ScholarSpace will be down for maintenance on Thursday (8/16) at 8am HST (6pm UTC)
Please use this identifier to cite or link to this item:
Working through Plagiarism and Patchwriting: Three L2 Writers Navigating Intertextual Worlds
|Title:||Working through Plagiarism and Patchwriting: Three L2 Writers Navigating Intertextual Worlds|
|Abstract:||The occurrence of plagiarism in L2 writing has been explained as arising from cultural differences and from a perceived lack in ESL students’ ability to write ‘in their own words’ and to follow English academic writing conventions. This study challenges explanations of plagiarism that construct ESL students as deficient learners or academic deviants. Rather, it addresses plagiarism as a multifaceted phenomenon that often occurs as L2 writers attempt to develop control over English academic discourse. The present study reports on data gathered from interviews and writing tutorials with three L2 student writers, drawing on the concept of patchwriting to explain how participants write about source texts. The findings reveal that plagiarism is a complex issue, especially with regard to language learning, the development of academic literacies, and students’ negotiation of their identities vis à vis English academic discourse. Alternative ways of understanding plagiarism are proposed and pedagogical methods for helping students work through plagiarism and patchwriting are explored, with the goal of defining an approach to plagiarism that supports students’ development as academic writers.|
|Appears in Collections:||Student Work - ELI|
Please email firstname.lastname@example.org if you need this content in an ADA-compliant format.
Items in ScholarSpace are protected by copyright, with all rights reserved, unless otherwise indicated.