Keeping plagiarism at bay—A salutary tale

This editorial examines the question of whether plagiarism may be on the increase in the social sciences and, if so, what needs to be done to keep the problem in check. It was prompted by the discovery of an alert reader in June 2007 that a 1993 paper in Research Policy appeared to have plagiarised a 1980 article in the Journal of Business. The allegation was investigated, and it was agreed by the Editors that the 1993 paper constituted a clear and serious case of plagiarism. However, the author concerned has published over 100 articles and books. Already, two other publications have been judged by the editors of the journals concerned to have plagiarised previous publications. Two more are under investigation, but the great majority of the remainder still remain to be checked. The fact that academic misconduct on this scale has gone unchecked over such a prolonged period raises serious issues about the efficacy of the processes used to police the conduct of researchers. Furthermore, the unexpected discovery that a paper by the author under investigation appears itself to have been plagiarised poses a fundamental question as to whether plagiarism may be far more common than previously assumed. The editorial concludes that a measured degree of vigilance and a greater willingness to pursue any well-founded suspicions of research misconduct are required by editors, referees, publishers and the wider academic community if the scourge of plagiarism is to be kept at bay.     

郁达夫小说对西方浪漫主义的选择与取舍

郁达夫是“五四”时期浪漫主义文学的典型代表。但是,郁达夫作品中的浪漫主义并不等同于西方浪漫主义,作家对西方浪漫主义是有所选择和取舍的:浪漫主义思想中的对古典陈规的反叛和对个性自由的理想追求成为郁达夫反抗封建制度的有力武器;在艺术追求上,郁达夫自觉地选择了浪漫主义文学中最适合表现痛苦和悲伤的感伤情调,注重创作中主观自我的表现,从情感表现角度选择与接受浪漫主义。     

略论《长恨歌》的主题思想

多层面、多角度地阐述了从文学创作到接受这一极其复杂过程的内蕴。从创作角度,分析了《长恨歌》的创作基础．描述和揭示作者从事创作内在机制的活动和采用的构思方式,认为白居易的《长恨歌》以唐明皇和杨贵妃的故事传说为题材,同时受中唐通俗文学的影响,站在平民的立场上,用“个别”示“一般”的方法,在对李杨爱情悲剧进行歌颂哀叹的同时,显示出封建社会广大男女爱而不能的社会悲剧。因而,使《长恨歌》在一定程度上脱离历史原貌,成为一篇伤感的爱情咏叹调。     

The development of student feedback literacy: the influences of teacher feedback on peer feedback

Abstract

Although the concept of student feedback literacy has drawn increasing attention in higher education, empirical research on this matter is still in its infancy. In the area of peer feedback, little research has investigated the role of teacher follow-up feedback on peer feedback in the development of student feedback literacy. To address the research gap, a multiple-case study of three Chinese master’s students enrolled in an academic writing course was conducted, drawing on the students’ drafts with peer feedback, teacher written feedback on that peer feedback, semi-structured interviews, retrospective verbal reports, observation field notes and class documents. Three students’ epistemological and practical knowledge about, attitudes towards, and self-efficacy beliefs in peer feedback were found to improve at different paces and to different degrees. However, considerable individual variations were observed with two high-achieving, highly motivated participants becoming more feedback-literate than their under-achieving, minimally motivated peer. Teacher feedback on peer feedback was found to have distinct impacts on individual students, depending on learner factors including language ability, beliefs and motivation. These findings suggest that teacher feedback on peer feedback, if consistently provided and compatible with learner factors, can scaffold both cognitive and social-affective aspects of student feedback literacy.     

论唐代诗人对《史记·李将军列传》的接受

《李将军列传》是司马迁《史记》中最具文学色彩、对后代文人影响最大的篇目之一。在唐人的诗歌中 ,出现了不少与李广有关的诗句。唐人所接受的李广形象 ,或是能骑善射的飞将军 ,或为仁爱士卒的好上将 ,或是一个命运多舛的失意者 ;而在李广与卫青、霍去病的并列接受中 ,又出现了某些矛盾。产生这些接受现象的原因 ,既来自于文本本身的内容 ,也同当时的政治背景、社会氛围及诗人本身的遭遇和情感有关。从分析中我们可以对唐代历史作一个侧面的观照 ,也能够从中解读出中国古代文学接受的某些特殊之处。     

Can higher-proficiency L2 learners benefit from working with lower-proficiency partners in peer feedback?

