University Students’ and Instructors’ Paraphrasing and Citation Knowledge and Practices
Datos Bibliográficos
| ID | 8158364 |
|---|---|
| Autores | Krista Schwabl (University of Alberta), Marian J Rossiter (University of Alberta), Marilyn L Abbott (0000-0003-3594-4426, University of Alberta) |
| Año | 2014 |
| Volumen | 59 |
| Número | 3 |
| Páginas | 401-419 |
| Fecha de publicación | 2014-06-30 |
| Peer Reviewed | Sí |
| Open Access | Sí |
| Tipo | ARTICLE |
| Revista | Alberta Journal of Educational Research (JOURNAL) |
| Identificadores de la revista | ISSN: 0002-4805 • E-ISSN: 1923-1857 |
| Editorial | University of Alberta Press (PUBLISHER • CA) |
| DOI | 10.55016/ojs/ajer.v59i3.55730 |
| OpenAlex | W2177391838 |
| Idioma | EN |
| Referencias citadas | 1 |
Plagiarism is a widespread concern at post-secondary institutions (Perry, 2010). University students are expected to avoid plagiarism by citing sources and paraphrasing appropriately. Their written work, however, often contains “patchwriting”, a developmental stage of writing that involves deleting/replacing words and/or altering structures in copied texts (Howard, 1995). Nine university instructors and 66 of their students responded to surveys addressing perceptions of paraphrasing and citation and recommendations for developing these skills. Responses revealed variations in perceptions of acceptable paraphrasing, particularly for patchwriting. Participants recommended paraphrasing workshops or online courses to provide more explicit instruction and guidance for both instructors and students
Citation · Citation analysis · Educational research · Higher education · Knowledge level · Library science · Mathematics education · Pedagogy · Political science · Academic integrity and plagiarism · Academic Writing and Publishing · Computer Science · Discourse Analysis in Language Studies · Psychology
| Velocidad de citación | historical |
|---|---|
| Altamente citado | No |