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Academic socialisation through collaboration: textual interventions in supporting exiled scholars’ academic literacies development
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Adaptive master's dissertation supervision: a longitudinal case study
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Helping international master’s students navigate dissertation supervision: research-informed discussion and awareness-raising activities
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Love and enjoyment in context: four case studies of adolescent EFL learners
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Experiencing Master’s supervision: perspectives of international students and their supervisors
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Editorial: selected papers from the 8th conference of the European Association for the Teaching of Academic Writing
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What next for research on plagiarism? Continuing the dialogue
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| 12 |
Task requirements, task representation, and self-reported citation functions: an exploratory study of a successful L2 student’s writing
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Plagiarism, Intellectual Property and the Teaching of L2 Writing, Joel Bloch
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Legitimate textual borrowing: direct quotation in L2 student writing
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Abstract:
Using textual analysis and interviews with student writers, this study aims to provide an insight into second language students’ use of direct quotations in their MA theses by comparing direct quotations in high-rated and low-rated Master’s theses, and by exploring student writers’ own motivations to quote directly from sources. The corpus consists of eight high-rated and eight lowrated Master’s theses written in English in the field of gender studies by students from Central and Eastern Europe studying at an English-medium university in Central Europe. The findings show that high-rated theses display almost three times as many direct quotations per 1000 words as low-rated theses, which was found to be statistically significant. Differences are also evident in the type of quotations preferred: while high-rated theses primarily use quotation fragments (i.e., quotations shorter than a T-unit), lowrated theses rely on clause-based quotations, which do not require modification when quoted in a text. Interviews with student writers reveal the following motivations to quote directly from sources: (a) source-related motivations (e.g., vivid expression of an idea), (b) writers’ own goals (e.g., stylistic variety), (c) external factors (e.g., lack of time), and (d) students’ beliefs and fears (e.g., fear of plagiarism). The findings are discussed with reference to the development of student academic writing in the area of source use and citation. Pedagogical recommendations aimed at making students’ use of direct quotations more effective are also offered.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://eprints.bbk.ac.uk/id/eprint/12487/
https://doi.org/10.1016/j.jslw.2012.03.005
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| 17 |
Scholarly criticism in a small academic community: a diachronic study of book reviews in the oldest Serbian journal
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| 18 |
“The last morning in my home town”. Children’s writing in 1917
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“I thought I was an Easterner; it turns out I am a Westerner!”: EIL migrant teacher identities
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