چکیده:
Writing academic texts is a challenging endeavour for novice L2 writers, which
causes them to rely heavily on the original texts. Some studies have differentiated
intentional acts of fraud (like plagiarism) from patchwriting which they claim is
unintentional source text reliance. However, others have a negative view toward it.
The present study explores L2 graduate student writers and their professors'
perspectives about these different writing practices and how they may work for or
against developing professional writing expertise in a discipline. Survey
questionnaires and interviews were used to collect data. The results were analysed
through calculating frequencies and percentages as well as inductive data analysis
for transcribed interviews. The results showed that many graduate students used
patchwriting in their attempts to write academic texts unintentionally and intuitively.
The reasons identified for patchwriting were students' lack of confidence to write
independently, inability to paraphrase or fear of not expressing the writer's message
thoroughly, and, in some cases, the writers' intention to get around plagiarism
detection softwares. However, both students and their instructors had negative views
about patchwriting. They believed that writing strategies like patchwriting could not
lead to professional writing practices in a discipline. More importantly, the students
seemed to continue this practice all through their studies, which may be a sign of not
receiving enough instruction and feedback in this regard. The role of explicit
teaching is emphasized in making students familiar with the differences between
paraphrasing and patchwriting.
خلاصه ماشینی:
Although plagiarism is a matter of concern in both L1 and L2 academic writing (Yamada, 2003), EFL/ESL writers, especially novice graduate students, "may be more vulnerable to accusations of fraud" for many reasons (Abasi & Graves, 2008, p.
Lack of proficiency, different cultural backgrounds regarding textual ownership and borrowing (Benesch, 2001; Pennycook, 1996; Pecorari, 2003), the biased view of professional communities towards L2 writers especially students (Lillis & Curry, 2010; Pecorari, 2003; Salager-Meyer, 2008; Valentine, 2006) and unintentional or non-prototypical plagiarism practiced by novice L2 students as a means of literacy practice (Valentine, 2006) are just a few reasons provided for L2 student-writers accusations of plagiarism in the literature.
In other words, it can be claimed that L2 novice students turn into copying because they are not familiar with the norms of academic writing in a foreign language and that these attempts can be signs of their trying to practice disciplinary writing, enter their related discourse community, and establish their identity (Abasi, Akbari & Graves, 2006) as members of their related discourse communities and competent authors and researchers.
Method</H1> To answer the research questions, two survey questionnaires were constructed to probe graduate students and their professors' viewpoints and experiences about academic writing, plagiarism, and patchwriting.
The questionnaires probed graduate students’ and university professors’ experiences and viewpoints about issues in academic and discipline-specific writing including conducting research, copying, patchwriting, and plagiarism.