Discourse appropriation, construction of identities, and the complex issue of plagiarism: ESL students writing in graduate school
By A. Abasi, N. Akbari, Barbara Graves. 2006
227 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Literature and Literary Theory, Safety Research
View Paper: https://www.semanticscholar.org/paper/84d16c3b9264c4a435cbfae92c8b133843b58f78
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In Developmental and Educational Psychology
In Literature and Literary Theory
In Safety Research
Citations in the corpus
- Chinese University Students’ Perceptions of Plagiarism (2015, background): “It was also inconsistent with previous studies (e.g., Abasi et al., 2006; Breen & Maassen, 2005; Chandrasegaran, 2000; Deckert, 1993; Lei, 2010), which reported effects of academic socialization on knowledge about plagiarism among students studying at Australian, Canadian, Hong Kong, and…”
- Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity (2010, background): “Previous analyses have identified authorial identity construction as important in understanding and preventing plagiarism (Abasi et al., 2006), but this is the first evidence to our knowledge that brief, flexible interventions can improve students’ beliefs and attitudes about themselves as authors, ”
- Form and function of citations in discussion sections of master's theses and research articles (2013, background): “Further, more and less experienced writers’ use of source texts can also lead to the construction of different author identities such as an identity that is one of “solidarity and alignment”with the instructor’s perspectives or, in contrast, an identity as a “plagiarist” and not as an author, accord”
- Plagiarism in second-language writing (2014, background): “Focusing on single cases (Currie 1998; Starfield 2002; Oullette 2008) or multiple cases of L2 students (Abasi et al. 2006; Li & Casanave 2012), this body of research has uncovered the complexity of relations and factors behind students’ transgressive textual practices, such as the effect of…”
- Critical Argument and Writer Identity: Social Constructivism as a Theoretical Framework for EFL Academic Writing (2014, background): “Abasi et al. (2006) showed that social constructivism is integral in examining students’ awareness of identity construction in their own writing. Accordingly, exploring the critical thinking processes involved in students’ awareness of their own writer identity (i.e., understanding their own way(s) ”
- Beyond the accusation of plagiarism (2008, background): “…change, refining and modifying his " ideological " (values that he acquired from his social and cultural background) and " logical " identities (the " natural " way he used to organize and express his thoughts in Chinese writing) (Shen, 1989: 459; see also Scollon, 1994, Abasi et al., 2006).”
- Student beliefs and attitudes about authorial identity in academic writing (2009, methodology): “In an analysis that linked the fields of academic literacy and textual identity construction, and with interview data from five graduate English as a second language (ESL) students, Abasi, Akbari, and Graves ( 2006 ) argued that textual plagiarism should be considered as ‘an issue of authorial ident”