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Task requirements, task representation, and self-reported citation functions: An exploratory study of a successful L2 student's writing

Published on Jun 1, 2013in Journal of English for Academic Purposes1.73
· DOI :10.1016/j.jeap.2013.01.002
Bojana Petrić8
Estimated H-index: 8
(University of Essex),
Nigel Harwood15
Estimated H-index: 15
(University of Essex)
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Abstract
This mixed-method study investigates the citation behaviour of a successful L2 postgraduate management student, Sofie, in two pieces of writing, written in response to two assignment tasks in two management modules. The tasks belonged to the same assignment type, but differed in the level of direction provided: one was a directed task, accompanied by lecturer guidance on readings, while the other was an open task, allowing students to select their own topic. The discourse-based interview approach (Odell, Goswami, & Harrington, 1983) was used to elicit Sofie's perceived citation functions, followed by quantifying the qualitative codings to allow for comparison. The findings show that some of the citation functions Sofie described were the same in both assignments, while others were task specific. Sofie used citations in both assignments to define terms and support her arguments. However, it was only in her assignment for the open task that she used citations to show the relevance of her chosen topic. Conversely, she frequently used citations to apply citees' concepts to her own analysis in the directed task, but not in the open task. We conclude by discussing the implications of our findings for L2 writing instruction.
  • References (39)
  • Citations (22)
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References39
Newest
Published on Jun 1, 2012in Journal of Second Language Writing4.20
Bojana Petrić8
Estimated H-index: 8
(University of Essex)
Using textual analysis and interviews with student writers, this study aims to provide an insight into second language students’ use of direct quotations in their MA theses by comparing direct quotations in high-rated and low-rated Master's theses, and by exploring student writers’ own motivations to quote directly from sources. The corpus consists of eight high-rated and eight low-rated Master's theses written in English in the field of gender studies by students from Central and Eastern Europe...
Published on Jan 1, 2012in Written Communication1.22
Nigel Harwood15
Estimated H-index: 15
,
Bojana Petrić8
Estimated H-index: 8
This article reports the results of an interview-based study which investigated the citation behavior in the assignment writing of two second-language postgraduate business management students, Sofie and Tara. Discourse-based interviews were used to elicit the students’ own perspectives on their citation behavior in two of their assignments. Citations were one of the ways in which Sofie and Tara enacted performance (Goffman, 1959), aiming to create a favorable impression on the assignment marker...
Published on Sep 1, 2011in Journal of English for Academic Purposes1.73
Kobra Mansourizadeh2
Estimated H-index: 2
(UTM: Universiti Teknologi Malaysia),
Ummul Khair Ahmad3
Estimated H-index: 3
(UTM: Universiti Teknologi Malaysia)
Abstract Citation is one of the most prominent features of academic writing through which academic writers both exhibit the breadth of their scholarship in a specific research area and subtly demonstrate their memberships of the disciplinary community. Citations are important rhetorical devices that allow seasoned writers to promote their current research findings persuasively and efficiently. This paper reports the results of a case study on citation practices in 14 research papers written by n...
Published on Mar 1, 2010in TESOL Quarterly2.72
Lia Plakans10
Estimated H-index: 10
(UI: University of Iowa)
TESOL Quarterly invites readers to submit short reports and updates on their work. These summaries may address any areas of interest to Quarterly readers.
Published on Feb 1, 2010in Applied Linguistics3.04
Ling Shi17
Estimated H-index: 17
(UBC: University of British Columbia)
This article explores the citing behaviors of 16 undergraduates in a North American university. After completing a research paper for their disciplinary courses, each participating student was interviewed to identify in his/her writing words and ideas borrowed from source texts and to explain why and how the relevant texts were appropriated with or without citations. Analysis of students’ writing and comments illustrates how they relied on source texts for various aspects of their essays, some o...
Published on Jan 1, 2010in Functions of Language0.43
Sook Hee Lee2
Estimated H-index: 2
(CSU: Charles Sturt University)
This paper explores cross-cultural and grade-based differences in the use of intertextual resources in persuasive essays written by tertiary students. Expressions of explicit intertextuality are analysed using the model of Attribution, an element of the engagement system formulated within the interpersonal metafunction of Systemic Functional Linguistics. The text analysis, supported by interview results, reveals that while there are some differences in the overall use of Attribution between nati...
Published on Mar 1, 2009in Journal of Pragmatics1.33
Nigel Harwood15
Estimated H-index: 15
(University of Essex)
This paper is an emic, interview-based study of computer scientists’ and sociologists’ accounts of the functions of citations in their writing. Twelve informants took part in the research, commenting upon their citations in one of their own articles. Informants were not provided with functional checklists, and were free to ascribe as many functions to each citation as they wished. Eleven citation functions are identified and described, and evidence of inter- and intra-disciplinary similarities a...
Published on Sep 18, 2008
Charles Teddlie31
Estimated H-index: 31
,
Abbas Tashakkori23
Estimated H-index: 23
Preface Mixed Methods: The Third Methodological Movement Mixed Methods as the Third Research Community The Fundamentals of Mixed Methods Research Methodological Thought Before the 20th Century Paradigm Issues in Mixed Methods Research Methods and Strategies of Mixed Methods Research Generating Questions in Mixed Methods Research Mixed Methods Research Designs Sampling Strategies for Mixed Methods Research Considerations Before Collecting Your Data Data Collection Strategies for Mixed Methods Res...
