WDHE 2010 Sustainable Writing Development

Tracking the development of plagiarism education through postgraduate preparation and study: the experience of international students in UK HE

Mary Davis, Oxford Brookes University

Plagiarism today 97% of 114 HE institutions felt plagiarism

was a significant issue (Davidson, 2004) 95% of UK HE institutions use Turnitin

(plagiarismadvice.org, 2010) Teaching problems-Lack of explicit

teaching, time pressures, poorly designed assignments, internet access (Sutherland-Smith, 2008)

Student problems -Previous education, panic, lack of understanding (Hayes and Introna, 2005)

Issues for international postgraduate students

Different educational background (Davis, 2007) Different L1 (Keck, 2006) Teachers’ perception that more international

students plagiarise (Pennycook, 1996) Some studies show they are more likely to

plagiarise and more likely to be caught (Bennett, 2005)

39% of complaints to OIA from postgraduates, 22% outside EU, mostly related to plagiarism (Behren, 2010)

Tracking development of source use- research participants

10-15 students over 2 year period from Pre-Master’s to Master’s

Chinese, Japanese, Sri Lankan, Algerian

Business and Technology Non-UK undergraduate degree English L2 or L3

Tracking data

Four stages, one each semester over 2 years

5 assignments 4 interviews 4 questionnaires Interviews with Pre-Master’s tutors,

Master’s tutors and plagiarism experts in last stage

Figure 1: Features related to plagiarism education and development of source use

 

 

Averall and Attribution

Authorial voice

Reporting verbs

Evidence of reading

Form

Citation norms according to

academic conventions

Word

Quotations Paraphrasing

Vocabulary

Idea/Academic argument

Integration of source

use

Amount of source

use

Quality of source

use

Figure 5: A taxonomy of stages of learning in source use Adapted from Anderson and Krathwohl (2001)

CreatingStage 5:

competent user

EvaluatingStage 4: improving

user II

AnalysingStage 3: improving user I

Applying Stage 2: novice user

Understanding

Stage 1: non-user

Key to analysis of stages

Citation Reporting verbs Integration of source use into own

arguments/authorial voice

Stage 1: Non-user There are many resources can be found, such as

the HILTON HOTELS CORPORATION CREATES LUXURY BRAND LINE, Source: Caribbean Business; 2/9/2006, Vol. 34 Issue 5, p15-16, 2pDocument.

First issue is British Airway. It is focus on business travelers not economy class. Second issue is Nestle how to stimulate sales and profits in a mature business with health foods. Third issue is Dyson moved production of vacuum cleaners and washing machines from UK to Malaysia reduce manufacture costs. Three issues are different source.

Stage 2: Novice user “The Convention does not allow changing the children’s

personal details such as age, sex” (Human Rights watch). “It absolutely prohibits all forms of direct and indirect participation of children under the age of 15 and lists certain essential protection for non-combatants” (Druba.v).

The service includes not only the physical demands on the

enjoyment, but also the spirit to meet the psychological needs. (Sternthal, Erin F, 2002) The luxury hotel not just selling the food, drinks and accommodations, it also supplies the facilities and safety systems to satisfy the demand of the customers. (JohnR.Walker, 2002)

Stage 3: Improving user I As (Wanhill, 2002) said theme parks are part of the trend to

have a condensed leisure product for the visitor who wants to make maximum use of available holiday time for the family, where the needs of the children have priority. Another factor is the parks provide a mix of rides and shows to entertain the whole family, with a level of investment

that encourages repeat visits (Wanhill, 2002).

A five petroleum exporting countries established in 1960 an organization and called it OPEC (www.opec.org A) , which is now an organization of 14 members from the oil producing countries with a 32.5% of the whole world oil production (www.opec.org B).

Stage 4: Improving user II Cope and Ziguras (2002) affirm that it is important to

translate the book into other languages for selling it in other places. However, the most important influence on sales seems to be internet marketing (Mason, 2002). This has been shown by..

…which is the main marketing strategy for these new modern companies (Haas, 2003). However, Emery and Weed (2006) shows evidences that the football management strategies is really poor, described as a failure and doesn’t achieve much success as they note that “The issue for clubs outside the top flight is not profit maximization, but financial survival” (Boon and Jones, 2002 from Emery and Weed, 2006:22).

Stage 5: Competent user

The differences of communication styles in men and women have been observed in previous studies. Tannen (1994) found that women state their opinions mildly, whereas men would like to state their ideas forcefully. In addition, male employees prefer to using a more assertive speech mode while female employees prefer to using mitigated and qualified speech mode (Mulac, 1998; Gray, 2002; Liska et al., 1981). The reasons for this phenomenon are complicated. Erickson et al. (1978) argued that speech style was associated with social power and status, so

Learning about source use

Current ability to use

sources

Previous educational

experience –stage of unlearning

Warnings and guidelines about

educational conventions

Instruction and practice of source use

New learning about

educational conventionsUnderstanding of

current educational conventions

Conclusion

Model of stages can inform teaching of source use at Pre-Master’s and Master’s level

More attention needed to teaching source use (within stages)

Further research recommended into how students learn about sources and the influences on their source use

References Anderson, L.W. and Krathwohl, D.R. (eds) (2001). A taxonomy for learning, teaching

and assessing: a revision of Bloom’s taxonomy of educational objectives. New York: Longman

Behrens, R. (2010) Learning from student plagiarism complaints. Paper presented at ‘Institutional policies and procedures for managing student plagiarism’ ASKe, Oxford Brookes University, 25/5/2010.

Davidson, S. (2004). Plagiarism in Higher Education survey. Plagiarism Advisory Service N-Learning [Online] Retrieved 27/5/10 from www.northumbrialearning.co.uk/reports

Davis, M. (2007). The role of Turnitin in the formative process of academic learning: a tool for learning and unlearning? Brookes e-Journal of Learning and Teaching, 2 (1). Retrieved 27/5/10: http://bejlt.brookes.ac.uk/article/the_role_of_turnitin_within_the_formative_process_of_academic_writing/

Hayes, N. and Introna, L. (2005). Plagiarism, alienation and fairness: towards an inclusive educational practice. Ethics and Behaviour, 15(3), 213-231.

Keck, C.(2006). The use of paraphrase in summary writing: a comparison of L1 and L2 writers. Journal of Second Language Writing. 15, 261-278.

Pennycook, A. (1996). Borrowing other’s words: text, ownership, memory and plagiarism. TESOL Quarterly, 30, 210-230.

Plagiarismadvice.org (2010). Frequently asked questions. Nlearning. Available at http://www.plagiarismadvice.org

Sutherland-Smith, W. (2008). Plagiarism, the internet and student learning: improving academic integrity. New York: Routledge