Addressing Pedagogy on Textual Borrowing

Focus on Instructional Resources

Authors

  • Zuzana Tomaš University of Utah

DOI:

https://doi.org/10.1558/wap.v2i2.223

Keywords:

plagiarism, l2 writing instruction, l2 writing pedagogy, textbooks, l2 writers

Abstract

Over the past few decades, researchers interested in composition and second-language (L2) writing have increasingly begun to examine issues related to intentional and unintentional plagiarism, factors influencing plagiarism such as culture and language proficiency, and L2 writers’ textual borrowing practices. However, less attention has been paid to the instructional issues surrounding plagiarism. This article aims to add to the research on pedagogy specific to writing from sources by reporting on a survey conducted with 113 writing instructors working at universities, colleges, and intensive English language institutes in the Western United States. These instructors evaluated existing resources for teaching how to avoid plagiarism and shared ideas about the types of instructional materials they use or would like to use. Additionally, the article examines a case of one writing instructor utilizing resources related to textual borrowing when teaching a unit on summarizing as part of an academic writing course for L2 writers, and explores the decisions made in the process of implementing various resources in the class. Based on the results of the survey and the case study, recommendations are made for writing instructors and materials developers, along with suggestions for future research.

Author Biography

Zuzana Tomaš, University of Utah

Zuzana Tomaš is completing PhD studies at the University of Utah while working as an Associate Director at the University’s Writing Center. Her research interests include second language writing and teacher education. Zuzana Tomaš is also an Olympian; she competed at the Olympic Games in Beijing in 2008, running a marathon for her native country of Slovakia.

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Published

2010-12-18

How to Cite

Tomaš, Z. (2010). Addressing Pedagogy on Textual Borrowing: Focus on Instructional Resources. Writing and Pedagogy, 2(2), 223-250. https://doi.org/10.1558/wap.v2i2.223

Issue

Section

Research Matters

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