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Doró, Katalin

doi:10.14232/edulingua.2016.1.2

Cited by 4 publications

(1 citation statement)

References 29 publications

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“…Differences in attitudes explain why students and their teachers with divergent cultural backgrounds may regard uncited borrowings from other people's work either as homage or plagiarism. As for L2 English students' attitudes towards plagiarism in European EMI environments, Doró (2016) has found that although students are aware of the negative judgment regarding plagiarism, they find it difficult to clearly identify instances of uncited borrowings and to understand why and how these should be avoided. Culture-based beliefs about knowledge, text quality, and writer identity can have an impact on the academic writing process and influence the evaluation of the end-product as well.…”

Section: L2 English Academic Writersmentioning

confidence: 99%

Exploring the Complexities of L2 English Academic Writing

Sárdi

2024

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L2 English academic writing, now a well-established field of study, incorporates a large number of interrelated issues from the perspectives of context, participants, process and textual realisation, informing various instructional models of English for academic purposes in university contexts globally. This paper looks at a number of major theoretical traditions and relevant research findings focusing on the characteristics of academic texts, writers, readers and the writing process, and shows how each tradition has inspired the development of particular approaches to teaching L2 English academic writing. Textual features are discussed from the points of view of genre and register analysis, and contextual features are looked at in terms of individual novice L2 writer characteristics, including writing strategies, the relationship between L1 and L2 academic writing, and the cultural background of writers. Related instructional models include product-, process-, and genre-based approaches whose operationalisations are closely linked to particular theoretical traditions. The paper argues that the pedagogical considerations stemming from different theoretical backgrounds and empirical research results can complement each other in a useful way leading to a more comprehensive pedagogical approach, and that the application of a well-informed, carefully selected and carefully sequenced combination of teaching techniques and accompanying materials can contribute to the successful development of L2 English academic writing skills.

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Section: L2 English Academic Writersmentioning

confidence: 99%

Exploring the Complexities of L2 English Academic Writing

Sárdi

2024

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Extended Patchwriting in EFL Academic Writing of Hungarian Students: Signs and Possible Reasons

Doró

2018

University Writing in Central and Eastern Europe: Tradition, Transition, and Innovation

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Detecting contract cheating in essay and report submissions: process, patterns, clues and conversations

Rogerson

2017

Int J Educ Integr

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Detecting contract cheating in written submissions can be difficult beyond direct plagiarism detectable via technology. Successfully identifying potential cases of contract cheating in written work such as essays and reports is largely dependent on the experience of assessors and knowledge of student. It is further dependent on their familiarity with the patterns and clues evident in sections of body text and reference materials to identify irregularities. Consequently, some knowledge of what the patterns and clues look like is required. This paper documents how to identify some of the patterns and clues observed in essay and report submissions. Effective assessment design with specific contextual requirements make irregularities easier to detect and interpret. The irregularities identified were confirmed as instances of contract cheating through conversations held with postgraduate students. An essential element of the conversations was the evidence presented for discussion. Irregularities were noted on a pro-forma specifically developed for this purpose. Patterns identified include misrepresented bibliographic data, inappropriate references, irrelevant material and generalised text that did not address the assessment question or grading criteria. The validated patterns formed the basis of identifying potential instances of contract cheating in later submissions. Timely conversations with students before the end of semester are essential to determining whether the patterns and clues link to poor knowledge of academic writing conventions or classified as contract cheating necessitating the application of appropriate penalties under institutional policies and procedures.

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To see or not to see

Cited by 4 publications

References 29 publications

Exploring the Complexities of L2 English Academic Writing

Exploring the Complexities of L2 English Academic Writing

Extended Patchwriting in EFL Academic Writing of Hungarian Students: Signs and Possible Reasons

Detecting contract cheating in essay and report submissions: process, patterns, clues and conversations

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