english for academic purposes course: source use in

Running head: EAP COURSE: SOURCE USE IN ACADEMIC WRITING 1

English for Academic Purposes Course: Source Use in Academic Writing

Bridget Schuberg

Colorado State University

EAP COURSE: SOURCE USE IN ACADEMIC WRITING 2

Abstract

' This paper begins with an examination of how and why using sources appropriately and

effectively can be problematic for English language learners, based on both published research and on

the input of writing instructors at Colorado State University. After establishing this need, I discuss the

design of a one-week course that could be implemented to aid international students in developing

skills related to source use in academic writing. This paper includes lesson plans, supplementary

materials, and assessment pieces that would be implemented in this class.

Keywords: plagiarism, academic dishonesty, paraphrase, summarize


English for Academic Purposes Course:

Source Use in Academic Writing

Needs Analysis

Literature Review

With few exceptions, the ability to write according to academic conventions is a skill that is

demanded by every discipline. Academic writing is meant to “provide students with a deep

understanding of subject matter” by exposing them to various principles and concepts within a field

(Duff, Rogers, & Harris, 2006, p. 676). However, despite the high demand for academic writing and the

emphasis placed on a student's writing ability, certain conventions associated with academic writing are

continually underused or misused. The need to include citations, references, and to credit sources is

often misunderstood, overlooked, or ignored. While this problem can be seen in the writing of native

English speaking students, it is even more prevalent in the writing of students who do not speak

English as a native language.

Plagiarism may happen in circumstances where a student has a lack of motivation, a lack of

respect for the teacher, or has a feeling that he/she will not get caught (Palmquist, 2012). As Duff et al.

(2006) mention, however, plagiarism is not always deliberate (p. 675). Students may inadvertently

plagiarize for a variety of reasons: they may not want to rephrase out of fear of linguistic inaccuracy,

they may come from a different disciplinary background where citation conventions are different, or

teachers may not explicitly state their expectations regarding academic honesty for student (Duff et al.,

2006, p. 675).

However, even the explicit statement of rules relating to source use does not seem to prevent

them from being broken (Duff et al., 2006, p. 673). Duff et al. (2006) indicates that many international

students struggle with the concept of intellectual property, as this notion is culturally bound. For

example, as Deckert (1993) explains, Chinese writing conventions tend to “emphasize close allegiance


to a few acknowledged authorities with resulting convergence of perspective and greater social

harmony” (p. 132). The Western tradition, on the other hand, seeks to respect an individual's “divergent

thinking” and recognize his/her unique contribution to academic scholarship as a whole (Deckert, 1993,

p. 132). Shi's study (2012) also suggests that international students also need an explicit explanation of

paraphrasing and summarizing skills. What constitutes “good paraphrasing” varies from culture to

culture, and even within cultures, as shown in Shi's study of student and teacher perceptions of

paraphrased texts (2012, p. 135).

With the growing availability of information on the internet and the increasing reliance on web-

based resources, plagiarism has become a more prevalent problem (Duff et al., 2006, p. 674). In the

study conducted by Duff et al. (2006), only one international student in a group of 13 had ever used a

scholarly database to find references (p. 676). If this case is indicative of the background of

international students even to a small degree, it is clear that time needs to be set aside for students to

learn to use library databases and to be able to evaluate sources (both web- and print-based) according

to criteria such as those put forth in Stapleton and Helms-Park's 2006 study. This ability is especially

important as Stapleton and Helms-Park found that over 90% of the participants in their study used the

internet; moreover, over half of all the participants' references came from the web (p. 447).

Interview of Current Instructor

To confirm the general consensus of needs of international students regarding source use

deduced from my review of the literature regarding L2 academic writing, I consulted the composition

department at Colorado State University (CSU), who often place international students into certain

sections of Composition 130 and Composition 150.

The composition department directed me to Jenny Levin, an experienced CO130 teacher who is

currently carrying out a needs analysis of English language learners in the CSU Writing Center. Though

no official questionnaire was used, Ms. Levin gave a thorough list of her concerns regarding


international students (Appendix A), which were consistent with those found in the aforementioned

articles. In particular, she emphasized a clear explanation of the Western view of individualism and

textual ownership, the definitions and types of plagiarism, the various types of citation styles, and the

ability to quote and paraphrase effectively.

University-Sponsored Lectures

I also attended two lectures about academic honesty sponsored by TILT (The Institute for

Learning and Teaching), both of which were targeted specifically for international students and/or for

students writing in a foreign language. One lecture addressed the various definitions and types of

plagiarism and how to avoid plagiarizing unintentionally; the other discussed how to overcome

linguistic difficulties that may tempt a non-native speaker to retain the original wording (which often

results in unintentional plagiarism).

Examination of A Primary Source

Finally, because all students are required to take a composition class, and because many

students learn their academic writing habits from such classes, I examined the course book for CO150

to see how CSU composition classes introduce and discuss source use. Unfortunately for students, the

chapter on plagiarism, citations, and finding appropriate sources does not occur until the last third of

the book (Chapter 13). This implies that most students go without the knowledge necessary to choose

and incorporate sources for their assignments for the majority of the semester. I believe source use

should be addressed earlier if students are to truly grasp the underlying principles and theories of

academic writing in a Western context and if they are to develop a personal sense of authorship.

Based on the need for continued discussion of and practice with sources that is apparent in

research and in CSU classrooms, I see this English for Academic Purposes (EAP) course on source use

in academic writing as beneficial.

Design of Class


Based on the information included in my needs analysis, I determined that my course should be

intensive rather than extensive, occurring before the international students' courses would begin. The

proposed EAP course would take place during Orientation Week for new students (i.e. the week before

every semester starts). Each class session would be two hours; the course would consist of a total of

five sessions. The course would focus on both immediate needs and delayed needs; although many

regard reviewing of sources and citations as a part of the editing process, research has shown that in

many cases instances of unintentional plagiarism are due to poor note-taking and poor-researching

skills (Bloch, 2012; Palmquist, 2012). These are skills that the students need to be cultivating and

exercising from the beginning of any academic course they may take at CSU. Furthermore, when the

focus of a course is writing such as in a composition class, the ability to find and choose appropriate

sources needs to be addressed as soon as possible.

I have designed this course in a way so that the teacher should be a facilitator of knowledge

rather than a provider of knowledge whenever possible. Following the example of the Writer's Circle

included in Duff et al. (2006, p. 678), this course attempts to incorporate a great deal of peer support

and peer discussion. This interaction with peers may also have the benefit of creating a sense of

community in which students do not want to engage in academic dishonesty out of respect for their

fellow classmates (Palmquist, 2012).

