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Challenges in source use for Chinese...

Syracuse University.

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Challenges in source use for Chinese graduate students in the United States.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Challenges in source use for Chinese graduate students in the United States./
Author:	Qin, Yu.
Description:	150 p.
Notes:	Adviser: Rebecca Moore Howard.
Contained By:	Dissertation Abstracts International70-01A.
Subject:	Education, Bilingual and Multicultural. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3345016
ISBN:	9780549998808

Challenges in source use for Chinese graduate students in the United States.
Qin, Yu.

Challenges in source use for Chinese graduate students in the United States. - 150 p.

Adviser: Rebecca Moore Howard.

Thesis (Ph.D.)--Syracuse University, 2008.

Key Words: textual borrowing, source use, plagiarism, cross-cultural intellectual property

ISBN: 9780549998808Subjects--Topical Terms:

626653
Education, Bilingual and Multicultural.

Challenges in source use for Chinese graduate students in the United States.
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020 $a 9780549998808
035 $a (UMI)AAI3345016
035 $a AAI3345016
040 $a UMI $c UMI
100 1 $a Qin, Yu. $3 1065152
245 1 0 $a Challenges in source use for Chinese graduate students in the United States.
300 $a 150 p.
500 $a Adviser: Rebecca Moore Howard.
500 $a Source: Dissertation Abstracts International, Volume: 70-01, Section: A, page: 0062.
502 $a Thesis (Ph.D.)--Syracuse University, 2008.
520 $a Key Words: textual borrowing, source use, plagiarism, cross-cultural intellectual property
520 $a To date few studies have closely examined the challenges faced by Chinese graduate students currently studying in the United States. Among the limited scholarship that exists, little has been discussed about theoretical frameworks to guide effective pedagogical programs tailored to Chinese graduate students in American college. This dissertation acknowledges the unique development paths that have led to Chinese students documentation style, and to pinpoint their rationale for plagiarizing so as to develop a sound pedagogical framework on which further discussion and implementation of training programs can be built. Specifically, this study investigates the perceptions and attitudes of Chinese and American graduate students towards textual borrowing. Research indicates that Chinese graduate students' plagiarism is a product of both language and culture. Low language proficiency is conducive for plagiarism, and cultural attitudes are determinative. The study recognizes that to these students plagiarism is a means of learning, rather than a matter of judgment error or moral transgression. The author recommends that educators think holistically about the educational system and about how to provide substantial value-added education programs on source use to Chinese graduate students. The author proposes a People-Program-Place-Process (PPPP) model that will help educators better approach source use education for Chinese graduate students in the United States.
590 $a School code: 0659.
650 4 $a Education, Bilingual and Multicultural. $3 626653
650 4 $a Education, Higher. $3 543175
650 4 $a Language, General. $3 1018089
650 4 $a Language, Rhetoric and Composition. $3 1019205
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690 $a 0679
690 $a 0681
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710 2 $a Syracuse University. $3 1017440
773 0 $t Dissertation Abstracts International $g 70-01A.
790 $a 0659
790 1 0 $a Howard, Rebecca Moore, $e advisor
791 $a Ph.D.
792 $a 2008
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3345016