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Avoiding ‘de-plagiarism’: Exploring the affordances of handwriting in the essay-writing process:

Published on Oct 30, 2017in Active Learning in Higher Education2.29
· DOI :10.1177/1469787417735611
Stuart Wrigley , Stuart Wrigley (RHUL: Royal Holloway, University of London)
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Abstract
This article discusses and challenges the increasing use of plagiarism detection services such as Turnitin and Grammarly by students, arguing that the increasingly online nature of composition is having a profound effect on student composition processes. This dependence on the Internet is leading to a strategy I term ‘de-plagiarism’, in which students copy/paste text into their essays and then ‘cleanse’ the text to avoid plagiarism detection. I then argue that this is being done in the context of an increasingly ‘de-authored’ writing environment, manifested by lack of formative writing development and anonymous marking, rendering the student invisible in the writing process. I then report on a phenomenon observed in class – namely that students who handwrote an exercise produced better, more original writing than those who typed, leading me to explore the affordances – via Bakhtinian notions of dialogicality and addressivity – of handwriting as a means of ‘re-authoring’ the essay-writing process.
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Published on Sep 1, 2015in Computers in Education
Chih-Ming Chang2
Estimated H-index: 2
(NCTU: National Chiao Tung University),
Yinlan Chen3
Estimated H-index: 3
(NCTU: National Chiao Tung University)
+ 1 AuthorsChien Chou24
Estimated H-index: 24
(NCTU: National Chiao Tung University)
With the expansion of digital content, academic integrity has been facing the growing threat of cyber-plagiarism. In the present research, we address young Taiwanese students' perceptions of cyber-plagiarism. Our research included two related studies: in study 1, we collected data through a national survey on a probability sample of 41,911 (4th-12th graders) and analyzed the prevalence and alternative thinking about cyber plagiarism among these students; in study 2, we collected 113 young studen...
Published on Jun 1, 2015in Journal of Academic Ethics
David C. Ison6
Estimated H-index: 6
(ERAU: Embry–Riddle Aeronautical University)
Plagiarism has been a long standing concern within higher education. Yet with the rapid rise in the use and availability of the Internet, both the research literature and media have raised the notion that the online environment is accelerating the decline in academic ethics. The majority of research that has been conducted to investigate such claims have involved self-report data from students. This study sought to collect empirical data to investigate the potential influence the prevalence of t...
Published on Mar 1, 2014in Active Learning in Higher Education2.29
Victoria Simpson Beck8
Estimated H-index: 8
(University of Wisconsin–Oshkosh)
Much has been written about student and faculty opinions on academic integrity in testing. Currently, concerns appear to focus more narrowly on online testing, generally based on anecdotal assumptions that online students are more likely to engage in academic dishonesty in testing than students in traditional on-campus courses. To address such assumptions, a statistical model to predict examination scores was recently used to predict academic dishonesty in testing. Using measures of human capita...
Published on Oct 1, 2013
Kaveri Subrahmanyam22
Estimated H-index: 22
(California State University, Los Angeles),
Minas Michikyan8
Estimated H-index: 8
(California State University, Los Angeles)
+ 3 AuthorsPatricia M. Greenfield52
Estimated H-index: 52
(UCLA: University of California, Los Angeles)
Electronic screens on laptop and tablet computers are being used for reading text, often while multitasking. Two experimental studies with college students explored the effect of medium and opportunities to multitask on reading Study 1 and report writing Study 2. In Study 1, participants N = 120 read an easy and difficult passage on paper, a laptop, or tablet, while either multitasking or not multitasking. Neither multitasking nor medium impacted reading comprehension, but those who multitasked ...
Nora Mogey5
Estimated H-index: 5
(Edin.: University of Edinburgh),
James Hartley33
Estimated H-index: 33
(Keele University)
There is much debate about whether or not these days students should be able to word-process essay-type examinations as opposed to handwriting them, particularly when they are asked to word-process everything else. This study used word-processing software to examine the stylistic features of 13 examination essays written by hand and 24 by word-processor in a mock first-year Divinity university examination. Generally speaking, the differences are small but they raise some interesting implications...
Published on Jul 1, 2012in Active Learning in Higher Education2.29
Nora Mogey5
Estimated H-index: 5
,
John Cowan10
Estimated H-index: 10
+ 1 AuthorsMike Purcell2
Estimated H-index: 2
Keyboarding (typing) is a ubiquitous skill for most UK students, and most coursework essays must be word processed. However, few examinations, other than for students with disabilities, permit the use of a word processor. It is not known how students would respond given a free choice between handwriting and word processing in an essay examination. This study reports the findings when students were encouraged to choose between these methods of composition for an examination. Few opted to word pro...
Published on Jun 1, 2012in Journal of Second Language Writing4.20
Yongyan Li15
Estimated H-index: 15
(TU: Temple University),
Christine Pearson Casanave7
Estimated H-index: 7
(TU: Temple University)
Abstract In this paper we report a case study of two first-year students at a university in Hong Kong doing the same writing assignment that required the use of sources. We explore the students’ understanding of plagiarism, their strategies for composing, the similarity between their texts and source texts, and the lecturer's assessment of their work. The analyses in the study drew upon textual comparisons between student texts and source texts, interview data, and observation notes. The data in...
Published on Aug 1, 2011in Teaching in Higher Education1.72
Sara Cotterall2
Estimated H-index: 2
(Macquarie University)
Writing occupies a key role in doctoral research, because it is the principal channel students use to communicate their ideas, and the basis on which their degree is awarded. Doctoral writing can, therefore, be a source of considerable anxiety. Most doctoral candidates require support and encouragement if they are to develop confidence as writers. Drawing on interviews with two international doctoral students at an Australian university, this paper examines the writing practices the students hav...
Published on Mar 1, 2011in Active Learning in Higher Education2.29
Ursula Wingate11
Estimated H-index: 11
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Nicholas Andon5
Estimated H-index: 5
,
Alessia Cogo9
Estimated H-index: 9
(University of Surrey)
The benefits of embedding the teaching of writing into the curriculum have been advocated by educators and researchers. However, there is currently little evidence of embedded writing instruction in the UK’s higher education context. In this article, we present a case study in which we report the design, implementation and evaluation of an academic writing intervention with first-year undergraduate students in an applied linguistics programme. Our objectives were to try a combination of embedded...
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