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Textual appropriation in two discipline-specific undergraduate writings.

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Title: Textual appropriation in two discipline-specific undergraduate writings.
Authors: Ling Shi1 Ling.shi@ubc.ca
Source: Writing & Pedagogy. 2016, Vol. 8 Issue 1, p91-116. 26p.
Subject Terms: *Study & teaching of language composition, *College students, *Research, *Decision making, Intertextual analysis, Bibliographical citation research
Abstract: Research has explored how scholars use citations to write intertextually across disciplines but have rarely compared how students, especially undergraduates, appropriate source texts in their writing in arts versus sciences. This study explores textual appropriation and source use in disciplinary writing of second language undergraduates in a North American university. Two samples of undergraduate writing were analyzed. One is a biology paper written by Cary to summarize a scientific concept or statement, and the other is an essay in Film Studies written by Martin on a topic of his own choosing. Text-based interviews were conducted to solicit participants' comments and explanations of how they used source texts in completing the two specific disciplinary writing tasks. Results suggest different citing behaviors between the two students in terms of the types of sources they used (textbooks, monographs, and non-reading sources), the format of textual borrowing (quoting versus paraphrasing), and reasons for citing and not citing (e.g., to use others' words or ideas versus expressing one's own ideas or knowledge). The paper ends with an example of an assignment designed to help students explore how to make citation decisions in disciplinary writing. [ABSTRACT FROM AUTHOR]
Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Textual appropriation in two discipline-specific undergraduate writings.
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  Data: <searchLink fieldCode="JN" term="%22Writing+%26+Pedagogy%22">Writing & Pedagogy</searchLink>. 2016, Vol. 8 Issue 1, p91-116. 26p.
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  Data: *<searchLink fieldCode="DE" term="%22Study+%26+teaching+of+language+composition%22">Study & teaching of language composition</searchLink><br />*<searchLink fieldCode="DE" term="%22College+students%22">College students</searchLink><br />*<searchLink fieldCode="DE" term="%22Research%22">Research</searchLink><br />*<searchLink fieldCode="DE" term="%22Decision+making%22">Decision making</searchLink><br /><searchLink fieldCode="DE" term="%22Intertextual+analysis%22">Intertextual analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Bibliographical+citation+research%22">Bibliographical citation research</searchLink>
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  Data: Research has explored how scholars use citations to write intertextually across disciplines but have rarely compared how students, especially undergraduates, appropriate source texts in their writing in arts versus sciences. This study explores textual appropriation and source use in disciplinary writing of second language undergraduates in a North American university. Two samples of undergraduate writing were analyzed. One is a biology paper written by Cary to summarize a scientific concept or statement, and the other is an essay in Film Studies written by Martin on a topic of his own choosing. Text-based interviews were conducted to solicit participants' comments and explanations of how they used source texts in completing the two specific disciplinary writing tasks. Results suggest different citing behaviors between the two students in terms of the types of sources they used (textbooks, monographs, and non-reading sources), the format of textual borrowing (quoting versus paraphrasing), and reasons for citing and not citing (e.g., to use others' words or ideas versus expressing one's own ideas or knowledge). The paper ends with an example of an assignment designed to help students explore how to make citation decisions in disciplinary writing. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Writing & Pedagogy is the property of University of Toronto Press and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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