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dc.contributor.supervisor Renaud, Robert (Educational Administration, Foundations and Psychology) en_US
dc.contributor.author Crook, Stephanie Katherine Diane
dc.date.accessioned 2018-09-18T16:00:29Z
dc.date.available 2018-09-18T16:00:29Z
dc.date.issued 2018 en_US
dc.date.submitted 2018-05-28T19:40:40Z en
dc.date.submitted 2018-09-07T14:25:41Z en
dc.identifier.uri http://hdl.handle.net/1993/33438
dc.description.abstract The purpose of this study was to investigate the following research question: how do novice writers understand and experience the phenomenon of plagiarism? Novice writers were defined as those who are new to writing within the university context. The study employed a parallel mixed-methods design, enabling an analysis of quantitative questionnaires as well as of semi-structured interviews. A total of 350 novice writers participated in the questionnaire, and three novice writers were interviewed. The results indicated that there is a dissonance between: (1) novice writers’ certainty in recognizing plagiarism in the abstract; and, (2) the persistent hesitation present in their explorations of the concept. In short, the findings indicate that novice writers believe that they can define plagiarism in spite of the fact that they are unsure of how to proceduralize it. Implications of this study for policy and pedagogy are explored, as well as are suggestions for future research. en_US
dc.rights info:eu-repo/semantics/openAccess
dc.subject Plagiarism en_US
dc.subject Academic integrity en_US
dc.subject Writing instruction en_US
dc.subject Novice writers en_US
dc.subject First-year pedagogy en_US
dc.subject Discipline policy en_US
dc.title "Everything is plagiarism": An exploration of novice writers' perceptions of plagiarism in the university context en_US
dc.type info:eu-repo/semantics/masterThesis
dc.type master thesis en_US
dc.degree.discipline Educational Administration, Foundations and Psychology en_US
dc.contributor.examiningcommittee Cranston, Jerome (Educational Administration, Foundations and Psychology) en_US
dc.contributor.examiningcommittee O'Brien-Moran, Michael (Student Engagement and Success) en_US
dc.degree.level Master of Education (M.Ed.) en_US
dc.description.note October 2018 en_US


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