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dc.contributor.authorÇelik, Özgür
dc.contributor.authorRazı, Salim
dc.date.accessioned2024-06-07T10:44:40Z
dc.date.available2024-06-07T10:44:40Z
dc.date.issued2023en_US
dc.identifier.issn0346-251X / 1879-3282
dc.identifier.urihttps://doi.org/10.1016/j.jrras.2023.100718
dc.identifier.urihttps://hdl.handle.net/20.500.12462/14835
dc.descriptionÇelik, Özgür (Balikesir Author)en_US
dc.description.abstractThe relationship between academic integrity and plagiarism has been shaped by two governing pedagogies. The first one stipulates imposing sanctions on students who plagiarise. In this case, students are seen as moral slackers, habituated to cheating. The second pedagogy approaches plagiarism as a matter of intertextual issue and highlights the importance of teaching the ethics of intertextual writing through developing pedagogies that offer positive practices. In this approach, students are seen as authors, not transgressors. This study aimed to investigate the effectiveness of a writing instruction, which emphasizes the importance of teaching mechanical, ethical, and rhetorical intertextuality skills along with its role in mitigating plagiarism incidents and enhancing the EFL writing development of secondary school students. A mixed-method time series design was employed to collect data, and the results indicate that teaching intertextuality skills was effective in reducing plagiarism incidents in student papers and enhancing the content, organisation, style, and expression domains in their papers. Such an implementation makes it evident that in approaching student writing in general, plagiarism in particular, we need to shift our writing pedagogy from policing students to engaging them.en_US
dc.description.sponsorshipInternational Research Foundation for English Language Educationen_US
dc.language.isoengen_US
dc.publisherElsevier Ltden_US
dc.relation.isversionof10.1016/j.system.2023.103101en_US
dc.rightsinfo:eu-repo/semantics/embargoedAccessen_US
dc.subjectAcademic Integrityen_US
dc.subjectIntertextualityen_US
dc.subjectPlagiarismen_US
dc.subjectRhetorical Intertextualityen_US
dc.subjectSource-Based Writingen_US
dc.titleFrom transgressors to authors: promoting EFL writing through academic integrity integrated instructionen_US
dc.typearticleen_US
dc.relation.journalSystemen_US
dc.contributor.departmentYabancı Diller Yüksekokuluen_US
dc.contributor.authorID0000-0002-0300-9073en_US
dc.contributor.authorID0000-0003-2136-4391en_US
dc.identifier.volume117en_US
dc.identifier.issueOctoberen_US
dc.identifier.startpage1en_US
dc.identifier.endpage14en_US
dc.relation.publicationcategoryMakale - Uluslararası Hakemli Dergi - Kurum Öğretim Elemanıen_US


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