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Edgar Allan Poe/Sullivan's Island Library
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West Ashley Library
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Wando Mount Pleasant Library
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St. Paul's/Hollywood Library
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representation of source use in academic writing textbooks.
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- Author(s): Sun, Qingyang; Soden, Bill
- Source:
ELT Journal: English Language Teaching Journal; Oct2022, Vol. 76 Issue 4, p497-507, 11p- Subject Terms:
- Source:
- Additional Information
- Abstract: Using sources appropriately is an important topic in teaching EAP. It involves a wide range of knowledge and skills, from the avoidance of plagiarism to the rhetorical attention to authorial stance and voice. Although a number of studies have shed light on how students cope with the challenges of source use, less is known about how each aspect is addressed in widely used EAP or study skills textbooks. This article presents an analysis of the representation of source use in thirteen concurrently used textbooks of academic writing. It was found that most of these textbooks discuss definitions of plagiarism and how to avoid it, with a fair number of textbooks also providing substantial activities on paraphrasing and summarizing. However, how citations can be used to take a stance and develop voice in academic texts is underrepresented. Implications for designing teaching materials and using textbooks in the classroom will be discussed. [ABSTRACT FROM AUTHOR]
- Abstract: Copyright of ELT Journal: English Language Teaching Journal is the property of Oxford University Press / USA and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Abstract:
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