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Evaluating student learning in a university-level EAP unit on writing using sources

Published on Sep 1, 2010in Journal of Second Language Writing4.20
· DOI :10.1016/j.jslw.2010.06.002
Rosemary Wette7
Estimated H-index: 7
(University of Auckland)
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Abstract
Abstract There has been extensive discussion of the difficulties experienced by tertiary students when writing using sources in both first- and second-language (L1, L2) writing literature; however, few studies have reported on instructional interventions that aim to assist students to master this complex academic literacy. The action research study described in this paper recruited 78 undergraduate students from six strands of credit-bearing L2 writing courses. A pre-unit quiz and guided writing task ascertained participants’ current level of skill and knowledge. After 8 hours of instruction and practice on technical and discourse skill components, students completed a post-unit task and wrote reflective comments. Out-of-class assignments were also submitted for analysis. Findings showed a significant improvement in students’ declarative knowledge, and in the rule-governed aspects of the skill. Instances of direct copying from the sources decreased in post-tasks and assignments. While there was a modest overall improvement across the cohort, students were clearly not yet proficient, particularly in the more sophisticated and subtle aspects of writing using sources. They had difficulties comprehending complexities in texts, summarising propositional content accurately, and integrating citations with their own voices and positions. This paper discusses implications for teachers, and the desirability of establishing a body of practice-oriented research.
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  • Citations (48)
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References66
Newest
Published on Feb 1, 2010in Applied Linguistics3.04
Ling Shi17
Estimated H-index: 17
(UBC: University of British Columbia)
This article explores the citing behaviors of 16 undergraduates in a North American university. After completing a research paper for their disciplinary courses, each participating student was interviewed to identify in his/her writing words and ideas borrowed from source texts and to explain why and how the relevant texts were appropriated with or without citations. Analysis of students’ writing and comments illustrates how they relied on source texts for various aspects of their essays, some o...
Published on Jun 1, 2009in Journal of Second Language Writing4.20
Neomy Storch26
Estimated H-index: 26
(University of Melbourne)
Abstract The number of international ESL students completing their degree programs in Australia has risen dramatically in the past decade. One factor that may be motivating students to undertake tertiary studies in Australia is the expectation that this form of immersion will lead to improved English language skills. However, existing research, such as research on the impact of study abroad programs on learners’ L2 skills, has produced mixed findings. Furthermore, most of this research has tende...
Published on Mar 1, 2009in Journal of Second Language Writing4.20
Greg Wheeler1
Estimated H-index: 1
(Sapporo Medical University)
Abstract Although plagiarism is considered among western academic circles as one of the worst “crimes” a student can commit, many scholars suggest that these attitudes do not apply to students from areas outside this sphere. They believe that in many countries, plagiarism is considered culturally acceptable. As such, ESL or EFL instructors in charge of students from these places must be sensitive to their backgrounds. Japan is often believed to be one of these countries in which plagiarism is no...
Published on Jan 1, 2008
Diane Pecorari12
Estimated H-index: 12
I: Plagiarism in Context 1. Plagiarism as a pedagogical question 2. Plagiarism as a linguistic question II: Investigating Plagiarism 3. Source dependence in academic writing 4. The role of intention in inappropriate source use 5. Explaining inappropriate source use III: Implications 6. The problem 7. Disciplinarity and standards 8. Solutions 9. Changes in the university References.
Published on Sep 1, 2008in System1.93
Qing Gu22
Estimated H-index: 22
(University of Nottingham),
A. Jane Brooks1
Estimated H-index: 1
(University of Sussex)
The paper explores the complexity of the notion of plagiarism from sociocultural and psychological perspectives. Plagiarism is a dynamic and multi-layered phenomenon (Russikoff et al., 2003; Sutherland-Smith, 2005) and needs to be understood in relation to a specific context of academic conventions and environment. Drawing upon the experiences of ten Chinese students on a pre-sessional course and subsequently their postgraduate courses, the paper investigates change in these students’ perception...
Published on Jan 1, 2008in English for Specific Purposes1.70
Ali R. Abasi5
Estimated H-index: 5
(UMD: University of Maryland, College Park),
Nahal Akbari2
Estimated H-index: 2
(U of O: University of Ottawa)
Abstract Research has increasingly pointed to a range of cognitive and social reasons behind ESL students’ transgressive textual appropriation, defined as students’ source use that contravenes acceptable borrowing practices. However, one aspect that has received little attention is the role of the immediate pedagogical context in this type of textual appropriation by students. Drawing on the social literacies perspective (Barton, Hamilton, & Ivanic, 2000), the theory of symbolic power (Bourdieu,...
