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Student Plagiarism in Higher Education is a crucial read for any
university teacher concerned about plagiarism. It provides the
tools and information needed to assess this often complex
international phenomenon constructively and effectively from a
variety of angles, and provides a framework for further discussion
and research. Each chapter poses a question about an essential
aspect of plagiarism and examines the central theoretical, ethical
and technical questions which surround it. Providing a unique
perspective on the topic of academic plagiarism, this book:
addresses questions which are vexing in teaching practice, but for
which ready answers are not available in professional skills
development materials; relates plagiarism to wider issues of
learning and intellectual development; collates the thinking of
international leading experts on the topic of plagiarism from
different areas of the academy. Student Plagiarism in Higher
Education provides an excellent insight which thoroughly
interrogates all aspects of the plagiarism argument. Theoretically
based and carefully considered contributions from international
experts ensure that this volume is an invaluable asset to anyone
wishing to read more, learn more and think more about plagiarism.
Introducing English for Academic Purposes is an accessible and
engaging textbook which presents a wide-ranging introduction to the
field, covering the global and institutional position of EAP as
well as its manifestations in classrooms and research contexts
around the world. Each chapter provides: a critical overview
introducing readers to theory- and research-informed perspectives;
profiles of practice to guide readers in putting theory to use in
real world contexts; tasks, reflection exercises and a glossary to
help readers consolidate their understanding; an annotated further
reading section with links to online resources to enable readers to
extend their knowledge. Covering both theoretical and practical
issues, Introducing English for Academic Purposes is essential
reading for studentsof applied linguistics, and pre-service and
in-service teachers of EAP.
Introducing English for Academic Purposes is an accessible and
engaging textbook which presents a wide-ranging introduction to the
field, covering the global and institutional position of EAP as
well as its manifestations in classrooms and research contexts
around the world. Each chapter provides: a critical overview
introducing readers to theory- and research-informed perspectives;
profiles of practice to guide readers in putting theory to use in
real world contexts; tasks, reflection exercises and a glossary to
help readers consolidate their understanding; an annotated further
reading section with links to online resources to enable readers to
extend their knowledge. Covering both theoretical and practical
issues, Introducing English for Academic Purposes is essential
reading for studentsof applied linguistics, and pre-service and
in-service teachers of EAP.
Student Plagiarism in Higher Education is a crucial read for any
university teacher concerned about plagiarism. It provides the
tools and information needed to assess this often complex
international phenomenon constructively and effectively from a
variety of angles, and provides a framework for further discussion
and research. Each chapter poses a question about an essential
aspect of plagiarism and examines the central theoretical, ethical
and technical questions which surround it. Providing a unique
perspective on the topic of academic plagiarism, this book:
addresses questions which are vexing in teaching practice, but for
which ready answers are not available in professional skills
development materials; relates plagiarism to wider issues of
learning and intellectual development; collates the thinking of
international leading experts on the topic of plagiarism from
different areas of the academy. Student Plagiarism in Higher
Education provides an excellent insight which thoroughly
interrogates all aspects of the plagiarism argument. Theoretically
based and carefully considered contributions from international
experts ensure that this volume is an invaluable asset to anyone
wishing to read more, learn more and think more about plagiarism.
Plagiarism is a serious problem in higher education, and one that
the majority of university teachers have encountered. This book
provides the skills and resources that university teachers and
learning and development support staff need in order to tackle it.
As a complex issue that requires thoughtful and sensitive handling,
plagiarism simply cannot be addressed by warnings; detection
software and punishment alone. Teaching to Avoid Plagiarism focuses
on prevention rather than punishment and promotes a proactive,
rather than reactive, approach to dealing with the issue. Topics
covered in this book include: The causes of plagiarismHow
universities currently deal with plagiarismHow teachers can support
students in effective source useThe role of technology Issues for
second language writers and international students Drawing on her
teaching experience as well as her academic research, Diane
Pecorari offers a unique insight into this pervasive problem as
well as practical advice on how to promote good source use to
students and help them to avoid plagiarism. With a series of
activities to help readers solidify their grasp of the approaches
advised in the book, Teaching to Avoid Plagiarism is an essential
guide for anyone in a student-facing role who wants to handle
plagiarism more effectively. "Diane Pecorari's book provides
practical examples and activities on handling plagiarism blended
with research-based findings. It is useful for teachers wanting to
improve their understanding and practices in managing plagiarism,
but also student advisors and academic support skills staff who
deal with issues of academic integrity. This book makes a unique
contribution to the field of plagiarism management as its structure
affords direct professional development opportunities. Assessment
tasks, broad questions and activities are provided at the end of
each chapter, encouraging readers to understand both policy and
practice in their own institution to better manage plagiarism and
source attribution." Dr Wendy Sutherland-Smith, School of
Psychology, Faculty of Health, Deakin University,
Australia"Teaching to Avoid Plagiarism successfully turns attention
away from the detection and punishment of plagiarism and focuses
instead on understanding and prevention through the promotion of
