Academic Writing and Plagiarism: A Linguistic AnalysisPlagiarism has long been regarded with concern by the university community as a serious act of wrongdoing threatening core academic values. There has been a perceived increase in plagiarism over recent years, due in part to issues raised by the new media, a diverse student population and the rise in English as a lingua franca. This book examines plagiarism, the inappropriate relationship between a text and its sources, from a linguistic perspective. Diane Pecorari brings recent linguistic research to bear on plagiarism, including processes of first and second language writers; interplay between reading and writing; writer's identity and voice; and the expectations of the academic discourse community. Using empirical data drawn from a large sample of student writing, compared against written sources, Academic Writing and Plagiarism argues that some plagiarism, in this linguistic context, can be regarded as a failure of pedagogy rather than a deliberate attempt to transgress. The book examines the implications of this gap between the institutions' expectations of the students, student performance and institutional awareness, and suggests pedagogic solutions to be implemented at student, tutor and institutional levels. Academic Writing and Plagiarism is a cutting-edge research monograph which will be essential reading for researchers in applied linguistics. |
Contents
| 1 | |
| 9 | |
Chapter 3 Learning to write from sources | 37 |
Chapter 4 The texts | 57 |
The writers perspectives | 99 |
Chapter 6 The readers | 125 |
Chapter 7 Plagiarism patchwriting and source use in context | 145 |
Research methods | 171 |
References | 191 |
Author Index | 209 |
| 213 | |
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academic academic writing acceptable addition answer appear applied approach appropriate asked aspects attribution aware called changes chapter citation cited clear concerned concluded considered context copying course culture definition detection difficult discourse discussion educational effect English evaluation evidence example existing experience explanation expressed fact figure give given groups ideas identified important Ingrid intentional interviews involved issue Journal King’s knowledge lack language learning less linguistic look means nature NNSEs noted objectives original paraphrase participants passage patchwriting position possible practices present problems produced proposition question quotation quoted reader reason reference relationship relevant repeated reporting response result rhetorical similar skills specific speech strategy suggest supervisors taken task teachers teaching textual plagiarism thesis things topic understanding verbs writing samples