mdh.sePublications
Change search
Refine search result
1 - 50 of 50
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf
Rows per page
  • 5
  • 10
  • 20
  • 50
  • 100
  • 250
Sort
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
  • Standard (Relevance)
  • Author A-Ö
  • Author Ö-A
  • Title A-Ö
  • Title Ö-A
  • Publication type A-Ö
  • Publication type Ö-A
  • Issued (Oldest first)
  • Issued (Newest first)
  • Created (Oldest first)
  • Created (Newest first)
  • Last updated (Oldest first)
  • Last updated (Newest first)
  • Disputation date (earliest first)
  • Disputation date (latest first)
Select
The maximal number of hits you can export is 250. When you want to export more records please use the 'Create feeds' function.
  • 1.
    Klitgård, Ida
    et al.
    Roskilde University.
    McMillion, Alan
    English Department, Stockholm University.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Shaw, Philip
    English Department, Stockholm University.
    Summary, paraphrase and plagiarism in academic writing2010Conference paper (Other academic)
  • 2.
    Malmström, Hans
    et al.
    Chalmers University of Technology, Sweden.
    Mežek, Spela
    Stockholm University, Sweden.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Shaw, Philip
    Stockholm University, Sweden.
    Irvine, Aileen
    Edinburgh University, UK.
    Teacher practices and vocabulary exposure in the content classroom: incidental English vocabulary acquisition in the parallel-language university2011Conference paper (Other academic)
  • 3.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Academic writing and plagiarism: a linguistic analysis2008 (ed. 1)Book (Other academic)
  • 4.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Best practice for source (mis)use in student writing2007Conference paper (Refereed)
  • 5. Pecorari, Diane
    Cultural differences in the language classroom: The example of plagiarism1997Conference paper (Other academic)
  • 6.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Do biology students write like students or biologists?2006Conference paper (Other academic)
  • 7.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Effects of English-me­dium textbooks on vocabulary­ acquisitio­n: Lessons for Swedish universiti­es2009Conference paper (Refereed)
  • 8.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Facets of culture: Activities for the ELT classroom1999In: Confronting culture: Constraint or resource? IATEFL Cultural Studies SIG Newsletter / [ed] Hyde, M. & Pulverness, A., 1999, p. 13-17Conference paper (Other academic)
  • 9.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Formulaic language in biology: A topic-specific investigation2009In: Academic writing: At the interface of corpus and discourse / [ed] Charles, Maggie, Pecorari, Diane & Hunston, Susan, London: Continuum , 2009Chapter in book (Other (popular science, discussion, etc.))
  • 10. Pecorari, Diane
    Good and original: Plagiarism and patchwriting in academic second-language writing2003In: Journal of second language writing, ISSN 1060-3743, E-ISSN 1873-1422, Vol. 12, no 4, p. 317-345Article in journal (Refereed)
    Abstract [en]

    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 article reports a study of the writing of 17 postgraduate students. Source reports in the student-generated texts were compared to the original sources in order to describe the relationship between the two. Interviews were also conducted with the student writers and their supervisors. The student writing was found to contain textual features which could be described as plagiarism, but the writers' accounts of their work and the textual analysis strongly suggest absence of intention to plagiarize, thus providing empirical verification of similar suggestions in the literature. Implications of these findings are discussed and include a recommendation that the focus on preventing plagiarism be shifted from post facto punishment to proactive teaching

