Philip Shaw | Stockholm University (original) (raw)

Papers by Philip Shaw

LUNAS 2016: Academic language use and academic literacies from a multilingual perspective in nordic educational contexts, May 10, 2016

The Nordic countries have been very much in the vanguard of the recent, worldwide growth in the n... more The Nordic countries have been very much in the vanguard of the recent, worldwide growth in the number of tertiary-level courses taught partly or entirely through the medium of English outside of the traditionally English speaking world (Wächter & Maiworm, 2014), on the national or international scale. The presence of English in the Swedish university context ranges from use of assigned reading in English on courses which formally have Swedish as the language of instruction to courses and indeed entire degree programmes taught exclusively in English. The latter case typically involves the presence of international students, and so the setting is multilingual with English the only available common language. The former, on the other hand, involves a more homogeneous set of linguistic proficiencies and experiences. While some students (or teachers) may be of non-Swedish origins, as a condition of admission, all are expected to be proficient in Swedish and English both. In many educational settings like these, an ethos of restricting communication to the shared language frequently prevails. However, a relatively recent trend in research on multilingual settings has been to challenge the one-code ethos and to examine the phenomenon of translanguaging, by which participants in an interaction draw on the full range of linguistic resources available to them (e.g., Creese & Blackledge, 2010; Garcia & Li, 2014) This paper reports on the findings of two parallel studies in two different educational settings. In the first study, Swedish-language lectures in three disciplines were observed and recorded. Sixteen hours of transcribed speech were analysed to identify the use of English in the lectures. The relatively infrequent, but highly institutionalized, references to English in the Swedish-language lectures serve to tie reading and teaching together, and construct Swedish education as a branch of international learning. In the second study we report on findings from observations carried out in an entirely English-based environment, where the course is taught by a non-native speaker of English to a multilingual student group. These observations concern instances where the teacher’s translanguaging skills are put to the test in order to create an inclusive classroom. The observed instances involve the use of metaphors and cultural references intended to explain the lecture content, humour intended to affect the classroom atmosphere and meta-comments on the students’ assumed learning process within the frames of the lecture. The findings indicate that the multilingual classroom in Swedish higher education makes, or should make high demands on the university teacher’s awareness of and capacity to use translanguaging strategies. References Creese, A., & Blackledge, A. (2010). Translanguaging in the bilingual classroom: A pedagogy for learning and teaching? Modern Language Journal, 94, 103–115. García, O., & Li, W. (2014). Translanguaging: language, bilingualism and education. Basingstoke: Palgrave MacMillan. Wächter, B., Maiworm, F., & Academic Cooperation Association. ACA. (2014). English-taught programmes in European higher education: The state of play in 2014. Bonn: Lemmens.

English Today, 2008

ABSTRACTAn analysis of home page spellings in relation to the accents they evoke. One of the most... more ABSTRACTAn analysis of home page spellings in relation to the accents they evoke. One of the most obvious developments connected with modern electronic communication is the opening up of an area of publicly visible language from what Sebba (2003a) calls the partially regulated zone of spelling. This zone appears in such synchronous media as instant messaging, chatrooms and ICQ (‘I seek you’) and asynchronous ones including SMS text messages, blogs, email and homepages.

www. hsv. se

... om att böcker på ett främmande språk är en utmaning, men att det är en utmaning som studenter... more ... om att böcker på ett främmande språk är en utmaning, men att det är en utmaning som studenterna måste ta sig an och som inte kan und-vikas. ... Att få studenterna att göra detta är naturligtvis relativt lätt inom humaniora och samhällsvetenskaper, där föreläsningarna är få. ...

mdh.se. Publications. ...

American Speech, 1986

... The only evidence for the -onian model in this situa-tion would be words like Buffalo (NY)/Bu... more ... The only evidence for the -onian model in this situa-tion would be words like Buffalo (NY)/Buffalonian or Saugus (MA)/Saugo-nian derived from models which do not satisfy the requirement for -ite. ... Menn, Lise, and Brian MacWhinney. 1984. ...

