Referencing as practice: Learning to write and reason with other people's texts in environmental engineering education

The question of how university students learn to write from and reason with the accumulated knowledge of disciplinary fields that are new to them is a general concern for higher education. This type of challenge has commonly been researched from text-based perspectives and accordingly been addressed as a matter of intertextuality. Less common are studies that attend to phenomena of this kind as mediated processes where university students are...