1. Plagiarism prevention: the dangers of separating management from pedagogy Dr Anna Magyar University of East Anglia

2. Unintentional versus intentional plagiarism New game with new rules Knowing the rules is not enough Plagiarism entwined with notion of academic integrity Implicit message that these are not so much ‘different rules’ but ‘better’ rules? Unintentional plagiarism tarnished with the same moral brush?

3. ‘Institutional practices of mystery’ (Lillis, 2001) What do international students make of our plagiarism rules and attribution practices? What are the cultural assumptions underpinning our approach to plagiarism? What is involved in mastering attribution practices in Higher Education?

4. Our attribution practices involve Linguistic strategies, namely paraphrasing and referencing; Rhetorical issues such as knowing how to incorporate, build on and critique other’s work; Disciplinary knowledge –knowing what is ‘general’ knowledge and therefore does not need referencing Epistemology, such as the value attributed to the various potential sources of evidence Identity, developing an academic voice, finding or simulating an authoritative voice with which to critique others; Cultural values assumptions about ownership of knowledge.

5. Our rules of plagiarism (in HE assessment) are predicated on private intellectual ownership of ideas… and words? access to and use of academic publications – notably online research articles… idea that learning is displayed through transformation of text…

6. Using ‘own’ words The word in language is always half someone else's. It becomes 'one's own' only when the speaker populates it with his own intention, his own accent, when he appropriates the word, adapting it to his own semantic and expressive intention. Prior to this moment of appropriation, the word does not exist in a neutral and impersonal language (it is not, after all, out of a dictionary, that the speaker gets their words!), but rather it exists in other peoples' mouths, in other peoples' concrete contexts, serving other people's intentions: it is from there that one must take the word, and make it one's own.'(Bakhtin, 1981, pp. 293--94)

7. Plagiarism prevention, learning and equal opportunities: when prevention strategies become an obstacle to transformative (deep) learning How inclusive are our explanations of plagiarism? Does our approach to plagiarism prevention unwittingly discriminate international students? How consistent is it possible to be with regards our explanations about and attitudes towards plagiarism? What level of language are we expecting from international Masters students and how consistent across schools? Should students have their work corrected for grammar? Does it matter?

8. Institutional practices of ‘mastery’? Doing it ‘right’ involves: knowing how to identify ‘appropriate’ resources knowing how to access academic journals appropriating and reproducing disciplinary language identifying and understanding the attribution practices of the discipline Our responsibility to students does not stop at telling them the rules. We need to explain why and provide opportunities to engage with the language and practices of their discipline in non high stakes activities

9. References and further reading Bakhtin, M (1981) Discourse in the novel. In M.Holquist (ed.) The dialogic imagination. Four essays by M.Bakhtin (Translated by C.Emerson and M.Holquist) Austin: University of Texas Press Chanock, K When students reference plagiarised material – what can we learn (and what can we do) about their understanding of attribution? International Journal for Educational Integrity Vol. 4 No. 1 pp.3-16 Flowerdew, J and Li, Y Language Re-use among Chinese Apprentice Scientists Writing for Publication Applied Linguistics 28/3 pp 440-465 Lillis, T (2001) Student Writing: access, regulation, desire. London: Routledge McGowan (2006) Does educational integrity mean teaching students NOT to ‘use their own words’? International Journal for Educational Integrity. Vol 2 No 2 pp. 29-42 Pennycook, A. (1996). Borrowing others’ words: Text, ownership, memory and plagiarism TESOL Quarterly 30 (2), 201-230