000			05840nam a2200433 a 4500
999			_c9012 _d9012
001			9012
003			BD-DhEWU
005			20190930214659.0
008			190930s2017 miu g b s000 0 eng d
010			_a 2017278231
020			_a0472036890
020			_a9780472036899 (paperback : acidfree paper)
035			_a(OCoLC)1037724439
040			_aYDX _beng _cYDX _erda _dBDX _dOCLCF _dDLC _dBD-DhEWU
041			_aeng
050	0	0	_aPN167 _b.M68 2017
082	0	4	_a808 _223 _bMOT 2017
100	1		_aMott-Smith, Jennifer A., _910320
245	1	0	_aTeaching effective source use : _bclassroom approaches that work / _cJennifer A. Mott-Smith, Zuzana Tomaš and Ilka Kostka.
260			_aAnn Arbor, MI : _bUniversity of Michigan Press, _c2017.
300			_axv, 208 pages ; _c26 cm
500			_a"Michigan teacher resource"--Cover
504			_aIncludes bibliographical references (pages 196-208).
505			_tTOC _a"Plagiarism" Hysteria: Taking a Stance against the Cat-and-Mouse Game -- The Cat-and-Mouse Game -- Removing the Ethical Frame from Discussions of Source Use -- L2 Student Writers in an Age of "Plagiarism" Hysteria -- Issues in L2 Writers' Source Use -- Revisiting the Wrongness of "Plagiarism" -- Take-Away Points -- The Concept Dimension: Exploring the Cultural Constructs Surrounding the Terms Originality and Plagiarism -- What We Know from Research and Theory -- Authority: Voice, Originality, and Transformed Knowledge -- Ownership, Community Membership, and Common Knowledge -- "Plagiarism" and Copyright -- Connecting to the Classroom -- Lessons 1-6 -- Take-Away Points -- The Discourse Dimension: Teaching How Writers Use References to Situate Themselves in a Discourse Community -- What We Know from Research and Theory -- Using References to Establish a Framework of Ideas and Authority -- Connecting References to One's Own Beliefs and the Engagement of Readers -- Differences in Source Use across Disciplinary Discourse Communities -- Connecting to the Classroom -- Lessons 1-7 -- Take-Away Points -- The Sentence Dimension: Addressing Patchwriting, Paraphrasing, Summarizing, and Quoting -- What We Know from Research and Theory -- Patchwriting and Copying: Learning English by Reusing Text -- Paraphrasing and Formulaic Language -- Incorporation of Paraphrases, Summaries, and Quotes -- Connecting to the Classroom -- Lessons 1-6 -- Take-Away Points -- The Process Dimension: Helping Writers Develop Effective Strategies for Reading, Thinking, and Writing -- What We Know from Research and Theory -- The Role of Thinking in the Reading-Writing Process -- Effective Reading-Thinking-Writing Processes -- Connecting to the Classroom -- Lessons 1-6 -- Take-Away Points -- The Response Dimension: Developing Discussions around Source Use Decisions -- What We Know from Research and Theory -- Formative Response: A Pedagogical Approach -- Understanding Source Use Decisions: Feedback as Dialogue -- Centering the Student: Peer Review and Self-Assessment -- Connecting to the Classroom -- Lessons 1-6 -- Take-Away Points -- Bringing It All Together: Teaching the Dimensions of Source Use -- Teaching the Basics: Jennifer's Approach -- Context -- Course Goals -- Teaching the Dimensions -- Connecting Experience with Theme-Based Source Content: Zuzana's Approach -- Context -- Course Goals -- Teaching the Dimensions -- Developing Independent Learners: Ilka's Approach -- Context -- Course Goals -- Teaching the Dimensions -- Teaching Values -- Final Thoughts.
520			_a 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			_aEnglish _bEnglish
590			_aSagar Shahanawaz
650		0	_aPlagiarism _xPrevention. _911429
650		0	_aResearch _xMethodology. _924753
650		0	_aEnglish language _xStudy and teaching _xForeign speakers. _924754
650		0	_aMulticultural education. _924755
650		7	_aEnglish language _xStudy and teaching _xForeign speakers. _2fast _924754
650		7	_aMulticultural education. _2fast _924755
650		7	_aResearch _xMethodology. _2fast _924753
700	1		_aTomaš, Zuzana, _eauthor. _924756
700	1		_aKostka, Ilka, _eauthor. _924757
856	4	2	_3WorldCat Details _uhttps://www.worldcat.org/title/teaching-effective-source-list-classroom-approaches-that-work/oclc/1037724439&referer=brief_results
942			_2ddc _cTEXT