Writing Using Sources for Academic Purposes: Theory, Research and Practice

by Rosemary Wette

Overview

Writing Using Sources for Academic Purposes: Theory, Research and Practice provides research-based information about key components of source-based writing, and the challenges it presents for novices. Proficiency in source-based writing is an essential and challenging goal for all inexperienced academic writers, from both L1 and L2 backgrounds. This comprehensive book presents an innovative, integrated approach for graduate students, teaching faculty, and practice-oriented researchers in ESP/EAP around the world.

Each chapter includes suggestions and sample tasks for self-study or classroom use. Incorporating reviews of research and scholarly knowledge as well as information about likely challenges for novices, the book examines:

(1) Changing views on the origins of novices’ difficulties

(2) Pre-writing tasks that writers need to work through, from locating and evaluating sources to proficient reading-to-write and summarizing strategies

(3) Citing types and purposes

(4) The more sophisticated abilities of conveying an appropriate stance and engaging with readers

(5) Disciplinary citing practices

This book will be of interest to undergraduate and postgraduate writers from a variety of backgrounds, as well as their teachers and supervisors. It will be relevant to the growing number of researchers from non-English speaking backgrounds who are obliged to publish their work in English language international journals, and scholars who may be interested in carrying out research related to source-based writing.

Product Details

ISBN-13:	9780367175924
Publisher:	Taylor & Francis
Publication date:	12/30/2020
Pages:	164
Product dimensions:	6.00(w) x 9.00(h) x (d)

About the Author

Rosemary Wette teaches courses in academic writing and second language teacher education at the University of Auckland. She has published widely on aspects of second language writing and on teaching English for academic and specific purposes. She is currently the book reviews editor of the Journal of English for Academic Purposes, and an associate editor of the Journal of Second Language Writing.

Table of Contents

List of Figures vii

List of Tables viii

Acknowledgements ix

1 Introduction 1

1.1 Background 1

1.2 Aims and Approach 4

1.3 Organisation 5

2 Scholarly Interest in Teaching and Learning Source-Based Writing: 1980-2020 6

2.1 From Process Approaches to Genre-Based Instruction 7

2.2 Plagiarism 8

2.3 Legitimate, Inexperienced, and Illegitimate Source Text Use 13

2.4 Tasks for Teaching and Learning 18

3 Locating, Evaluating, Reading, Summarising & Synthesising Sources 24

3.1 Identifying Sources 24

3.2 Locating Sources 28

3.3 Evaluating Sources 31

3.4 Reading-to-Write Theories and Cognitive Processes 35

3.5 Source-Based Text Construction 40

3.6 Tasks for Teaching and Learning 47

4 Citing Sources 52

4.1 Background 52

4.2 Citation Purposes 55

4.3 Integral Citations 56

4.4 Non-Integral Citations 62

4.5 Direct Referencing (Quotations) 65

4.6 Indirect Referencing (Paraphrase and Summary Citations) 67

4.7 Teaching and Learning Tasks 72

5 Conveying an Authorial Voice, Using Metadiscourse, and Engaging with Readers 82

5.1 Introduction 82

5.2 Voice 83

5.3 Metadiscourse (Stance) 85

5.4 Engagement 93

5.5 Teaching and Learning Tasks 95

6 Writing in the Disciplines 105

6.1 Disciplinary Differences 106

6.2 Generic and Discipline-Specific Skills 109

6.3 Citation Practices Across the Disciplines 111

6.4 Writing in the Humanities, Social Sciences & Sciences 111

6.5 Generic and Discipline-Specific Instruction 122

6.6 Teaching and Learning Tasks 126

References 128

Index 147