A Tutor-Led Collaborative Modelling Approach to Teaching Paraphrasing to International Graduate Students
Canadian Journal for Studies in Discourse and Writing/Rédactologie
Language learners are at particular risk of being accused of plagiarism, and this is often due to incorrect paraphrasing and quoting practices. Tertiary institutions tend to provide rudimentary citation resources through their academic integrity initiatives. Handouts, webinars and one-hour workshops may be enough for undergraduate writers who receive more elaborate instruction and practice opportunities in their classes, but for international graduate students with little to no instruction on
... no instruction on source use in their undergraduate degrees, these resources are not enough. These writers often need more conceptual and procedural clarity to paraphrase and use sourced information correctly in their writing. This article introduces a student-centred, collaborative modelling approach and a 5-step procedure for teaching paraphrasing to multilingual graduate students in one-to-one writing center tutoring sessions.