ABSTRACT
This chapter outlines how technology, coupled with student-centered pedagogy, can assist international students as they strive to understand and abide by Anglo-American source use conventions. It begins by briefly summarizing the challenges students face as they seek to accurately and effectively paraphrase source texts. It then reports on three US-based case studies. For two of them, a series of short videos were used to help lessen students’ cognitive burden and call their attention to specific acceptable and stigmatized source use practices; one of the case studies is with language learners in an intensive English program, while the other is with a graduate student from Ghana. The third case study, with an international student section of a freshman composition course, focuses on building students’ knowledge, confidence, and sense of ownership of their writing via text comparison software. In addition to watching the videos, students collaborated and reflected on their learning, allowing them to move from declarative knowledge to practice. Teacher and student reflections offer insights for extension activities and potential future research.