  • 11.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Good and original: The role of plagiarism and patchwriting in the work of second-language academic writers2003Conference paper (Other academic)
  • 12.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Intercultural contact and academic values: The example of plagiarism2000In: Heritage and Progress: From the past to the future in intercultural understanding. Proceedings of the 1998 SIETAR Europa Congress / [ed] Lynch, D. & Pilbeam, A., 2000, p. 57-64Conference paper (Refereed)
  • 13.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Introduction to part III: Focus on learner discourse2009In: Academic writing: At the interface of corpus and discourse / [ed] M. Charles, D. Pecorari & S. Hunston, London: Continuum , 2009, p. 191-192Chapter in book (Other academic)
  • 14. Pecorari, Diane
    Merging voices: The construction of authorial voice through citation2004Conference paper (Other academic)
  • 15.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Multi-word units in subject-specific academic writing2008Conference paper (Other academic)
  • 16. Pecorari, Diane
    Plagiarism: Alchemy and Remedy in Higher Education2009In: English for specific purposes (New York, N.Y.), ISSN 0889-4906, E-ISSN 1873-1937, Vol. 28, no 1, p. 69-71Article, book review (Other academic)
  • 17.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Plagiarism and international students: How the English-speaking university responds2001In: Linking literacies: Perspectives on L2 reading-writing connections / [ed] Belcher, Diane & Hirvela, Alan, Ann Arbor, MI: University of Michigan Press , 2001, p. 229-245Chapter in book (Other academic)
  • 18.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Plagiarism and the response of the university1998Conference paper (Other academic)
  • 19.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Plagiarism in academic writing2000Conference paper (Other academic)
  • 20.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Plagiarism, patchwriting and source use: Best practice in the composition classroom2008In: Teaching academic writing / [ed] Patricia Friedrich, London: Continuum , 2008, p. 222-241Chapter in book (Other academic)
  • 21.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Problems and opportunit­ies for teaching academic writing in Swedish higher education2007Conference paper (Other academic)
  • 22.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Process citing: Avoiding plagiarism in student writing1998In: The Japanese Learner, Vol. 16, p. 12-15Article in journal (Refereed)
  • 23.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Repeated language in academic discourse: The case of biology background statements2008In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 7, no 3, p. 9-33Article in journal (Refereed)
    Abstract [en]

     

    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.

  • 24.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Review of Overseas Students in Higher Education1998In: The Modern language journal, ISSN 0026-7902, E-ISSN 1540-4781, Vol. 82, p. 590-591Article, book review (Other academic)
  • 25.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Source use across disciplinary culture: Citation and plagiarism in the work of novice writers2003Conference paper (Other academic)
  • 26.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Student reading practices in parallel learning situations­ in Swedish higher education2009Conference paper (Refereed)
  • 27.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    The intertextu­ality that dare not speak its name: Constructi­ng plagiarism­ as a textual crime2009Conference paper (Refereed)
  • 28.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    The role of idiomaticity in source reports: An investigation of novice and expert academic writing2006Conference paper (Other academic)
  • 29.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    The role of lexical bundles in source reports: An investigation of novice and expert academic writing2006Conference paper (Other academic)
  • 30.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    The use and misuse of reference sources: Plagiarism or patchwriting?1999Conference paper (Other academic)
  • 31.
    Pecorari, Diane
    Mälardalen University, Department of Humanities.
    Visible and occluded citation features in postgraduate second-language writing2006In: English for Specific Purposes, ISSN 0889-4906, Vol. 25, no 1, p. 4-29Article in journal (Refereed)
    Abstract [en]

    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 (1996) 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.

  • 32.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    What every English teacher should know about plagiarism2009Conference paper (Other academic)
  • 33.
    Pecorari, Diane
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Charles, MaggieHunston, Susan
    Academic Writing: At the interface of corpus and discourse2009Collection (editor) (Other (popular science, discussion, etc.))
  • 34.
    Pecorari, Diane
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Charles, Maggie
    Oxford University.
    Hunston, Susan
    University of Birmingham.
    General Introduction2009In: Academic writing: At the interface of corpus and discourse / [ed] M. Charles, D. Pecorari & S. Hunston, London: Continuum , 2009, p. 1-10Chapter in book (Other academic)
  • 35.
    Pecorari, Diane
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Malmström, Hans
    Chalmers University of Technology, Sweden.
    Mezek, Spela
    Stockholm University, Sweden.
    Shaw, Philip
    English Department Stockholm University.
    The EVA Project: A Status Report2011Conference paper (Other academic)
  • 36.
    Pecorari, Diane
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Shaw, Philip
    Stockholm University, Sweden.
    Faculty attitudes toward source use strategies and their implications for second-language academic writers2010Manuscript (preprint) (Other academic)
  • 37.
    Pecorari, Diane
    et al.
    Linnaeus University, Sweden .
    Shaw, Philip
    Stockholm University, Sweden .
    Types of student intertextuality and faculty attitudes2012In: Journal of second language writing, ISSN 1060-3743, E-ISSN 1873-1422, Vol. 21, no 2, p. 149-164Article in journal (Refereed)
    Abstract [en]

    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. 

