2012;Swales, 2014). In general, source use, including use of quotations, varies by discipline and type of writer.…”

“…Incorporation and integration may refer to paraphrasing and summarizing (Lee, 2010) or perhaps quoting in ways that require syntactic manipulation of the cited text (Petrić, 2012). Moreover, Lee (2010) found that higher-scoring texts that maintained authorial voice were not crowded with other source's ideas or words.…”

Sobre condições de autoria e de produção científica do jovem pesquisador

“…Reportando-nos a trabalhos que discutem sobre produção do conhecimento (WATERS, 2006;DEMO, 2009;SAVIANI, 2012;SEVERINO, 2009; dentre outros) e escrita acadêmico-científi ca (BOCH, 2015;PETRIĆ, 2012;STREET, 2010; dentre outros), desenvolvemos a presente refl exão explorando duas possibilidades de leitura: das condições que, via de regra, os jovens pesquisadores enfrentam para produzirem e escreverem textos científi cos em nossa área às condições que pensamos poder contribuir para potencializar a autoria e a escrita científi ca desses pesquisadores.PALAVRAS CHAVE: autoria; escrita científi ca; pesquisa; jovem pesquisador; Letras.ABSTRACT: Considering our interest in the studying of academic-scientifi c writing by young researches in their training process in researching, from graduation to postgraduation, in this text we intend to o er some elements to discuss about conditions of authorship practicing and the scientifi c production of these researches in humanities area, specifi cally in large area of Le ers and Linguistic, in Brazil. Reporting to papers that discuss about knowledge production (WATERS, 2006;DEMO, 2009;SAVIANI, 2012;SEVERINO, 2009; among others), and academic-scientifi c writing (BOCH, 2015;PETRIĆ, 2012;STREET, 2010; among others), we developed this refl ection to explore two possibilities of reading: from conditions that, usually, young researchers face to produce and to write scientifi c texts in our area until conditions which we think that can contribute to potentiate authorship and scientifi c writing of these researchers.…”

“…Reportando-nos a trabalhos que discutem sobre produção do conhecimento (WATERS, 2006;DEMO, 2009;SAVIANI, 2012;SEVERINO, 2009; dentre outros) e escrita acadêmico-científi ca (BOCH, 2015;PETRIĆ, 2012;STREET, 2010; dentre outros), desenvolvemos a presente refl exão explorando duas possibilidades de leitura: das condições que, via de regra, os jovens pesquisadores enfrentam para produzirem e escreverem textos científi cos em nossa área às condições que pensamos poder contribuir para potencializar a autoria e a escrita científi ca desses pesquisadores.…”