Escrita académica e plágio no ensino superior

Abstract

O plágio pode ser visto como um problema de literacia. A escrita académica é uma tarefa complexa, envolvendo competências de literacia necessárias para consultar, citar, compreender e escrever a partir de fontes. O principal objetivo deste estudo foi construir e validar um questionário destinado a avaliar as percepções de estudantes universitários acerca das suas competências de literacia. O estudo incluiu 202 estudantes. Foram feitas análises fatoriais através de análises de componentes principais, tendo-se encontrado: três fatores para a escala estratégias de compreensão (seleção, organização, integração); três para a escala estratégias de escrita(planificação, revisão e “penso-logo-escrevo”); três para a escala estratégias de escrita a partir de fontes (cópia, mosaico/paráfrase, sumário); dois para a escala estratégias de consulta(elementares, elaboradas). A escala conhecimento das normas de citação revelou uma boa fidelidade. O questionário desenvolvido é essencial para futuramente se estudarem as relações entre o plágio e as competências de literacia.

Plagiarism as an academic literacy issue: the comprehension, writing and consulting strategies of Portuguese university students

“…In a previous study including 202 university students (Festas et al, 2020), data obtained from the factor analysis confirmed the dimensions of each one of the five scales. For the comprehension strategies scale, the internal consistency measured by Cronbach's α was 0.81, 0.72, and 0.73 respectively for the dimensions of integration, organization and selection.…”

“…The scale for strategies for writing from sources included 16 items divided into three strategies: copying (items 3, 7, 14, 16), paraphrasing/ patchwriting (items 1, 5, 6, 8, 9, 11) and summary (items 2, 4, 10, 12, 13, 15). In a previous study (Festas et al, 2020), data obtained from the factorial analysis showed that patchwriting (items 1, 6, 8, 9) and paraphrasing (items 5, 11) are very closely linked, with both included in a single factor. The difficulty of classifying and distinguishing between paraphrasing and patchwriting (Rogerson and McCarthy 2017 could help to explain this result.…”

“…A questionnaire aimed at assessing how students view themselves as readers, writers, source consulters and users of citation rules was distributed among the students (Appendix 1). This questionnaire (Festas et al, 2020) included five scales, each one addressing five literacy issues: comprehension strategies; general writing strategies; strategies for writing from sources; consulting strategies; knowledge of citation rules. For how to use citation, the participants responded to the instrument on a 5-point Likert scale, where 1 corresponded to no knowledge and 5 to complete knowledge.…”

“…In a previous study (Festas et al, 2020) including 208 university students, we analyzed the citation rules checklist for their level of difficulty and for power discrimination. The citation rules checklist included 19 items that revealed a continuous difficulty.…”