Moving beyond Avoiding Plagiarism in academic writing DIANE
SCHMITT NOTTINGHAM TRENT UNIVERSITY
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My Pet Hate
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Avoiding Plagiarism A red herring? absence of plagiarism good
writing
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Avoiding Plagiarism A red herring? absence of plagiarism good
writing Preventing or avoiding plagiarism does not, in and of
itself, lead to good writing or the achievement of assessment
criteria.
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Characteristics of Writing Poor writing Poor paragraphing
Unfocussed text Spoken style Effective Writing Effective
organisation Good argumentation Good lexico-grammatical
choices
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Good advice
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Linguistic gymnastics? Synonyms
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Linguistic gymnastics? Sentence structure
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Linguistic gymnastics? Voice
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Linguistic gymnastics? Part of speech
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Evaluation
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Decontextualized practice that takes no account of how the
source fits into the emerging text.
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Academic learning requires reading multiple texts on a subject
in order to be able to develop in-depth understandings based on a
range of viewpoints. Making a claim
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Academic learning requires reading multiple texts on a subject
in order to be able to develop in-depth understandings based on a
range of viewpoints. One consequence of this requirement for wide
reading is that academic readers need to be fluent readers. Adding
a further claim.
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Academic learning requires reading multiple texts on a subject
in order to be able to develop in-depth understandings based on a
range of viewpoints. One consequence of this requirement for wide
reading is that academic readers need to be fluent readers. Fluent
reading is a seemingly effortless, rapid, and efficient process
which relies on the coordinated use of a range of lower and higher
level processing skills. Providing a definition
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Academic learning requires reading multiple texts on a subject
in order to be able to develop in-depth understandings based on a
range of viewpoints. One consequence of this requirement for wide
reading is that academic readers need to be fluent readers. Fluent
reading is a seemingly effortless, rapid, and efficient process
which relies on the coordinated use of a range of lower and higher
level processing skills. Fluency enables readers to connect ideas
across a text to achieve overall comprehension of that text.
Continuing the argument
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Academic learning requires reading multiple texts on a subject
in order to be able to develop in-depth understandings based on a
range of viewpoints. One consequence of this requirement for wide
reading is that academic readers need to be fluent readers. Fluent
reading is a seemingly effortless, rapid, and efficient process
which relies on the coordinated use of a range of lower and higher
level processing skills. Fluency enables readers to connect ideas
across a text to achieve overall comprehension of that text.
Anderson (2009) argues that reading fluency should be defined as
reading at an adequate rate with adequate comprehension. Developing
the readers understanding of the key concept (fluency)
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Academic learning requires reading multiple texts on a subject
in order to be able to develop in-depth understandings based on a
range of viewpoints. One consequence of this requirement for wide
reading is that academic readers need to be fluent readers. Fluent
reading is a seemingly effortless, rapid, and efficient process
which relies on the coordinated use of a range of lower and higher
level processing skills. Fluency enables readers to connect ideas
across a text to achieve overall comprehension of that text.
Anderson (2009) stresses that reading fluency should be defined as
reading at an adequate rate with adequate comprehension. Adequate
comprehension for L2 academic readers might be defined as a level
on par with their L1 counterparts. Making a further claim
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Academic learning requires reading multiple texts on a subject
in order to be able to develop in-depth understandings based on a
range of viewpoints. One consequence of this requirement for wide
reading is that academic readers need to be fluent readers. Fluent
reading is a seemingly effortless, rapid, and efficient process
which relies on the coordinated use of a range of lower and higher
level processing skills. Fluency enables readers to connect ideas
across a text to achieve overall comprehension of that text.
Anderson (2009) stresses that reading fluency should be defined as
reading at an adequate rate with adequate comprehension. Adequate
comprehension for L2 academic readers might be defined as a level
on par with their L1 counterparts. Using this type of comparison,
Shaw and McMillion (2008) found that Swedish first year university
students of biology were able to achieve similar levels of
comprehension as their British counterparts, but needed 25% more
time to do so. Using evidence to introduce a problem
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Academic learning requires reading multiple texts on a subject
in order to be able to develop in-depth understandings based on a
range of viewpoints. One consequence of this requirement for wide
reading is that academic readers need to be fluent readers. Fluent
reading is a seemingly effortless, rapid, and efficient process
which relies on the coordinated use of a range of lower and higher
level processing skills. Fluency enables readers to connect ideas
across a text to achieve overall comprehension of that text.
