Writing in academic context requires writers to comply with certain conventions. One important aspect of these conventions is that of citing or incorporating materials from other writers. It is argued that, by confirming to the conventions of citation, writers not only negotiate membership in a particular academic community, but also establish epistemological framework, which is embedded in the context of the discipline. Therefore, this paper discusses the connection between citation practices and students’ success in their academic discipline. It raises students’ awareness of the fact that their success in their chosen academic discipline partly depends on their ability to comply with citation convention.
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
This study was an assessment of authorial stance using engagement framework by Tanzanian EFL academic writers so as to reveal the linguistic resources that enable authors to present a stance toward the research they are reviewing and presenting. Specifically, the study sought to i) explore pattern of expanding and contracting in presenting authorial stance in the selected dissertations and theses, ii) assess the authors’ linguistic resources for expanding moves, and iii) assess the linguistic resources for contracting moves by the authors. The study adapted Martin and White (2005) engagement system framework focusing on heterogloss. The study was conducted at the Open University of Tanzania. We analyzed the engagement of 20 EFL post-graduate theses and 20 Dissertations at Master’s and Doctoral levels by the EFL candidates/authors and used document analysis as a sole tool of data gathering. In conducting analyses of these texts, each was first broken down into non-embedded clauses and analyzed based on the engagement system belonging to heterogloss categories then their respective sub-categories. Findings revealed that the dissertation/theses writers varied in their mode of registering their stances towards the subject matter and thence proven heteroglossic rather than monoglossic. In that way they were able to establish their authorial territory and claim their visibility or presence instead of being compilers or reporters of findings by others. It was further noted that author stance was more noticed in literature review and introduction chapters.
In this paper, there are three articles that concentrate on the analysis of genres should be reviewed.
Particularly so, these three articles shed light on the contribution of the corpus linguistics methodology to the
analysis and application of academic genres. For easy reference, I have to label Article 1 on From Text To Corpus-
A Genre-based Approach to Academic Literacy Instruction by C Tribble and U. Wingate, Article 2 on Using Corpusbased
research and Online Academic Corpora to Inform Writing of the Discussion Section of a Thesis, by L. Flower
dew and Article 3 on An Integration of Corpus-Based and Genre-Based Approaches to Text Analysis in EAP/ESP:
Countering Criticisms Against Corpus-Based Methodologies, also by L. Flower dew.
This study was an assessment of authorial stance using engagement framework by Tanzanian EFL academic writers so as to reveal the linguistic resources that enable authors to present a stance toward the research they are reviewing and presenting. Specifically, the study sought to i) explore pattern of expanding and contracting in presenting authorial stance in the selected dissertations and theses, ii) assess the authors’ linguistic resources for expanding moves, and iii) assess the linguistic resources for contracting moves by the authors. The study adapted Martin and White (2005) engagement system framework focusing on heterogloss. The study was conducted at the Open University of Tanzania. We analyzed the engagement of 20 EFL post-graduate theses and 20 Dissertations at Master’s and Doctoral levels by the EFL candidates/authors and used document analysis as a sole tool of data gathering. In conducting analyses of these texts, each was first broken down into non-embedded clauses and analyzed based on the engagement system belonging to heterogloss categories then their respective sub-categories. Findings revealed that the dissertation/theses writers varied in their mode of registering their stances towards the subject matter and thence proven heteroglossic rather than monoglossic. In that way they were able to establish their authorial territory and claim their visibility or presence instead of being compilers or reporters of findings by others. It was further noted that author stance was more noticed in literature review and introduction chapters.
This Presentation is part of our semester 4 Syllabus. Which is about Reserch and Methodology.In between I choose the Topic of "What is Plagiarism and it's Forms.
LE 4000 Week2b pptslides language for research and critical reading feb2014iiumgodzilla
iiumgodzilla presents this paper for English language students and others who do LE4000.
Some times lecturers don't give you good notes. so use it and get a A grade. Good Luck :)
LE 4000 week1a pptslides general info. Englishiiumgodzilla
iiumgodzilla presents this paper for English language students and others who do LE4000.
Some times lecturers don't give you good notes. so use it and get a A grade. Good Luck :)
This study examines if there is a favored linguistic exclusion strategy in Arabic and English newspaper articles reporting on the March of Return in Gaza and explores their potential impacts on the readers' minds. Ten newspaper articles were collected; five articles are in Arabic, each is from a different Arab country, while the others are the top-selling five newspapers in the UK. Data were analyzed by observing the linguistic structures and the representations of social actors from the CDA perspective adopted by Theo van Leeuwen and using two built corpora to calculate the frequencies of the exclusion linguistic structures found. The findings showed that Arabic and English newspaper articles used linguistic exclusion strategies differently to serve specific functions, such as: excluding the social actors involved in the case of the March of Return in Gaza, driving the reader's attention to the other social actor to view him as a victim or the party who abuses power, hiding or protecting the excluded social actor or driving the reader's attention to the event rather than the action.
