LINGUIST List 16.1243|
Tue Apr 19 2005
Diss: Applied Ling: Pecorari: 'Original ...'
Editor for this issue: Takako Matsui
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Original Reproductions: An investigation of the source use of postgraduate second-language writers
Message 1: Original Reproductions: An investigation of the source use of postgraduate second-language writers
From: Diane Pecorari <Diane.Pecorarimdh.se>
Subject: Original Reproductions: An investigation of the source use of postgraduate second-language writers
Institution: University of Birmingham
Program: English Department
Dissertation Status: Completed
Degree Date: 2002
Author: Diane Pecorari
Dissertation Title: Original Reproductions: An investigation of the source use of postgraduate second-language writers
Plagiarism is regarded as a heinous crime within the academic community,
but anecdotal evidence suggests that some writers plagiarize without
intending to transgress academic conventions. This thesis reports a study
of the writing of seventeen postgraduate students. The students were
non-native speakers of English working toward postgraduate degrees in four
academic areas: science, engineering, social science and humanities.
Source reports in the student-generated texts were compared to the original
sources in order to describe the relationship between the two. Interviews
were also conducted with the student writers and their supervisors. The
student writing was found to contain textual features which could be
described as plagiarism, but the writers' accounts of their work and the
textual analysis strongly suggest absence of intention to plagiarize, thus
providing empirical verification of similar suggestions in the literature.
Academic discipline was found to play a role in source use, along with
writing skill. The findings thus have implications for the areas of
academic literacy, English for Academic Purposes (EAP), English for
Specific Purposes (ESP) and English as a second/foreign language (ESL/EFL)
writing instruction. These implications are discussed, and include
recommendation that the focus on preventing plagiarism be shifted from post
facto punishment to proactive teaching.
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