Published on Jul 1, 2008in Journal of English for Academic Purposes1.73
Yuly Asención Delaney3
Estimated H-index: 3
(NAU: Northern Arizona University)
Abstract This study explored the extent to which the reading-to-write construct is the sum of one's reading and writing abilities or an independent construct. The investigation included an analysis of (a) test tasks, (b) the relationship of test task scores and scores on reading and writing measures, and (c) the effects of proficiency level and educational level on reading-to-write performance. A sample of 139 participants performed two reading-to-write tasks—a summary and a response essay—based...
Cited By22
Newest
Published on Jun 1, 2019in Journal of Second Language Writing4.20
Debra A. Friedman5
Estimated H-index: 5
(IU: Indiana University)
Abstract Using the theoretical framework of language socialization, this paper investigates the local contexts in which four international students were initiated into citation during their first semester in a Masters in Teaching English to Speakers of Other Languages (MA-TESOL) program. Drawing from 38 hours of observation and audiotaping in two teaching methods courses, interviews with instructors and students, and students’ texts, it situates students’ citation practices within the discourses...
Published on Jan 1, 2019in English for Specific Purposes1.70
Quynh Nguyen (University of Auckland), Louisa Buckingham4
Estimated H-index: 4
(University of Auckland)
Abstract This is a qualitative investigation into international Master's students' approach to using sources in read-to-write assignments. It investigates three stages of students' engagement with sources: understanding source-use expectations, identifying appropriate sources, and incorporating content from source texts into assignment writing. Data were compiled from text-based interviews with seven Vietnamese students, an assignment, and course-related documentation. The results provide insigh...
Published on Nov 1, 2018in Journal of English for Academic Purposes1.73
Rosemary Wette7
Estimated H-index: 7
(University of Auckland)
Abstract In recent years, research interest in writing using sources has broadened from a focus on plagiarism to studies of source based writing in academic settings and the challenges it presents for novice writers. While previous research has largely involved assignment writing or experimental tasks by L2 students in pre-sessional or adjunct EAP courses, this naturalistic study explored students' source text use in the disciplines. It used a questionnaire, citation analysis and text-based inte...
Published on Mar 1, 2018in Journal of Second Language Writing4.20
Alister Cumming19
Estimated H-index: 19
(Beijing Foreign Studies University),
Luxin Yang2
Estimated H-index: 2
(Beijing Foreign Studies University)
+ 13 AuthorsChunyan Xu1
Estimated H-index: 1
(JLU: Jilin University)
Abstract We surveyed the practices and abilities of 103 students at 4 universities in China to write from sources in English, documenting in their first and second years of Bachelors’ and Masters’ programs (longitudinally and cross-sectionally): (a) students’ self-reported approaches to writing from sources and instruction that had helped them; (b) the frequency, accuracy, and functions of citations in samples of their course papers; and (c) their abilities to summarize a reading passage under t...
Published on Aug 1, 2017in System1.93
Judith Hanks7
Estimated H-index: 7
(University of Leeds)
This article considers the notion of integrating research and pedagogy through the principled framework of Exploratory Practice (EP) in an English for Academic Purposes (EAP) context. Taking a case study of a 10-week pre-sessional programme in the UK, I critically examine the challenges and the opportunities encountered by participants (learners and teachers) who were engaging in EP for the first time. These stories from novice practitioner researchers provide evidence for the argument that, due...
Published on Jul 3, 2017in Journal of Quantitative Linguistics0.82
Rong Ma (University of Languages and International Studies), Xiaoqing Qin (CCNU: Central China Normal University)
AbstractCitation competence is an intertextual skill of referencing which clarifies and expresses writer stance and attains rhetorical functions in academic writing. This study, while sampling 115 undergraduates majoring in English from one of the key Chinese universities as participants, investigated the individual factors influencing citation competence in L2 academic writing, which was based on the classroom academic read-to-write task. Four factors (Cognitive Proficiency of Source Use; Acade...
Published on Mar 1, 2017in Language Learning2.00
Amanda K. Kibler10
Estimated H-index: 10
(UVA: University of Virginia),
Christine Hardigree2
Estimated H-index: 2
(UVA: University of Virginia)
This 8-year longitudinal case study of Fabiola, a Spanish-English bilingual, investigated her argumentative writing development, focusing on her use of evidence to support and develop arguments over time from high school through university. Data sources included 36 writing samples. Texts across grade levels and course types were analyzed to determine changes in evidential types (quotations and paraphrases), evidential functions, and reporting verbs used to introduce evidence. Interview transcrip...
Published on Nov 1, 2016in Educational Research Review5.20
Gi-Zen Liu14
Estimated H-index: 14
(NCKU: National Cheng Kung University),
Vivien Lin3
Estimated H-index: 3
(NCKU: National Cheng Kung University)
+ 1 AuthorsHong You Wang2
Estimated H-index: 2
(NCKU: National Cheng Kung University)
Abstract There is an urgency to improve source use among non-native speakers of English in the globalized era. This review examines problems and causes of second language (L2) English source misuse in the English as a Second Language (ESL) and English as a Foreign Language (EFL) environments, and proposes remedies for the problems. Thematic analysis resulted in issues related to L2 English misuse under the categories of (a) source use norms, (b) source use acquisition, and (c) ethical practice i...