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- W2146192712 abstract "In light of increased institutional focus on the issues of academic integrity and plagiarism, this paper asks the question of whether students should acknowledge any signifi cant assistance with their assignments or theses provided by a Learning Adviser (LA). It is argued that given that academics and other writers consider it right and proper to acknowledge signifi cant help (e.g., thanking colleagues for 'fruitful discussions' or for 'helpful feedback on the manuscript'), then it is somewhat anomalous that students generally do not acknowledge signifi cant assistance from LAs. It is further argued that lack of acknowledgements also leads to a 'muddying of the waters' regarding academic integrity because on the one hand course profi les tell students that individual assignments must be 'entirely their own work', but on the other recommend students seek help with assignment writing from LAs. While student acknowledgement of learning assistance would force an explicit resolution of such seeming contradictions in policy, and have the added benefi t of making the work of LAs and its value more visible to the wider university community, it does appear to be at odds with learning assistance being offered as a confi dential service. It is argued however, that confi dentiality can still be maintained to a large extent even if students are required to write acknowledgements. Other issues, such as how the required policy changes might come about and the possibility of students giving inappropriate acknowledgements like thanking a LA for 'proof-reading' their assignment, are also addressed." @default.
- W2146192712 created "2016-06-24" @default.
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- W2146192712 date "2005-01-01" @default.
- W2146192712 modified "2023-09-27" @default.
- W2146192712 title "Should students acknowledge significant learning assistance with their assignments or theses" @default.
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