Informed by Vygotsky’s conceptualization of the Zone of Proximal Development, this case study investigated the benefits of peer feedback on second language (L2) writing for students with high L2 proficiency and the factors that may influence their learning in peer feedback in the Chinese English-as-a-foreign-language context. Specifically, the study examined whether, what, and how higher-proficiency (HP) English learners can learn when they collaborate with their lower-proficiency counterparts. Analyses of multiple sources of data – video-recordings of peer feedback sessions, interviews, stimulated recalls, and drafts of student texts – revealed that while group peer feedback in the writing classroom can provide learning opportunities for HP students, their learning can be influenced by several factors, including their beliefs about peer feedback, motives and goals for peer feedback, and medium of group discussion. Implications are drawn from these findings for peer feedback practice and research in L2 writing.     

Peer Assessment Learning Sessions (PALS): an innovative feedback technique for large engineering classes

This paper reports the development of innovative assessment sessions within two core technical courses in Civil Engineering at the University of Queensland. Peer Assessment Learning Sessions (PALS) facilitate a student's peer assessment of a colleague's problem-based learning assignment or tutorial within a ‘traditional’ whole-class setting, under guidance from the lecturer. The assessment is carried out against worked solutions, with a template marking scheme. Following the class, submissions are reviewed by the lecturer and marks moderated if required. In combination, the review and the PALS provide very clear indication where the class or individuals have misconceptions, and where knowledge is below required criteria. This enables the lecturer to provide an accurate synthesis of these points to the class. Students obtain summative feedback, individual formative feedback and whole-class formative feedback within a few days of submission. This significantly improves student's self-reflection and their review of class material. Feedback is very positive and demonstrated here through the presentation of anonymous survey results. PALS address the challenge of providing frequent, efficient and timely assessment for large classes of 100–200+students while simultaneously enabling and providing high quality formative feedback.     

实施创新教育的条件和方法

创新精神是21世纪中华民族振兴的希望，实施创新教育需要两个条件；一是心理安全自由，二是得当的方法，只有在充分尊重学生自主探究的基础上，辅以正胡的指导，才能提高学生的创新能力。     

Supporting students’ generation of feedback in large-scale online course with artificial intelligence-enabled evaluation

Educators in large-scale online courses tend to lack the necessary resources to generate and provide adequate feedback for all students, especially when students’ learning outcomes are evaluated through student writing. As a result, students welcome peer feedback and sometimes generate self-feedback to widen their perspectives and obtain feedback, but often lack the support to do so. This study, as part of a larger project, sought to address this prevalent problem in large-scale courses by allowing students to write essays as an expression of their opinions and response to others, conduct peer and self-evaluation, using provided rubric and Artificial Intelligence (AI)-enabled evaluation to aid the giving and receiving of feedback. A total of 605 undergraduate students were part of a large-scale online course and contributed over 2500 short essays during a semester. The research design uses a mixed-methods approach, consisting qualitative measures used during essay coding, and quantitative methods from the application of machine learning algorithms. With limited instructors and resources, students first use instructor-developed rubric to conduct peer and self-assessment, while instructors qualitatively code a subset of essays that are used as inputs for training a machine learning model, which is subsequently used to provide automated scores and an accuracy rate for the remaining essays. With AI-enabled evaluation, the provision of feedback can become a sustainable process with students receiving and using meaningful feedback for their work, entailing shared responsibility from teachers and students, and becoming more effective.     

黄庭坚诗歌传播与接受的文本预结构

黄庭坚诗歌为读者传播与接受提供的文本预结构可分为“内结构”与“外结构”两大类,在“内结构”方面,主要有内敛的情感、陌生化的意象、不俗的诗歌境界;在“外结构”方面,主要有曲折的章法、创新的句法、博赡的典故。这些内容构筑起黄庭坚诗歌文本内在与外在的诸多不确定性,唤起读者以极大的兴趣来进行传播与接受,成为古代诗歌传播与接受的一道亮丽的风景线。