In a parallel-language environment the use of textbooks in English in courses otherwise in the lo... more In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus infrastructure that underlie the practice. A large-scale survey was carried out and answers were obtained from over 20 % of teachers at Swedish universities. Results confirmed that a majority regarded English as important during and/or after university studies and showed that they considered the use of English-language textbooks as providing a useful opportunity for incidental language learning. In strong contrast to the situation in a content and language integrated learning environment, only a small minority of courses were reported to have any specified learning outcome related to English. Open answers showed awareness of the benefits and risks of parallel-language practices, but no interest in making aims explicit. In our view, there is no contradiction b...

In settings in which English is used as a medium of instruction (EMI) in parallel with another la... more In settings in which English is used as a medium of instruction (EMI) in parallel with another language, a common expectation is that students will acquire subject terminology incidentally in the L ...

Nordic Journal of English Studies, 2004

Intertextuality in its broadest sense—the relationship between two texts—is a pervasive feature o... more Intertextuality in its broadest sense—the relationship between two texts—is a pervasive feature of academic writing, as manifested by features such as citations to earlier texts and the sets of fea ...

[Panel at CALPIU ´12, Roskilde University, 3-5 April, 2012]

English for Specific Purposes, 2015

In the globalised university environment, many university students are expected to learn subject-... more In the globalised university environment, many university students are expected to learn subject-specific terminology in both the local language and the L2 (English) by learning from two media in two different languages: lectures in the local language and reading in L2 English. These students' bilingual learning is greatly affected by the learning strategies they employ. An experiment was designed to investigate the effects of student choice of learning media and the order of media on their learning and perception of learning of terminology in English. The results confirm that added exposure to terminology in different media, even in different languages, contributes to learning and show that, in some circumstances, learning terminology from reading may be more effective than learning it from a lecture. The results also show that students do not correctly judge their knowledge of terms learnt from different media in different languages and that they underestimate knowledge gained from reading in L2. Implications for teaching are discussed.

TESOL Quarterly, 2011

Tertiary education in many countries is increasingly bilingual, with English used in parallel wit... more Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences with English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the English as a foreign language or English as a second language classroom are discussed.

Quality in Higher Education, 2012

This paper reports the findings of a study of undergraduate student use of, and attitudes toward,... more This paper reports the findings of a study of undergraduate student use of, and attitudes toward, textbooks and other assigned reading. More than 1200 students of various subjects at three Swedish universities were surveyed. Most students said reading played an important role in learning generally and attributed positive characteristics to their textbooks. However, students&#x27; self-reported reading behaviour was at odds with these attitudes, with many students reporting some degree of non-compliance with reading assignments and a ...

Journal of Second Language Writing, 2012

Intertextuality is a prominent feature of academic writing, and the ability to use sources effect... more Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use is and is not appropriate, but some evidence suggests that university teachers and other gatekeepers may fall short of this consistency. This paper reports the findings of semistructured text-based interviews aimed at understanding the basis of teacher attitudes and responses to intertextuality in academic writing. Teachers who were asked to evaluate the same examples from student texts differed in their judgments about whether the examples were appropriate, and provided different types of explanation for their judgments. These explanations enable us to develop a four-part typology of intertextuality which allows analytic discussion of differing judgments. The implications both of the teacher judgments and of the typology for second language writing instruction are discussed and an assessment of the relevance of our findings for the theme of this special issue is provided.

Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), 2011

Resumen: In a parallel-language environment the use of textbooks in English in courses otherwise ... more Resumen: In a parallel-language environment the use of textbooks in English in courses otherwise in the local language is naturalized and not widely discussed or questioned. The aim of this study was to elicit the attitudes and syllabus infrastructure that underlie the practice. A large-scale survey was carried out and answers were obtained from over 20% of teachers at Swedish universities.

SwePub titelinformation: Effects of English-medium textbooks on vocabulary acquisition : Lessons ... more SwePub titelinformation: Effects of English-medium textbooks on vocabulary acquisition : Lessons for Swedish universities.

LUNAS 2016: Academic language use and academic literacies from a multilingual perspective in nordic educational contexts, May 10, 2016

English Today, 2008

www. hsv. se

mdh.se. Publications. ...

American Speech, 1986

Nordic Journal of English Studies, 2004

[Panel at CALPIU ´12, Roskilde University, 3-5 April, 2012]

English for Specific Purposes, 2015

TESOL Quarterly, 2011

Quality in Higher Education, 2012

Journal of Second Language Writing, 2012

Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos (AELFE), 2011

This book could be seen as an early representative of a mature phase of ELF studies, in which the... more This book could be seen as an early representative of a mature phase of ELF studies, in which the validity of ELF usage is well enough established for the focus to be on dispassionate investigation rather than advocacy. It is based on the million-word Helsinki ELFA corpus of academic speech in English produced (mainly) by speakers with a different home language. The author's wide reading, clear vision, and rational approach make it an exceptionally valuable book, not only within ELF studies but in terms of a number of general issues raised. Mauranen sets the discussion of SLU (second language use) in the context of established studies of translation studies, second language acquisition, spoken language, language change and language processing and presents empirical findings with implicatins for all these areas and for language teaching.

English for Specific Purposes, 2001

International Journal of Bilingualism, 1997

In a parallel-language environment students are often required to read in a language different fr... more In a parallel-language environment students are often required to read in a
language different from the one they use in lectures, seminars, and among
themselves. Relatively little research has been done on the overall reading success
of such groups or on the componential make up of their L2 reading skills. This
paper compares the English-language reading skills of Swedish students of
biology with that of equivalent British biology students. Many Swedish readers
perform within or above the normal British range on the study-reading test, but
the overall average score of this sample of Swedish readers was considerably
lower than that of the British sample. For the Swedes study-reading success
correlates significantly with vocabulary knowledge, inferencing and newspaper
reading, and at a lower level for word recognition speed. For the British
informants the pattern is similar, but with no significant correlation for wordrecognition
speed. Multiple regression analyses show that academic vocabulary
knowledge test scores can account for nearly half the variance in study-reading
scores and newspaper reading test scores for about ten percent more. For the
British informants the same pattern emerged, but the contributions of
vocabulary knowledge was considerably greater and that of newspaper
skimming rather less.
Keywords: academic reading, parallel-

In a parallel-language environment students are often required to read in a language different fr... more In a parallel-language environment students are often required to read in a language different from the one they use in lectures, seminars, and among themselves. Relatively little research has been done on the overall reading success of such groups or on the componential make up of their L2 reading skills. This paper compares the English-language reading skills of Swedish students of biology with that of equivalent British biology students. Many Swedish readers perform within or above the normal British range on the study-reading test, but the overall average score of this sample of Swedish readers was considerably lower than that of the British sample.. For the Swedes study-reading success correlates significantly with vocabulary knowledge, inferencing and newspaper reading, and at a lower level for word recognition speed. For the British informants the pattern is similar, but with no significant correlation for word-recognition speed . Multiple regression analyses show that academic vocabulary knowledge test scores can account for nearly half the variance in study-reading scores and newspaper reading test scores for about ten percent more. For the British informants the same pattern emerged, but the contributions of vocabulary knowledge was considerably greater and that of newspaper skimming rather less.

Where English has two or more alternative complementation patterns for the same verb, their relat... more Where English has two or more alternative complementation patterns for the same verb, their relative frequencies might vary among national varieties. This article investigates the relative frequencies of various complementation patterns among nine verbs whose complementation may differ between British and Indian English: provide, furnish, supply, entrust and present; pelt, shower, pepper, bombard. A method was devised to use on-line Indian and British newspaper archives as a source of more examples than could be obtained from corpora. The results showed consistent differences between varieties. The construction NP1-V-NP3-NP2

English World-wide, 2003

. Scottish Standard English (SSE) is a variety analogous to English, Irish or US Standard English... more . Scottish Standard English (SSE) is a variety analogous to English, Irish or US Standard English, that is, it is distinguished from other standard varieties by a particular pronunciation, a few lexical items, and a very few grammatical features. In particular, SSE is normally rhotic, that is written is pronounced in all positions, as in most types of American English. But alongside SSE there is Scots, a dialect (or a collection of local varieties) sharply different from any variety of Standard English in phonology, lexicon, and syntax. This was the autonomous language of Scotland before the union of the crowns in 1603 and many would grant it the status of an independent language today. Scots (and the closely related Ulster-Scots in Northern Ireland) are covered by the EU's Regional and Minority Languages policy. There are many modern literary works in varieties of Scots or with representations of Scottish vernacular. The text of Irvine Welsh's novels has Scottish features in the narrator's voice. In Example 1 Scottishness is indexed by the negative hadnae 'hadn't', the reduced form ay 'of', and the spellings huv 'have' and wis 'was'.

