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Cultural and linguistic causes of plagiarism – and how to help international students avoid it Joanne Shiel Senior Teach

Cultural and linguistic causes of plagiarism – and how to help international students avoid it Joanne Shiel Senior Teaching Fellow The Language Centre. Introduction. Introduction - my role and interest Method – the questionnaire Cultural causes of plagiarism Linguistic causes of plagiarism

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Cultural and linguistic causes of plagiarism – and how to help international students avoid it Joanne Shiel Senior Teach

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  1. Cultural and linguistic causes of plagiarism – and how to help international students avoid itJoanne ShielSenior Teaching FellowThe Language Centre

  2. Introduction • Introduction - my role and interest • Method – the questionnaire • Cultural causes of plagiarism • Linguistic causes of plagiarism • Solutions • Practical tasks

  3. A Practitioner’s View • My role in the Language Centre • My experience on the AEBM • My experience at LUBS – induction and beyond • Cultural assumptions • Practical efforts to tackle a common problem

  4. Method Questionnaire: • Was the UK system familiar to you before? • Was it well-explained – how? • Have you ever plagiarised? Why? How? • Why do others plagiarise? • What would you recommend to help people avoid plagiarism? • Has your academic writing improved? What helped you?

  5. Evaluation Flaws of the study: • Small sample • Questionnaire format But….. Some interesting replies

  6. Culture? • Few overtly ‘cultural’ comments, except: • ‘my religion (Islam) is prohibited plagiarism’ • But …. • Differences in ‘academic culture’

  7. Differences mentioned • The rules of referencing • Attitudes towards plagiarism • Detection of plagiarism

  8. Academic reasons • Lack of appropriate academic skills • Why use other writers’ ideas? • How to use other writers’ ideas? • When to cite? How often? • Which system to use? • Where to find natural examples?

  9. Implications • Often difficulties/lack of experience in: • Demonstrating critical analysis of reading in writing • Showing where ideas have come from • Identifying criteria from reading to support own analysis

  10. Linguistic reasons nnn • Lack of knowledge of subject matter • Difficulty understanding subject matter • Difficulty making notes • Inability to paraphrase appropriately • All tasks take a long time → problems of • time management

  11. Linguistic reasons nnn • Learning language by copying • Other people’s words are ‘better’ • Lack of confidence- in own understanding • and ability to write • ‘I have no thoughts’

  12. Solutions • Continue to raise awareness • Improve language skills • Improve academic skills

  13. Raise awareness • In handbooks, written instructions about assessment • Online – university regulations • At induction, in lectures, in tutorials • Face-to-face is best

  14. Language and academic skills • Pre-sessional programmes • Induction • In-sessional classes • Practical guidance before, during and after assessment • Show students what is expected

  15. Practical tasks • Practical rather than theoretical • Face-to-face sessions rather than online • Meaningful, real tasks • Show examples of good practice

  16. Contact details • Joanne Shiel • The Language Centre • j.r.shiel@leeds.ac.uk • Tel: 0113 343 3398

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