Thanks Colin - I completely agree; possibly my way of expressing it wasn't very clear? Since that last bit is what I often say to students in as many words, perhaps I'd better reformulate it?
Eloïse
Eloïse Sentito
Learning Development
Tel. (01752 5)87752 (Part-time: regular days= Tuesdays and Wednesdays)
Room 103, 21 Portland Villas, Drake Circus
University of Plymouth www.plymouth.ac.uk/learn
-----Original Message-----
From: learning development in higher education network [mailto:[log in to unmask]] On Behalf Of Colin Neville
Sent: 21 January 2010 19:49
To: [log in to unmask]
Subject: Re: Plagiarism advice and the student/author's voice
Dear Eloise
Re. the last section of part 2 of your mail.
If one of the main purposes of higher education is too encourage
students to develop independent thought and expression, does this not
involve encouraging them to form and express their own views on what
they read?
Arguably, one dimension of developing 'own voice' in academic writing
is about reading widely and forming and expressing a view on the
arguments presented by authors.
Referencing in this context is then a means of separating out one's
own ideas from those of published writers, otherwise academic writing
becomes nothing more than a series of genuflections to the work of
others.
Regards
Colin Neville
Visiting Specialist Adviser
Learner Development Unit/LearnHigher (Referencing)
University of Bradford
Richmond Road
Bradford BD7 1DP
[log in to unmask]
Quoting Eloise Sentito <[log in to unmask]>:
> Hi all,
>
>
>
> In a stimulating activity using materials I adapted from Swales and
> Freak (1994) courtesy of Brunel University in the last plagiarism
> discussion on this list (thank you!), some (actually many) tricky
> questions were raised by the postgrad participants, many of whom
> mark and teach, and many of whom were international students (though
> they weren't the challenging ones!).
>
>
>
> Part 1.
>
>
>
> A few were concerned about plagiarism-related issues when publishing
> sections of their doctoral thesis, or (more problematically) using
> chunks of their own previously published work in their theses. My
> advice was the following, but I'd be interested and grateful to hear
> of any other views or experiences on this, in case there are
> discipline-related differences and so on.
>
>
>
> The consensus here is that general practice would not be to put an
> article you'd published wholesale into your thesis, on the
> assumption that it would need re-contextualising as a standalone
> article or as one section of a larger whole, whichever way around
> you do it. There may be exceptions to this practice, so students
> need to confirm with those in their discipline involved with their
> particular project for a definitive answer to each individual case.
> Certainly in general terms if you write a piece for publication and
> want to include that work in an academic submission, the normal
> principles of referencing and plagiarism apply, as we discussed
> yesterday. The other way around, i.e. writing for your thesis and
> then publishing, is a different issue, and does not present a
> plagiarism problem as far as the University/PCMD is concerned - you
> would have to check with the journal in question.
>
>
>
> Does this reflect your experience and the advice you would give?
>
> Part 2.
>
> At risk of boring repetition, attached is the version of the schema
> I used for this session in case anyone from the previous discussion
> is interested. I cut it up into shuffled, unlabelled examples, asked
> the group, in 3s, to sort them into 3 piles (poor practice and
> plagiarism / undecided / acceptable and good practice), then
> redistributed the people with the paper slips into 3 big groups for
> further discussion and selection, before a whole group discussion
> and resolution. Everyone really got their teeth into it, and this
> alone took and hour and a half - we were all exhausted after that! I
> was surprised (sometimes pleasantly) at some of their opinions, and
> because there was such a range reflecting different writing
> practices in different disciplines, I would love feedback from any
> of you who are interested, especially if you have experience in
> marking, plagiarism panels, or come from a 'pure-science', medical
> or law background (we're mostly applied and social science and
> artsy-humanish folk here in LD UoP):
>
> Where do you draw the line (in the attached)?
> What do you consider best practice in terms of how academic writers
> (of any sort) use theory and present their 'own' argument?
> How do you advise students (of different levels, if applicable)?
>
> I tell them all that whilst their lay opinion, even if it is a
> professional one, counts for next to nothing in academic writing
> (though it is a good starting point), their well-informed,
> well-researched, well-reasoned, well-argued, well-substantiated,
> well-referenced, well-illustrated opinion counts for almost
> everything - but I'm the artsy-humanish one! What do you say?
>
> [cid:image005.png@01CA9ABD.9BECE310]
>
> Eloïse
> Eloïse Sentito [cid:image006.png@01CA9AC0.11A2F110]
> Learning Development
> Tel. (01752 5)87752 (Part-time: regular days= Tuesdays and Wednesdays)
> Room 103, 21 Portland Villas, Drake Circus
> University of Plymouth
> www.plymouth.ac.uk/learn<http://www.plymouth.ac.uk/learn>
> [cid:image003.gif@01CA9ABD.448984C0]
>
>
>
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