Porta Linguarum Revista Internacional De Didactica De Las Lenguas Extranjeras, 2007
This article explores five students' perceptions of their writing experiences at an English-mediu... more This article explores five students' perceptions of their writing experiences at an English-medium postgraduate university in a non-English speaking country as compared to writing in their home country universities in their native languages. Three types of differences are found to be relevant: language and rhetorical differences, disciplinary differences, and differences in educational systems (such as the number of assignments required, the focus of writing instruction, and feedback practices). The analysis shows that some of these differences are unexpected for the students and require a period of adjustment during their transition to an English-medium university. The article concludes by discussing the implications of the findings for English for academic purposes.
Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writi... more Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students' and teachers' sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are surveyed, and the article concludes by suggesting directions for future research.
ABSTRACT Using textual analysis and interviews with student writers, this study aims to provide a... more ABSTRACT Using textual analysis and interviews with student writers, this study aims to provide an insight into second language students’ use of direct quotations in their MA theses by comparing direct quotations in high-rated and low-rated Master's theses, and by exploring student writers’ own motivations to quote directly from sources. The corpus consists of eight high-rated and eight low-rated Master's theses written in English in the field of gender studies by students from Central and Eastern Europe studying at an English-medium university in Central Europe. The findings show that high-rated theses display almost three times as many direct quotations per 1000 words as low-rated theses, which was found to be statistically significant. Differences are also evident in the type of quotations preferred: while high-rated theses primarily use quotation fragments (i.e., quotations shorter than a T-unit), low-rated theses rely on clause-based quotations, which do not require modification when quoted in a text. Interviews with student writers reveal the following motivations to quote directly from sources: (a) source-related motivations (e.g., vivid expression of an idea), (b) writers’ own goals (e.g., stylistic variety), (c) external factors (e.g., lack of time), and (d) students’ beliefs and fears (e.g., fear of plagiarism). The findings are discussed with reference to the development of student academic writing in the area of source use and citation. Pedagogical recommendations aimed at making students’ use of direct quotations more effective are also offered.
This mixed-method study investigates the citation behaviour of a successful L2 postgraduate manag... more This mixed-method study investigates the citation behaviour of a successful L2 postgraduate management student, Sofie, in two pieces of writing, written in response to two assignment tasks in two management modules. The tasks belonged to the same assignment type, but differed in the level of direction provided: one was a directed task, accompanied by lecturer guidance on readings, while the other was an open task, allowing students to select their own topic. The discourse-based interview approach (Odell, Goswami, & Harrington, 1983) was used to elicit Sofie's perceived citation functions, followed by quantifying the qualitative codings to allow for comparison. The findings show that some of the citation functions Sofie described were the same in both assignments, while others were task specific. Sofie used citations in both assignments to define terms and support her arguments. However, it was only in her assignment for the open task that she used citations to show the relevance of her chosen topic. Conversely, she frequently used citations to apply citees' concepts to her own analysis in the directed task, but not in the open task. We conclude by discussing the implications of our findings for L2 writing instruction.
As is well known, the Routledge Applied Linguistics series is designed as a comprehensive guide. ... more As is well known, the Routledge Applied Linguistics series is designed as a comprehensive guide. The pedagogic structure of each book ensures the readers the opportunity to think and reflect while he or she is introduced to key concepts and appropriate skills of a theme or ...
Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dis... more Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor–supervisee role expectations, and problems with supervisor–supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.
Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervise... more Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervisee’s draft chapters, and departmental supervisory guidelines, this study focuses on the roles a master’s dissertation supervisor plays during the course of supervision. These roles are discussed referring to models of supervisory pedagogy, the teaching, partnership, apprenticeship, contractual, pastoral, and non-interfering models. Supervisee and supervisor agreed that the supervisor aligned with different roles at different times for different purposes, showing this was a case of adaptive supervision. Nonetheless, the supervisor’s feedback indicated supervision was more directive than his interview data suggested, illustrating the need to collect data from multiple sources to capture the complexities of the supervisory dynamic. We conclude that the dangers of departments attempting to formulate homogenized supervisory practices are highlighted by our case.
This article explores five students' perceptions of their writing experiences at an English-m... more This article explores five students' perceptions of their writing experiences at an English-medium post-graduate university in a non-English speaking country as compared to writing in their home country universities in their native languages. Three types of differences are found to be relevant: language and rhetorical differences, disciplinary differences, and differences in educational systems (such as the number of assignments required, the focus of writing instruction, and feedback practices). The analysis shows that some of these differences are unexpected for the students and require a period of adjustment during their transition to an English-medium university. The article concludes by discussing the implications of the findings for English for academic purposes
TESOL QUARTERLY relies heavily on Krashen's theory of SLA, including the learning/ acquisition, n... more TESOL QUARTERLY relies heavily on Krashen's theory of SLA, including the learning/ acquisition, natural order, monitor, input, affective filter, and critical period hypotheses, as well as Schumann's more sociologically based theory of SLA. The ideal SLA situation occurs when learners acquire an L2 as they acquired their L1. In the classroom, language is acquired not simply as an end in itself but as a means to the end of acquiring academic content. This book advocates for a sociopsycholinguistic view of reading in which meaning is constructed and readers make sense of texts.
