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Plagiarism is a consistent source of concern for educators, and particularly so for English for Academic Purposes (EAP) practitioners, whose objective is to equip students for success across the curriculum. Plagiarism has been on the EAP research agenda for some 35 years and remains a topic of considerable research interest. While perceptions of plagiarism have been extensively investigated, a number of questions relating to the prevalence and causes of plagiarism remain unanswered, and solid evidence about effective pedagogical methods is largely lacking. This article outlines directions for future research on the topic and describes specific investigations that could be conducted.

Despite the central role of vocabulary in language learning, and the increasing interest in academic vocabulary, materials for testing academic vocabulary are not common. This paper reports on the development of a new test of academic vocabulary. Test items were based on a relatively recently developed list of academic vocabulary. They were then piloted, refined, and two comparable forms of the test were produced. The paper describes the approaches used to assess the validity and equivalence of the two forms of the test. Research and pedagogical implications and uses of the test are discussed. Full text available: https://www.sciencedirect.com/science/article/pii/S1475158518303126

With the objective of determining what academic vocabulary students use productively, and exploring the relationship between receptive and productive academic vocabulary, this paper continues the dialog on what constitutes academic vocabulary. By adopting a set of principled criteria (ratio, dispersion, discipline specificity and range) and by approximating the procedures from a recent study of academic vocabulary, the academic vocabulary found in students' writing is identified and subsequently compared to the academic vocabulary found in published academic writing (indexical of receptive purposes). Nearly 600 words emerge as being represented significantly more frequently in students' academic writing than in their non-academic writing, demonstrating that students distinguish in their writing between academic and non-academic vocabulary. Furthermore, the investigation finds significant differences between students' productive academic vocabulary and academic vocabulary serving receptive purposes, suggesting that students' productive and receptive academic vocabulary needs are far from identical. The findings reported here are intended to serve as a tool for EAP educators working to help students develop academic vocabulary fit for purpose, as well as an incentive for EAP researchers to continue to explore the nature of academic vocabulary.

In a parallel language environment it is important that teaching takes account of both the languages students are expected to work in. Lectures in the mother tongue need to offer access to textbooks in English and encouragement to read. This paper describes a preliminary study for an investigation of the extent to which they actually do so. A corpus of lectures in English for mainly L1 English students (from BASE and MICASE) was examined for the types of reference to reading which occur, classified by their potential usefulness for access and encouragement. Such references were called ‘intertextual episodes’. Seven preliminary categories of intertextual episode were identified. In some disciplines the text is the topic of the lecture rather than a medium for information on the topic, and this category was not pursued further. In the remaining six the text was a medium for information about the topic. Three of them involved management, of texts by the lecturer her/himself, of student writing, or of student reading. The remaining three involved reference to the content of the text either introducing it to students, reporting its content, or, really the most interesting category, relativizing it and thus potentially encouraging critical reading. Straightforward reporting that certain content was in the text at a certain point was the most common type, followed by management of student reading. Relativization was relatively infrequent. The exercise has provided us with categories which can be used for an experimental phase where the effect of different types of reference can be tested, and for observation of the references actually used in L1 lectures in a parallel-language environment.

This response to Hultgren’s position paper begins by examining elements of her argument. It weighs up the evidence for the assumptions which lead to her conclusions. Finally, it presents an alternative practical implication of her position.

This chapter speaks to university teachers who are concerned about plagiarism and want to address it constructively, but feel that they may not have all the tools or information they need to do so. It approaches the issue from a variety of theoretical angles in order to provide a framework for discussion and research. Jordan Canzonetta addresses the issue of trust between teachers and students, and the role which plagiarism, and tools for detecting plagiarism, play in that important relationship. Deceptive intertextuality exists, as Anton's student exemplifies, but non-deceptive unconventional intertextuality can arise by accident even when one knows the conventions, as Ezra's error shows. Regardless of the perspective adopted, some plagiarism at least needs to be situated in the context of other breaches of academic ethics, a broad category which includes acts perpetrated by both students and teachers. Plagiarism, then, is an outlier, a misfit, a square peg in the landscape of good and bad writing behaviours.

In some academic settings where English is not the first language it is nonetheless common for reading to be assigned in English, and the expectation is often that students will acquire subject terminology incidentally in the first language as well as in English as a result of listening and reading. It is then a prerequisite that students notice and engage with terminology in both languages. To this end, teachers’ classroom practices for making students attend to and engage with terms are crucial for furthering students’ vocabulary competence in two languages. Using transcribed video recordings of eight undergraduate lectures from two universities in such a setting, this paper provides a comprehensive picture of what teachers ‘do’ with terminology during a lecture, i.e., how terms are allowed to feature in the classroom discourse. It is established, for example, that teachers nearly always employ some sort of emphatic practice when using a term in a lecture. However, the repertoire of such practices is limited. Further, teachers rarely adapt their repertoires to cater to the special needs arguably required in these settings, or to exploit the affordances of multilingual environments.

