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Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing: A Case Study

Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing: A Case Study

Ilka Kostka, Miriam Eisenstein Ebsworth
Copyright: © 2019 |Pages: 29
ISBN13: 9781522580577|ISBN10: 1522580573|EISBN13: 9781522580584
DOI: 10.4018/978-1-5225-8057-7.ch013
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MLA

Kostka, Ilka, and Miriam Eisenstein Ebsworth. "Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing: A Case Study." Scholarly Ethics and Publishing: Breakthroughs in Research and Practice, edited by Information Resources Management Association, IGI Global, 2019, pp. 269-297. https://doi.org/10.4018/978-1-5225-8057-7.ch013

APA

Kostka, I. & Ebsworth, M. E. (2019). Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing: A Case Study. In I. Management Association (Ed.), Scholarly Ethics and Publishing: Breakthroughs in Research and Practice (pp. 269-297). IGI Global. https://doi.org/10.4018/978-1-5225-8057-7.ch013

Chicago

Kostka, Ilka, and Miriam Eisenstein Ebsworth. "Using Turnitin to Support Students' Understanding of Textual Borrowing in Academic Writing: A Case Study." In Scholarly Ethics and Publishing: Breakthroughs in Research and Practice, edited by Information Resources Management Association, 269-297. Hershey, PA: IGI Global, 2019. https://doi.org/10.4018/978-1-5225-8057-7.ch013

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Abstract

Concerns about plagiarism are salient for the academic writing of second language (L2) writers of English, who face several challenges while learning academic discourse and proper citation conventions. Effective instruction is crucial in helping them learn to avoid plagiarism and borrow from sources appropriately. In this chapter, the authors present a case study of an English as a Second Language (ESL) composition class at a Midwestern university in the United States. This study is framed by a social view of learning that draws from Lave and Wenger's (1991) notion of a community of practice. Data included weekly classroom observations, interviews at the beginning, middle, and end of the 10-week academic term, surveys, and student participants' online blogs. Findings illustrate how Turnitin, an Internet-based matched-text detection program, was used to support academic writing instruction and help socialize learners into an American academic discourse community.

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