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PhD in Education, MA TESOL, BA(Hons) French & German with Dutch, RSA Cert (TEFLA), RSA Dip (TEFLA)
Oxford Brookes Business School
+44 (0) 1865 484357
I manage the Pre-Master’s Diploma, Pre-Master’s Certificate: English language and study skills, Pre-Master’s Certificate: Study Skills and the Two Year Master’s programmes, which prepare students for postgraduate degrees at Brookes through a focus on study skills and English for Academic Purposes.
I teach on the Pre-Master’s programme; most of my teaching and module leadership is focused on academic writing, including preparation for longer postgraduate writing tasks with the extended writing project and the independent study module. I am also module leader for the seminar skills modules on the programme which are focused on the development of academic listening and speaking skills.
My research interests focus on academic writing, specifically source use and plagiarism. I completed my PhD in Education at IOE, University of London in the development of source use by international postgraduate students. I have also been involved in a long-term research collaboration with Dr John Morley, the creator of Academic Phrasebank at the University of Manchester. We are researching the role and use of formulaic phrases in academic literacy and their relationship with plagiarism. My recent research involves academic integrity resources, and the investigation of independent learning.
Brookes Teaching Excellence Fellowship (2017-2019)
Brookes ACE Award (2018-2020)
Brookes Teaching Innovation Award (2019-2021)
Making sense of academic integrity: resources for students
Making sense of academic integrity: resources for staff
It is widely accepted that learning to use sources is difficult, especially for international postgraduate students, but to date, few longitudinal studies have been carried out in this area. Therefore, this two-year UK-based study aims to help fill this gap by examining the source use of three Chinese postgraduate students of business, technology and public relations. Data was gathered over four iterations through a Pre-Master's EAP programme and subsequent Master's degree, in order to investigate the development of source use on both EAP and Master's programmes. Four features of source use in the assignments – citation, paraphrasing, reporting verbs and attribution – were analysed over the period. Analysis of the results shows that participants started at different points, progressed differently, and did not all reach a competent level. Participants also developed some individual strategies in their source use, such as relying on a small range of features, over-citation and copying sections of attributed text, especially internet sources. The findings offer an insight into student practices and suggest the need for greater and more continuous pedagogical support to enable students to achieve competence in source use.
Academic integrity, develpment of source use, academic writing, academic phrases, independent learning
Spanish, German, French, and basic Japanese and Dutch.
I joined Oxford Brookes in 2002 after spending about 15 years teaching overseas in Germany, France, Spain, Sri Lanka, Japan and Uruguay. I am an active researcher, in particular of source use and plagiarism, and have been interviewed by the Times Higher Education and Plagiarismadvice.org on this subject.