To see or not to see identifying and assessing plagiarism in non-native students' academic writing without using textmaching software /
Maintaining and promoting academic integrity is of great concern in higher education. While some forms of textual borrowing are easily detectable even without text-matching software packages, assignments and manuscripts with an unacceptable level of copying do slip through at various levels of acade...
Elmentve itt :
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| Dokumentumtípus: | Cikk |
| Megjelent: |
LoGoS Kutatócsoport Szegedi Tudományegyetem, Angoltanár-képző és Alkalmazott Nyelvészeti Tanszék
Szeged
2016
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| Sorozat: | EduLingua
2 No. 1 |
| Kulcsszavak: | Plágium, Tudományos publikáció - szakirodalmi technika |
| Tárgyszavak: | |
| doi: | 10.14232/edulingua.2016.1.2 |
| Online Access: | http://acta.bibl.u-szeged.hu/46440 |
| Tartalmi kivonat: | Maintaining and promoting academic integrity is of great concern in higher education. While some forms of textual borrowing are easily detectable even without text-matching software packages, assignments and manuscripts with an unacceptable level of copying do slip through at various levels of academic life. This paper looks at the markers of plagiarized texts identified by instructors at six higher education institutes in Central and Eastern Europe. It investigates what they perceive to be the reasons behind and indicators of plagiarism and how they indentify textual borrowing in a student text given to them for evaluation. The results suggest that while instructors are well aware of the most common signs of patchwritten student papers, they often do not recognize or consider a piece of writing plagiarized and give markedly different evaluations for it. Possible reasons for this are discussed along with the implications of the results for academic writing instruction, evaluation and policy making. |
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| Terjedelem/Fizikai jellemzők: | 15-26 |
| ISSN: | 2415-945X |