Education on plagiarism in Chinese-L1 textbooks on academic writing published in China

Teachers in Anglophone universities have often attributed Chinese ESL students’ plagiarism to “cultural difference”, the implication being that what is considered English-speaking world may not be seen as China. We believe this assumption needs questioned on basis of systematic evidence gathered from local L1 (first language) context; a large collection writing textbooks published over time potentially valuable dataset for starting look such evidence. By analysing relevant content 60 Chinese-L1 (Chinese First Language) academic writing, our study aimed answer question: According these textbooks, and how can one avoid plagiarism? Data-driven analysis revealed despite alignment with defining plagiarism, their approach dealing it differs. The focus large-scale copying conceptualising explanation at or sentence paragraph levels, bypassed; ways self-discipline formalities source acknowledgement are emphasised, but textual strategies proper citation hardly addressed. point out gaps accordingly, education system, partly responsible confusion practices use writing. end paper by proposing avenues future research further understanding issue environment interrogating debatable difference” view plagiarism.