Although the focus of this course may seem narrow as it only concentrates on source use,

because it attempts to teach a generic skill necessary for the successful functioning of any student in the

English-speaking academic world, this course could be thought of as having a broad focus as well.

What will be taught in the class will not be based on specific material the students must memorize for

testing purposes, but rather on general principles and theories that will facilitate their transition into a

university with Western perceptions of intellectual property.

Because enrollment in this course will be open to and encouraged for all international students


both at the graduate and undergraduate level, its students will most likely heterogeneous both in

cultural background and in English proficiency. Lastly, although the course currently has a fixed design

and a relatively detailed set of lesson plans, I believe it is always desirable to be able to revise or delete

activities and to rearrange the order in which the material is presented should the students need it.

Therefore, though the topics covered in this course do follow logically, no one topic is essential to the

understanding of the next, allowing for flexibility should it be necessary.


Student Syllabus

SOURCE USE IN ACADEMIC WRITINGStudent Syllabus

Class Information: M-F, 1/14- 1/182:00-4:00 PM

Instructor: Ms. Bridget SchubergE-mail: [email protected]

Rationale: Ignorance of norms regarding academic dishonesty does not justify plagiarism, and many teachers will not accept an unawareness of the university's standards as an excuse for dishonest behavior. In a university such as CSU, academic dishonesty is treated very seriously and students who engage in dishonest acts will most likely suffer severe consequences. Therefore, an awareness of the various definitions and types of academic dishonesty regarding source use is extremely important. Furthermore, a study by Deckert (1993) also showed that students from Hong Kong who took courses in English in which plagiarism was addressed were more able to recognize misuse of sources, and also demonstrated a better understanding of the Western perspective of scholarship (p. 140).

Course ObjectivesStudents will:

1) Understand the Western perspective on authorship and intellectual property2) Be able to recognize the various types of plagiarism3) Be able to identify when citation is necessary4) Be able to smoothly incorporate references/citations into the text5) Be able to quote, paraphrase, and summarize effectively6) Be able to evaluate which sources are appropriate7) Be able to use the CSU library and Poudre library databases8) Be able to efficiently take notes

General Course Requirements:Although homework will not be assigned, students will be expected to participate regularly and engage in discussions to demonstrate their comprehension of the presented material. Each lesson will consist of writing, speaking, and performance tasks. Attendance and punctuality are expected.

Recommended Texts:(2010). Publication manual of the American Psychological Association. 6th ed. Washington, DC:

American Psychological Association.

Heath, M. (2010). MLA made easy: citation basics for beginners. Santa Barbara, Calif.: LibrariesUnlimited.

Day TOPICS COVERED SKILLS TO BE DEVELOPED

1/14 Various cultural views of intellectual propertyThe Western view of intellectual property

Why cite?

Comprehending the Western perspective of intellectual property

Developing a sense of authorship


Students' sense of authorshipWording of the CSU honor pledge

Why include an honor pledge?Various definitions of plagiarism

Types of plagiarismDeliberate vs. unintentional plagiarism

When to reference/cite:“common knowledge” vs. proprietary

knowledge“when in doubt, cite” rule

Comprehending the CSU honor pledgeDefining plagiarism

Identifying types of plagiarismIdentifying when citation is necessary

1/15 Recognizing plagiarismHow to cite/reference:Academic conventions

Analysis of effective referencing:typical syntactic patterns/vocabulary used

Why and when to use quoting vs. summarizing. vs. paraphrasing

Recognizing plagiarismIdentifying effective/ineffective

incorporations of referencesIntegrating citations/references into the

text effectively and correctlyIdentifying the correct contexts for each

type of referencing

1/16 Direct quoting (methods: author/date, etc.; block quoting; citations within quotations, [sic];

[emphasis added]; etc.)ParaphrasingSummarizing

Specific methods of quotingParaphrasingSummarizing

Identifying when quoting, paraphrasing, or summarizing will be most effective and

appropriate

1/17 Finding good sourcesSTAR criteria: sufficiency, typicality, accuracy,

relevance Criteria for web sources: objectivity,

transparency, academic rigor, authority/reputation

Hierarchy: .com < .org < .edu < .gov/.mil

Using the CSU/Poudre Library databasesFinding books in the stacks

Evaluating both web-based and print-based sources

1/18 When to use which citation stylesMLA vs. APA vs. Chicago

Strategies for avoiding unintentional plagiarismEffective note-taking

What to do if you are accused of plagiarismFinal comments, review, and questionnaire

Using online citing tools/citation guidesExporting citations from library databases

Creating a “knowledge inventory”Effectively taking notes

Using EndNote or ZoteroUsing MyBibliographies on WritingStudio

Communicating with teachers about plagiarism

Resources for further academic development


Lesson Plans

This section contains specific lesson plans for each session and, to give a clearer picture of each

class, certain supplementary materials that contain notes for first-time instructors of the course.

Because EAP courses generally tend to teach both content and language, I believe using an adapted

Sheltered Instruction Observation Protocol (SIOP®) lesson plan template (Echevarria, Vogt, & Short,

2007) is appropriate and meaningful.

Session 1

TopicIntroduction to Academic Integrity in Source Use

ClassSource Use in Academic Writing

Date 1/14Session 1

Content ObjectivesVarious cultural views of intellectual propertyThe Western view of intellectual propertyStudents' sense of authorshipWhy include an honor pledge?Various definitions of plagiarismTypes of plagiarismDeliberate vs. unintentional plagiarismWhen to reference/cite:“common knowledge” vs. proprietary knowledge“when in doubt, cite” rule

Language ObjectivesUnderstanding the wording of the CSU honor pledgeDefining plagiarismKey vocabulary

Key Vocabularyplagiarismintellectual propertyauthorship common/proprietarydeliberate/unintentionalstakeholder

MaterialsStudent questionnaire to identify needs and prior knowledge (to be collected)Students' definitions of plagiarism (to be collected)Top 10 list of why academic integrity matters (student-produced, to be collected)video about CSU honor pledge (http://mediasite.colostate.edu/Mediasite/Viewer/?peid=01402b2ddaed4d80bf2fabb5a483a6e71d )

Higher-order questionsHow does your culture view “intellectual property”?Why do we cite?Why do you think students cheat? Why does plagiarism matter for each stakeholder?Why do you think CSU uses an honor pledge?Does academic dishonesty only matter if you get caught?


