MARC details
| 000 -LEADER |
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| fixed length control field |
05840nam a2200433 a 4500 |
| 001 - CONTROL NUMBER |
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| control field |
9012 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
BD-DhEWU |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20190930214659.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
190930s2017 miu g b s000 0 eng d |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
0472036890 |
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| International Standard Book Number |
9780472036899 (paperback : acidfree paper) |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
(OCoLC)1037724439 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
YDX |
| Language of cataloging |
eng |
| Transcribing agency |
YDX |
| Description conventions |
rda |
| Modifying agency |
BDX |
| -- |
OCLCF |
| -- |
DLC |
| -- |
BD-DhEWU |
| 041 ## - LANGUAGE CODE |
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| Language code of text/sound track or separate title |
eng |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
PN167 |
| Item number |
.M68 2017 |
| 082 04 - DEWEY DECIMAL CLASSIFICATION NUMBER |
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| Classification number |
808 |
| Edition number |
23 |
| Item number |
MOT 2017 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
|---|
| Personal name |
Mott-Smith, Jennifer A., |
| 9 (RLIN) |
10320 |
| 245 10 - TITLE STATEMENT |
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| Title |
Teaching effective source use : |
| Remainder of title |
classroom approaches that work / |
| Statement of responsibility, etc |
Jennifer A. Mott-Smith, Zuzana Tomaš and Ilka Kostka. |
| 260 ## - PUBLICATION, DISTRIBUTION, ETC. (IMPRINT) |
|---|
| Place of publication, distribution, etc |
Ann Arbor, MI : |
| Name of publisher, distributor, etc |
University of Michigan Press, |
| Date of publication, distribution, etc |
2017. |
| 300 ## - PHYSICAL DESCRIPTION |
|---|
| Extent |
xv, 208 pages ; |
| Dimensions |
26 cm |
| 500 ## - GENERAL NOTE |
|---|
| General note |
"Michigan teacher resource"--Cover |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc |
Includes bibliographical references (pages 196-208). |
| 505 ## - FORMATTED CONTENTS NOTE |
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| Title |
TOC |
| Formatted contents note |
"Plagiarism" Hysteria: Taking a Stance against the Cat-and-Mouse Game --<br/>The Cat-and-Mouse Game --<br/>Removing the Ethical Frame from Discussions of Source Use --<br/>L2 Student Writers in an Age of "Plagiarism" Hysteria --<br/>Issues in L2 Writers' Source Use --<br/>Revisiting the Wrongness of "Plagiarism" --<br/>Take-Away Points --<br/>The Concept Dimension: Exploring the Cultural Constructs Surrounding the Terms Originality and Plagiarism --<br/>What We Know from Research and Theory --<br/>Authority: Voice, Originality, and Transformed Knowledge --<br/>Ownership, Community Membership, and Common Knowledge --<br/>"Plagiarism" and Copyright --<br/>Connecting to the Classroom --<br/>Lessons 1-6 --<br/>Take-Away Points --<br/>The Discourse Dimension: Teaching How Writers Use References to Situate Themselves in a Discourse Community --<br/>What We Know from Research and Theory --<br/>Using References to Establish a Framework of Ideas and Authority --<br/>Connecting References to One's Own Beliefs and the Engagement of Readers --<br/>Differences in Source Use across Disciplinary Discourse Communities --<br/>Connecting to the Classroom --<br/>Lessons 1-7 --<br/>Take-Away Points --<br/>The Sentence Dimension: Addressing Patchwriting, Paraphrasing, Summarizing, and Quoting --<br/>What We Know from Research and Theory --<br/>Patchwriting and Copying: Learning English by Reusing Text --<br/>Paraphrasing and Formulaic Language --<br/>Incorporation of Paraphrases, Summaries, and Quotes --<br/>Connecting to the Classroom --<br/>Lessons 1-6 --<br/>Take-Away Points --<br/>The Process Dimension: Helping Writers Develop Effective Strategies for Reading, Thinking, and Writing --<br/>What We Know from Research and Theory --<br/>The Role of Thinking in the Reading-Writing Process --<br/>Effective Reading-Thinking-Writing Processes --<br/>Connecting to the Classroom --<br/>Lessons 1-6 --<br/>Take-Away Points --<br/>The Response Dimension: Developing Discussions around Source Use Decisions --<br/>What We Know from Research and Theory --<br/>Formative Response: A Pedagogical Approach --<br/>Understanding Source Use Decisions: Feedback as Dialogue --<br/>Centering the Student: Peer Review and Self-Assessment --<br/>Connecting to the Classroom --<br/>Lessons 1-6 --<br/>Take-Away Points --<br/>Bringing It All Together: Teaching the Dimensions of Source Use --<br/>Teaching the Basics: Jennifer's Approach --<br/>Context --<br/>Course Goals --<br/>Teaching the Dimensions --<br/>Connecting Experience with Theme-Based Source Content: Zuzana's Approach --<br/>Context --<br/>Course Goals --<br/>Teaching the Dimensions --<br/>Developing Independent Learners: Ilka's Approach --<br/>Context --<br/>Course Goals --<br/>Teaching the Dimensions --<br/>Teaching Values --<br/>Final Thoughts. |
| 520 ## - SUMMARY, ETC. |
|---|
| Summary, etc |
<br/>This is a comprehensive and practical resource for teachers who assign source-based writing assignments to second language students in a variety of settings. It may also be of use to those who teach in graduate L2 teacher training programs or Writing across the Curriculum courses, are consultants and tutors in writing centers, or are library faculty working with student researchers. The book's first chapter discusses the ways that plagiarism has traditionally been cast in ethical terms and argues that this frame is not helpful to L2 writers; it stresses that a variety of diverse behaviors have been included under the umbrella of plagiarism (fairly and unfairly) and challenges the stereotyping of L2 writers as plagiarizers through a discussion of culture, language, and identity. Subsequent chapters introduce the five approaches for teaching textual reuse-concept, discourse, sentence, process, response-and feature multiple ready-made lessons for each. The book's final chapter shows how the three authors incorporate the five approaches in the courses they teach: a first-year composition course for L2 writers, a research paper writing course for third- and fourth-year undergraduate L2 writers, and an L2 graduate writing course. This resource features a handy overview chart of the lessons to help teachers find the type of lesson they need at any time; it also includes student writing samples that may be used to help illustrate some of the lessons, as well as graphic organizers and videos. Book jacket. |
| 526 ## - STUDY PROGRAM INFORMATION NOTE |
|---|
| Program name |
English |
| Requested Dept. (EWU) |
English |
| 590 ## - LOCAL NOTE (RLIN) |
|---|
| Local note |
Sagar Shahanawaz |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Plagiarism |
| General subdivision |
Prevention. |
| 9 (RLIN) |
11429 |
|
|---|
| Topical term or geographic name as entry element |
Research |
| General subdivision |
Methodology. |
| 9 (RLIN) |
24753 |
|
|---|
| Topical term or geographic name as entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| 9 (RLIN) |
24754 |
|
|---|
| Topical term or geographic name as entry element |
Multicultural education. |
| 9 (RLIN) |
24755 |
|
|---|
| Topical term or geographic name as entry element |
English language |
| General subdivision |
Study and teaching |
| -- |
Foreign speakers. |
| Source of heading or term |
fast |
| 9 (RLIN) |
24754 |
|
|---|
| Topical term or geographic name as entry element |
Multicultural education. |
| Source of heading or term |
fast |
| 9 (RLIN) |
24755 |
|
|---|
| Topical term or geographic name as entry element |
Research |
| General subdivision |
Methodology. |
| Source of heading or term |
fast |
| 9 (RLIN) |
24753 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Tomaš, Zuzana, |
| Relator term |
author. |
| 9 (RLIN) |
24756 |
|
|---|
| Personal name |
Kostka, Ilka, |
| Relator term |
author. |
| 9 (RLIN) |
24757 |
| 856 42 - ELECTRONIC LOCATION AND ACCESS |
|---|
| Materials specified |
WorldCat Details |
| Uniform Resource Identifier |
https://www.worldcat.org/title/teaching-effective-source-list-classroom-approaches-that-work/oclc/1037724439&referer=brief_results |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Dewey Decimal Classification |
| Koha item type |
Text |