Published on Dec 1, 2006in Journal of Second Language Writing4.20
Casey Keck5
Estimated H-index: 5
(NAU: Northern Arizona University)
Abstract Paraphrasing is considered by many to be an important skill for academic writing, and some have argued that the teaching of paraphrasing might help students avoid copying from source texts. Few studies, however, have investigated the ways in which both L1 and L2 academic writers already use paraphrasing as a textual borrowing strategy when completing their academic assignments. To expand our understanding of university students’ paraphrasing strategies, the present study analyzed L1 ( n...
Published on Nov 15, 2006in Language Awareness0.88
Ling Shi17
Estimated H-index: 17
(UBC: University of British Columbia)
This study examines interviews with 46 undergraduates to explore if participants with differing language and cultural backgrounds view plagiarism or textual appropriation primarily as a) a language problem because of a lack of words of one’s own, or b) a cultural challenge as a result of either some first language (L1) cultural training to privilege a collective ownership of words and ideas or the blurring boundary of originator and collaborator in the current digital world of hypertext. The par...
Ruby Pi-Ju Yang3
Estimated H-index: 3
(U of A: University of Alberta),
Kimberly A. Noels26
Estimated H-index: 26
(U of A: University of Alberta),
Kristie Saumure6
Estimated H-index: 6
(U of A: University of Alberta)
Abstract The present study examined how both self-construals and communicative competence in the language of the host society contribute to the cross-cultural adaptation of international students to Canada. It was hypothesized that self-construals, and particularly the fit between the sojourner's profile and normative tendency of the host society, would predict better adaptation. Moreover, it was hypothesized that frequent intercultural contact would also contribute to adaptation, but this link ...
Cited By48
Newest
Published on Nov 1, 2019in Journal of English for Academic Purposes1.73
Jennifer Walsh Marr (UBC: University of British Columbia)
Abstract Paraphrasing research has often been situated as an issue of academic honesty, ownership of knowledge and discourse appropriation (Abasi, Akvari & Graves, 2006; Currie, 1998; Lyon, 2009; Pecorari, 2003; Pecorari & Shaw, 2012). This paper has a pedagogical focus, outlining how the discrete grammatical processes typical of successful paraphrasing (Keck, 2010) are used to support first year university writing students working in English as an additional language. Drawing on Halliday’s (200...
Published on 2019in English for Specific Purposes1.70
Rosemary Wette7
Estimated H-index: 7
(University of Auckland)
Abstract This study reports on provision to assist students in the health sciences develop knowledge and skill in locating, evaluating, and synthesising sources to use as supporting evidence for the argument essays they are required to produce for first year courses at a university in New Zealand. Students were provided with support in the form of documents, tutorials, online discussion and structured assignment tasks, as well as through embedded instruction offered collaboratively by subject le...
Published on Jun 1, 2019in Journal of English for Academic Purposes1.73
Yao Du (CAS: Chinese Academy of Sciences)
Abstract It is widely believed source-use skills are among the most important academic literacy skills that students need to develop throughout their college years. Although there has been extensive discussion of the difficulties experienced by ESL/EFL students developing these skills, few studies have focused on instructional interventions designed specifically to build source-use skills. To the best of our knowledge, no intervention recorded in the literature has focused on both essential aspe...
Published on Jun 27, 2019in Ethics & Behavior0.94
Xiaoya Sun (Xi'an International Studies University), Guangwei Hu24
Estimated H-index: 24
(PolyU: Hong Kong Polytechnic University)
Previous research on plagiarism has increased awareness and knowledge of the various aspects of this issue, such as contributing factors to plagiarism, students’ and teachers’ perceptions of plagia...
Published on Apr 7, 2019in Assessment & Evaluation in Higher Education2.47
Yao Du (CAS: Chinese Academy of Sciences)
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...
Published on Jan 1, 2019
Bob Ives3
Estimated H-index: 3
(UNR: University of Nevada, Reno),
Alicia Nehrkorn (UNR: University of Nevada, Reno)
Published on Jan 1, 2019
Sue Starfield12
Estimated H-index: 12
,
Sue Starfield
Published on Jan 1, 2019in English for Specific Purposes1.70
Quynh Nguyen (University of Auckland), Louisa Buckingham4
Estimated H-index: 4
(University of Auckland)
Abstract This is a qualitative investigation into international Master's students' approach to using sources in read-to-write assignments. It investigates three stages of students' engagement with sources: understanding source-use expectations, identifying appropriate sources, and incorporating content from source texts into assignment writing. Data were compiled from text-based interviews with seven Vietnamese students, an assignment, and course-related documentation. The results provide insigh...
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