Academic Literacy and Plagiarism: Conversations with International Graduate Students and Disciplinary Professors

Autor/inn/en	Abasi, Ali R.; Graves, Barbara
Titel	Academic Literacy and Plagiarism: Conversations with International Graduate Students and Disciplinary Professors
Quelle	In: Journal of English for Academic Purposes, 7 (2008) 4, S.221-233 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1475-1585
DOI	10.1016/j.jeap.2008.10.010
Schlagwörter	Graduate Students; Plagiarism; Foreign Students; College Students; Interviews; Educational Policy; Writing Processes; Writing Instruction; English for Academic Purposes; Second Language Instruction; Second Language Learning; Academic Discourse; Discourse Communities; Learning Theories + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Plagiat; Collegestudent; Interviewing; Interviewtechnik; Politics of education; Bildungspolitik; Schreibunterricht; Fremdsprachenunterricht; Zweitsprachenerwerb; Discourse; Diskurs; Learning theory; Lerntheorie
Abstract	In this study we examine how university plagiarism policies interact with international graduate students' academic writing in English as they develop identities as authors and students. The study is informed by the sociocultural theoretical perspective [Vygotsky, L. (1978). "Mind in society: The development of higher mental processes." Cambridge, MA: Harvard University Press. Wertsch, J. V. (1991). "Voices of the mind: A sociocultural approach to mediated action." Cambridge, MA: Harvard University Press.] that foregrounds the crucial role of appropriation in learning, and the Bakhtinian dialogism [Bakhtin, M. M. (1981). "The dialogic imagination." Austin, TX: University of Texas Press; Bakhtin, M. M. (1986). "Speech genres and other late essays." Austin, TX: University of Texas Press.] that highlights intertextuality as a fundamental feature of language use. Relying on multiple data sources including text-based interviews, in-depth interviews with students and disciplinary professors, course syllabi, field notes, and institutional documents, we consider the social discourses that surround students as they interact with prior sources in order to understand how they construct their texts. We discuss how university plagiarism policies frame the professor-student relationship and influence student text production. We conclude by critiquing university plagiarism policies that serve to mystify academic writing, negatively affecting those students who are less familiar with the genre of academic writing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10