Anderson (2009) stresses that reading fluency should be defined as
reading at an adequate rate with adequate comprehension. Adequate
comprehension for L2 academic readers might be defined as a level
on par with their L1 counterparts. Using this type of comparison,
Shaw and McMillion (2008) found that Swedish first year university
students of biology were able to achieve similar levels of
comprehension as their British counterparts, but needed 25% more
time to do so. Slower reading rates mean that L2 students are less
able to read widely and may run out of time on exams, both of which
can negatively impact on grades Concluding
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Using this type of comparison, Shaw and McMillion (2008) found
that Swedish first year university students of biology were able to
achieve similar levels of comprehension as their British
counterparts, but needed 25% more time to do so. Original
Paraphrase
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Using this type of comparison, Shaw and McMillion (2008) found
that Swedish first year university students of biology were able to
achieve similar levels of comprehension as their British
counterparts, but needed 25% more time to do so. Original
Paraphrase
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Cohesion and Coherence A text is coherent when it makes sense,
and when the different sentences it contains clearly relate to the
same overall topic. A text is cohesive when there are clear links
between its different parts. These links can be the result of
connections between words in different sentences or clauses. For
example, writers often use words that have similar meanings
(synonyms) to describe the same object, or words that have
contrasting meanings (antonyms). This is lexical cohesion. The
second type of cohesion is called grammatical cohesion, and this
will form the main focus of the rest of todays session.
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Cohesion and Coherence A text is coherent when it makes sense,
and when the different sentences it contains clearly relate to the
same overall topic. A text is cohesive when there are clear links
between its different parts. These links can be the result of
connections between words in different sentences or clauses. For
example, writers often use words that have similar meanings
(synonyms) to describe the same object, or words that have
contrasting meanings (antonyms). This is lexical cohesion. The
second type of cohesion is called grammatical cohesion, and this
will form the main focus of the rest of todays session.
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Reference ExplanationExamples The use of pronouns to refer to
the same thing referred to by a noun phrase somewhere else in the
same text. The use of a pronoun to refer back to a previous part of
the text. Facebook is extremely popular. It currently has over a
billion registered users. [it = Facebook] Social media is here to
stay. This seems fairly certain. [this = social media is here to
stay]
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Substitution ExplanationExamples Using a substitute word such
as so, do or same instead or repeating a noun, verb or clause There
are a number of less obvious social media sites. Spotify is one.
[one = less obvious social media sight] Spotify charges a monthly
fee for its premium service, and will continue to do so [do so =
charge a monthly free for its premium service] Facebook is entirely
free of charge. At least it seems so until we consider how it makes
money. [so = Facebook is entirely free of charge]
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Ellipses ExplanationExamples Facebook is entirely free of
charge. At least it seems so until we consider how it makes money.
[so = Facebook is entirely free of charge] Social media allow
ordinary people to communicate to many people at the same time,
whereas traditional media dont [allow ordinary people to
communicate to many people at the same time]
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Conjunction ExplanationExamples Conjunction is when
conjunctions are used to show the connection between clauses or
sentences. The choice of conjunction (words such as and, but, so,
etc.) depends on the relationship that exists between the two
clauses. Facebook is entirely reliant on advertising to make money.
Twitter, however, also has a premium service for which a monthly
fee is payable.
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Student Activity Identifying Grammatical Cohesion Look at the
paragraphs in exercise 1 again. Which types of grammatical cohesion
can you identify in these paragraphs? What types of grammatical
cohesion can you identify in the following examples? Pay particular
attention to the underlined words or phrases. 1.Many earlier social
media sites charged a monthly subscription. Facebook and Twitter
didnt, a fact which helps to account for their huge popularity.
type: ellipsis/substitution 1.Spotify is content oriented social
media. This makes it different from Facebook in a number of
important ways. type: reference
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Noun Phrase Referential Chains Although it is by no means an
absolute rule, repeated references to an entity tend to follow the
same progression of noun phrase types (representing) a gradual
decrease in fullness of expression over the course of a text. First
mentions tend naturally to be more elaborated, so as to establish
the intended reference... Subsequent mentions become progressively
more economical and reduced. N + postmodifier > premodifier + N
> simple noun > pronoun Longman Grammar of Spoken and Written
English, Biber et al. (1999) Linnea Spitzer and Darby Smith IELP at
Portland State University, Portland, OR
http://refchainssslw2014.pbworks.com
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Example When exchange students return home, they may feel a
lack of validation from family and friends who have not experienced
similar adventures. Students are often excited to share all of
their stories and photographs. They want to describe the people
they met and the things that they saw in expectation of positive
validation from the people they come home to. Unfortunately, the
returning student often finds that their experiences are only
superficially interesting to their family and friends because of a
lack of ability to relate by their loved ones.
