Citation practices of L2 university students in first-year writing: Form, function, and stance

An investigation of the citation transformation types in M.A. and PhD theses

“…and PhD theses, which can stem from different reasons such as cultural factors, limited linguistic competence and from a consideration of having a critical stance in a scholarly academic work as a face threatening act. This is pertinent but not exclusive to Turkish writers but as other researchers put forward (Borg 2000;Bruce 2014;Lee et al 2018;Wette 2010), it has become a gradually increasing problem particularly for non-native speakers of English. The avoidance of taking a critical stance in academic work has become a gradually increasing problem for non-native speakers of English as the failure to do so is likely to lead to unintentional plagiarism and interfere with the development of academic integrity on the part of novice writers in the tertiary academic settings (Marsh and Campion 2018).…”

“…It could be concluded that the differences in citation use is atttibuted to the disciplinary conventions. It may be remarked that as direct quotation is considered a relatively undemanding and simple way of the source content transformation that does not require any textual modifications, it may be preferred by Turkish novice writers in the study who may be relatively unfamiliar with the discipline-specific academic writing conventions and may not feel competent in terms of employing relatively sophisticated citation types such as critical evaluation (Borg 2000;Lee et al 2018;Wette 2010). According to Petric (2012), more successful learners relied on direct quotation than less successful learners even though in the social sciences less successful L2 students are more prone to make use of direct quotation more frequently in their writings and she sees the overuse of direct quotation as a developmental stage that is necessary for acquiring academic literacy.…”

“…From this date forward, research studies carried out on citation practices have focused on different dimensions of citation: citation types grounded in linguistic criteria and syntactic position (Swales 1990), the density of citation practices (Coffin 2009;Hyland 1999Hyland , 2002Schembri 2009), the linguistic environment of citations consisting of reporting verbs (Hyland 2002), the reporting structure (Jalilifar & Dabbi, 2013), and tense (Davidse and Vandelanotte 2011). Moreover, other research studies have examined citation types based on Swales' (1986) categorization of citation types (Coffin 2009;Hyland 1999Hyland , 2000Kafes 2017;Thompson 2005), the rhetorical function of citations (Harwood 2009;Lee et al 2018;Petric 2007), the writers' citation motivation (Petric 2007), and the nature of cited sources (Coffin 2009). Research comparing citation practices in the texts written by native and non-native speakers of English (Borg 2000) have been also conducted.…”

Data-driven learning in the academic writing classroom: Citation and stance

“…• make a suitable level of claim As such, this characterisation stresses the interactional dimension of citation in academic writing, which can may be readily perceived on account of the writer's choice of interpersonal strategies including how citations are framed and the use of reporting verbs. Some studies reveal that many undergraduate students still fail to recognise and put into practice these interpersonal strategies in their academic papers (Lee, Hitchcock and Casal, 2018;Luzón, 2015;Borg, 2000), which may result in accusations of plagiarism. In this light, "we should expect courses in academic writing to sensitize students to the choices that are available to them when they decide to refer to other texts", as Thompson and Tribble (2001, p. 91) put it.…”

A Comparison of Turkish and English L1 Writers’ Citation Practices in Doctoral and Master’s Theses

“…Citation practices have been investigated in term of citation types grounded in linguistic criteria and syntactic position (Swales, 1990), the density of citation practices (Coffin, 2009;Hyland, 1999Hyland, , 2002Thompson & Tribble, 2001), the use of reporting verbs (Hyland, 2002;, the reporting structure (Jalilifar & Dabbi, 2012), and tense (Davidse & Vandelanotte, 2011). Other studies have examined citation types based on Swales' (1986) categorization of citation types (Coffin, 2009;Hyland, 2000;Rabab'ah & Al-Marshadi, 2013;Thompson & Tribble, 2001), the rhetorical function of citations (Harwood, 2009;Lee, Hitchcock & Casal, 2018;Petric, 2007), the writers' citation motivations (Harwood, 2009;Mansourizadeh & Ahmad;, and the nature of cited sources (Coffin, 2009). Jalilifar (2012) carried out a study on 65 research articles (RAs) and 65 M.A.…”