I teach a class to Foundation students called Text Practices, which is designed to move students from focusing on what a text is about, the topic, to understanding what a text is doing, which is how lecturers and researchers at university view texts. I’ve just marked the first assignment and it has made me realise how little impact I’ve actually had on helping students to escape from the prison of the texts they want to use. With one or two exceptions, the students ignored my advice to write more simply than the sources they read in order to show what they have understood. When they borrowed ideas from sources, these were often ’patchwritten’ or ‘plagiphrased’ by copying sentences and substituting synonyms for some words.continue reading
Helping students to gain confidence to move away from close paraphrasing of sources.