Teaching citation to university students
-
Sheena Gardner
,
Karin Whiteside
und
Nadya Yakovchuk
Abstract
A frequent comment by academic writing tutors is ‘use more citation’, yet this may not be helpful. University students may have difficulty with citation practices for several reasons. Prior to university, students may be encouraged to develop arguments based on personal opinions. At university, the risks of plagiarism are emphasised. Finally, students may be uncertain about challenging ‘expert’ views and how to assert their own voices critically and in ways that are acceptable in the disciplines and genres they are producing. This paper integrates findings from research that reveals the complexity of citation practices which could be presented as an intricate system network that might be practical for research purposes or for teacher education, but is more complicated than most students need. Three sample lessons are presented to show how research findings have been simplified for teaching students about citation. We are therefore able to compare theory that presents many logical possibilities, with research that presents probabilities and findings from specific contexts, with pedagogical practice in sample lessons that condense and often simplify theory and research in order to influence student writing.
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© 2024 Walter de Gruyter GmbH, Berlin/Boston
Artikel in diesem Heft
- Frontmatter
- Editorial
- Broadening the appliability of systemic functional linguistics
- Research Articles
- Functional linguistics in life: an embodied approach in teacher education
- Teaching citation to university students
- Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context
- System networks as a resource in L2 writing education
- Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse
- Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective
- Scaffolding instruction in an EFL drama lesson: a systemic functional analysis
- Teaching mental processes to EFL learners: a blended-learning proposal
- SFL as a socially accountable praxis: who and what are we working for?
- Regular Articles
- The influence of task complexity and task modality on learners’ topic and turn management
- Explicit grammar instruction in the EFL classroom: studying the impact of age and gender
- Language pedagogies and late-life language learning proficiency
- The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders
- Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective
- Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests
- Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations
- Dynamic development of cohesive devices in English as a second language writing
- What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation
- The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development
- Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching
- Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices
- A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing
- Fostering well-being in the university L2 classroom: the “I am an author” project
- How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes
- Toward a better understanding of student engagement with peer feedback: a longitudinal study
- Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach
- Are foreign language teaching enjoyment and motivation two sides of the same coin?
- Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies
Artikel in diesem Heft
- Frontmatter
- Editorial
- Broadening the appliability of systemic functional linguistics
- Research Articles
- Functional linguistics in life: an embodied approach in teacher education
- Teaching citation to university students
- Patterns of interaction between experiential and interpersonal meanings in student texts in Spanish: grounds for system-based applications in an academic writing context
- System networks as a resource in L2 writing education
- Teaching Chinese grammar through International Chinese Language Education micro-lectures: negotiating mass and presence through multimodal pedagogic discourse
- Meaning-making in English-medium instruction science classroom interaction: from the systemic functional linguistics perspective
- Scaffolding instruction in an EFL drama lesson: a systemic functional analysis
- Teaching mental processes to EFL learners: a blended-learning proposal
- SFL as a socially accountable praxis: who and what are we working for?
- Regular Articles
- The influence of task complexity and task modality on learners’ topic and turn management
- Explicit grammar instruction in the EFL classroom: studying the impact of age and gender
- Language pedagogies and late-life language learning proficiency
- The relative effects of corrective feedback and language proficiency on the development of L2 pragmalinguistic competence: the case of request downgraders
- Unraveling the dynamics of English communicative motivation and self-efficacy through task-supported language teaching: a latent growth modeling perspective
- Effects of random selection tests on second language vocabulary learning: a comparison with cumulative tests
- Determining the L2 academic writing development stage: a corpus-based research on doctoral dissertations
- Dynamic development of cohesive devices in English as a second language writing
- What pronunciation specialists believe CELTA tutors need to know to prepare student teachers to teach pronunciation
- The effect of collaborative prewriting on L2 collaborative writing production and individual L2 writing development
- Beyond learning opportunities: focused encounters in a sociocognitive approach to second language acquisition and teaching
- Funds of knowledge for synchronous online language teaching: a translanguaging view on an ESL teacher’s pedagogical practices
- A frequency, coverage, and dispersion analysis of the academic collocation list in university student writing
- Fostering well-being in the university L2 classroom: the “I am an author” project
- How teaching modality affects Foreign Language Enjoyment: a comparison of in-person and online English as a Foreign Language classes
- Toward a better understanding of student engagement with peer feedback: a longitudinal study
- Chinese EFL learners’ basic psychological needs satisfaction and foreign language emotions: a person-centered approach
- Are foreign language teaching enjoyment and motivation two sides of the same coin?
- Orchestrating listening in EMI university lectures: how listening proficiency and motivation shape students’ use of metacognitive listening strategies