The Routledge Handbook of English for Academic Purposes provides an accessible, authoritative and comprehensive introduction to English for Academic Purposes (EAP), covering the main theories, concepts, contexts and applications of this fast growing area of applied linguistics. Forty-four chapters are organised into eight sections covering: Conceptions of EAP Contexts for EAP EAP and language skills Research perspectives Pedagogic genres Research genres Pedagogic contexts Managing learning Authored by specialists from around the world, each chapter focuses on a different area of EAP and provides a state-of-the-art review of the key ideas and concepts. Illustrative case studies are included wherever possible, setting out in an accessible way the pitfalls, challenges and opportunities of research or practice in that area. Suggestions for further reading are included with each chapter. The Routledge Handbook of English for Academic Purposes is an essential reference for advanced undergraduate and postgraduate students of EAP within English, Applied Linguistics and TESOL.

Plagiarism is a particularly complex issue because it straddles the boundary between academic integrityand academic literacy. Academic texts are widely understood to involve complex and precise exp ...

This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students’ self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a small group of students expressing active resistance to completing reading assignments. Although textbooks were perceived as valuable, students reported a preference for learning course content from other resources, such as lectures and lecture notes. Textbooks were perceived as alternatives, rather than complements, to attending class. Differences were found across academic disciplines. Implications of these findings for educational administration and classroom practice are discussed.

Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use is and is not appropriate, but some evidence suggests that university teachers and other gatekeepers may fall short of this consistency. This paper reports the findings of semi-structured text-based interviews aimed at understanding the basis of teacher attitudes and responses to intertextuality in academic writing. Teachers who were asked to evaluate the same examples from student texts differed in their judgments about whether the examples were appropriate, and provided different types of explanation for their judgments. These explanations enable us to develop a four-part typology of intertextuality which allows analytic discussion of differing judgments. The implications both of the teacher judgments and of the typology for second language writing instruction are discussed and an assessment of the relevance of our findings for the theme of this special issue is provided.

In the globalised university environment, many university students are expected to learn subject-specific terminology in both the local language and the L2 (English) by learning from two media in two different languages: lectures in the local language and reading in L2 English. These students' bilingual learning is greatly affected by the learning strategies they employ. An experiment was designed to investigate the effects of student choice of learning media and the order of media on their learning and perception of learning of terminology in English. The results confirm that added exposure to terminology in different media, even in different languages, contributes to learning and show that, in some circumstances, learning terminology from reading may be more effective than learning it from a lecture. The results also show that students do not correctly judge their knowledge of terms learnt from different media in different languages and that they underestimate knowledge gained from reading in L2. Implications for teaching are discussed.

As novice members of their academic discourse communities, postgraduates face the challenge of learning to write in ways which will be judged as appropriate by those communities. Two resources in this effort are students’ own observations of the features of published texts in their disciplines, and feedback on their texts from teachers and advisors. These resources depend, though, on the extent to which textual features can be observed. Swales [Swales, J. M. (1996). Occluded genres in the academy: The case of the submission letter. In E. Ventola & A. Mauranen (Eds.). Academic writing: intercultural and textual issues (pp. 45–58). Amsterdam: John Benjamins.] has noted the existence of occluded academic genres. The notion of occlusion is extended here to refer to the features of academic texts which are not ordinarily visible to the reader. One important area of occlusion is citation and, specifically, the relationship between a reference to a source and the source itself. This article reports the findings of an investigation into three visible and occluded features of postgraduate second-language writing. The novice writers in this study were found to respond to their disciplines’ expectations in terms of the visible aspects of source use, but with regard to the occluded features their writing diverged considerably from received disciplinary norms. The findings also suggest that, with respect to disciplinary norms, a gap may exist between what is prescribed and what is practiced.

Plagiarism is regarded as a heinous crime within the academic community, but anecdotal evidence suggests that some writers plagiarize without intending to transgress academic conventions. This arti ...

Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.

"Linking Literacies" provides the most up to date theoretical overview of the connection between reading and writing in second language acquisition. Belcher and Hirvela have brought together the definitive collection of developments in reading-writing relations research and pedagogy. Papers are organized into these parts: Ground Practice: Theory, Research, and History In the Classroom: Teaching Reading as Writing and Writing as Reading (E)Merging Literacies and the Challenge of Textual Ownership Technology-Assisted Reading and Writing. In addition to examining the ways in which L1 influences have affected the development of L2 reading-writing theory and pedagogy, Linking Literacies looks at how L2 reading-writing scholarship has created an identity separate of an L1 framework. Linking Literacies examines a broad range of questions and concerns within the structure of L2 reading-writing connections and L2 academic literacy through discussions of theory, research, and

Intertextuality is a pervasive feature of all discourse, but norms and conventions vary widely across domains. Academic conventions can cause difficulties for those who have been exposed to, or move on to, domains with other practices. Academic conventions are well documented; here we examine those of business writing. We created a corpus of chairman’s statements from annual corporate reports and searched them for signalled and unsignalled intertextual relationships. We hypothesise that statements from the same company will be linked by both repeated phraseology and acknowledged intertextuality.

Repetition in language use has been approached from several rather diverse angles, including pre-fabricated multi-word lexical units and intertextuality of types ranging from quotation to patchwriting (Howard, 1995) to plagiarism. This paper suggests that such divergent approaches to the question of repetition have commonalities which can inform EAP practice, and reports the results of an investigation into repetition in a specific element in biology research articles.