Time10 minutes

20 minutes

10 minutes

30 minutes

20 minutes

20 minutes

10 minutes

ActivitiesStudents write down their own definitions of plagiarism. Students attempt to list as many types of plagiarism as they can think of (to be collected).

Students fill out the questionnaire which assesses their preexisting knowledge of plagiarism and source use in academic writing (to be collected).

Teacher asks some students to share their individual definitions of plagiarism with the class. Discussion why or why not those definitions are valid.

Whole-class discussion: How does your culture view intellectual property? Why would citing be a positive thing? --Segue into Western view Why do you think students cheat?

Class debate: “Academic dishonesty only matters if you get caught.”

Small-group discussion: How does plagiarism affect each stakeholder? (the teacher, the student, the university, the class, the community, etc.) Come up with a “Top 10” list of why academic integrity matters, tape to classroom wall

Students watch a brief video about the CSU honor pledge and discuss why it might be included.


Selected Material for Session 1: Student Questionnaire and Assessment of Prior Knowledge(20 minutes)

Note to instructors: if there is no time for this activity, it may be assigned for homework, or the teacher may use its questions as a basis for an in-class discussion and an informal assessment of student needs.

Name: ____________________________________ Date: ________

Pre-Course QuestionnairePlease answer the following questions as honestly as possible. This will not be graded, and you will not be

punished for any of your answers. This questionnaire will only be used for the instructor to decide the needs of the students and which topics in the course should receive the greatest focus.

Section 1: About your past schooling

1. Before you came to CSU, did any of your teachers ever explain to you the meaning of the English word “plagiarism”?

Yes No

2. A simple definition of “plagiarism” is the bad habit of taking the words or ideas of another writer and including those words or ideas in your own writing as if they were your own. Stated another way, you do not correctly show what words are yours and what words are from another writer. How often did any or all your teachers in your past schooling ever tell you, either in a written or spoken form, that you had plagiarized in your written work?

Never 1 or 2 times only More than 2 times

3. In your own opinion, to what extent do you feel you yourself copied the words or ideas of other writers without indicating the source in your writing assignments for school?

Never did it Did it a little bit Did it a lot

Section 2: Why is plagiarism wrong?

1. When I plagiarize, I'm unfair to myself because I'm not being myself. Rather, I'm pretending to be better than I am, and that makes me feel uncomfortable.

I strongly agree I slightly agree I slightly disagree I strongly disagree

2. When I plagiarize, I'm unfair to the college because the educational goals of the college can never be reached if students just copy information.I strongly agree I slightly agree I slightly disagree I strongly disagree

3. When I plagiarize, I'm unfair to myself because the teacher might recognize what I did and punish or embarrass me in front of other students.I strongly agree I slightly agree I slightly disagree I strongly disagree


4. When I plagiarize, I'm unfair to the writer of the original passage because I'm taking the credit that he/she really deserves for the words and ideas.


5. When I plagiarize, I'm unfair to my classmates because most of them worked harder by writing in their own words; I mainly copied and yet get the same or even better grade.


6. When I plagiarize, I'm unfair to myself because I'm not learning much when I just copy another person's writing.


7. When I plagiarize, I'm unfair to my teacher because he/she is trying to teach me to write well, but I'm not cooperating.


Questions about student views regarding why plagiarism is wrong were taken from:Deckert, G. D. (1993). Perspectives on plagiarism from ESL students in Hong Kong. Journal of

Second Language Writing, 2(2), 131-148.

Section 3: Identifying the severity of plagiaristic acts

Rate the severity of each act on a scale from 1-5.5 = extremely serious4 = very serious3 = somewhat serious2 = slightly serious1 = not serious

1. Buying and using a pre-written paper from the internet.5 4 3 2 1

2. Using a paper written by another student.5 4 3 2 1

3. Claiming authorship in group writing when no contribution was made.5 4 3 2 1

4. Copying a few sentences from a source without giving credit.5 4 3 2 1


5. Adding a source to a bibliography without reading the source.5 4 3 2 1

6. Turning in the same assignment in multiple classes without the instructor's knowledge.5 4 3 2 1

Questions about the severity of dishonest acts were taken from:Palmquist, M. (2012, October). Avoiding unintentional plagiarism: Straightforward strategies for using

sources responsibly and effectively. Lecture presented at Colorado State University, Fort Collins, CO.

Section 4: Assessment of pre-existing knowledge of plagiarism

1. I don't truly understand what plagiarism means.

Strongly agree Slightly agree Slightly disagree Strongly disagree

2. I don't understand why citing is necessary in Western culture.


3. I don't understand when I'm plagiarizing and when I'm not.


4. I don't know how to effectively incorporate references.


5. I don't know how to effectively quote.


6. I don't know how to effectively paraphrase.


7. I don't know how to effectively summarize.


8. I don't know how to use a citation manual.


9. I don't know how to take good notes.



10. I find it difficult to find good sources.


11. I find it difficult to know when to cite.


Other concerns: _____________________________________________________________________________

_____________________________________________________________________________________________

_____________________________________________________________________________________________


Session 2

TopicConventions in references/citations


Date 1/15 Session 2

Content ObjectivesSpotting plagiarismIdentifying effective/ineffective incorporations of referencesIntegrating citations/references into the text

Language ObjectivesUnderstanding and using the syntactic patterns and vocabulary frequently used to incorporate citations/references in effective academic writingReporting verbsKey vocabulary

Key Vocabularydirect quotationsummarizeparaphrase

MaterialsSelf-test in spotting plagiarism (to be collected)Six short excerpts showing students effective methods of referencing/citing, plus strong vocabulary and syntactic structures to use

Higher-order questionsWhen/why might direct quoting be more effective than paraphrasing?When/why might paraphrasing be more effective than using a direct quote?

Time

20 minutes

5 minutes

15 minutes

5 minutes

10 minutes

5 minutes

15 minutes

Activities

Administer student self-test for spotting plagiarism (Deckert, 2003)

Students watch a video making a distinction between paraphrasing and quoting. http://www.youtube.com/watch?v=u1t0G7ZnRG8

In small groups, analyze why direct quoting does/does not work well in the given texts from the self-test. Give specific reasons why or why not.

Whole-class discussion of student responses

Change whatever you think can be improved in the texts from the self-test (are there too many direct quotes?, etc.)


