<?xml version="1.0" encoding="ISO-8859-1"?><article xmlns:mml="http://www.w3.org/1998/Math/MathML" xmlns:xlink="http://www.w3.org/1999/xlink" xmlns:xsi="http://www.w3.org/2001/XMLSchema-instance">
<front>
<journal-meta>
<journal-id>2007-2171</journal-id>
<journal-title><![CDATA[Diálogos sobre educación. Temas actuales en investigación educativa]]></journal-title>
<abbrev-journal-title><![CDATA[Diálogos sobre educ. Temas actuales en investig. educ.]]></abbrev-journal-title>
<issn>2007-2171</issn>
<publisher>
<publisher-name><![CDATA[Universidad de Guadalajara, Centro Universitario de Ciencias Sociales y Humanidades]]></publisher-name>
</publisher>
</journal-meta>
<article-meta>
<article-id>S2007-21712021000200016</article-id>
<article-id pub-id-type="doi">10.32870/dse.v0i23.952</article-id>
<title-group>
<article-title xml:lang="es"><![CDATA[Uso de los recursos de cita y referencia en la escritura de la tesis de posgrado y su relación con el plagio textual]]></article-title>
<article-title xml:lang="en"><![CDATA[The use of citation and reference resources in the writing of postgraduate theses and its relationship with textual plagiarism]]></article-title>
</title-group>
<contrib-group>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Castro Azuara]]></surname>
<given-names><![CDATA[María Cristina]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
<contrib contrib-type="author">
<name>
<surname><![CDATA[Sánchez Camargo]]></surname>
<given-names><![CDATA[Martín]]></given-names>
</name>
<xref ref-type="aff" rid="Aff"/>
</contrib>
</contrib-group>
<aff id="Af1">
<institution><![CDATA[,Universidad Autónoma de Tlaxcala  ]]></institution>
<addr-line><![CDATA[ ]]></addr-line>
<country>Mexico</country>
</aff>
<aff id="Af2">
<institution><![CDATA[,Universidad de las Américas  ]]></institution>
<addr-line><![CDATA[ Puebla]]></addr-line>
<country>Mexico</country>
</aff>
<pub-date pub-type="pub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<pub-date pub-type="epub">
<day>00</day>
<month>12</month>
<year>2021</year>
</pub-date>
<volume>12</volume>
<numero>23</numero>
<copyright-statement/>
<copyright-year/>
<self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_arttext&amp;pid=S2007-21712021000200016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_abstract&amp;pid=S2007-21712021000200016&amp;lng=en&amp;nrm=iso"></self-uri><self-uri xlink:href="http://www.scielo.org.mx/scielo.php?script=sci_pdf&amp;pid=S2007-21712021000200016&amp;lng=en&amp;nrm=iso"></self-uri><abstract abstract-type="short" xml:lang="es"><p><![CDATA[Resumen El incremento de casos de plagio en el mundo académico y científico, y la necesidad de que las instituciones formadoras de investigadores garanticen la calidad y originalidad de las investigaciones científicas de sus egresados, nos obliga a poner atención en los procesos de enseñanza de la escritura académicocientífica en el posgrado. En el marco del análisis lingüístico del discurso, en este artículo describimos los recursos de atribución del conocimiento utilizados en el proceso de escritura de tesis, por estudiantes de una maestría en el área de las humanidades. Nuestro propósito es describir, desde un estudio exploratorio, las estrategias que los estudiantes utilizan para generar textos propios a partir del conocimiento disciplinar tomado de otras fuentes. Los resultados muestran que los tesistas presentan problemas al identificar las variadas funciones que las citas y referencias cumplen en la construcción del diálogo académico y científico, situación que los coloca en alto riesgo de cometer plagio. Estos hallazgos nos llevan a abrir la reflexión sobre el tema de la escritura en el posgrado, y a la necesidad de proponer planes de intervención en el marco de la alfabetización académica y científica que, al abordar el plagio como un fenómeno relacionado con el uso del lenguaje, permitan a los egresados de estos programas generar textos propios.]]></p></abstract>
<abstract abstract-type="short" xml:lang="en"><p><![CDATA[Abstract The increase in cases of plagiarism in the academic and scientific world and the need for universities to guarantee the quality and originality of their graduate´s theses force us to pay attention to the processes of teaching academic-scientific writing. Based on the linguistic discourse analysis, we describe the knowledge attribution resources used by masters&#8217; degree students in the humanities when writing their theses. Our exploratory study seeks to show the strategies that students use to generate their own texts using disciplinary knowledge taken from other sources. The results show that thesis writers have trouble identifying the different functions that citations and references fulfill in the construction of academic and scientific dialogue, which places them at great risk of committing plagiarism. These findings lead us to reflect on the issue of academic writing in the university, and the need to propose intervention plans that address plagiarism as a phenomenon related to the use of language and allow students in these programs to generate their own texts.]]></p></abstract>
<kwd-group>
<kwd lng="es"><![CDATA[plagio]]></kwd>
<kwd lng="es"><![CDATA[escritura académica]]></kwd>
<kwd lng="es"><![CDATA[tesis de grado]]></kwd>
<kwd lng="es"><![CDATA[atribución del conocimiento]]></kwd>
<kwd lng="en"><![CDATA[plagiarism]]></kwd>
<kwd lng="en"><![CDATA[academic writing]]></kwd>
<kwd lng="en"><![CDATA[thesis]]></kwd>
<kwd lng="en"><![CDATA[knowledge attribution]]></kwd>
</kwd-group>
</article-meta>
</front><back>
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