Group items tagged

"The Citation Project is a multi-institution research project responding to educators' concerns about plagiarism and the teaching of writing. Although much has been written on this topic and many have expressed concerns, little empirical data is available to describe what students are actually doing with their sources. At present, therefore, educators must make policy decisions and pedagogy based on anecdote, personal observation, media reports, and the claims of corporations that sell "solutions." The Citation Project begins the process of providing descriptive data. Our research team systematically studies randomly selected, source-based student papers from a range of different institutions. Our purpose is to describe how student writers use the sources they cite in their papers. With this information, educators will be able to make informed decisions about best practices for formulating plagiarism policies and for teaching rhetorically effective and ethically responsible methods of writing from sources. Preventing plagiarism is a desired outcome of our research, as the subtitle above indicates, but the Citation Project research suggests that students' knowing how to understand and synthesize complex, lengthy sources is essential to effective plagiarism prevention. If instructors know how shallowly students are engaging with their research source-and that is what the Citation Project research reveals-then they know what responsible pedagogy needs to address."

"The Journal of Writing Research (JoWR) is an international peer reviewed journal that publishes high quality theoretical, empirical, and review papers covering the broad spectrum of writing research. The mandate of the Journal of Writing Research is: to publish excellent and innovative writing research drawn from a range of academic disciplines (e.g. psychology, linguistics, pedagogy, design studies, communication studies, information and communication technology, learning and teaching) to stimulate interdisciplinary writing research to be fully international to apply high academic standards, including double blind peer review to share knowledge through open access "

The Journal of Response to Writing publishes papers based on research, theory, and/or practice that meaningfully contribute to an understanding of how response practices lead to better writing. JRW has three purposes: 1. Provide a venue for theorizing and reporting ground-breaking research on response to writing 2. Invite writing theorists, researchers, and practitioners to a venue to share their work with one another and colleagues in adjacent fields, most notably Composition, Applied Linguistics, and Foreign Language teaching viz a viz L1 and L2 writing 3. Provide new or inexperienced teachers with immediate suggestions for use in giving, encouraging, or managing responses to their students' writing

a handout that defines and explains effective literature reviews

discussion of scholarship related to marginalia (i.e. tutors writing on student papers); also covers policies re: marginalia

NB This resource was based on a corpus of graduate dissertations. "The Academic Phrasebank is a general resource for academic writers. It aims to provide you with examples of some of the phraseological 'nuts and bolts' of writing organised according to the main sections of a research paper or dissertation (see the top menu ). Other phrases are listed under the more general communicative functions of academic writing (see the menu on the left). The resource should be particularly useful for writers who need to report their research work.The phrases, and the headings under which they are listed, can be used simply to assist you in thinking about the content and organisation of your own writing, or the phrases can be incorporated into your writing where this is appropriate. In most cases, a certain amount of creativity and adaptation will be necessary when a phrase is used.The items in the Academic Phrasebank are mostly content neutral and generic in nature; in using them, therefore, you are not stealing other people's ideas and this does not constitute plagiarism. For some of the entries, specific content words have been included for illustrative purposes, and these should be substituted when the phrases are used.The resource was designed primarily for academic and scientific writers who are non-native speakers of English. However, native speaker writers may still find much of the material helpful. In fact, recent data suggest that the majority of users are native speakers of English. "