In new small groups, analyze why paraphrasing does/does not work well in the given texts. Give specific reasons why or why not.


5 minutes

10 minutes

5 minutes

15 minutes

10 minutes


Change whatever you think can be improved in the text (are there not enough direct quotes?, etc.)


In new small groups, use a highlighter to show whatever syntactic structures or vocabulary you think strengthens the writing in all four texts. Why are these effective?



Selected material from Session 2: Self-test in spotting plagiarism.(20 minutes)

Note to instructors: Should there not be enough time for this activity, it can be skipped and students may proceed straight to the discussion of direct quoting/paraphrasing from the texts.

Name ____________________________________________ Date____________

Objectives:Recognizing Plagiarism

Identifying Different Types of Plagiarism

Below is part of a newspaper article a student might use to help him/her in writing a report on the topic “Loss of Tropical Forests.” Read it carefully so you can recognize the different ways it is used in the series of student writing samples that follow. To help you, the newspaper article is reprinted next to each student writing sample. After reading each sample, you must decide if and to what extent the writer committed plagiarism that is copied or used it in a bad way.

Gloom Over Tropical Forests*by Philip Shabecoff

International Herald Tribune, June 9, 1990, p. 3Tropical forests, which play a vital role in regulating the global climate, are disappearing much more rapidly than previously estimated, according to an international research group. Each year recently, 40 million to 50 million acres (16 million to 20 million hectares) of tropical forest have been lost as trees are cut for timber and land is cleared for agriculture and development, the World Resources Institute said in its 1990 report. According to the study, the rate of loss in most countries was nearly 50 percent more in 1987 than in 1980. The report said 1.9 billion acres of tropical forest remained...

*From “Loss of Tropical Rain Forests Is Found Much Worse Than Was Thought” by Philip Shabecoff, The New York Times, June 8, 1990. Reprinted in International Herald Tribune, June 9, 1990.

Sample AThe world is losing its valuable forests at an alarming pace. The Earth's forests, which are an important factor in the Earth's climate, were disappearing more quickly in 1987 than previously estimated in 1980. Recently, 40 million to 50 million acres of tropical forest have been lost each year. This is because some forests are cut for timber and some are cleared for other purposes. The group says 1.9 billion acres of tropical forest remain (Shabecoff, 1990, p. 3).

___ The student committed no plagiarism, i.e., no wrong use of the source.___ The student committed some plagiarism, i.e., some wrong use of the source.___ The student committed a great amount of plagiarism, i.e. a great amount of wrong use of the source.

Sample BThe world is losing its valuable forests at an alarming pace. Tropical forests, which play a vital role in regulating the global climate, are disappearing much more rapidly than previously estimated. An


international research group reported that each year recently 40 million to 50 million acres of tropical forest have been lost as forests are cut for timber, and land is cleared for agriculture and development. The rate of loss was more in 1987 than in 1980. The group said 1.9 billion acres of tropical forest remained (Shabecoff, 1990, p. 3).


Sample CThe world is losing its valuable forests at an alarming pace. According to recent research done by an international research team, the Earth is losing up to 50 million acres of forest each year. According to the investigation, the rate of loss increased by 50 percent from 1980 to 1987. The 1990 report indicates 1.9 billion acres of forest remain on Earth. A major concern is that this loss may greatly affect patterns of climate.


Sample DThe world is losing its valuable forests at an alarming pace. Forests, which are an important factor in climatic patterns, are being rapidly cut back for timber, agricultural needs, and land development. Studies over the past decade indicate that the rate of loss increased by 50 percent between 1980 and 1987. At present there is less than two billion acres of forest remaining, and about 40 to 50 million acres are being lost annually, according to the World Resources Institute (Shabecoff, 1990, p. 3).


This activity has been adapted from

Deckert, G. D. (1993). Perspectives on plagiarism from ESL students in Hong Kong. Journal ofSecond Language Writing, 2(2), 131-148.


Session 3

Topic Methods of incorporating references/citations


Date 1/16Session 3

Content ObjectivesEmploying specific methods of quoting, paraphrasing, and summarizingIdentifying when quoting/paraphrasing/summarizing will be most appropriate

Language ObjectivesKey vocabulary

Key Vocabularyattribution, attributive tagsblock quoting“sic”

MaterialsDirections from APA/MLA Style ManualsVideo of rules for quoting/paraphrasing (http://www.youtube.com/watch?v=gzcsgkTgSWU )Small group writing assignment (to be collected)Individual writing assignment (to be collected)

Higher-order questionsWhich methods of quoting, paraphrasing, and summarizing seem the most effective to you? Why?Why and how do we summarize?Why and how do we paraphrase?

Time

10 minutes

10 minutes

10 minutes

30 minutes

10 minutes

Activities

Review of previous day's lesson

Students watch a video giving rules for incorporating quotations and paraphrases (http://www.youtube.com/watch?v=gzcsgkTgSWU @4:00), time for questions

Students listen to teacher present methods of incorporating citations/references while using handouts from MLA and APA books as a guide.

Small-group writing activity: Given three short sources, students first write a summary each article. Then, they must write a paragraph synthesizing the argument. Students must incorporate both direct quotes and paraphrases.Whole-class discussion: each group reads their paragraphs. Students vote on which paragraph was the most effective, and give reasons for


35 minutes

5 minutes

their opinions.

Individual writing assignment: using this information, students now must create their own synthesized argumentative paragraph based on 3 new sources given to them; teacher walks around the room helping students where they may have a concern.

Any student who wants to volunteer may read their paragraph out loud. Constructive criticism may be given if the student wants it.


Session 4

Topic Finding reliable and appropriate sources


Date 1/17Session 4

Content ObjectivesUsing the CSU/Poudre Library databases to find appropriate sourcesEvaluating both web-based and print-based sources

Language ObjectivesKey vocabulary

Key Vocabularytypicality currency accuracy relevanceobjectivity transparencysufficiency academic rigorauthority reputationcredibility database

MaterialsVideo about website credibility (http://www.youtube.com/watch?v=9ig20cOGQYU&feature=related)Worksheet for evaluating sources + justification (to be collected)

Higher-order questionsWhat makes a source credible? How/why do these qualities contribute to credibility?Why is it a problem if sources are not objective? Transparent? Current? Accurate? Reputable?Why do/don't you think the “hierarchy” of websites (.com < .org < .edu <.gov/.mil) is useful?

