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AbstractThe purpose of this text is to describe and analyze the conceptions, points of view and feelings of a student concerning academic plagiarism in which she was involved when working on a reflection article in a teacher training program. Despite its importance in academic writing, this phenomenon has been little explored in research on writing in higher education in Colombia. The qualitative research study, conceived as a case study, shows that incurring in this practice may occur, not as a wilful act of bad faith, but due to other factors such as the inexperience of the writer, the appropriation of the teacher, a pair or an adult, as well as the lack of criteria to use the citation and intertextuality norms, as required by the writing of an academic article and even, due to the pressure to obtain a good grade, etc. In other words, an error in the process of applying the rules of academic writing. Among other conclusions, we propose that plagiarism requires not only a punitive but more diverse and didactic approach that incorporates, on the one hand, the use of extensive writing and learning strategies in the classroom, and, on the other, theories and models for citation and intertextuality as a central element of the academic text. [1] Foreign languages program. Universidad del Valle. Course: Discourse analysis.
