Research Skills for Developing Writers: Lesson 7 Pre-Reading Activities
Pre-Reading Opinion Poll
In your opinion, students plagiarize because...
Pre-Reading Text: Background Information
Heitman, E., & Litewka, S. (2011). International perspectives on plagiarism and considerations for teaching
international trainees.Urologic Oncology, 29(1), 104-108. doi:10.1016/j.urolonc.2010.09.014
In the increasingly global community of biomedical science and graduate science education, many US academic researchers work with international trainees whose views on scientific writing and plagiarism can be strikingly different from US norms. Although a growing number of countries and international professional organizations identify plagiarism as research misconduct, many international trainees come from research environments where plagiarism is ill-defined and even commonly practiced. Two research-ethics educators consider current perspectives on plagiarism around the world and contend that US research-training programs should focus on trainees' scientific writing skills and acculturation, not simply on preventing plagiarism.
Sowden, C. (2005). Plagiarism and the Culture of Multilingual Students in Higher Education Abroad.
ELT Journal, 59(3), 226-233.
The cultural values of multilingual students are sometimes at variance with Western academic practice, in matters such as plagiarism. In accepting this, however, it is important to avoid stereotyping. Instead we should respect and make use of the students' own traditions of study. It is also time to acknowledge that ideas and language are necessarily derivative, and to take account of this in our understanding of plagiarism. Plagiarism itself can be discouraged by the use of oral presentations, both as a means of improving language control, and as a tool within the overall assessment process. In addition, attention should be given to students' unfamiliarity with concepts which are culturally conditioned.