Time45 minutes

5 minutes

15 minutes

50 minutes

ActivitiesDiscussion of STAR criteria--sufficiency, typicality, accuracy, relevance (Ramage, Bean, & Johnson, 2012); students are given “good” and “bad” examplesDiscussion of Stapleton's and Helms-Park's (2006) criteria for evaluating web-based sources: authority/reputation, objectivity, academic rigor, transparency; students are given “good” and “bad” examples

Watch video about evaluating web sources (http://www.youtube.com/watch?v=9ig20cOGQYU)

Live demonstration of retrieving library books using the Dewey Decimal System

Small groups assigned a topic to researchIndividually find 5 good sources (at least one book)Students use previously discussed criteria to justify their use of each sourceGroup picks the five best sources and


presents them to the class—gives reasons why each source is ideal


Selected material from session #4: Worksheet for evaluating sources.(50 minutes)

Note to instructors: Should there not be enough time for this activity, students can select just two sources (one print-based, one web-based). Alternatively, students could be given this assignment for homework.

Name: _____________________________________________________ Date: _______

Objectives:Evaluating which sources are appropriate

Using the CSU library database to find sources

Directions: With your group, figure out what kind of sources would be helpful to you if you had to write a paper addressing your given topic. Then, on your own, you must use the CSU library database to find four relevant and appropriate sources. You must find at least ONE book from the stacks to prove you understand how to use the Dewey Decimal System.

Then, once you have all found your sources, discuss as a group why you selected the sources you did and why they fulfill the criteria of appropriateness we have discussed.

TopicsGroup 1: Should the US lower the drinking age to 18?Group 2: Do abstinence-only programs work?Group 3: Should it be illegal to use animals for sports and entertainment?Group 4: Is it justifiable to break the law for a cause?Group 5: Should coal be subjected to stricter environmental regulations than other fuels?(Topics adapted from www.midway.edu/library/topics)

Source 1: Name ________________________________________________________________

What type of source is this? _______________________________________________________

Why/how does this source fulfill the criteria of...Academic rigor?________________________________________________________________

Transparency?__________________________________________________________________

Currency? _____________________________________________________________________

Relevancy?____________________________________________________________________

Reputation/Credibility?___________________________________________________________

Source 2: Name ________________________________________________________________


Why/how does this source fulfill the criteria of...


Academic rigor?________________________________________________________________

Transparency?__________________________________________________________________

Currency? _____________________________________________________________________

Relevancy?____________________________________________________________________


Source 3: Name ________________________________________________________________



Transparency?__________________________________________________________________

Currency? _____________________________________________________________________

Relevancy?____________________________________________________________________


Source 4: Name ________________________________________________________________



Transparency?__________________________________________________________________

Currency? _____________________________________________________________________

Relevancy?____________________________________________________________________



Session 5

Topic Strategies for avoiding unintentional plagiarism; Final recommendations


Date 1/18 Session 5

Content ObjectivesEmploying certain citation styles (MLA, APA) in different disciplinesEffective note-takingUsing Zotero, EndNote, and/or MyBibliographies on WritingStudioUsing WordReference to prevent academic dishonesty due to languageWhat to do if you are accused of plagiarism

Language ObjectivesStudents should be able to employ the correct sociolinguistic strategies when talking with a teacher who accuses them of plagiarism.

Key Vocabularyknowledge inventory

MaterialsHandout: when to use MLA/APA/Chicago StyleHandout: creating a knowledge inventoryHandout: Using MyBibliographies on WritingStudioHandout: Steps for communicating with a teacher who accuses you of plagiarismStudent plagiarism self-test (Appendix B)

Higher-order questionsWhat strategies/techniques can you use to manage your time well so that you never have to resort to plagiarism from being “too busy”?Would you rather fail with honor or succeed by fraud? (Sophocles)What is the best approach when being accused of plagiarism? Why?

Time5 minutes

10 minutes

20 minutes

15 minutes

ActivitiesTeacher explains which disciplines use which citation styles; distributes handout.

Teacher shows students how to create a “knowledge inventory” (Palmquist, 2012), distributes handout and students briefly create one about a predetermined topic

Teacher introduces and demonstrates methods of keeping track of notes and their authors (EndNote, Zotero, MyBibliographies), distributes handout

Teacher gives students a brief introduction to using WordReference.com to look up English vocabulary/phrases they may not know (rather than resorting to direct quoting); students complete a “find


10 minutes

15 minutes

20 minutes

10 minutes

10 minutes

10 minutes

the right definition” activity

In small groups, students discuss what they think the best approach would be if they were to be accused of plagiarism and why, including specific linguistic examples of polite/contrite language; T distributes handout

Students write down their own definition of plagiarism and list as many types of it as they can (parallel to Session 1 activity)

Students take TILT Plagiarism Self-Test (parallel to Session 2 activity)

Students discuss Sophocles' quote: “Rather fail with honor than succeed by fraud.”

Final recommendations for developing academic skills (resources for managing time, managing stress, etc. from TILT website)

Final questions and post-course questionnaire (Appendix C)


Selected material from Session 5: Handout—What to do if accused of plagiarism.(10 minutes)

Note to instructors: Before handing this out, ask students what they think the best approach is and why.

WHAT TO DO IF YOU ARE SUSPECTED OF PLAGIARISM

1) Collect your materials.- copies of your sources- outlines- notes- rough drafts- peer reviews

2) Reflect on your process.- recall how you took notes, how you found sources, how thoroughly you read your sources, etc.- think about how you integrated this information into your final product- try to predict what part of your essay might be suspected of plagiarism

3) Meet with your instructor. - listen carefully - take notes - try to understand your instructor's concerns; be calm and polite - when the instructor finishes, take a moment to reflect - be prepared for follow up questions as they try to find out whether or not you plagiarized

(“What did you learn from Smith's 1997 article?”, etc.) 4) If you agree with your instructor...

- ask for guidance about avoiding the problem in the future- ask what the penalty will be- inform your academic advisers, who may be your allies

5) If you disagree... - ask for a hearing from the Office of Conflict Resolution and Student Conduct Services- talk to your academic adviser/s

Information adapted from:Palmquist, M. (2012, October). Avoiding unintentional plagiarism: Straightforward strategies for using sources responsibly and effectively. Lecture presented at Colorado State University, Fort Collins, CO.


