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Task requirements, task representation, and self-reported citation functions: an exploratory study of a successful L2 student’s writing
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Task requirements, task representation, and self-reported citation functions: An exploratory study of a successful L2 student's writing
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Plagiarism, Intellectual Property and the Teaching of L2 Writing, Joel Bloch
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| 26 |
Legitimate textual borrowing: direct quotation in L2 student writing
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Performance in the citing behavior of two student writers
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Abstract:
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 markers. Both students made sure they cited key sources on their reading lists, whether they found the texts helpful or not, because they understood that lecturers required evidence that these sources had been consulted. Both writers also cited a large number of sources, whether they had read these sources carefully or not, to perform the industrious student who reads widely. By ensuring the same sources which had been discussed in class were cited in her writing, Tara was able to perform the attentive student who listened carefully to lectures and seminars. Sofie sometimes tailored what she cited to fit her markers’ perceived interests and ideological standpoints, in an attempt to align her own stance with what she felt would be the stance of her markers and thus gain their favor. Implications of using Goffman’s notion of performance to explore student writers’ citing behavior are discussed. The pedagogical implications of the study for subject-specific lecturers and for EAP teachers are also addressed.
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Keyword:
Applied Linguistics and Communication (to 2020)
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URL: https://doi.org/10.1177/0741088311424133
https://eprints.bbk.ac.uk/id/eprint/12488/
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| 29 |
Legitimate textual borrowing: Direct quotation in L2 student writing
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| 31 |
Scholarly criticism in a small academic community: a diachronic study of book reviews in the oldest Serbian journal
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| 33 |
Scholarly criticism in a small academic community: A diachronic study of book reviews in the oldest Serbian journal
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| 34 |
“The last morning in my home town”. Children’s writing in 1917
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"The last morning in my home town". Children’s writing in 1917.
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| 38 |
“I thought I was an Easterner; it turns out I am a Westerner!”: EIL migrant teacher identities
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"I thought I was an Easterner; it turns out I am a Westerner!": EIL migrant teacher identities.
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'The last morning in my home town'. Children’s writing in 1917 [translated into Chinese]
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