  • 38.
    Pecorari, Diane
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Shaw, Philip
    English Department, Stockholm University.
    University teachers discussing plagiarism: Divided perspectives on teaching writing and shaping a culture of honesty2010In: Towards an authentic future: Proceedings of the Fourth Annual Plagiarism Conference, 2010Conference paper (Refereed)
    Abstract [en]

    The substantial and growing body of research into plagiarism includes good coverage of student views, understandings and attitudes (e.g. Crocker & Shaw, 2002; Pecorari, 2003; Shi, 2004). Less attention, though, has been given to the perspectives of university teachers, possibly because the received view of plagiarism as the worst of academic crimes is so widely established that it has appeared to be safe to assume that teachers strongly and consistently object to it as an act of academic dishonesty.

    There are, however, indications in the literature that teachers’ views of plagiarism may not in fact be homogeneous. For example, Sutherland-Smith (2008) found that some of the teachers she studied categorized plagiarism as always involving dishonest intent, while others took the view that it could occur unintentionally. In response to specific instances of source use, sharply differing responses to quite similar student writing strategies have been documented (Pecorari, 2008). When academics are accused of plagiarism, the charge is often the subject of heated debate, with their colleagues taking opposing positions on how to regard the act (e.g., Leatherman, 1999; Smallwood, 2002; Yilmaz, 2007). There is reason, therefore, to think that individual academics may differ widely not only in terms of how they handle cases of plagiarism which arise in their classrooms, but also in terms of which textual acts they consider to be plagiarism, or how serious they consider acts of plagiarism to be for students in various situations.

  • 39.
    Pecorari, Diane
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Shaw, Philip
    English Department, Stockholm University.
    Irvine, Aileen
    Edinburgh University.
    Malmström, Hans
    Chalmers University of Technology.
    English for academic purposes at Swedish universities: Teachers' objectives and practices2011In: Iberica, ISSN 1139-7241, Vol. 22, p. 55-78Article in journal (Refereed)
    Abstract [en]

    In a parallel-language environment the use of textbooks in English in coursesotherwise in the local language is naturalized and not widely discussed orquestioned. The aim of this study was to elicit the attitudes and syllabusinfrastructure that underlie the practice. A large-scale survey was carried out andanswers were obtained from over 20% of teachers at Swedish universities.Results confirmed that a majority regarded English as important during and/orafter university studies and showed that they considered the use of Englishlanguagetextbooks as providing a useful opportunity for incidental languagelearning. In strong contrast to the situation in a content and language integratedlearning environment, only a small minority of courses were reported to haveany specified learning outcome related to English. Open answers showedawareness of the benefits and risks of parallel-language practices, but no interestin making aims explicit. In our view, there is no contradiction between incidentallearning and explicit aims, and course aims which remain implicit make rationalplanning and constructive alignment more difficult. They also inhibit discussionof appropriate methodology.

  • 40.
    Pecorari, Diane
    et al.
    Linnaeus University, Växjö, Sweden.
    Shaw, Philip
    Stockholm University, Stockholm, Sweden .
    Irvine, Aileen
    Edinburgh University, Edinburgh, United Kingdom .
    Malmström, Hans
    Chalmers University of Technology, Gothenburg, Sweden.
    Reading in tertiary education: Undergraduate student practices and attitudes2012In: Quality in Higher Education, ISSN 1353-8322, E-ISSN 1470-1081, Vol. 18, no 2, p. 235-256Article in journal (Refereed)
    Abstract [en]

    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.

  • 41.
    Pecorari, Diane
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Shaw, Philip
    Irvine, Aileen
    Malmström, Hans
    Vocabulary­ Learning in Parallel Language Contexts2009Conference paper (Other academic)
  • 42.
    Pecorari, Diane
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Shaw, Philip
    Stockholm Univ.
    Malmström, Hans
    KTH.
    Irvine, Aileen
    Univ Edinburgh.
    English textbooks in parallel-language tertiary education2011In: TESOL quarterly (Print), ISSN 0039-8322, E-ISSN 1545-7249, Vol. 45, no 2, p. 313-333Article in journal (Refereed)
    Abstract [en]

    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.

