Response to sowden s article on plagiarism

Using sources effectively increases authorial credibility. Learning how to integrate and synthesize sources into a cohesive piece of writing takes considerable time and practice. This study provides evidence that in-class conversations about plagiarism and intellectual property are essential to making context-specific expectations of source use explicit to students.

He examines three different paradigms of textual ownership from the Western tradition the premodern, modern, and postmodern to show how current plagiarism conceptions are culturally and historically situated. Dealing with plagiarism when giving feedback.

In terms of reporting potential violations, initial determination for whether or not a student has violated the academic integrity policy regarding plagiarism within a course is made by the instructor.

Students accused of plagiarism may receive a failing grade on the assignment, fail the course entirely, or even be dismissed from the university. While the Academic Integrity Policy provides a broad, umbrella definition of plagiarism, it is ultimately up to the instructor of a course to define plagiarism and clarify their expectations for students.

Journal of Second Language Writing, 13, The findings suggest that most students are primarily working with sources on a sentence level through quoting and paraphrasing, rather than engaging with the ideas and arguments of the source as a whole. Sandra Jamieson and Rebecca Moore Howard: Further reading Council of Writing Program Administrators.

Potential causes of source misuse include: The results of the study suggest that students at the advanced academic level plagiarize without intentionally transgressing academic conventions for source use and that unintentional plagiarism is a widespread, natural stage in learning to write at even the graduate level.

Unraveling the citation trail. A pedagogy of resistance toward plagiarism detection technologies.

The researchers offer three suggestions for responding positively to plagiarism in ways that go beyond prevention: The WPA statement on best practices. In this interview, Sandra Jamieson and Rebecca Moore Howard discuss the results of the Citation Projecta multi-institutional study that provides descriptive data on how students use sources in researched writing.

Attributing ideas appropriately contributes to professional integrity. Fear of failing and of taking risks in their own work. In addition to her textual analysis, Pecorari interviewed each student and their instructors.

Computers and Composition, 30, Plagiarism and patchwriting in academic second-language writing. DePaul Art History professor Mark Pohlad points out that plagiarism presents an exciting opportunity for professors to explain the great tradition of academic scholarship to students.

Responding to Plagiarism

Unfamiliarity with cultural conventions around plagiarism and source use in U. Who owns this text?:Present a short critical response to the issues raised by Sowden in his paper, “plagiarism and the culture of multilingual students in higher education abroad”. In your response you should support or challenge some of Sowden’s argument using evidence.

In your response you should support or challenge some of Sowden’s arguments using evidence. Plagiarism is likely to be a hot issue to the public. In Sowden’s article, he claims that the cultural differences are the main key to plagiarism which mostly happens in Asia.

On the other hand, evidences show the culture-specific concept may be suspicious. Various cultural perspectives on plagiarism hold that the Anglo-American notion of plagiarism may not be shared in some cultures, such as Asian culture, in general, and Chinese culture, in particular (Sowden, ; Sutherland-Smith, ), because plagiarism is a concept rooted in Western cultures (Howard, Howard.

Phan Le Ha This article is a response to Sowden’s (ab) and Liu’s () articles on overseas students and plagiarism, published in ELT Journal 59/3. I appreciate Sowden’s efforts in exploring plagiarism in relation to culture, and his arguing against stereotypical views of overseas students studying in English-speaking countries.

Plagiarism strikes at the heart of academe, eroding the fundamental value of academic research. Recent evidence suggests that acts of plagiarism and awareness of these acts are on the rise in academia. To address this issue, a vein of research has emerged in recent years exploring plagiarism as an.

ethnicity, acculturation, and plagiarism in a sample of undergraduate and graduate students.

Significant differences in plagiarism behavior were found based on level of student acculturation, but not ethnicity. Considerations and implications for training and managinq international students and workers are discussed.

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Response to sowden s article on plagiarism
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