Students' writing from sources for academic purposes: A synthesis of recent research

Cumming, Alister; Lai, Conttia; Cho, Hyeyoon

doi:10.1016/j.jeap.2016.06.002

Cited by 166 publications

(147 citation statements)

References 100 publications

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“…Pfannenstiel's use of the word 'expectations' is both interesting and enlightening as it is probable that differences in expectations is what is at the crux of the issue with online paraphrasing or article spinning tools. Expectations can be influenced by cultural and educational backgrounds, a lack of understanding or skills in paraphrasing and linguistic and language resources (Cumming et al, 2016;Sun, 2012). For example: a student may sincerely believe that as they have not submitted an exact copy of the original source, and that there is no evidence of match to the original source via online originality checking software that they have met the objective of submitting original work.…”

Section: Discussionmentioning

confidence: 99%

“…Research in this area appears to concentrate more specifically on second language (L2) students rather than students per se (For a review see Cumming et al 2016) although many native English writers may also lack the language skills to disseminate academic discourse in their own voice (Bailey & Challen, 2015). Paraphrasing is a skill that transcends the written form as it is actually a communication strategy required for all language groups in interpersonal or intergroup interactions and includes oral (Rabab'ah, 2016) and visual forms (Chen et al 2015a).…”

Section: Paraphrasing and Patchwritingmentioning

confidence: 99%

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Using Internet based paraphrasing tools: Original work, patchwriting or facilitated plagiarism?

2017

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A casual comment by a student alerted the authors to the existence and prevalence of Internet-based paraphrasing tools. A subsequent quick Google search highlighted the broad range and availability of online paraphrasing tools which offer free 'services' to paraphrase large sections of text ranging from sentences, paragraphs, whole articles, book chapters or previously written assignments. The ease of access to online paraphrasing tools provides the potential for students to submit work they have not directly written themselves, or in the case of academics and other authors, to rewrite previously published materials to sidestep self-plagiarism. Students placing trust in online paraphrasing tools as an easy way of complying with the requirement for originality in submissions are at risk in terms of the quality of the output generated and possibly of not achieving the learning outcomes as they may not fully understand the information they have compiled. There are further risks relating to the legitimacy of the outputs in terms of academic integrity and plagiarism. The purpose of this paper is to highlight the existence, development, use and detection of use of Internet based paraphrasing tools. To demonstrate the dangers in using paraphrasing tools an experiment was conducted using some easily accessible Internet-based paraphrasing tools to process part of an existing publication. Two sites are compared to demonstrate the types of differences that exist in the quality of the output from certain paraphrasing algorithms, and the present poor performance of online originality checking services such as Turnitin® to identify and link material processed via machine based paraphrasing tools. The implications for student skills in paraphrasing, academic integrity and the clues to assist staff in identifying the use of online paraphrasing tools are discussed.

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Section: Discussionmentioning

confidence: 99%

Section: Paraphrasing and Patchwritingmentioning

confidence: 99%

Using Internet based paraphrasing tools: Original work, patchwriting or facilitated plagiarism?

2017

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“…This research synthesis followed the conventional procedures of research synthesis modeled in Cumming, Lai, and Cho (2016). The strength of a research synthesis is to allow researchers to interpret and compare the different studies in terms of research purposes, designs, methodologies, contexts, participants, grade levels, as well as the quality of research and publications.…”

Section: Methodsmentioning

confidence: 99%

Investigate the “Issues” in Chinese Students’ English Writing and Their “Reasons”: Revisiting the Recent Evidence in Chinese Academia

Sang¹

2017

IJHE

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This research synthesis collected, compiled, and analyzed 29 academic research articles that were published in China in recent years. It addressed and explored the issues in Chinese undergraduate students' English writing and the possible reasons causing and/or explaining the issues. It was discovered that many Chinese undergraduate students have difficulties applying the taught and learned English knowledge in English writing and have limited writing skills and strategies to write in English due to the negative influence of the curriculum and syllabus, the high-stake standardized tests, and the language environment in many Chinese universities. Suggestions were made to reinforce the understanding of Chinese students' English writing practices in China and in the United States.

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“…Both statistic diagram and table are common tools in descriptive statistic analysis, and they are employed to describe data in a visual, intuitionistic, simple and clear way, so that the data to be described are straightforward as a whole [5,7] . As the two tools are can keep your writing clear and engaging, they are the first choice in description of data and statistic results.…”

Section: Writing Methods For Diagrams and Tablesmentioning

confidence: 99%

Discussion on Expression Ways of Core Elements for Scientific Articles

Wang¹,

Niu²,

Shang³

et al. 2017

Proceedings of the 2017 2nd International Symposium on Advances in Electrical, Electronics and Computer Engineering (ISAEECE 20

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Abstract. Both introduction and conclusion are important links of a scientific article, and their related successful description is a crucial factor in quality of the article. This paper is intended to analyze and summarize the key principles needing to be noticed in writing of introduction and conclusion, and discuss their respective main points to be followed. In addition, it sums up how to lay out the statistics diagrams/tables in a standardizing and skillful way in scientific articles, stating application points and analyzing improper expression ways.

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Students' writing from sources for academic purposes: A synthesis of recent research

Cited by 166 publications

References 100 publications

Using Internet based paraphrasing tools: Original work, patchwriting or facilitated plagiarism?

Using Internet based paraphrasing tools: Original work, patchwriting or facilitated plagiarism?

Investigate the “Issues” in Chinese Students’ English Writing and Their “Reasons”: Revisiting the Recent Evidence in Chinese Academia

Discussion on Expression Ways of Core Elements for Scientific Articles

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