Tertiary education in many countries is increasingly bilingual, with English used in parallel wit... more Tertiary education in many countries is increasingly bilingual, with English used in parallel with the national language, particularly as a reading language. This article describes the results of a survey of student attitudes toward, and reading practices regarding, English-language textbooks. Over 1,000 students at three Swedish universities responded to a questionnaire asking about their experiences of English textbooks. Textbooks written in English were generally unpopular, and the perception was widespread that they placed a greater burden on students. However, respondents were divided both about whether their reading behavior and their learning outcomes were affected by having a textbook in English, and about whether English texts were desirable. The findings of this study have implications for teaching practices in contexts in which students are asked to read, or are being prepared to read, in a second language. Implications for the EFL/ESL classroom are discussed.
KEYWORDS: reading practices, textbooks, English second-language reading, second-language reading, parallel language contexts

"Intertextuality is a prominent feature of academic writing, and the ability to use sources effec... more "Intertextuality is a prominent feature of academic writing, and the ability to use sources effectively and appropriately is an
essential skill which novice writers must acquire. It is also a complex skill, and student performance is not always successful. It is presumably beneficial for students to receive consistent messages about what source use is and is not appropriate, but some evidence suggests that university teachers and other gatekeepers may fall short of this consistency. This paper reports the findings of semistructured
text-based interviews aimed at understanding the basis of teacher attitudes and responses to intertextuality in academic
writing. Teachers who were asked to evaluate the same examples from student texts differed in their judgments about whether the examples were appropriate, and provided different types of explanation for their judgments. These explanations enable us to develop a four-part typology of intertextuality which allows analytic discussion of differing judgments. The implications both of the teacher judgments and of the typology for second language writing instruction are discussed and an assessment of the relevance of our findings for the theme of this special issue is provided."

"This paper reports the findings of a study of undergraduate student use of, and attitudes towar... more "This paper reports the findings of a study of undergraduate student use of,
and attitudes toward, textbooks and other assigned reading. More than
1200 students of various subjects at three Swedish universities were surveyed.
Most students said reading played an important role in learning
generally and attributed positive characteristics to their textbooks. However,
students’ self-reported reading behaviour was at odds with these attitudes,
with many students reporting some degree of non-compliance with
reading assignments and a small group of students expressing active resistance
to completing reading assignments. Although textbooks were perceived
as valuable, students reported a preference for learning course
content from other resources, such as lectures and lecture notes. Textbooks
were perceived as alternatives, rather than complements, to attending class.
Differences were found across academic disciplines. Implications of these
findings for educational administration and classroom practice are discussed."

The paper asks what the role of writing in the university might be in preparing students for writ... more The paper asks what the role of writing in the university might be in preparing students for writing in the engineering workplace. It reviews literature suggesting that although they use similar formats and mediating tools such as diagrams and equations university tasks are often essentially different from workplace ones. The roles and aims of writer and reader are very different, and the university cannot reproduce the conditions of workplace writing. It examines this conflict by looking at a new group, who are moving back into academe from the workplace rather than in the other direction: industridoktorander. Interviews with ten of them revealed conflicting evaluations of conference types, and differences in many aspects of report writing, such as focus on results or method, reporting of failures, medium for communication of findings, degree of linguistic explicitness and precision, existence and function of gatekeepers. These differences and potential conflicts were not experienced as irritating or difficult. The conclusion is that writing in the academy cannot reproduce conditions in the workplace and that along with careful development of appropriate research and learner genres, engineering educators should try to develop an awareness of the communities of practice that these genres are embedded in, so that future engineers are aware that genre requirements are not mere conventions, but arise from text function and purpose.