Assessment

Students are highly encouraged to take this course, but are not required to do so; a passing grade

in the Source Use in Academic Writing course is not necessary for admission into any semester-long

course involving academic writing. Therefore, grades will be assigned neither throughout the course

nor at the end of the course; as such, the assessment tasks given to students are relatively low-stakes.

However, as with all courses, some type of assessment is necessary to determine the progress of the

students. This in turn can be used to evaluate the effectiveness of the teacher and the usefulness of the

lessons and activities (Bachman & Palmer, 1996, p. 8).

Assessment for the course will be both formative and summative, and will be executed both

formally and informally. The teacher of this course will be responsible for ongoing informal formative

assessment, mainly through monitoring student contributions in both small group and whole class

discussions so as to gauge student comprehension.

Virtually all the activities used in this course could be used as assessment tasks. They are meant

to parallel situations students will or already have encountered in their academic life, and place an

emphasis on not just the product but on the process of achieving said product. Nearly all the activities

used in this course are followed up with either a small-group or a whole-class discussion, ensuring that

the tasks not only serve as the basis for further meaningful instruction, but also provide the instructor

with a means of informally assessing student comprehension.

All results from the pre-course questionnaire and the pre-course plagiarism self-test will be used

to gauge the students' preexisting knowledge of the topic before taking the course. When compared

with materials such as the post-course plagiarism self-test (Appendix C), the measurement of student

learning as a result of the course should be feasible. Additionally, all materials written in class (such as

the students' individual definitions of plagiarism from Sessions 1 and 5) will be collected at the end of

each session so teachers can compare student output on similar tasks from day to day.


A self-test similar to but more complex than the one administered on Day 2 (Appendix B) will

be given on the last day; this self-test should be very telling of students' progress regarding

comprehension of the objectives related to the academic honesty aspect of the course. This task not

only requires students to determine whether or not each real-world situation is academically honest, but

also asks them to explain their thought process in determining their answer. The students must use their

higher-order thinking skills in order to apply the knowledge learned in the course to authentic contexts

they have not yet encountered. This test can also be used to inform teaching practices and as a basis for

the alteration of activities included in the course.

Another assessment task which parallels a real-world context takes place during Session 4.

After students are given a demonstration of how to use the CSU library database to find journal articles

and books relevant to their topic in the computer lab, they are broken up into small groups. Each small

group is assigned a topic for which they must produce at least five relevant research materials (at least

one of which has to be a book, which they must find themselves using the Dewey Decimal System).

Students must discuss their choices and justify in writing why each source is relevant and appropriate,

thereby ensuring an emphasis on process as well as product.

On the last day of the course, a questionnaire regarding the parts of the class that were found to

be the most eye-opening, useful, and/or interesting will be administered (Appendix C). This

questionnaire should provide future teachers of this course with a greater insight as to which topics

regarding source use in academic writing are the most problematic for international students. From this

questionnaire, teachers should also be able to glean which activities were the least effective in

developing the correlating skills and fulfilling the student objectives as stated in the student syllabus

and therefore which activities are most in need of revision. The questionnaire also asks students to list

which topics they have a greater understanding of since taking the course, which topics covered in the

course they wish had been explained better, and which topics related to source use in academic writing


they wish the course would have covered.

Future Directions

One concern in developing the lesson plans for this project was how to obtain the student

questionnaires and self-tests before the actual start of the course. These activities are quite time-

consuming for students to complete, and if there is some way they could be administered prior to the

course and be turned in for my information before the first day, I believe the course could cover even

more ground and then spend more time focusing on what the questionnaire dictates the greatest area/s

of student need is/are.

Also, the different components in the realm of using sources appropriately were often difficult

to distinguish from one another. It was challenging to divide the syllabus into specific modules, as

many of the topics could potentially overlap. Furthermore, it was often unclear as to which course

topics are the most basic and should most logically be taught first.

Going forward, I would be interested to conduct a more detailed needs analysis regarding

source use in L2 writing in the actual context of the CSU international community, rather than

assuming similarities from studies carried out in many different contexts not related to CSU. Given

more time, I would talk to the teachers of the advanced writing classes at the intensive English program

at INTO CSU; more specifically, I would talk to the faculty member responsible for teaching writing to

those students who hope to leave the intensive English program and may go on to pursue a degree at

CSU. Because my course is intended to be broad enough to encompass the conventions for multiple

departments, if I were to pursue a more in-depth needs analysis, I could use a questionnaire like the one

seen in Appendix D.

Lastly, I would potentially be interested in contacting the TILT office, particularly Mike

Palmquist and Elaine Green, so I could determine which steps I would need to take to actually

implement this class for international students.


References

(2010). Publication manual of the American Psychological Association. 6th ed. Washington, DC:

American Psychological Association.

Bloch, J. (2012). Plagiarism, intellectual property and the teaching of L2 writing. Bristol, UK:

Multilingual Matters.

Deckert, G. D. (1993). Perspectives on plagiarism from ESL students in Hong Kong. Journal of


Duff, A. H., Rogers, D. P., & Harris, M. B. (2006). International engineering students—avoiding

plagiarism through understanding the Western academic context of scholarship. European

Journal of Engineering Education, 31(6), 673-681.

Echevarria, J., Vogt, M., & Short, D. (2007). Making content comprehensible for English

learners: the SIOP® model. 3rd ed. Boston: Pearson.

Green, E. (2012). Plagiarism self-test. TILT Academic Integrity Program.

http://tilt.colostate.edu/integrity/resources/quiz/index.cfm

Palmquist, M. (2012, October). Avoiding unintentional plagiarism: Straightforward strategies for

using sources responsibly and effectively. Lecture presented at Colorado State University,

Fort Collins, CO.

Ramage, J. D., Bean, J. C., & Johnson, J. (2012). The Allyn & Bacon Guide to Writing. 6th ed.

New York: Longman.

Shi, L. (2012). Rewriting and paraphrasing source texts in second language writing. Journal of


Stapleton, P., & Helms-Park R. (2006). Evaluating web sources in an EAP course: Introducing a

multi-trait instrument for feedback and assessment. English for Specific Purposes, 25(4),

438-455.


Appendix A

Needs Analysis: Email from Composition Teacher

E-mail from Jenny Levin, CO130 and CO150 teacher, ([email protected]) regarding source

use in L2 academic writing:

“Here are a few ideas that you could emphasize:

-- The philosophy behind academic integrity/textual ownership and individualism in the US academic

setting. I think this article (I've attached) talks about this a little. There are certainly different

viewpoints about this outside of the US. You could spend at least one class talking about why this

concept is so important in the US.