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Example When exchange students return home, they may feel a
lack of validation from family and friends who have not experienced
similar adventures. Students are often excited to share all of
their stories and photographs. They want to describe the people
they met and the things that they saw in expectation of positive
validation from the people they come home to. Unfortunately, the
returning student often finds that their experiences are only
superficially interesting to their family and friends because of a
lack of ability to relate by their loved ones.
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Example Noticing Activity Underline all the other phrases in
the text below that refer back to family and friends who have not
experienced similar adventures When exchange students return home,
they may feel a lack of validation from family and friends who have
not experienced similar adventures. Students are often excited to
share all of their stories and photographs. They want to describe
the people they met and the things that they saw in expectation of
positive validation from the people they come home to.
Unfortunately, the returning student often finds that their
experiences are only superficially interesting to their family and
friends because of a lack of ability to relate by their loved ones.
1.Look at the grammar of the phrases that refer back to family and
friends who have not experienced similar adventures. Does the
grammar get more or less elaborate? o Why do you think the writer
does this? 2.Now circle all of the phrases that refer back to
exchange students. Do you notice anything similar or different
about the grammar? Discuss.
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Ordering and Fill-in-the-Blank A. Put the noun phrases in order
from most elaborate grammar to least. o these difficulties o
difficulty transitioning into a new culture o them B. Fill in the
blanks with the noun phrases from A. Culture shock is when a
student has _________________. Occasionally, ___________________
prove severe enough for the student that he or she is never able to
come to terms with __________________. Linnea Spitzer and Darby
Smith IELP at Portland State University, Portland, OR
http://refchainssslw2014.pbworks.com
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A further problem - Modelling Source Use Chapter# of
readingsTeaching focus: Avoiding Plagiarism In-text citationEnd of
text ref 12Citation styles APA, MLAAPA 23Description of plagiarism
33foot & endnotes 43footnotes 52Citation format (non)
integralAPA 63Paraphrasing 73Summarizing 83footnotes
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Understanding of the function of sources If we want students to
make more effective use of sources in their writing then we need to
focus on what writers might do with sources (Bizup, 2008: 75).
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BIZUPs categorisation of academic sources: According to the way
they are used, sources can be: Background sources, which you expect
your reader to simply trust outright Exhibit sources, primary
sources which you analyse to sustain your claims and deal with
counter-claims Argument sources, secondary sources of theories,
concepts etc. which you affirm, dispute, refine or extend in some
way Method sources, which model the methods you use Bizup, J.
(2008): BEAM: A Rhetorical Vocabulary for Teaching Research-Based
Writing, Rhetoric Review, 27:1, 72-86 Background sources dont
always need to be acknowledged Exhibit sources are often non-
academic, and so difficult to cite correctly Argument sources are
usually academic texts
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Student Sample 1 Prior to the group task, the team decided to
allocate team roles to all the members, which is in accordance to
the Belbins theory on Team Roles (2004) to identify our strengths
and weaknesses of all the team members. Feini was the implementer
who was good at getting things done. Have you each taken a Belbin
test? My team was trying to decide what the name of our Consultancy
should be. There was disagreement on what to call the name, Feini
and Anne said that they preferred the `Little Bees and there is no
need to change the name. Each one had a different name for it and
after many deliberations and arguments, we called it `HR Associates
and this lead me to what Thomas and Kilmann (1974) said that
conflict is inevitable in a group if managed effectively can
strengthen the team. Though during the group meetings they were
disagreements but my team managed it well by reaching an agreement
and these made us more connected to each other.
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Student Text 2 Monitoring Comprehension This involves the
ability of readers to know when they understand what they read,
when they do not understand, and to use appropriate strategies to
improve their understanding when it is blocked. However, Grabe
(2009) suggests that viewing monitoring as a matter of
metacognitive control rather than as a specific strategy may be
more appropriate. Moreover Pressley (2002a cited in Grabe 2009)
also states that student monitoring can be difficult to teach as
not all readers use the same ways to monitor comprehension and they
tend to develop and practice those strategies that are most useful
to them. Therefore, this strategy is not very appropriate to be
included in a reading instructional curriculum.
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Bringing it all together Instruction on paraphrasing is taught
in isolation from instruction on coherence and cohesion.
1.Introduce the notions of coherence and cohesion early in writing
instruction. 2.Show how these develop arguments 3.Use text samples
that include sources 4.Introduce paraphrasing after coherence and
cohesion 5.Show how paraphrases support developing text 6.Add
guidance on cohesion to existing advice on paraphrasing