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Textual Borrowing in Second-Language Writing:

Published on Apr 1, 2004in Written Communication1.22
· DOI :10.1177/0741088303262846
Ling Shi17
Estimated H-index: 17
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.
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  • Citations (168)
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Cited By168
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#1Pakize Uludag (Concordia University)
#2Rachael Lindberg (Concordia University)
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#1Daphne van Weijen (UvA: University of Amsterdam)H-Index: 4
#2Gert Rijlaarsdam (Umeå University)H-Index: 24
Last.Huub van den Bergh (UU: Utrecht University)H-Index: 24
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#1Tânia Marques (Polytechnic Institute of Leiria)H-Index: 2
#2Nuno Rosa Reis (Polytechnic Institute of Leiria)H-Index: 5
Last.Jorge C. Gomes (University of Lisbon)H-Index: 16
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