... Corresponding Author: Nigel Harwood, Department of Language & Linguistics, University of ... more ... Corresponding Author: Nigel Harwood, Department of Language & Linguistics, University of Essex, Colchester CO4 3SQ, UK Email: nharwood@essex.ac.uk Performance in the Citing Behavior of Two Student Writers Nigel Harwood1 and Bojana Petric´1 ...
Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writi... more Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students' and teachers' sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are surveyed, and the article concludes by suggesting directions for future research.
Porta Linguarum Revista Internacional De Didactica De Las Lenguas Extranjeras, 2007
This article explores five students' perceptions of their writing experiences at an English-mediu... more This article explores five students' perceptions of their writing experiences at an English-medium postgraduate university in a non-English speaking country as compared to writing in their home country universities in their native languages. Three types of differences are found to be relevant: language and rhetorical differences, disciplinary differences, and differences in educational systems (such as the number of assignments required, the focus of writing instruction, and feedback practices). The analysis shows that some of these differences are unexpected for the students and require a period of adjustment during their transition to an English-medium university. The article concludes by discussing the implications of the findings for English for academic purposes.
Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writi... more Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students' and teachers' sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are surveyed, and the article concludes by suggesting directions for future research.
ABSTRACT Using textual analysis and interviews with student writers, this study aims to provide a... more ABSTRACT Using textual analysis and interviews with student writers, this study aims to provide an insight into second language students’ use of direct quotations in their MA theses by comparing direct quotations in high-rated and low-rated Master's theses, and by exploring student writers’ own motivations to quote directly from sources. The corpus consists of eight high-rated and eight low-rated Master's theses written in English in the field of gender studies by students from Central and Eastern Europe studying at an English-medium university in Central Europe. The findings show that high-rated theses display almost three times as many direct quotations per 1000 words as low-rated theses, which was found to be statistically significant. Differences are also evident in the type of quotations preferred: while high-rated theses primarily use quotation fragments (i.e., quotations shorter than a T-unit), low-rated theses rely on clause-based quotations, which do not require modification when quoted in a text. Interviews with student writers reveal the following motivations to quote directly from sources: (a) source-related motivations (e.g., vivid expression of an idea), (b) writers’ own goals (e.g., stylistic variety), (c) external factors (e.g., lack of time), and (d) students’ beliefs and fears (e.g., fear of plagiarism). The findings are discussed with reference to the development of student academic writing in the area of source use and citation. Pedagogical recommendations aimed at making students’ use of direct quotations more effective are also offered.
This mixed-method study investigates the citation behaviour of a successful L2 postgraduate manag... more This mixed-method study investigates the citation behaviour of a successful L2 postgraduate management student, Sofie, in two pieces of writing, written in response to two assignment tasks in two management modules. The tasks belonged to the same assignment type, but differed in the level of direction provided: one was a directed task, accompanied by lecturer guidance on readings, while the other was an open task, allowing students to select their own topic. The discourse-based interview approach (Odell, Goswami, & Harrington, 1983) was used to elicit Sofie's perceived citation functions, followed by quantifying the qualitative codings to allow for comparison. The findings show that some of the citation functions Sofie described were the same in both assignments, while others were task specific. Sofie used citations in both assignments to define terms and support her arguments. However, it was only in her assignment for the open task that she used citations to show the relevance of her chosen topic. Conversely, she frequently used citations to apply citees' concepts to her own analysis in the directed task, but not in the open task. We conclude by discussing the implications of our findings for L2 writing instruction.
As is well known, the Routledge Applied Linguistics series is designed as a comprehensive guide. ... more As is well known, the Routledge Applied Linguistics series is designed as a comprehensive guide. The pedagogic structure of each book ensures the readers the opportunity to think and reflect while he or she is introduced to key concepts and appropriate skills of a theme or ...
Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dis... more Drawing on a longitudinal case study of supervisees’ and supervisors’ experiences of master’s dissertation supervision in a U.K. university, we identify prominent themes and use excerpts from our data to design pedagogic activities to use in workshops with staff and students focused on supervisory practice. The activities ask workshop attendees to consider experiential supervisory narratives involving students’ social networks, problems interpreting supervisors’ feedback, problems with differing supervisor–supervisee role expectations, and problems with supervisor–supervisee miscommunication. Each scenario is followed by our literature-informed commentary. We argue that these empirically informed, grounded awareness-raising activities will alert supervisors and supervisees to common problems experienced during supervisory journeys, and will encourage them to consider their own supervisory expectations and practices more deeply.
Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervise... more Drawing on supervisor and supervisee interviews, analysis of supervisor feedback on the supervisee’s draft chapters, and departmental supervisory guidelines, this study focuses on the roles a master’s dissertation supervisor plays during the course of supervision. These roles are discussed referring to models of supervisory pedagogy, the teaching, partnership, apprenticeship, contractual, pastoral, and non-interfering models. Supervisee and supervisor agreed that the supervisor aligned with different roles at different times for different purposes, showing this was a case of adaptive supervision. Nonetheless, the supervisor’s feedback indicated supervision was more directive than his interview data suggested, illustrating the need to collect data from multiple sources to capture the complexities of the supervisory dynamic. We conclude that the dangers of departments attempting to formulate homogenized supervisory practices are highlighted by our case.
This article explores five students' perceptions of their writing experiences at an English-m... more This article explores five students' perceptions of their writing experiences at an English-medium post-graduate university in a non-English speaking country as compared to writing in their home country universities in their native languages. Three types of differences are found to be relevant: language and rhetorical differences, disciplinary differences, and differences in educational systems (such as the number of assignments required, the focus of writing instruction, and feedback practices). The analysis shows that some of these differences are unexpected for the students and require a period of adjustment during their transition to an English-medium university. The article concludes by discussing the implications of the findings for English for academic purposes
TESOL QUARTERLY relies heavily on Krashen's theory of SLA, including the learning/ acquisition, n... more TESOL QUARTERLY relies heavily on Krashen's theory of SLA, including the learning/ acquisition, natural order, monitor, input, affective filter, and critical period hypotheses, as well as Schumann's more sociologically based theory of SLA. The ideal SLA situation occurs when learners acquire an L2 as they acquired their L1. In the classroom, language is acquired not simply as an end in itself but as a means to the end of acquiring academic content. This book advocates for a sociopsycholinguistic view of reading in which meaning is constructed and readers make sense of texts.
... Corresponding Author: Nigel Harwood, Department of Language & Linguistics, University of ... more ... Corresponding Author: Nigel Harwood, Department of Language & Linguistics, University of Essex, Colchester CO4 3SQ, UK Email: nharwood@essex.ac.uk Performance in the Citing Behavior of Two Student Writers Nigel Harwood1 and Bojana Petric´1 ...
Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writi... more Plagiarism is a broad and multidisciplinary field of study, and within second-language (L2) writing, research on the topic goes back to the mid-1980s. In this review article we first discuss the received view of plagiarism as a transgressive act and alternative understandings which have been presented in the L1 and L2 writing literature. We then survey and identify salient themes in the growing body of work relating to plagiarism, primarily from an L2 writing/applied linguistic perspective. These themes include terminological distinctions; views of the role of textual plagiarism in language learning and a writer's development; a concern with students' and teachers' sometimes differing understanding of plagiarism; and disciplinary differences in perceptions of plagiarism. We review research into the role of the electronic media in changing orientations toward plagiarism, the potential role of culture as a cause of plagiarism in the work of L2 writers, and pedagogical approaches to guiding students away from plagiarism. Methodological issues in researching plagiarism are surveyed, and the article concludes by suggesting directions for future research.
Master’s degree programmes are on the rise, attracting growing numbers of international students ... more Master’s degree programmes are on the rise, attracting growing numbers of international students who speak English as a second or additional language. Experiencing Master’s Supervision: Perspectives of International Students and their Supervisors explores the experiences of supervising and being supervised at Master’s level, charting the difficulties and joys of learning for second language speakers of English while based at a UK university.
The authors report the findings of a year of studying both supervisees and their supervisors in four different departments in the social sciences and humanities at a UK research-intensive university. Using a multiple case study approach, and examining supervision in its natural context, this book presents rich descriptions of five case studies: three student-supervisor dyads and two cases of individual students. Analysing rich, first-hand narratives, chapters identify key aspects of satisfaction and dissatisfaction through the eyes of the participants, focusing upon expectations, supervision styles, feedback and students’ support networks, and discussing the broader implications for university and departmental policy makers, responsible for guidelines and requirements.
This book contains important insights into the supervisory experience at Master’s level and will appeal to researchers, academics and postgraduate students in the fields of higher education, TESOL, TEFL/TESL and applied linguistics. This book will also be a useful resource for supervisors, leaders of training sessions for supervisors, and for postgraduate directors and teaching committees at universities who develop supervisory guidelines and preparatory sessions for Master’s students.
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Papers by Bojana Petric
The authors report the findings of a year of studying both supervisees and their supervisors in four different departments in the social sciences and humanities at a UK research-intensive university. Using a multiple case study approach, and examining supervision in its natural context, this book presents rich descriptions of five case studies: three student-supervisor dyads and two cases of individual students. Analysing rich, first-hand narratives, chapters identify key aspects of satisfaction and dissatisfaction through the eyes of the participants, focusing upon expectations, supervision styles, feedback and students’ support networks, and discussing the broader implications for university and departmental policy makers, responsible for guidelines and requirements.
This book contains important insights into the supervisory experience at Master’s level and will appeal to researchers, academics and postgraduate students in the fields of higher education, TESOL, TEFL/TESL and applied linguistics. This book will also be a useful resource for supervisors, leaders of training sessions for supervisors, and for postgraduate directors and teaching committees at universities who develop supervisory guidelines and preparatory sessions for Master’s students.