Abstract

Instead of focusing on students’ citation of sources, educators should attend to the more fundamental question of how well students understand their sources and whether they are able to write about them without appropriating language from the source. Of the 18 student research texts we studied, none included summary of a source, raising questions about the students’ critical reading practices. Instead of summary, which is highly valued in academic writing and is promoted in composition textbooks, the students paraphrased, copied from, or patchwrote from individual sentences in their sources. Writing from individual sentences places writers in constant jeopardy of working too closely with the language of the source and thus inadvertently plagiarizing; and it also does not compel the writer to understand the source.