Planning your dissertation / thesis structureThe Free School
This presentation shows you how to plan the structure of your dissertation or thesis. This presentation is suitable for scholars in the following disciplines : humanities, arts, social sciences, health sciences. This presentation may also aid those in other fields such as music theory, architecture and so on.
Aims of DHA:
The DHA attempts to integrate a outsized quantity of
available knowledge about the historical sources and the
background of the social and political fields in which
discursive “events” are embedded.
Further, it analyzes the historical dimension of discursive
actions by exploring the ways in which particular genres
of discourse are subject to diachronic change.
DHA lays emphasis on the practice-related quality of the
discourse, the context dependence of discourse, and the
structures as well as constructive character of discourses.
DHA focuses on the systematic analysis of context and its
dialectical relationships to meaning-making process.
This approach entails trans-disciplinary and multitheoretical methods with other disciplines.
Like the other critical anlysts, the proponents of DHA
make practical claims of emancipation and criticize
discursively constituted power abuse, injustice, and social
discrimination and they make epistemic claims of
reduction.
DHA sustains that language is not powerful on its own, it
is a means to gain and maintain power by the powerful
people make use of it.
Aims of DHA
The first study for which the DHA was developed
analyzed the constitutions of anti-semantic stereotyped
images as they emerged in public discourses in the 1986
Austrian presidential campaign of former UN General
Kurt Waldheim, who for along time had kept secrets his
national-socialist past.
This type of analysis first time introduce by Wodak, who
argues that discourse has different practices in society.
Wodak pays attention to the multi-model macro as well
as micro phenomena to inter-textual and inter-discursive
relationships as well as social, historical, and political
factors relating to the verbal and non-verbal phenomena
of communication.
The Origin of DHA:
This approach is inter-disciplinary. He explains that interdisciplinary involves theory, methods, methodology research
practice, and practical application.
This approach is problem oriented, like the any other theoretical
and methodological approach, is relevant as long as it is able to
successfully study relevant social problems such as sexism, racism,
and other forms of inequality.
.
Systemic Functional Linguistics: An approach to analyzing written academic di...ClmentNdoricimpa
Written academic discourse refers to the way of thinking and using language that exist in the academy. Writers demonstrate knowledge and negotiate social relations with readers by means of written discourse. In order to understand these characteristics of written discourse, different approaches are followed. Some follow a linguistic approach to uncover the linguistic devices associated with coherence in a written text. Other follow a social approach to analyze the social cultural context in which a written text occurs. However, it is demonstrated that the linguistic and the social cultural elements in a written text cannot be disassociated and that an approach, which combine the two approaches is required. Such an approach is Systemic Functional Linguistics (SFL). Therefore, this paper discusses the way in which SFL is used as an approach to analyzing linguistic features of academic discourses and how those features relate to social cultural context. In this paper, it is shown that SFL provides the means to analyze not only the linguistic resources employed in a written text but also the context in which the text is used. These linguistic resources are associated with the creation of ideational, interpersonal and textual meaning at the level of lexicogrammar and discourse semantic. The context is modelled through register and genre theory.
This Presentation is part of our semester 4 Syllabus. Which is about Reserch and Methodology.In between I choose the Topic of "What is Plagiarism and it's Forms.
LE 4000 Week2b pptslides language for research and critical reading feb2014iiumgodzilla
iiumgodzilla presents this paper for English language students and others who do LE4000.
Some times lecturers don't give you good notes. so use it and get a A grade. Good Luck :)
LE 4000 week1a pptslides general info. Englishiiumgodzilla
iiumgodzilla presents this paper for English language students and others who do LE4000.
Some times lecturers don't give you good notes. so use it and get a A grade. Good Luck :)
This study examines if there is a favored linguistic exclusion strategy in Arabic and English newspaper articles reporting on the March of Return in Gaza and explores their potential impacts on the readers' minds. Ten newspaper articles were collected; five articles are in Arabic, each is from a different Arab country, while the others are the top-selling five newspapers in the UK. Data were analyzed by observing the linguistic structures and the representations of social actors from the CDA perspective adopted by Theo van Leeuwen and using two built corpora to calculate the frequencies of the exclusion linguistic structures found. The findings showed that Arabic and English newspaper articles used linguistic exclusion strategies differently to serve specific functions, such as: excluding the social actors involved in the case of the March of Return in Gaza, driving the reader's attention to the other social actor to view him as a victim or the party who abuses power, hiding or protecting the excluded social actor or driving the reader's attention to the event rather than the action.
Planning your dissertation / thesis structureThe Free School
This presentation shows you how to plan the structure of your dissertation or thesis. This presentation is suitable for scholars in the following disciplines : humanities, arts, social sciences, health sciences. This presentation may also aid those in other fields such as music theory, architecture and so on.
