Appraising plagiarism policies of Australian universities

Louise Kaktinš*

*Corresponding author for this work

    Research output: Contribution to journalArticlepeer-review

    6 Citations (Scopus)
    53 Downloads (Pure)

    Abstract

    An investigation of plagiarism policies of Australian universities in the latter part of 2009 was undertaken to determine how such institutions construed the notion of plagiarism and how this was reflected in the language and expression of those policies. Various unexpected challenges emerged in using Martin and White's (2005) traditional appraisal framework when analyzing attitudinal stance. The pronounced and widespread use of thingification and abstractions in the policies and the consequent ambiguity in identifying the appraised and/or the appraiser, presented challenges to Martin and White's distinction between Appreciation and Judgment (two subsystems of Attitude) and led to the adoption of Lee's (2007) double coding which seemed more aligned with the normative nature of the plagiarism policies. Overall, the findings suggest some movement away from the default punitive stance of plagiarism policies, to a more "educative" pedagogically based approach focused on the concept of student as apprentice researcher, already recognized as a valued member of the academic community.

    Original languageEnglish
    Pages (from-to)117-141
    Number of pages25
    JournalText and Talk
    Volume34
    Issue number2
    DOIs
    Publication statusPublished - 1 Mar 2014

    Bibliographical note

    Copyright de Gruyter 2014. Article originally published in Text & Talk, vol 34, iss 2, pp. 117-141. The original article can be found at http://dx.doi.org/10.1515/text-2013-0040. Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

    Keywords

    • plagiarism
    • plagiarism policies
    • Australian universities
    • academic integrity
    • appraisal analysis
    • educative approach

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