Tackling illegitimate intertextuality through socialization - An action research project

IF 3.1 1区 文学 Q1 EDUCATION & EDUCATIONAL RESEARCH
Gavin O'Neill
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引用次数: 0

Abstract

Without proper guidance, some graduate-student writers can misstep and break with the source-use conventions of their disciplines in various ways, including acts that could be considered plagiaristic. Many universities attempt to reduce such missteps with published definitions of plagiarism, guidance in formatting styles, and training in discrete writing skills such as paraphrasing and summarizing; however, the persistence of illegitimate intertextual practices suggests that the issue might be more complex than simple ignorance of conventions or lack of writing skill. This paper reports on a five-year action research project that sought to explore illegitimate intertextuality in research proposals submitted by the members of five diverse cohorts of social science graduate students near the outset of their studies. Data were collected through Turnitin.com similarity reports, discussions with students and instructors, submitted written assignments, and a survey. Over the five years, the project evolved away from simple definition and skill-building toward a focus on socializing students into an academic community of practice. The findings from this project suggest that the core of the issue may be that students hold fundamentally different conceptions of the role of sources in academic texts to those held by their more experienced discourse-community mentors. These results have implications for the training of graduate students in writing in their disciplines, suggesting it may be better to start with the “why” of citation, before moving on to the “what” and the “how.”

通过社会化处理非法互文性--一个行动研究项目
如果没有正确的指导,一些研究生作者就会以各种方式误入歧途,违反本学科的资料来源使用惯例,包括可能被视为抄袭的行为。许多大学试图通过公布剽窃定义、指导格式样式以及培训诸如转述和总结等离散写作技巧来减少此类错误行为;然而,非法互文行为的持续存在表明,这个问题可能比简单地忽视惯例或缺乏写作技巧更为复杂。本文报告了一个为期五年的行动研究项目,该项目旨在探讨五个不同组别的社会科学研究生在刚开始学习时提交的研究提案中存在的非法互文现象。项目通过 Turnitin.com 相似性报告、与学生和导师的讨论、提交的书面作业以及一项调查收集数据。在过去的五年中,该项目从简单的定义和技能培养发展到关注学生在学术实践社区中的社会化。该项目的研究结果表明,问题的核心可能是学生对学术文本中资料来源的作用持有与经验丰富的话语社区导师完全不同的观念。这些结果对研究生的学科写作培训有一定的启发意义,表明最好先从引文的 "为什么 "开始,然后再讨论 "是什么 "和 "怎么做"。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
6.60
自引率
13.30%
发文量
81
审稿时长
57 days
期刊介绍: The Journal of English for Academic Purposes provides a forum for the dissemination of information and views which enables practitioners of and researchers in EAP to keep current with developments in their field and to contribute to its continued updating. JEAP publishes articles, book reviews, conference reports, and academic exchanges in the linguistic, sociolinguistic and psycholinguistic description of English as it occurs in the contexts of academic study and scholarly exchange itself.
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