In a BAAHE conference held in Belgium a few years back, a bright young
woman from Eastern Europe discussed her research findings of the
nature citations in Master's thesis. Non-integral citations were often
unrelated to the information supported. In addition, paraphrases and
direct quotes from integral citations were also often inaccurate and
sometimes totally mismatched with the original author. Often, quotes
were not integrated in the sentence or within sections. She suggested
that this was a sign of the standards and culture surrounding the
various means by which degrees were obtained, as well as the current
influence of North American culture on the necessity to integrate
one's research into the existing body of evidence. Fascinating
research. Gloria Michalchuk
> 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
>
>
> --
> Stephanie Bell
> PhD Candidate
> English Language & Literature
> University of Waterloo
> [log in to unmask]
>
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>
>
Gloria Michalchuk, Doctor of Philosophy
(780) 481-4858 or (780) 434-8137
University of Alberta, Edmonton, AB
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For the list archives and information about the organization,
its newsletter, and the annual conference, go to
http://www.stu.ca/inkshed/
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