This paper analyses some of the publication characteristics of a biliterate environment ± the Fac... more This paper analyses some of the publication characteristics of a biliterate environment ± the Faculty of Business Administration in a Danish business school. Academics in this faculty read predominantly in English, publish both in English and in Danish, but interact with one another almost exclusively in Danish. Data on text production, reception and publication are used to categorise the departments in the faculty and reveal interesting differences in spite of similarities in the overall linguistic environment. In particular, the paper considers potential relations between the local and the international academic forum; it shows that a languages-of-communication profile can be drawn for each department; it develops a notion of two types of publication cycles, reflecting different attitudes and demands across disciplines or academic units; and it shows that the existence of four potential communities to be served may contribute to our understanding of choice of language for publication. feeling that US-based journals are simply insular and unwilling to look beyond their local scene .

Handbooks and consultants offer guidelines for customer-complaint reception which seem quite unif... more Handbooks and consultants offer guidelines for customer-complaint reception which seem quite uniform across cultures. But one would expect different behavior patterns in different cultures. This paper describes a pilot investigation of this paradox. Four complaint-handling dialogues exhibiting different levels and types of politeness were written and shown to business students of various European nationalities, predominantly Danish and Spanish. The results showed that the Danes were much less tolerant of polite phrases and promotional language than the Spaniards, but that there was a 'concise, brief, sincere' style acceptable to all cultural-national groups.

The paper compares scam emails to conventional promotional sales letters and argues that they are... more The paper compares scam emails to conventional promotional sales letters and argues that they are basically identical in schema.

Journal of Pragmatics, 2009

If differences among the rhetorics of academic articles from different cultures are due to essent... more If differences among the rhetorics of academic articles from different cultures are due to essential cultural differences, analogous differences should be found in older articles. This paper aims to find out whether they are. It examines ninety one articles from economics journals in Bulgarian, Danish, English, and German published between 1900 and, looking at article type and length, title length, first-person pronoun usage, first-sentence orientation to research or policy, moves in the introduction, and orientation of the conclusion. Most aspects of the development are similar across languages: many early articles are accounts rather than problem-oriented analyses, but all are cast in the latter form by 1973.

Journal of English for Academic Purposes, 2003

Many academics write both in their mother tongue and in English. Their rhetoric is influenced by ... more Many academics write both in their mother tongue and in English. Their rhetoric is influenced by the general national culture, the culture of their national scientific community, their perception of their audience, and, in English, by their language proficiency. This study examines rhetoric, and specifically evaluation, in three sets of published economics articles: one set in Danish, the second by the same authors in English, and a third by international authors from the same journals as the second. Despite the many similarities among all three, there are Danish norms in terms of use of the Gap move, use of personal pronouns, and other features, some of which the Danes carry over into their writing in English. However, the features carried over are within the norms of writing in English and are probably not perceptible to international readers: Danish writers in international journals merely tend to cluster at the less promotional end of the spectrum. #

English for Specific Purposes, 2000

This study examines the relative contributions of subculture membership and mothertongue status/t... more This study examines the relative contributions of subculture membership and mothertongue status/target culture membership in writing transactional letters. We examined the letters accompanying articles initially submitted for publication by 26 NSE and 23 NNSE academics, and compared them with eorts to write such letters by 21 NSE and 23 NNSE non-professionals (British undergraduates and overseas English teachers). The results showed that the non-native professionals by and large perceived the rhetorical demands of the situation similarly to native professionals but were a little less likely to use appropriate language. The native non-professionals controlled some appropriate phrases, and were able to use appropriate vocabulary, but had very little idea of the rhetoric, while the non-native non-professionals produced grammatically competent letters that were inappropriate in both rhetoric and language. Thus the teaching approach for writing depends crucially on the status of the learners, and lexical phrases are particularly important for non-natives.

International students may be used to textbooks in English with other activities in another langu... more International students may be used to textbooks in English with other activities in another language. Lecturers
may accommodate to potential reading difficulties, not necessarily replicated in UK HE. A corpus of 15 Swedish-language lectures shows that awareness-raising is a persistent feature, but the main adaptation is a fairly univocal
approach. This might produce expectations at odds with those of British universities.

A rapidly changing feature of EAP is the nature of the environments in which it is use. As a gro... more A rapidly changing feature of EAP is the nature of the environments in which it is use. As a growing number of institutions with environment isScores on tests such as IELTS and TOEFL are well established as a basis for admissions to university, but where English not the dominant local language, international students are often admitted to English-language degree programmes without such a score. Under such circumstances it can be useful to estimate the adequacy of students' knowledge of English for studying through the medium of (lingua-franca) English. A cheap and rapid test for this purpose would be a benefit.