-- The definition of plagiarism and what different forms of plagiarism/academic dishonesty might be.

This test [from the TILT website] is good, but I think it has examples that are difficult for international

students to understand. Maybe you could create a new version (if you do, please pass it along!)

-- Different kinds of citation styles and how to use them.

-- Paraphrasing. Why we do it, how to do it etc.

-- How and when to quote. Benefits of quotation over paraphrase and vice versa.”


Appendix B

End of Course Plagiarism Self-Test(20 min)

Note to instructors: Please prioritize this activity to make sure you have enough time to fit it in. It is essential for assessment purposes.

Name _________________________________ Date _______

Use what you have learned in this course about plagiarism and academic dishonesty to answer the following questions. Explain your reasoning for choosing each answer as best as you can.

Objectives assessed:Understanding the Western perspective on authorship and intellectual property

Recognizing the various types of plagiarismIdentifying when citation is necessary

1. Last semester you wrote an essay on Emily Dickinson for Professor Belin’s “American Literature 101” course. This semester you are taking a course called “Interrogating Gender in American Culture,” and Professor Arecco has assigned a paper topic that references Dickinson’s life and work. It would be very easy for you to re-tool whole sections of your first essay to satisfy the requirements of the second. It is acceptable practice to re-submit this paper – without checking with either professor—because you are writing a paper for a different professor and a different course.

AGREE DISAGREEWhy? _____________________________________________________________________________

______________________________________________________________________________

2. Plagiarism is not limited to taking something from a book; it also includes stealing ideas from a movie, a professor’s lecture, or from an interview on a radio news program.

AGREE DISAGREE

Why? ___________________________________________________________________________________________________________________________________________________________

3. You are writing a research paper on the history of public education in the United States. You have cut and pasted a lot of information from articles you found on web sites and databases into a Word file on your computer. While writing your essay, you patch together pieces from different sources, and you have occasionally forgotten which ideas were your own and which were from various articles and websites. You consider going back to the original sources but it would take a really long time. In any case, you figure that if your professor questions your sources, you can say that you didn’t intentionally plagiarize, and this will result in a lesser punishment.


AGREE DISAGREE

Why? ___________________________________________________________________________________________________________________________________________________________

4. Your professor has recommended a particular text as a secondary source for an assigned essay on Kant’s ideas about war and peace. You find a quotation that seems to speak directly to Kant’s idea of perpetual peace and you plug it in your essay, but it doesn’t quite relate to what goes before and you don’t know how to discuss it. You realize that you don’t really understand what the quotation means, or how you might discuss it within the larger context of your essay. You think of approaching your professor to ask for help, but decide that she will think less of you for not grasping the import of this text. Instead you find a website that discusses this very idea, and you summarize its explanation in your paper without citing it. Is this plagiarism?

YES NO

Why? ___________________________________________________________________________________________________________________________________________________________

5. I have found something posted on the Internet that I am going to include in a paper that I am writing. It is covered by a "Creative Commons" copyright. Since it is, can I consider it "common knowledge" and not cite it in my paper or included it in my references?

YES NO

Why? ___________________________________________________________________________________________________________________________________________________________

6. You are studying with a classmate from your American History course. Your assignment: to read Thomas Jefferson’s Notes on the State of Virginia and explain Jefferson’s attitudes toward slavery in a 3-5 page essay. Your friend asks you to give her some feedback on the first draft of her essay. You read:Jefferson says that slavery is a threat to the political liberties of the nation because slavery is unjust. It undermines the notion that liberties are the gift of God. He worries that God’s justice may one day lead to a revolution in the wheel of fortune. “The commerce between slave and master is an exercise of the worst passions” (Jefferson, 288-9).

Something about this paragraph strikes you as familiar. You take out the Notes and find the following passage in Jefferson’s own words:


There must doubtless be an unhappy influence on the manners of our people produced by the existence of slavery among us. The whole commerce between master and slave is a perpetual exercise of the most boisterous passions, the most unremitting despotism on the one part, and degrading submissions on the other. Our children see this, and learn to imitate it. . . . The parent storms, the child looks on, catches the lineaments of wrath, puts on the same airs in the circle of smaller slaves, gives a loose to the worst of passions, and thus nursed, educated, and daily exercised in tyranny, cannot but be stamped by it with odious peculiarities. The man must be a prodigy who can retain his manners and morals undepraved by such circumstances. . . . Can the liberties of a nation be thought secure when we have removed their only firm basis, a conviction in the minds of the people that these liberties are the gift of God? . . . I tremble for my country when I reflect that God is just: that his justice cannot sleep for ever: that considering numbers, nature and natural means only, a revolution of the wheel of fortune, an exchange of situation is among possible events: that it may become probable by supernatural interference! The almighty has no attribute which can take side with us in such a contest. (From Thomas Jefferson, Notes on the State of Virginia [Boston, 1829; reprint ed., New York: Library of America, 1984], 288-89.)

Which option best characterizes this note?

1. Your roommate claims ownership of ideas which are not hers.2. The passage in question may lead your roommate to commit mosaic plagiarism.3. The passage is innocent of outright plagiarism.4. This is an acceptable example of note-taking.5. The original material is quoted correctly.

Why? ___________________________________________________________________________________________________________________________________________________________

7. You and your lab partner in Chemistry 101 have been asked by your professor to write up the results of your experiments. You soon realize that the results of your experiment are different from the rest of the class. Your partner would like to write a lab report reporting what you actually observed, but having spoken to other students in the class and decided that they must be right and you and your partner are wrong, you want to write a report that fabricates your observations so that they are “correct.” Would this be plagiarism?

YES NO

Why? ___________________________________________________________________________________________________________________________________________________________

8. In the lab for your course on Chaos theory, you are asked to do an experiment about fractals. Your lab partner comes up with a formula that allows you to make a graph of the perimeters of linear fractals. When writing your lab report do you need to cite this formula as his idea?

YES NO

Why? _____________________________________________________________________________


______________________________________________________________________________

9. You are writing a biology report and you have included information that you read in your biology textbook. You aren’t sure if this information can be considered common knowledge, or whether you need to cite it. You:

1.Decide not cite the information. Information in the textbook is common knowledge for the biology class.2.Determine to cite your text book in the instances where you quoted from it directly; otherwise the summarized ideas in this text are considered common knowledge.3.Cite all the information you’ve learned from the textbook, whether quoted verbatim or summarized.

