Literature reviews in student project reports

Krishnan, Lakshmy; Kathpalia, Sujata S.

doi:10.1109/tpc.2002.801637

Cited by 20 publications

(14 citation statements)

References 14 publications

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“…Increasingly, practitioners and researchers are expressing views in line with Howard's (1993Howard's ( , 1995Howard's ( , 1999 with regard to student writers' problematic textual practices (e.g., Angélil-Carter, 2000; Barks & Watts, 2001;Casanave, 2004;Currie, 1998;Ivanic, 1998;Krishnan & Kathpalia, 2002;Pecorari, 2003Pecorari, , 2006Price, 2002;Shi, 2004;Spack, 1997). These authors challenge the traditionalist view of students' plagiaristic behavior as being the intentional violation of academic ethics, acknowledging that textual borrowing is a strategy that student writers naturally tend to use and is a normal part of learning in a student's acquisition of academic/disciplinary literacy.…”

Section: Questions Of Terminology: Patchwriting Textual Borrowing Tmentioning

confidence: 99%

Plagiarism and Second Language Writing in an Electronic Age

Flowerdew¹,

Li²

2007

APL

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It has been observed that plagiarism is a problem across specialities and professions, and it is probably becoming more rampant than ever in this electronic age. Based on a body of literature primarily in applied linguistics, this review focuses on textual plagiarism and antiplagiarism in second language academic writing. Following a conceptualization of plagiarism and an examination of some terminology employed in the literature to address the complexity of the issue, a number of perspectives taken upon plagiarism in the literature are examined. These include a cultural interpretation, a developmental perspective, a disciplinary perspective, student beliefs and practices, faculty perceptions, and a focus upon antiplagiarism pedagogy. The challenge and opportunity involved in dealing with plagiarism is then highlighted by reviewing work that has analyzed the problem in connection with the Internet, by exemplifying some antiplagiarism detection devices, and by relating these to John Sinclair's "idiom principle" of linguistic structure. The article ends by suggesting a few lines of future research on plagiarism. Voices are being raised across the disciplines concerning the increasing prevalence of plagiarism and how to deal with it. Apart from the numerous books, articles, reports, and institutional handbooks concerned with plagiarism, an extremely large number of Web sites, often hosted by institutions of higher learning, provide guidance about plagiarism and how to avoid it. Plagiarism functions at different levels. On one level there are the so-called paper mills, online services that provide academic term papers for a fee. On another level there is what this article is more concerned with, namely, textual plagiarism, or the copying of sections of one text in the composition of another. To combat these practices, at both levels, an increasing number of plagiarism detection software applications are being developed and put into use. Ironically, however, in some cases, the same companies are both operating paper mills and offering antiplagiarism services. Together with the antiplagiarism movement there has developed what might be called a widespread antiplagiarism discourse. At the same time, alternative voices are also to be heard, especially among applied linguistics and language teachers, arguing for a more sympathetic approach to the issue.

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Section: Questions Of Terminology: Patchwriting Textual Borrowing Tmentioning

confidence: 99%

Plagiarism and Second Language Writing in an Electronic Age

Flowerdew¹,

Li²

2007

APL

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“…But still you use your own language, to introduce the background of your study, so this is not copying. (P4)P4’s comment here can be roughly interpreted as this: for a novice paper writer, imitating the rhetorical “moves” and “steps” (Swales 1990) and the turn of phrases, in the Introduction section of a paper for example, is necessary for learning; but such imitation notwithstanding, how one selects the relevant literature and organizes it to lay the ground for one’s study should be from one’s original thinking (Dubois 1988; Eckel 2010; Krishnan and Kathpalia 2002). …”

Section: Resultsmentioning

confidence: 99%

Text-Based Plagiarism in Scientific Writing: What Chinese Supervisors Think About Copying and How to Reduce it in Students’ Writing

2012

Sci Eng Ethics

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Text-based plagiarism, or textual copying, typically in the form of replicating or patchwriting sentences in a row from sources, seems to be an issue of growing concern among scientific journal editors. Editors have emphasized that senior authors (typically supervisors of science students) should take the responsibility for educating novices against text-based plagiarism. To address a research gap in the literature as to how scientist supervisors perceive the issue of textual copying and what they do in educating their students, this paper reports an interview study with 14 supervisors at a research-oriented Chinese university. The study throws light on the potentiality of senior authors mentoring novices in English as an Additional Language (EAL) contexts and has implications for the efforts that can be made in the wider scientific community to support scientists in writing against text-based plagiarism.

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“…EAP practitioners, perhaps especially those working with EAL students, have extensively addressed the issue of how to help novices to avoid text-based plagiarism in disciplinary writing (e.g., Abasi and Akbari 2008; Barks and Watts 2001; Krishnan and Kathpalia 2002; Tardy 2009), more recently with particular recourse to specialized corpora of disciplinary texts which have facilitated educating EAL novices on learning to use recurrent language (e.g., Bianchi and Pazzaglia 2007; Lee and Swales 2006; Simpson-Vlach and Ellis 2010). In addition to incorporating the immensely valuable corpus-based strategies, a wide range of resources can also be integrated into the EAP instruction.…”

Section: Addressing Text-based Plagiarism Through Educationmentioning

confidence: 99%

Text-Based Plagiarism in Scientific Publishing: Issues, Developments and Education

2012

Sci Eng Ethics

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Text-based plagiarism, or copying language from sources, has recently become an issue of growing concern in scientific publishing. Use of CrossCheck (a computational text-matching tool) by journals has sometimes exposed an unexpected amount of textual similarity between submissions and databases of scholarly literature. In this paper I provide an overview of the relevant literature, to examine how journal gatekeepers perceive textual appropriation, and how automated plagiarism-screening tools have been developed to detect text matching, with the technique now available for self-check of manuscripts before submission; I also discuss issues around English as an additional language (EAL) authors and in particular EAL novices being the typical offenders of textual borrowing. The final section of the paper proposes a few educational directions to take in tackling text-based plagiarism, highlighting the roles of the publishing industry, senior authors and English for academic purposes professionals.

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Literature reviews in student project reports

Cited by 20 publications

References 14 publications

Plagiarism and Second Language Writing in an Electronic Age

Plagiarism and Second Language Writing in an Electronic Age

Text-Based Plagiarism in Scientific Writing: What Chinese Supervisors Think About Copying and How to Reduce it in Students’ Writing

Text-Based Plagiarism in Scientific Publishing: Issues, Developments and Education

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