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Literature reviews, citations and intertextuality in graduate student writing

Published on Aug 10, 2017in Journal of Further and Higher Education
· DOI :10.1080/0309877X.2017.1359504
Cecile Badenhorst3
Estimated H-index: 3
(MUN: Memorial University of Newfoundland)
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Abstract
AbstractLiterature reviews are a genre that many graduate students do not fully understand and find difficult to write. While the genre, language and rhetorical moves of literature reviews are widely researched, less research focuses on citation use in literature reviews. Teaching students ‘how-to’ write the literature review through explicit genre awareness is not enough. What is needed, is a focus on the discursive nature of citations since citations are a core ingredient in literature reviews. The complexity of citing, referencing and using sources is difficult to teach in university classrooms, especially in courses that focus on content knowledge. When it is taught, it is often imparted to students as conventions with particular organisational features around citation styles. Or it is taught within the discourse of morality and academic dishonesty that surrounds plagiarism. What is lacking is a pedagogy that relates citing to the more complex discursive practices that are implicit and deeply embedded...
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References38
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#1Feng (Kevin) Jiang (HKU: University of Hong Kong)H-Index: 6
#2Ken Hyland (HKU: University of Hong Kong)H-Index: 58
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