The use of citation and reference resources in the writing of postgraduate theses and its relationship with textual plagiarism

Authors

DOI:

https://doi.org/10.32870/dse.vi23.952

Abstract

The increase in cases of plagiarism in the academic and scientific world and the need for universities to guarantee the quality and originality of their graduat's theses force us to pay attention to the processes of teaching academic-scientific writing. Based on the linguistic discourse analysis, we describe the knowledge
attribution resources used by masters’ degree students in the humanities when writing their theses. Our exploratory study seeks to show the strategies that students use to generate their own texts using disciplinary knowledge taken from other sources. The results show that thesis writers have trouble identifying
the different functions that citations and references fulfill in the construction of academic and scientific
dialogue, which places them at great risk of committing plagiarism. These findings lead us to reflect on the issue of academic writing in the university, and the need to propose intervention plans that address plagiarism as a phenomenon related to the use of language and allow students in these programs to generate their own texts.

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Author Biographies

María Cristina Castro Azuara, Universidad Autónoma de Tlaxcala

Doctora en Ciencias del Lenguaje. Líneas de investigación: escritura e identidad disciplinar; alfabetización académica; escritura académicocientífica y formación de investigadores. Universidad Autónoma de Tlaxcala. México.

Martín Sánchez Camargo, Universidad de las Américas, Puebla

Doctor en Ciencias del Lenguaje. Líneas de investigación: argumentación académica y científica; plagio y escritura académica; procesos de literacidad disciplinar. Universidad de las Américas, Puebla. México.

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Published

2021-06-30

Issue

No. 23 (12): Reading and writing practices. Subjects, materialities, literacities. July-December 2021

Section

Main topic

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