Why? ___________________________________________________________________________________________________________________________________________________________


ANSWERS TO PLAGIARISM SELF-TEST

(Note to instructor: The answer key may be distributed after all students have finished taking their test. If you

have time, it would be beneficial to go over the answers with the students.)

Answer #1: DisagreeYou need to check with BOTH Professor Belin and Professor Arecco before re-submitting this

paper. If you were to superficially revise this paper and submit it without prior approval from both professors, you would be committing self-plagiarism by dual submission.

Answer #2: TruePlagiarism is a form of intellectual theft, and the medium is less important than the fact that an

idea – whether in the form of a musical composition or a string of computer code – has been stolen. Students can be brought before their school’s judiciary boards for any suspected act of plagiarism, regardless of subject or medium.

Answer #3: DisagreeAs a general rule, unintentional plagiarism is still intellectual theft and bad note-taking skills are

not a mitigating circumstance when punishment is meted out. There are many well-publicized cases of famous authors whose poor note-taking skills led them to plagiarize. They have had to suffer public humiliation and severe blows to their professional reputations.

Answer #4: YesEven if it is a website, and even if you are summarizing rather than quoting or paraphrasing

from the site, you are still “kidnapping” someone else’s ideas. A summary is written in your own words, but it still makes reference to another person’s intellectual property. Think of it this way: you are collaborating with the authors of your sources, working with their ideas and recasting them to come up with your own. Finally, a word of advice: always go to your professor for help. They should be your first and best resource for questions about texts or anything relating to your class.

Answer #5: NoThe Creative Commons copyright does NOT mean the information is considered common

knowledge. It indicates permission for others to use the material, properly attributed, without violating copyright law. Just because something is posted on the Internet doesn't automatically make it common knowledge. You are well advised to cite the webpage on which you found the information.

Answer #6: The passage in question may lead your friend to commit mosaic plagiarism.Jefferson says that slavery is a threat to the political liberties of the nation because slavery is

unjust. It undermines the notion that liberties are the gift of God. He worries that God's justice may


one day lead to a revolution in the wheel of fortune. "The commerce between slave and master is an exercise of the worst passions" (Jefferson, 288-89)

While she cites Jefferson in the last sentence, there are several original phrases from Jefferson that your roommate has failed to put in quotations, leading one to think that they are your roommate's words. The omission of quotation marks could lead your roommate to claim the idea as her own without intending to do so.A better option would be:

Jefferson connects domestic life with public politics. He asks, "Can the liberties of a nation be thought secure when we have removed their only firm basis, a conviction in the minds of the people that these liberties are the gift of God?" Jefferson also fears divine justice for enslavement of Africans: "I tremble for my country when I reflect that God is just: that his justice cannot sleep for ever" (289). Maybe the safest route is to simply abolish slavery?

In this version of the paragraph, all of Jefferson's ideas are clearly cited, including quoted passages. (Note that, since both quotations come from the same page of Jefferson’s book, and they follow sequentially, it is okay to have only one page reference.) It is clear that your friend has come to her own conclusion ("Maybe the safest route is to abolish slavery?") from Jefferson's previous ideas.

Answer #7: YesFabricating data and falsifying the results of an experiment are another form of plagiarism. Your

report should be true to the results you observed. If you have questions about these results, talk with your lab instructor or your chemistry professor. If you and your partner disagree about the results, write your own report.

Answer #8: YesYou should include this citation in your References section. You should list a reference for every

idea not your own. Plagiarism is more than copying material word for word; it is also using someone else's ideas or phraseology without giving reference to the other work or other person.

Answer #9: summarized. You should cite the textbook regardless of whether or not you quote from it directly. While it is not necessary to give citations for certain well-known equations, it is important to acknowledge your debt for any information you did not come up with independently.

Test questions and answers adapted from:Green, E. (2012). Plagiarism self-test. TILT Academic Integrity Program.

http://tilt.colostate.edu/integrity/resources/quiz/index.cfm


Appendix C

Post-Course Questionnaire(10 minutes)

Note to instructors: This should be the last activity you do with the students. Please make sure to prioritize this activity, as this feedback is essential for informing our teaching of this course.

1. Rate these types of activities from MOST to LEAST effective (6 = most effective, 1 = least effective)_______ whole class discussions_______ small group discussions_______ analysis of texts_______ videos_______ handouts_______ hands-on demonstration (e.g. lab day)

Choose whether you strongly agree, agree, disagree, or strongly agree with the following statements.

1. The whole-class discussions were very helpful in my understanding of the topic.

Strongly Agree Agree Disagree Strongly Disagree

2. The small-group discussions were very helpful in my understanding of the topic.


3. Analyzing actual texts was very helpful in my understanding of the topic.


4. Watching videos about a certain topic helped me understand the material better.


5. The handouts given by the teacher were helpful, and I will use them in the future.


6. Going to the library and using the computers there was helpful in my understanding of the topic.


7. This course has greatly helped me understand the Western perspective on authorship and intellectual property.



8. This course has greatly helped me be able to recognize the various types of plagiarism in my own writing and in the writing of others.


9. This course has greatly helped me be able to identify when citation is necessary.


10. This course has greatly helped me know how to smoothly incorporate references and citations into a text.


11. This course has greatly helped me be able to quote, paraphrase, and summarize effectively.


12. This course has greatly helped me to evaluate which sources are appropriate and effective.


13. This course has greatly helped me understand how to use the CSU and Poudre library databases.


14. This course has greatly helped me understand how to take notes efficiently.


15. One thing I understand perfectly after taking this course is

_____________________________________________________________________________

_____________________________________________________________________________

16. One thing I'm still not sure I understand even after taking this course is..._____________________________________________________________________________

_____________________________________________________________________________

17. I wish this course would have explained... _____________________________________________________________________________

_____________________________________________________________________________


Appendix D

Questionnaire for Supervisors of Specific Academic Departments

1) How many non-native students are in this department?

2) What percentage of students are non-native speakers?

3) What is the primary form of communication between you and the students?

4) Can you describe a time that you've had difficulty communicating concepts related to source use

with non-native speakers?

5) Where/why do you think this misunderstanding occurs?

6) What specific skills do you think should be targeted to help these students use sources more

effectively?

7) Have you noticed any problems with students misusing sources or failing to incorporate

reference/citations effectively? If so, what are they specifically?

english for academic purposes course: source use in

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