Stephanie and all,
Teresa's post gave me an idea. One interesting project might be to look at a
couple of disciplines in both their academic and professional dimensions.
So, for example, one could look at citation practices in engineering
university courses and in an engineering firm; in university accounting
courses and an accounting firm; or in university biology classes and in a
government natural resources unit. In a way, I guess, this idea follows on
Dias, Freedman, Medway, and Paré's _Worlds Apart_. Another variation on
this theme might be to look at disciplinary citation practices for students
(in coursework) and faculty (in academic publications) in a couple of
different disciplines.
Graham
----- Original Message -----
From: "Dr. Theresa Hyland" <[log in to unmask]>
To: <[log in to unmask]>
Sent: Monday, January 26, 2009 10:43 AM
Subject: Re: Dissertation Woes
> Interesting problem, Stephanie! There is so much out there that is
> already written, so it's difficult to find somewhere where you might fit
> in! I like your idea about "discipline specific teaching of citation
> practices". You might do a study comparing the teaching of citation
> practices in a social science course, say, and a science course. How is
> it taught? what are the parameters of plagiarism? what are the
> expectations of the students? Michelle Cox at Bridgewater State College
> did her dissertation on plagiarism in clinical reporting in the health
> sciences and found very different expectations about borrowing others'
> words in her research. I can put you in touch with her if you like.
> Theresa.
>
> Stephanie Bell wrote:
>> Hello all and happy Friday,
>>
>> I'm a PhD student in composition theory & pedagogy working under the
>> supervision of Dr. Catherine Schryer at the University of Waterloo. I've
>> recently completed my field exams and have moved on to transforming my
>> pile
>> of previous grant proposals into a viable (and, ideally, useful)
>> dissertation project on some aspect of citation practices and/or academic
>> misconduct. Thus far, I haven't been very successful.
>>
>> Since I'm not getting particularly far with the invention stage of my
>> dissertation on my own, I've decided to seek input on the gaps in the
>> field
>> of citation/misconduct that (writing) instructors would be interested in
>> having filled.
>>
>> My current interest (and work at WLU's Writing Centre) is in teaching the
>> complex citation practices involved in an author's critical engagement
>> with
>> source material as a means of facilitating student access to academic
>> discursive communities as well as preventing student misconduct.
>>
>> I am open to *any* project ideas regarding any aspect of citation and/or
>> misconduct. I've been mulling over possible projects on citation from the
>> following perspectives:
>>
>> - Student enculturation/community membership
>> - Assignment design
>> - Course design – specifically writing-intensive course design
>> - Discipline-specific citation practices (i.e., Hyland, 2000)
>> - Policy & institutional frameworks for dealing with plagiarism (i.e.,
>> Price; Howard; Park)
>> - Current approaches to teaching citation (i.e., content courses,
>> bibliography courses, writing-intensive programs, texts like Graff,
>> Birkenstein, Durst's They Say, I Say: The Moves that Matter in
>> Academic
>> Writing)
>> - Theories of idea ownership and language (Foucault; Bloom, 1973;
>> Volosinov; Bakhtin)
>> - The history of citation practices (Ong, 1982 (although it's not the
>> focus, it does touch upon practices of repetition and formula as
>> mnemonic
>> devices in oral cultures); Macfarlane, 2007)
>>
>>
>> Thanks for your help,
>>
>> Stephanie
>>
>>
>>
>
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