The present study is based on interviews of students (n=48) and instructors (n=27) from various disciplines in a North American research university and explores participants’ comments on examples of some students’ unacknowledged texts appropriated and drawn from published sources, classroom learning, or unidentified prior reading. Although many participants agreed that sources for some of these appropriated texts should be cited, they were split in their views about others. Chi-square values on the frequencies of these citation choices suggested complexity and high variability within groups of participants. In explaining their judgments, participants expressed various grounds for citation in relation to the notion of common knowledge, the audience effect, and the role of memory. The study suggests that motivations and considerations that might lead to citing or not citing are not apparent or subject to a consensus among people who share the same expertise, status, or language and cultural background.

This study examines how first language and the type of writing task affect undergraduates’ word usage from source readings in their English writing. Of 87 participating university undergraduates, 39 were native English speakers from a 1st-year writing course in a North American university, whereas 48 were 3rd-year Chinese students learning English as a second language in a university in China. Using two preselected source texts, half of the students in each group completed a summary task; the other half completed an opinion task. Students’ drafts and the source texts were compared to identify exact or near verbatim retention of strings of words from sources with or without acknowledgement. A two-way ANOVA indicated that both task and first language had an effect on the amount of words borrowed. The study found that students who did the summary task borrowed more words than those who wrote the opinion essays, and Chinese students used source texts mostly without citing references for either task.