UNIT A understanding academic convention


What is plagiarism?


‘Fine words! I wonder where you stole them?’ Jonathan Swift


A


Reflection are there differences between how plagiarism is seen in your country and the uk?


• Tick if the statement reflects normal practice, put a cross if not, and a question mark if you are unsure. How can you explain any differences?


Statement


I can use other people’s original ideas without reference.


I need to reference ideas which are commonly known or accepted.


I can use/adapt the research of my friends.


I can copy and paste information from the Internet into my essay without saying where it is from.


I can submit the same piece of work twice, e.g., on a different course/module.


I can pay someone to check through/proofread my essay to make minor improvements.


B


Contextualization Which aspects of the original sources are plagiarized in the student’s first draft?


Original sources 1


First draft of student writing


‘Students were less certain about the concept of using someone else’s ideas (Qu.1b), with 40% of students not acknowledging that this was plagiarism’ (Dawson and Overfield, 2006).


2


‘A similar point could be made about Chinese academic norms, which are the result in part of a long tradition of reproducing Confucian teachings in civil service exams. The philosopher’s words were known by and belonged to everyone’ (Sowden, 2005: 227).


3


‘We need to strike a balance between being sensitive to students’ feelings, understanding potential cultural differences, and being clear and helpful in the messages we give through our feedback’ (Hyland, 2000: 381).


40% of students think that using someone else’s ideas without reference is acceptable.


Often, it is East Asian students who find this a particular problem, because in the Confucian system knowledge is seen as something which is shared by society (Sowden, 2005).


It may also be a challenge for teachers when giving feedback, as they are often unaware of how to strike a balance between being sensitive to students’ feelings, understanding potential cultural differences, and being clear and helpful in the messages they give.


normal practice normal practice in my country


in the uk


STEP 3


Step 3


15


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