good source use. Combining practical activities based on real-life
examples with wide-ranging original research, this important book
should be required reading, not only for staff development officers
and lecturers, but more widely throughout the higher education
community." Maggie Charles, Oxford University Language Centre"Diane
Pecorari's insightful research and scholarship on plagiarism is
used to excellent effect in this book which advocates a proactive
rather than reactive approach to the difficulties faced by students
in learning how to integrate their source texts. Thoughtful
activities and discussion questions aimed at staff development are
teamed with advice on ways to build in support within disciplinary
writing which will help students master the necessary academic
skills to avoid plagiarism. The emphasis, quite rightly, is also on
helping students understand how plagiarism disrupts the ethical
values of the academy, and is not just another hurdle placed in
their way by academic insiders." Dr Ann Hewings, Director, Centre
for Language and Communication, The Open University"As stated by
Diane Pecorari in the first sentence of this excellent volume,
'plagiarism is a problem in our universities'. The volume
demonstrates clearly how teachers and students can deal with this
'problem' by developing a better understanding of the phenomenon,
on the one hand, and developing specific skills in dealing with it,
on the other. Working from the principle that 'an ounce of
prevention is worth a pound of cure', Diane Pecorari argues for a
proactive approach to handling issues of plagiarism, with an
emphasis on the need to train students how to deal appropriately
with sources. As well as a clear exposition of the theoretical
issues at stake, the book contains a wealth of practical activities
and discussion questions which will allow readers to develop the
sort of competence in dealing with plagiarism that is the goal of
the volume." Professor John Flowerdew, City University of Hong Kong
Plagiarism has long been regarded with concern by the university
community as a serious act of wrongdoing threatening core academic
values. There has been a perceived increase in plagiarism over
recent years, due in part to issues raised by the new media, a
diverse student population and the rise in English as a lingua
franca. This book examines plagiarism, the inappropriate
relationship between a text and its sources, from a linguistic
perspective. Diane Pecorari brings recent linguistic research to
bear on plagiarism, including processes of first and second
language writers; interplay between reading and writing; writer's
identity and voice; and the expectations of the academic discourse
community. Using empirical data drawn from a large sample of
student writing, compared against written sources, Academic Writing
and Plagiarism argues that some plagiarism, in this linguistic
context, can be regarded as a failure of pedagogy rather than a
deliberate attempt to transgress. The book examines the
implications of this gap between the institutions' expectations of
the students, student performance and institutional awareness, and
suggests pedagogic solutions to be implemented at student, tutor
and institutional levels. Academic Writing and Plagiarism is a
cutting-edge research monograph which will be essential reading for
researchers in applied linguistics.
Contemporary research into written academic discourse has become
increasingly polarised between two approaches: corpus linguistics
and discourse analysis. This volume presents a selection of recent
work by experts in academic written discourse, and illustrates how
corpus linguistics and discourse analysis can work as complementary
approaches. The overall introduction sets the volume against the
backdrop of current work in English for Academic Purposes, and
introductions to the each section draw out connections between the
chapters and put them into context. The contributors are experts in
the field and they cover both novice and expert examples of EAP.
The book ends with an afterword that provides an agenda-setting
closing perspective on the future of EAP research. It will appeal
to reserachers and postgrduates in applied linguistics, corpus
linguistics, discourse analysis and EAP.
Contemporary research into written academic discourse has become
increasingly polarised between two approaches: corpus linguistics
and discourse analysis. This volume presents a selection of recent
work by experts in academic written discourse, and illustrates how
corpus linguistics and discourse analysis can work as complementary
approaches. The overall introduction sets the volume against the
backdrop of current work in English for Academic Purposes, and
introductions to the each section draw out connections between the
chapters and put them into context. The contributors are experts in
the field and they cover both novice and expert examples of EAP.
The book ends with an afterword that provides an agenda-setting
closing perspective on the future of EAP research. It will appeal
to reserachers and postgrduates in applied linguistics, corpus
linguistics, discourse analysis and EAP.>
Plagiarism has long been regarded with concern by the university
community as a serious act of wrongdoing threatening core academic
values. There has been a perceived increase in plagiarism over
recent years, due in part to issues raised by the new media, a
diverse student population and the rise in English as a lingua
franca. This book examines plagiarism, the inappropriate
relationship between a text and its sources, from a linguistic
perspective. Diane Pecorari brings recent linguistic research to
bear on plagiarism, including processes of first and second
language writers; interplay between reading and writing; writer's
identity and voice; and the expectations of the academic discourse
community. Using empirical data drawn from a large sample of
student writing, compared against written sources, Academic Writing
and Plagiarism argues that some plagiarism, in this linguistic
context, can be regarded as a failure of pedagogy rather than a
deliberate attempt to transgress. The book examines the
implications of this gap between the institutions' expectations of
the students, student performance and institutional awareness, and
suggests pedagogic solutions to be implemented at student, tutor
and institutional levels. Academic Writing and Plagiarism is a
cutting-edge research monograph which will be essential reading for
researchers in applied linguistics.
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