The use of paraphrase in summary writing: A comparison of L1 and L2 writers

371 citations recorded by the source corpus.

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

A genre-based approach to teaching EFL summary writing (2012, background): “Finally, writing research indicates that when asked to summarize a lengthy academic text, L2 learners tend to copy from source texts—an act considered as plagiarism (Keck 2006; Yu 2009).”
Impact of ChatGPT on learners in a L2 writing practicum: An exploratory investigation (2023, background): “For decades, researchers have produced prolific evidence for the perception (Chien, 2017; Hu & Lei, 2012; Merkel, 2020), practice (Keck, 2006; Neumann et al., 2019), detection (Hayes & Introna, 2005; Stapleton, 2012) and countermeasures (Keck, 2010; Yeh, 2021) of plagiarism in writing.”
The development of source use by international postgraduate students (2013, methodology): “Paraphrasing is the mainmeans through which writers express the ideas of other authors, and therefore is one of the most important language issues in academicwriting for international students (Chatterjee, 2007; Flowerdew&Li, 2007;Keck, 2006).”
Student beliefs and attitudes about authorial identity in academic writing (2009, background): “For example: risk factors for plagiarism, such as academic integration and goal orientation (Bennett 2005); self-report measures of plagiarism (Caruana, Ramaseshan, and Ewing 2000); and objective measures of paraphrasing (Keck 2006; Landau, Druen, and Arcuri 2002; Roig 1997, 1999), citation (Schuetz”