Textual Borrowing in Second-Language Writing
Bibliographic Data
| ID | 23315535 |
|---|---|
| Authors | Ling Shi (0000-0002-5831-813X, University of British Columbia, corresponding author) |
| Year | 2004 |
| Volume | 21 |
| Issue | 2 |
| Pages | 171-200 |
| Publication date | 2004-04-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Written Communication (JOURNAL) |
| Journal identifiers | ISSN: 0741-0883 • E-ISSN: 1552-8472 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/0741088303262846 |
| OpenAlex | W1974364203 |
| Language | EN |
| Citations received | 68 |
| References cited | 34 |
This study examines how first language and the type of writing task affect undergraduates’ word usage from source readings in their English writing. Of 87 participating university undergraduates, 39 were native English speakers from a 1st-year writing course in a North American university, whereas 48 were 3rd-year Chinese students learning English as a second language in a university in China. Using two preselected source texts, half of the students in each group completed a summary task; the other half completed an opinion task. Students’ drafts and the source texts were compared to identify exact or near verbatim retention of strings of words from sources with or without acknowledgement. A two-way ANOVA indicated that both task and first language had an effect on the amount of words borrowed. The study found that students who did the summary task borrowed more words than those who wrote the opinion essays, and Chinese students used source texts mostly without citing references for either task.
Acknowledgement · Affect (linguistics) · Composition (language) · English for academic purposes · First language · Linguistics · Mathematics education · Second language · Second language writing · Task (project management) · Computer Science · Discourse Analysis in Language Studies · Psychology · Second Language Acquisition and Learning · Text Readability and Simplification
Making Sense of Research
Self-reported summarizing and paraphrasing difficulties in L2 writing contexts
The value of models to support students' voice in middle school social studies argument writing
Common Knowledge, Learning, and Citation Practices in University Writing
Language Re-use among Chinese Apprentice Scientists Writing for Publication
Differences in written discourse in independent and integrated prototype tasks for next generation Toefl
Students' writing from sources for academic purposes
Ethical awareness versus actual practices
Textual Appropriation and Citing Behaviors of University Undergraduates
Conceptual, rhetorical and linguistic transformations
Plagiarism by Non-Native Speaker Student Writers
Differences in Process and Process-Product Relations in L2 Writing
Investigating the Planning and Translating Processes in Foreign Language Reading-to-Write
Text Interpretation in Foreign Language Reading-to-Write
Teaching Summary Writing as a Transferable Academic Skill in Ukrainian University Context
Improving students’ source integration skills
More is more
Adopting critical-pragmatic pedagogy to address plagiarism in a Chinese context
Bilingual returnee scholars’ identity in academic writing
Source-based writing of the high- and low-proficiency adolescent writer in the high-school L2 classroom
Effect of strategy instruction on EFL students’ video-mediated integrated writing performance
Gist Inference Scores Predict Cloze Comprehension “In Your Own Words” for Native, Not ESL Readers
An exploratory analysis of source integration in post-secondary L1 and L2 source-based writing
Integration across linguistic backgrounds
Leveraging GenAI for Automated Feedback on Source‐Based Writing
Investigating Undergraduate L2 Students’ Source Use Development in a Semi-Disciplinary Writing Context
Investigating the relationship between linguistic changes in L2 writers’ paraphrasing, paraphrasing performance and L2 proficiency
A Bibliometric Study on Academic Dishonesty Research
Predicting Students’ Intention to Plagiarize
Systems for the Production of Plagiarists? The Implications Arising from the Use of Plagiarism Detection Systems in UK Universities for Asian Learners
From ‘import’ to ‘import—export’ oriented internationalization
Linguistic recycling and its relationship to academic conflict
Chinese university EFL teachers’ knowledge of and stance on plagiarism
Teaching English academic writing as intercultural communication
Source misuse in applied linguistics articles
Citation practices in research article introductions
The influence of culture and educational context on Chinese students’ understandings of source use practices and plagiarism
Institutional policies on plagiarism
When AI meets source use
Beyond the accusation of plagiarism
Uncovering the dimensionality of authorial voice in the integrated writing task
Translation and translingual remixing
Cultural Backgrounds and Textual Appropriation
Supporting university students’ argumentative source-based writing
Do source use features impact raters’ judgment of argumentation? An experimental study
Reading to summarize in English and Chinese
Discourse synthesis in integrated second language writing assessment
Understanding Chinese English-major students’ intertextual competence and contributing factors
Evaluation of intervention on Chinese graduate students’ understanding of textual plagiarism and skills at source referencing
Exploring Nobel laureates’ practice of text borrowing
A scientometric review of research on student plagiarism (1970–2022)
Broker-mediated paraphrasing in ERPP contexts
The use of genitive citations in academic writing
Developing and Evaluating an Online Professional Development Model on Academic Writing Conventions and Norms in English
A Comparison of Distractor Selection Among Proficiency Levels in Reading Tests
Plagiarism in second-language writing
Toward a Framework for Linking Linguistic Knowledge and Writing Expertise
Second Language Graduate Students’ Experiences at the Writing Center
Pluralizing the Paraphrase
Second Language Writers’ Strategy Use and Performance on an Integrated Reading‐Listening‐Writing Task
The art of referencing
Evaluating the effect of teacher written feedback on developing Chinese L2 graduate students’ paraphrasing performance
Negotiating understanding, control, and authorship
Teaching citation to university students
Strategies of writing summaries for hard news texts
Investigating Chinese University Students' Knowledge of and Attitudes Toward Plagiarism From an Integrated Perspective
An Investigation of the Effects of Citation Instruction to Avoid Plagiarism in EFL Academic Writing Assignments
Chinese authorial identity
College cheating
Strategies of discourse comprehension
An Analysis of Summary Protocols of University ESL Students
Learning How to Use Citations for Knowledge Transformation
A Discourse Analysis Approach to Summary Writing
Borrowing Others' Words
Completely Different Worlds
Strategic Difficulties in Summarizing Texts
Academic Dishonesty
Staying out of trouble
Summary Protocols of "Underprepared" and "Adept" University Students
Undergraduate cheating
Plagiarism and ideology
As a matter of fact
| Unique citing works | 68 |
|---|---|
| Citations per year | 3,24 |
| Citation span | 2005 - 2026 (22) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 64 |