  • 43.
    Pecorari, Diane
    et al.
    Mälardalen University, School of Education, Culture and Communication.
    Shaw, Philip
    Malmström, Hans
    Irvine, Aileen
    Incidental­ Learning from Reading2009Conference paper (Refereed)
  • 44.
    Shaw, Ph
    et al.
    English Department Stockholm University.
    Irvine, Aileen
    Edinburgh University.
    Malmström, Hans
    Chalmers University of Technology.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Intertextual episodes in lectures i bilingual contexts2009Conference paper (Other academic)
  • 45.
    Shaw, Phil
    et al.
    English Department Stockholm University.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Irvine, Aileen
    Edinburgh University.
    Malmström, Hans
    Chalmers University of Technology.
    Effects of English-medium textbooks on vocabulary acquisition: Lessons for Swedish universities2009Conference paper (Other academic)
  • 46.
    Shaw, Philip
    et al.
    English Department Stockholm University.
    Irvine, Aileen
    Edinburgh University.
    Malmström, Hans
    Chalmers University of Technology.
    Mezek, Spela
    English Department Stockholm University.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Hur förstår svenska studenter ämneslitteratur på engelska?2009Conference paper (Other academic)
  • 47.
    Shaw, Philip
    et al.
    Stockholm University, Sweden.
    Irvine, Aileen
    Edinburgh University, UK.
    Malmström, Hans
    Chalmers University of Technology, Sweden.
    Mežek, Špela
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Conditions for vocabulary acquisition in multimodal and multilingual environments2011Conference paper (Other academic)
  • 48.
    Shaw, Philip
    et al.
    English Department, Stockholm University.
    Irvine, Aileen
    Edinburgh University.
    Malmström, Hans
    Royal Institute of Technology.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Intertextual episodes in lectures: A classification from the perspective of incidental learning from reading2010In: Hermes - Journal of Language and Communication Studies, ISSN 0904-1699, E-ISSN 1903-1785, Vol. 45, p. 115-128Article in journal (Refereed)
  • 49. Shaw, Philip
    et al.
    Irvine, Aileen
    Malmström, Hans
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    Intertextual episodes in lectures with bilingual content2009Conference paper (Refereed)
    Abstract [en]

    In a parallel language environment it is important that teaching takes account of both the languages students areexpected to work in. Lectures in the mother tongue need to offer access to textbooks in English and encouragementto 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 thetypes of reference to reading which occur, classified by their potential usefulness for access and encouragement. Suchreferences were called ‘intertextual episodes’. Seven preliminary categories of intertextual episode were identified. Insome disciplines the text is the topic of the lecture rather than a medium for information on the topic, and this categorywas not pursued further. In the remaining six the text was a medium for information about the topic. Three of theminvolved management, of texts by the lecturer her/himself, of student writing, or of student reading. The remainingthree involved reference to the content of the text either introducing it to students, reporting its content, or, really themost interesting category, relativizing it and thus potentially encouraging critical reading. Straightforward reportingthat certain content was in the text at a certain point was the most common type, followed by management of studentreading. Relativization was relatively infrequent. The exercise has provided us with categories which can be used for anexperimental phase where the effect of different types of reference can be tested, and for observation of the referencesactually used in L1 lectures in a parallel-language environment.

  • 50.
    Sutherland-Smith, Wendy
    et al.
    Deakin University.
    Pecorari, Diane
    Mälardalen University, School of Education, Culture and Communication.
    POLICY AND PRACTICE IN TWO ACADEMIC SETTINGS: HOW THE ADMINISTRATIVE STRUCTURES OF AUSTRALIAN AND SWEDISH UNIVERSITIES SERVE A CULTURE OF HONESTY2010In: Towards an authentic future: Proceedings of the fourth international plagiarism conference, 2010Conference paper (Refereed)
1 - 50 of 50
CiteExportLink to result list
Permanent link
Cite
Citation style
  • apa
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf