Match!

Textual Borrowing in Second-Language Writing:

Published on Apr 1, 2004in Written Communication
· DOI :10.1177/0741088303262846
Ling Shi17
Estimated H-index: 17
Sources
Abstract
This study examines how first language and the type of writing task affect undergraduates’ word usage from source readings in their English writing. Of 87 participating university undergraduates, 39 were native English speakers from a 1st-year writing course in a North American university, whereas 48 were 3rd-year Chinese students learning English as a second language in a university in China. Using two preselected source texts, half of the students in each group completed a summary task; the other half completed an opinion task. Students’ drafts and the source texts were compared to identify exact or near verbatim retention of strings of words from sources with or without acknowledgement. A two-way ANOVA indicated that both task and first language had an effect on the amount of words borrowed. The study found that students who did the summary task borrowed more words than those who wrote the opinion essays, and Chinese students used source texts mostly without citing references for either task.
  • References (36)
  • Citations (172)
📖 Papers frequently viewed together
269 Citations
1990
1 Author (Cherry Campbell)
148 Citations
453 Citations
78% of Scinapse members use related papers. After signing in, all features are FREE.
References36
Newest
#1Sharon MyersH-Index: 1
33 Citations
Abstract Textual borrowing by second language students in academic settings has traditionally been viewed as an intentional violation of Western norms and practices. As we have learned from recent discussions, however, the issue is not that simple, but fraught with complexities. In order to understand the degree of complexity, it is worthwhile to examine one instance of such borrowing. This paper explores the apparent plagiarism of one second language student writer in a university course. It co...
174 CitationsSource
#1Ilona Leki (UT: University of Tennessee)H-Index: 16
#2Joan G. Carson (GSU: Georgia State University)H-Index: 13
One source of information that should inform decisions about English for academic purposes (EAP) writing courses is students' experiences in those courses and beyond. A survey of ESL students in the U.S. (Leki & Carson, 1994) has indicated that they experience writing differently depending on the source of information drawn on in writing a text: general world knowledge or personal experience; a source text or texts used as a springboard for ideas; or a source text (or other external reality), th...
240 CitationsSource
13 Citations
This study examines the reading and writing strategies of one student, Yuko, over a 3-year period and traces the process she went through to acquire college-level academic literacy in English, her second language. Multiple data sources included interviews with the student and two of her political science professors, classroom observations, and texts from 10 courses in three disciplines—including course materials and the student's writing, with instructors' comments. The investigation was enriche...
274 CitationsSource
#1Miguel Roig (St. John's University)H-Index: 14
In two studies undergraduate students were given an original paragraph and several rewritten versions of the paragraph, some of which were plagiarized (e.g., without a citation, superficially modified from the original) and some correctly paraphrased. Students were asked to determine whether each rewritten version had been plagiarized or correctly paraphrased. Approximately 74% of the students in both studies correctly identified the paraphrased versions. However, some of the plagiarized version...
115 CitationsSource
#1Alastair Pennycook (University of Melbourne)H-Index: 39
In this article, I attempt to deal with some of the complexities of text, ownership, memorization, and plagiarism. Arguing that plagiarism cannot be cast as a simple black-and-white issue, the prevention of which can be achieved via threats, warnings, and admonitions, I suggest that it needs to be understood in terms of complex relationships between text, memory, and learning. This is part of an attempt to explore more generally different relationships between learning, literacy, and cultural di...
453 CitationsSource
n composition studies, most published discussions of student plagiarism proceed from the assumption that plagiarism occurs as a result of one of two possible motivations: an absence of ethics or an ignorance of citation conventions. Some students don't appreciate academic textual values and therefore deliberately submit work that is not their own; others don't understand academic citation conventions and therefore plagiarize inadvertently. Both of these are negative interpretations, postulating ...
269 CitationsSource
The concept of plagiarism, as used both in considerations of academic writing and in international negotiations over intellectual copyright, assumes a model of communication based on autonomous, rational, individuals who behave as originators of their own discourses. But studies of communication, beginning with Goffman's concepts of production format and footing - and also including the concepts of enactment, social role, face, politeness pragmatics, metaphors of self and communication, and inna...
137 CitationsSource
#1Arlene Franklyn-Stokes (Plymouth University)H-Index: 3
#2Stephen E. Newstead (Plymouth University)H-Index: 28
ABSTRACT Research on undergraduate cheating behaviour is in its infancy in the UK. The paper reports data from a series of studies across different academic disciplines and different institutions. The first study was designed to assess staff and student perceptions of the seriousness and frequency of different kinds of cheating. This enabled a comprehensive set of cheating behaviours to be developed. A second study utilised this set to elicit self-reports by undergraduates, who also gave reasons...
258 CitationsSource
Cited By172
Newest
#1Guangwei Hu (PolyU: Hong Kong Polytechnic University)H-Index: 24
#2Yunhua Shen (JLU: Jilin University)
Although much has been written about Chinese students’ understandings of illegitimate intertextual practices, few studies have investigated Chinese university teachers’ perceptions of plagiarism, l...
Source
#1Ifigeneia Machili (UoM: University of Macedonia)
#2Iris Papadopoulou (UoM: University of Macedonia)H-Index: 2
Last. Zoe Kantaridou (UoM: University of Macedonia)H-Index: 3
view all 3 authors...
Abstract Integrated writing and strategy instruction (SI) in the English for Academic Purposes (EAP) context have increasingly drawn much research interest in recent years for their strong pedagogical and assessment value. The role of video in integrated writing has also been widely acknowledged for pedagogical and theoretical reasons. However, research on the use of video in integrated writing tasks especially in the EAP context still remains scarce. To address this gap, this paper examines the...
Source
#1Parvin Soltani (IAU: Islamic Azad University)
#2Alireza Jalilifar (Shahid Chamran University of Ahvaz)H-Index: 11
Source
AbstractTextual plagiarism is a serious violation of established academic protocols, but it requires considerable writing experience and care to avoid as well. Although student understanding of tex...
Source
#1Joy Egbert (WSU: Washington State University)H-Index: 12
#2Seyed Abdollah Shahrokni (WSU: Washington State University)
Last. Sonia Lopez-Lopez (WSU: Washington State University)
view all 10 authors...
Source
#1Hongyan Zhao (Hangzhou Normal University)
#2Hongwei Zhan (Hangzhou Normal University)
Abstract Citation, an indispensable feature of academic English writing, is often regarded as an indication of the degree of sophistication in academic writing. Building on previous studies that have shown the importance of integral citation in academic writing, this study investigates one of the subcategories of integral citation: “genitive citation” (e.g., Smith's study, where ’s denotes a possessive relationship: the study is in Smith's possession, so Smith is the possessor, study is the poss...
Source
#1Ling Lin (SJTU: Shanghai Jiao Tong University)H-Index: 1
This chapter reviews the pertinent literature for this study. As the study is mainly concerned with move structure and citation features of the introductory phase of the ERA, the chapter is organized into two parts: genre analysis of RAs as a particular research genre and citation study. The first four sections (Sects. 2.1–2.4) comprise the first part: Sect. 2.1 outlines the conceptualizations of genre and related terminology such as communicative purposes, discourse community, moves, steps and ...
Source
#1Warren Merkel (NTNU: Norwegian University of Science and Technology)
Source
#1Pakize Uludag (Concordia University)H-Index: 1
#2Rachael Lindberg (Concordia University)H-Index: 1
Last. Caroline Payant (UQAM: Université du Québec à Montréal)H-Index: 5
view all 4 authors...
Abstract The current trend in second language writing assessment has been toward the integration of multiple competencies in one task, specifically by incorporating reading and listening sources into integrated writing tasks. However, research has shown that novice writers may have difficulty understanding source text information, paraphrasing and summarizing source information, and incorporating that information into a coherent piece of writing. To shed further light on the relationship between...
Source
Aims and Objectives/Purpose/Research Questions:This article aims to understand how a young person develops as a translingual writer and which discursive strategies she identifies as important in this process. Neda (pseudonym) has never learnt to write in Turkmen, which is her home language, but is developing as a confident writer in Norwegian, which is the language of the school.Design/Methodology/Approach:Situated within a linguistic ethnographic framework, in-depth interviews with the young pe...
Source