The tangled web internet plagiarism and international students` academic writing

This study explores the notion of plagiarism and the Internet from 11 English as Second Language (ESL) teachers and 186 first-year ESL students at South-Coast University in Melbourne, Australia. Data collection was by a questionnaire and semi-structured interviews, and coded using SPSS and N*Vivo software to ascertain trends in response. The most significant difference in response related to the concept of the Internet as copyrightable space. ESL teachers in this study regarded cyberspace as a limitless environment for ‘cut and paste’ plagiarism in students’ academic writing, whereas ESL students considered the Internet a ‘free zone’ and not governed by legal proprietary rights. These conflicting views, it is suggested, relate to differing notions of authorship and attribution: the Romantic notion protected by legal theory and sanctions versus literary theory and techno-literacy notions of authorship. This research highlights the need to reformulate plagiarism policies in light of global and technological perspectives of authorship and attribution of text.

Language, technology and the law : anti-plagiarism software and students' academic writing

Plagiarism is of grave concern for academic institutions in the twenty-first
century. Institutions utilise plagiarism policies, honour codes and regulations to ensure students develop a sense of educational integrity. Technology has recently afforded new methods for staff to detect plagiarism – through antiplagiarism software. This paper explores perspectives of seven teachers across five faculties to Turnitin.com (an anti-plagiarism software package) at a large Australian university. The findings indicate that software such as Turnitin.com may assist in the quest to detect text-matching, and perhaps reduce plagiarism. It should not, however, be considered the panacea for plagiarism. Plagiarism policies should also reflect cognisance of the existence of a 'plagiarism continuum' (Sutherland-Smith, 2003) through the use of technology. This research highlights the broader need for institutions to reformulate plagiarism policies in light of cross-cultural perspectives of authorship and attribution of text.

Academic writing : a handbook for international students

Book review of a resource to improve the academic writing of international students who have English as a second language.

The interaction of discipline and culture in academic writing

Work in contrastive rhetoric has often sought to examine the impact of culturally-based writing conventions on text production and has outlined cultural differences in texts in different languages. At the same time. the study of specialised languages has often claimed a degree of uniformity in text construction both at the level of culture and at the level of the discipline. It appears however that approaches which consider just culture or just discipline miss part of the picture. This paper argues that considerations of discipline and culture are. complex and interrelated and that this complexity and interrelationship can be seen at several different levels in specialised academic texts.

Turning the spotlight to international students’ internal negotiations: critical thinking in academic writing

The case study reported in this chapter explores how four Chinese and Vietnamese international students from two disciplines, Economics and Education, mediated their ways of displaying critical thinking in disciplinary writing at an Australian university. It draws on a modified version of Lillis’s (2001) heuristic and positioning theory (Harre´ & van Langenhove, 1999) for the interpretation of students’ writing practices within an institutional context. The study includes four talks around texts, which engage the students in an exploration of their practices in demonstrating their critical thinking in their first texts at the university, and four in-depth interviews six months later, which aim to examine how students negotiated their writing practices as they progressed through their course.

Different shades of the collective way of thinking: Vietnamese and Chinese international students' reflection on academic writing

Investigating ELF/ESL students' experiences in constructing their academic written texts seems to be of great significance in EFL/ESL writing syllabus design and teaching. The case study reported in this paper explores the underlying factors which shape students' ways of supporting ideas in academic essays in English. Drawing on Lillis' (2001) framework for exploring student writing, the study examines the writing experiences of students from Vietnam and mainland China at an Australian university. Based on the students' reflection on their different ways of meaning making, this paper argues for the need to challenge the tendency to essentialize cultural rhetoric patterns and their effects upon Chinese and Vietnamese students' writing in English as a foreign or second language. Several implications for teaching EFL/ESL writing have also been drawn from the findings of this study.

Elaborativeness in academic writing. A study of three research papers

This paper investigates the employment of elaborative rhetorical strategies in threeresearch papers written in English and published in international sociologicaljournals: the first authored by native speakers of English, the second by a Polishwriter working in an Anglophone discourse community, and the third by a Polishwriter from the Polish discourse community. Elaboration relations are discussedwith respect to their textual function, frequency of employment, hierarchicallocation and recursiveness, and discoursal prominence. I explore how the authorselaborate their texts through amplification, extension, explanation, instantiation,reformulation and addition strategies. The analysis reveals that Elaboration is aprominent feature of the examined texts. It is proposed that the similarities inthe employment of Elaborations across the corpus result from the shared stylisticconventions and traditions of the disciplinary research community of sociologywhile variations in the mode of employment of elaborative structures may becaused by the writers’ differing linguistic backgrounds and discourse communitymemberships.

Towards a blended ecological pedagogy for advanced EAL academic writing.

This ethnographic research project explored the application of selected ideas relating to grammar from M.A.K.Halliday's theory of systemic functional linguistics in the context of developing the academic writing skills of upper secondary students studying English in West Jakarta in 2009. Results showed significant development in students writing and grammatical awareness.

Writing groups, change and academic identity: research development as local practice

The development of the research potential of university staff has been given less attention than many other aspects of professional development, particularly teaching development. Yet there is an important need for the development of staff in the research role in the light of growth of higher education and changes to the organisation of the sector in many countries. This article examines one strategy for research development: the use of writing groups. It argues that writing is best seen as a starting point, rather than an endpoint, of the research process and hence that fostering academic writing is a useful place to do research development work. The article provides details of the use of a number of writing groups over three years in a particular faculty and explores the responses of leaders and participants. It identifies factors important in the use of this strategy and focuses on the contextual conditions required for initiatives of this kind to be effectively implemented.

Evolution and everging trends of university writing groups

Writing groups have developed in universities to assist academics to publish. Knowledge of these groups and their successes and challenges is valuable, and informs the wider academic writing community. However there is a paucity of research in this support area. This article will discuss writing groups from two other universities and report on the evolution of our writing group over a three-year period. It will then compare the characteristics of the three in terms of publishing acumen, collegiality, leadership and affect, and discuss emerging trends.

Popular culture : a resource for writing in secondary English classrooms

This chapter explores how a secondary English teacher working with students aged 14-15 enabled them to use their popular culture practices as a resource for writing. The chapter provides examples of conventional classroom situations in which this teacher created a space for students to bring their own semiotic resources to bear on the curriculum. It argues the need for English teachers to become sensitized to the complex literacy practices in which their students engage outside school and to the ways these practices are bound up with their social relationships and sense of identity. The discussion challenges conventional understandings of ‘reading’, ‘writing’, ‘speaking’, and ‘listening’ as components of the English curriculum, arguing that a more contemporary understanding of literacy must take into account the multi-modal practices in which students engage in beyond school.