Fostering Student Authorship

Scholarly impact of student authorship on surgical research

The American Journal of Surgery ◽

10.1016/j.amjsurg.2018.07.045 ◽

2019 ◽

Vol 217 (1) ◽

pp. 175-179

Author(s):

Munizay Paracha ◽

Ariel E. Hirsch ◽

Jennifer F. Tseng ◽

David B. McAneny ◽

Teviah E. Sachs

Keyword(s):

Surgical Research ◽

Scholarly Impact ◽

Student Authorship

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Effect of Medical Student Contributions on Academic Productivity: Analysis of Student Authorship Over Time

Advances in Medical Education and Practice ◽

10.2147/amep.s301041 ◽

2021 ◽

Vol Volume 12 ◽

pp. 481-489

Author(s):

Carolyn K Kan ◽

Muhammad M Qureshi ◽

Munizay Paracha ◽

Teviah E Sachs ◽

Suzanne Sarfaty ◽

...

Keyword(s):

Medical Student ◽

Academic Productivity ◽

Productivity Analysis ◽

Student Authorship ◽

Over Time

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Chinese authorial identity: a model for scoring the Student Authorship Questionnaire

Studies in Higher Education ◽

10.1080/03075079.2017.1333493 ◽

2017 ◽

Vol 43 (12) ◽

pp. 2385-2397

Author(s):

Joan Ballantine ◽

Xin Guo ◽

Patricia Larres ◽

Miao Yu

Keyword(s):

Authorial Identity ◽

Student Authorship

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Plagiarism, Intertextuality and Emergent Authorship in University Students' Academic Writing

PORTAL Journal of Multidisciplinary International Studies ◽

10.5130/portal.v6i1.775 ◽

2009 ◽

Vol 6 (1) ◽

Cited By ~ 3

Author(s):

Celia Helen Thompson

Keyword(s):

Academic Writing ◽

Teaching And Learning ◽

Common Knowledge ◽

Learning Activities ◽

Authorial Identity ◽

Text Production ◽

Student Authorship ◽

Intertextual Connections ◽

University Lecturers ◽

Written Assignments

Issues of plagiarism, intertextuality and authorial presence in academic writing are fundamental to the teaching and learning activities of all university lecturers and their students. Knowing how to assist students, particularly those who speak English as an additional language (EAL), to develop a sense of text/knowledge ownership and authorial presence in the creation of discipline-based scholarly texts can be especially challenging. Clarifying what is encompassed by the notion of ‘common knowledge’ is also central to this process. The aim of this paper is to explore the political and intertextual nature of text/knowledge construction and emergent student authorship through the analysis of interviews and written assignments from two EAL students, together with interview data from lecturers from relevant disciplinary fields. Drawing on the work of Bakhtin, Kristeva and Penrose and Geisler, I conclude by suggesting that it is by engaging with, rather than fearing, intertextual connections, that we can create a dialogic pedagogy for academic writing that will enable students to articulate an authoritative authorial identity of their own. The importance of lecturer intervention during the drafting stages of text production is also emphasised. Keywords: plagiarism; intertextuality; emergent authorship; academic writing

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Psychometric evaluation of the Student Authorship Questionnaire: a confirmatory factor analysis approach

Studies in Higher Education ◽

10.1080/03075079.2013.835910 ◽

2013 ◽

Vol 40 (4) ◽

pp. 596-609 ◽

Cited By ~ 6

Author(s):

Joan Ballantine ◽

Xin Guo ◽

Patricia Larres

Keyword(s):

Factor Analysis ◽

Confirmatory Factor Analysis ◽

Psychometric Evaluation ◽

Analysis Approach ◽

Confirmatory Factor ◽

Student Authorship

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Apprenticeship in the Renaissance University: Student authorship and craft knowledge

Science in Context ◽

10.1017/s0269889719000140 ◽

2019 ◽

Vol 32 (2) ◽

pp. 119-136 ◽

Cited By ~ 1

Author(s):

Richard J. Oosterhoff

Keyword(s):

University Student ◽

Craft Knowledge ◽

Student Authorship ◽

Jacques Lefevre D'etaples ◽

Print Shop ◽

University Training

ArgumentStudents entered Renaissance universities as apprentices in the craft of books. In the decades around 1500, such university training began to involve not only manuscript circulation, but also the production and the use of books in the new medium of print. Through their role in the crafting of books, I show how a circle of students around Jacques Lefèvre d’Étaples gained the experience needed to become bookmen. Students took classroom manuscripts and brought them into print – the new print shop offered students a place in which to exchange labor for credibility as joint authors.

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