The author reports that a group of F.4 students in a Hong Kong Anglo-Chinese secondary school were asked to complete a text diagram drawing prior to answering the multiple choice (MC) and open-ended questions in an comprehension test and that, when their results were compared with a control group with students required to only finished the MC and the open-ended questions, the experimental group performed much better.

The accounting and education literatures contain many expressions of concern regarding the perception that plagiarism is on the rise and, particularly, the challenges for English as an Additional Language (EAL) students in mastering the academic referencing requirements underpinning Western-based university programs. This paper outlines an assignment specifically developed to assist EAL students in a second- year financial accounting course delivered in Hong Kong, to develop an understanding of plagiarism issues within the context of their study discipline. The analysis of results indicates that the assignment was effective in enhancing students' understanding of referencing and plagiarism, and confirms the need to actively repeat plagiarism education throughout a study program. The assignment was also seen to have enhanced the quality of students' written work, arguably due to the nature of the assignment as closely replicating the learning methodologies familiar to the Hong Kong student cohort.
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