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HEACADEMY-GENERAL  2001

HEACADEMY-GENERAL 2001

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Subject:

Re: Plagiarism research

From:

Michelle Laufer <[log in to unmask]>

Reply-To:

The Institute for Learning and Teaching in Higher Education is a membership <[log in to unmask]>

Date:

Tue, 17 Jul 2001 13:50:01 +0100

Content-Type:

text/plain

Parts/Attachments:

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text/plain (89 lines)

I would also like to recieve a copy of your paper.. Many thanks

Michelle Laufer










Date sent:              Tue, 17 Jul 2001 13:02:46 +0100
Send reply to:          The Institute for Learning and Teaching in Higher Education is a              membership <[log in to unmask]>
From:                   Thomson Maggie <[log in to unmask]>
Subject:                Re: Plagiarism research
To:                     [log in to unmask]

> I would like to have a copy of your paper.
> Maggi Thomson
> Lecturer
> department of Nursing and Community Health
> Glasgow Caledonian University
> Cowcaddens Road
> Glasgow G4 0BA
>
> -----Original Message-----
> From: Lin Norton [mailto:[log in to unmask]]
> Sent: 11 July 2001 10:51
> To: [log in to unmask]
> Subject: Plagiarism research
>
>
> Dear all
> I have been following this discussion with interest and would like to
> mention a recent research paper which I wrote with colleagues from
> Plymouth university in which we looked at students' essay -writing
> 'tactics' ( which we called 'rules of the game'), cheating behaviours
> and approaches to studying.  One of the arguments we put forward in
> this paper was that the assessment system puts pressure on students
> who may perceive it to be another hurdle to jump over rather than a
> real learning opportunity. If students do not feel that the tasks they
> are required to undertake in the course of their degrees are
> meaningful, fair and authentic, then they may be more inclined to take
> a strategic approach, which might range form lawful practices such as
> using tactics to impress their tutors through to dishonest practices
> such as cheating, simply to get the necessary grades. This is of
> course not a justification for cheating , but does mean I agree with
> the points made by Arlene Gibson and Peter Waterhouse about
> instrumentalism and the educational process itself.
>
> If anyone would like a copy of this paper, I would be very happy to
> send them one in the post, if you email me your address. The full
> reference is as follows: Norton, L.S., Tilley, A.J., Newstead, S.E. &
> Franklyn-Stokes, A. (2001) The pressures of assessment in
> undergraduate courses and their effect on student behaviours.
> Assessment & Evaluation in Higher Education, 26, 3, 269-284.
>
> I also believe that the whole issue of plagiarism is a particularly
> 'grey' area where it is very difficult sometime to draw a definite
> line between paraphrasing and plagiarising. I am currently designing a
> research study with a colleague at Liverpool Hope to look at this
> specific issue more closely and would welcome anyone who is interested
> in working with us on a joint collaborative research study. Please get
> in touch direclty with me if you would like to know more.
>
> Best wishes
> Lin
>
> Dr Lin Norton
> [log in to unmask] <mailto:[log in to unmask]>
> Reader in Learning and Teaching
> Learning and Teaching Fellow
> Liverpool Hope
> Hope Park
> Liverpool L16 9JD
> UK
> tel: 0151-291-3643
> FAX: 0151-291-3773


Michelle Laufer
Polylang Programme Director
School of Social Sciences, Humanities and Languages
University of Westminster
309 Regent Street
London W1B2UW
0207 911 5000 Extension 2074

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