Open AccessResearch student and supervisor evaluation of intertextuality practices
Author(s) -
J. Christopher Crocker,
Philip Shaw
Publication year - 2017
Publication title -
hermes
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.759
H-Index - 7
eISSN - 1903-1785
pISSN - 0904-1699
DOI - 10.7146/hjlcb.v15i28.25666
Subject(s) - intertextuality , copying , ignorance , supervisor , psychology , sociology , pedagogy , linguistics , epistemology , political science , philosophy , law
Intertextuality is essential in academic writing but it is governed by quite complex conventions. Different intertextuality practices can be judged evidence of academic com-petence or incompetence, or condemned as plagiarism. Learners can break the conventions with criminal intent, or from ignorance, or because their language proficiency prevents them from doing anything else. This paper reports the results of interviews with academic staff in a British university and their postgraduate students about intertextuality practices. The interviewees ahowed a wide range of – sometimes contradictory – attitudes to quotation, referencing, and copying. Several pointed out the developmental advantages of various types of copying.