{"id":143,"date":"2023-07-18T04:06:18","date_gmt":"2023-07-18T08:06:18","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/?post_type=chapter&#038;p=143"},"modified":"2023-07-18T04:32:10","modified_gmt":"2023-07-18T08:32:10","slug":"conclusion-3","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/chapter\/conclusion-3\/","title":{"raw":"Conclusion","rendered":"Conclusion"},"content":{"raw":"In this chapter, I have addressed a cultural understanding of ownership of written texts. I have done so by first examining the notion of culture as realized in writing studies. I have underlined the point that the concept of culture is contentious and that there is a lack of an all-encompassing definition and model of culture. Consequently, it is useful to adopt a specific culture framework for pedagogical purposes. I have argued that Flowerdew and Miller\u2019s (1995) four-dimensional model serves as a great culture framework because of its close lineage to the manifestation of cultural milieus in an actual teaching-learning context. I have explained with examples how this four-dimensional culture framework would look like in the context of a writing classroom. Finally, I have discussed pedagogical strategies based on the four-dimensional culture model that instructors can consider using in the writing classroom to help learners develop a cultural understanding of the concept of ownership of written texts. Considering the precarity of debates and disagreements around the notion of culture, it is only natural that the four-dimensional pedagogical strategies have limitations. However, it is hoped that the pedagogical strategies discussed in this chapter will provide instructors with a solid foundation for a cultural understanding of ownership of texts and academic integrity in post-secondary contexts.","rendered":"<p>In this chapter, I have addressed a cultural understanding of ownership of written texts. I have done so by first examining the notion of culture as realized in writing studies. I have underlined the point that the concept of culture is contentious and that there is a lack of an all-encompassing definition and model of culture. Consequently, it is useful to adopt a specific culture framework for pedagogical purposes. I have argued that Flowerdew and Miller\u2019s (1995) four-dimensional model serves as a great culture framework because of its close lineage to the manifestation of cultural milieus in an actual teaching-learning context. I have explained with examples how this four-dimensional culture framework would look like in the context of a writing classroom. Finally, I have discussed pedagogical strategies based on the four-dimensional culture model that instructors can consider using in the writing classroom to help learners develop a cultural understanding of the concept of ownership of written texts. Considering the precarity of debates and disagreements around the notion of culture, it is only natural that the four-dimensional pedagogical strategies have limitations. However, it is hoped that the pedagogical strategies discussed in this chapter will provide instructors with a solid foundation for a cultural understanding of ownership of texts and academic integrity in post-secondary contexts.<\/p>\n","protected":false},"author":1782,"menu_order":4,"template":"","meta":{"pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[65],"license":[],"class_list":["post-143","chapter","type-chapter","status-publish","hentry","contributor-bhowmik"],"part":132,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/chapters\/143","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/wp\/v2\/users\/1782"}],"version-history":[{"count":1,"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/chapters\/143\/revisions"}],"predecessor-version":[{"id":144,"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/chapters\/143\/revisions\/144"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/parts\/132"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/chapters\/143\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/wp\/v2\/media?parent=143"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/pressbooks\/v2\/chapter-type?post=143"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/wp\/v2\/contributor?post=143"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/ubcacademicintegrity\/wp-json\/wp\/v2\/license?post=143"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}