SOAS Research Online

Abstract

Cross-cultural studies have highlighted the complex nature of academic plagiarism, a challenge to foundation teachers. Traditional concepts of plagiarism are shifting owing to cut-and-paste technology, the world wide web, proofreading services and the adapting tolerance orf university faculties. Foundation courses have tools to spot plagiarism, but this is becoming increasingly difficult. Foundation teachers encourage important parahrasing and summarising skills, but should emphasise the cultural rationale for rules on plagiarism. The demands of the academic writing genre arenotecas possibly contributing to the problem. To compete globally, UK higher education insitutions will have to significantly modify their teaching and assessment.