The size of the applicants' acadmic vocaublary in English may be hypotehsized to represent an appropriate proxy for their academic proficiency (Milton 2009). Up until now the only available test of this construct has been the 30-item 'academic' section of Nation's Levels test, based on the Coxhead Academic Word List.

This paper reports on a new test of academic vocabulary based on the Gardner and Davies (2013) academic vocabulary list, which makes it possible to test the hypothesis above. The test was administered to undergraduate and postgraduate students with English as a foreign language, from a range of academic disciplines and in a variety of non-English-dominant contexts. For a subsample of students, scores on teh test were correlated with final grades for the academic term in which they were tested. Results include the finding that while size of academic vocabulary, as measured by this test, can serve as a predictor of academic success, its predictive value is greater for some linguistic/cultural groups and for som disciplines than for others.

References
Gardner, D. & Davies, M: (2013). A new academic vocabulary list. Applied Linguistics 35, 1-24.

Milton J 2009 Measuring second language vocabulary acquisition. Bristol. Multilingual Matters.

Recent years have seen a rapid growth in English-medium instruction (EMI), the popularity of whic... more Recent years have seen a rapid growth in English-medium instruction (EMI), the popularity of which is due in part to the belief that it will produce incidental language learning outcomes; that is, by being exposed to English, students will become more proficient users of English. At the same time, success in the EMI environment requires adequate proficiency for reading a textbook, listening to lectures, writing exams, etc. Good skills in English are therefore an enabler of EMI, while improved skills are an expected outcome.

One important area of academic literacy is vocabulary, as it underpins the ability to read, write, speak and listen at university; in other words, both receptive and productive tasks. This paper will report the results of an investigation into the receptive and productive academic vocabulary knowledge of students in the EMI environment. Tests of receptive academic vocabulary were administered to university students. Productive academic vocabulary knowledge was measured through a corpus of academic writing produced by similar students at the same university. The corpus was profiled for academic vocabulary. The findings were then compared with the results on the test of receptive vocabulary, to establish the extent to which the students' receptive and productive vocabularies differed.

Vocabulary knowledge in receptive and productive genres in the English-medium environment Recent... more Vocabulary knowledge in receptive and productive genres in the English-medium environment

Recent years have seen a rapid growth in English-medium instruction (EMI), the popularity of which is due in part to the belief that it will produce incidental language learning outcomes; that is, by being exposed to English, students will become more proficient users of English. At the same time, success in the EMI environment requires students to be able both to produce academic genres such as essays and other writing assignments, and to consume 'receptive' genres such as textbooks. Good skills in English are therefore an enabler of EMI, while improved skills are an expected outcome.

One important area of academic literacy is vocabulary, as it underpins the ability to read, write, speak and listen at university; in other words, tasks involving both receptive and productive genres. This paper will report the results of an investigation into the receptive and productive academic vocabulary knowledge of students in the EMI environment. Tests of receptive academic vocabulary were administered to university students. Productive academic vocabulary knowledge was measured through a corpus of academic writing produced by similar students at the same university. The corpus was profiled for academic vocabulary. The findings were then compared with the results on the test of receptive vocabulary, to establish the extent to which the students' receptive and productive vocabularies differed.

Student Plagiarism in Higher Education is a crucial read for any university teacher concerned abo... more Student Plagiarism in Higher Education is a crucial read for any university teacher concerned about plagiarism. It provides the tools and information needed to assess this often complex international phenomenon constructively and effectively from a variety of angles, and provides a framework for further discussion and research.

Each chapter poses a question about an essential aspect of plagiarism and examines the central theoretical, ethical and technical questions which surround it. Providing a unique perspective on the topic of academic plagiarism, this book:

addresses questions which are vexing in teaching practice, but for which ready answers are not available in professional skills development materials;
relates plagiarism to wider issues of learning and intellectual development;
collates the thinking of international leading experts on the topic of plagiarism from different areas of the academy.
Student Plagiarism in Higher Education provides an excellent insight which thoroughly interrogates all aspects of the plagiarism argument. Theoretically based and carefully considered contributions from international experts ensure that this volume is an invaluable asset to anyone wishing to read more, learn more and think more about plagiarism.