Plagiarism or intertextuality?: Approaches to Teaching EFL Academic Writing
Title
Plagiarism or intertextuality?: Approaches to Teaching EFL Academic Writing
Plagiarism or intertextuality?: Approaches to Teaching EFL Academic Writing
Keywords: academic writing, intertextuality, plagiarism, tertiary education
Authors
James Moody
Department of Foreign Languages, University of Qatar, Doha
James Moody
Department of Foreign Languages, University of Qatar, Doha
Bio Data
James Moody has taught English language at the University of Qatar in Doha since 1998. He has been Professor and Head of Departments at universities in Zambia and Papua New Guinea. His interests are in pragmatics, discourse analysis and ELT methodology. He has written approximately 30 articles on language use and language teaching and has published a series of English language textbooks for Southern Africa.
Abstract
EFL students problems in using textual sources in academic writing have been considered negatively as plagiarism and more positively as a manifestation of intertextuality. This paper argues that treating plagiarism from the perspective of intertextuality is a productive approach to teaching writing skills, as it can help to foster student writers self confidence. After examining the theoretical status of both concepts, practical suggestions for teaching academic writing are made with reference to the relation of writing to reading, the writer s assumptions about the reader, the writer s development of an individual identity, formulating a topic and the need for careful planning. Academic writing is best taught as a process through which teachers monitor development from a reproduction to an incorporation of textual sources.
EFL students problems in using textual sources in academic writing have been considered negatively as plagiarism and more positively as a manifestation of intertextuality. This paper argues that treating plagiarism from the perspective of intertextuality is a productive approach to teaching writing skills, as it can help to foster student writers self confidence. After examining the theoretical status of both concepts, practical suggestions for teaching academic writing are made with reference to the relation of writing to reading, the writer s assumptions about the reader, the writer s development of an individual identity, formulating a topic and the need for careful planning. Academic writing is best taught as a process through which teachers monitor development from a reproduction to an incorporation of textual sources.
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See pages 195-210
[/private]Category: Main Editions, Volume 9 Issue 1
