Educational leadership / What prevents ESL/EFL writers from avoiding plagiarism?

(Writing for Academic Purposes)


Baeyoung Moon



1.Educational leadership

This article explained two protocols'Guided Reflection Protocol and Critical Incidents Protocol' I would like to support the second theory'Critical Incidents Protocol, For shared Reflection' on personal preference. First of all we know the proverb: Many hands light work. Even though one teacher can gain new insights in the implications of ordinary events through the process which the writer expressed, when collegues share stories, ask clarifying questions and discuss, implications from all the processes will be more abundant through listening to collegues and debrifing and talking . When we go back to the classroom and apply to our students who prepare for writing, second protocol can be more effective because most middle school students prefer working with peers all the time. It is true that students don't like to write but if they work together with their friends they will feel excited about even writing.



2.What prevents ESL/EFL writers from avoiding plagiarism?~

P. 252: last paragraph, the author says that such ingenuity is expressed not simply by combining some textual elements but by combining those textual elements with assumptions the paraphrase.

When it comes to ingenuity it seems to be hard to define. Can we think combining those textual elements with assumptions the paraphrase is ingenuity? In my opinion the difference between combining some textual elements and combining some textual elements with assumptions the paraphrase is ambiguous. It is necessary to define the specific standards for classification in order to reproduce into writings avoiding plagiraism. This cause stems from the problem that is hard to define paraphrases. As the author said in page 250, paraphrases are difficult to write and it is unclear what colleges mean by acceptable paraphrases. First of all the limit of paraphrases has to be fixed.