Aims of DHA:
The DHA attempts to integrate a outsized quantity of
available knowledge about the historical sources and the
background of the social and political fields in which
discursive “events” are embedded.
Further, it analyzes the historical dimension of discursive
actions by exploring the ways in which particular genres
of discourse are subject to diachronic change.
DHA lays emphasis on the practice-related quality of the
discourse, the context dependence of discourse, and the
structures as well as constructive character of discourses.
DHA focuses on the systematic analysis of context and its
dialectical relationships to meaning-making process.
This approach entails trans-disciplinary and multitheoretical methods with other disciplines.
Like the other critical anlysts, the proponents of DHA
make practical claims of emancipation and criticize
discursively constituted power abuse, injustice, and social
discrimination and they make epistemic claims of
reduction.
DHA sustains that language is not powerful on its own, it
is a means to gain and maintain power by the powerful
people make use of it.
Aims of DHA
The first study for which the DHA was developed
analyzed the constitutions of anti-semantic stereotyped
images as they emerged in public discourses in the 1986
Austrian presidential campaign of former UN General
Kurt Waldheim, who for along time had kept secrets his
national-socialist past.
This type of analysis first time introduce by Wodak, who
argues that discourse has different practices in society.
Wodak pays attention to the multi-model macro as well
as micro phenomena to inter-textual and inter-discursive
relationships as well as social, historical, and political
factors relating to the verbal and non-verbal phenomena
of communication.
The Origin of DHA:
This approach is inter-disciplinary. He explains that interdisciplinary involves theory, methods, methodology research
practice, and practical application.
This approach is problem oriented, like the any other theoretical
and methodological approach, is relevant as long as it is able to
successfully study relevant social problems such as sexism, racism,
and other forms of inequality.
.
Systemic Functional Linguistics: An approach to analyzing written academic di...ClmentNdoricimpa
Written academic discourse refers to the way of thinking and using language that exist in the academy. Writers demonstrate knowledge and negotiate social relations with readers by means of written discourse. In order to understand these characteristics of written discourse, different approaches are followed. Some follow a linguistic approach to uncover the linguistic devices associated with coherence in a written text. Other follow a social approach to analyze the social cultural context in which a written text occurs. However, it is demonstrated that the linguistic and the social cultural elements in a written text cannot be disassociated and that an approach, which combine the two approaches is required. Such an approach is Systemic Functional Linguistics (SFL). Therefore, this paper discusses the way in which SFL is used as an approach to analyzing linguistic features of academic discourses and how those features relate to social cultural context. In this paper, it is shown that SFL provides the means to analyze not only the linguistic resources employed in a written text but also the context in which the text is used. These linguistic resources are associated with the creation of ideational, interpersonal and textual meaning at the level of lexicogrammar and discourse semantic. The context is modelled through register and genre theory.
Construing Criticality in essay genre in English literatureClmentNdoricimpa
Criticality is established as one of most important characteristics of university essay genre. Students are required to demonstrate their critical thinking in their writing. However, criticality is a concept, which is less understood among students and tutors. Further, there is a little agreement among researchers on how to investigate the linguistic features associated with construing critical stance. Therefore, this paper demonstrates how criticality is achieved in essay genre in the discipline of English literature. The argument in this paper is that the linguistic features traditionally associated with enacting criticality interact with other linguistic features to achieve critical stance in a written text. A systemic functional analysis of essays in English literature drawn from British Academic Writing English (BAWE) corpus demonstrates this interaction. Specifically, the findings show that the linguistic resources for the creation of ideational meaning interact with those for critical positioning to achieve critical thinking in university essays. These findings have implication for teaching academic writing in the discipline of English literature.
My degree is an EDD in Performance Improvement Leadership .docxgriffinruthie22
My degree is an EDD in Performance Improvement Leadership
Assignment Overview
In the assignment this week, you will write a paper (7–10 pages), including a literature review, that examines ethical behavior, diversity, and civil discourse in the context of your particular focus and specialization.
What You Need to Know
Ethical Reasoning
Morris (2016) tells us:
In fall 2016, more than twenty million students enrolled across more than four million colleges and universities in the U.S. One in four students were members of a minority group, and approximately one million were international students. These students interacted with approximately four million administrators and faculty and staff members in a diversity of settings. Most of these students will easily transition into a life of academics and social interactions. For others, insults, aggressions, and lack of inclusion are a reality; and these experiences will shape their interactions and perceptions . . . on the challenges facing the nation and world and considering the role that post-secondary education plays in improving civil discourse nationally and creating safe spaces for dialogue and personal growth. (p. 361)
Morris (2016) goes on to argue:
First, [we must] identify resources to support conversations around civil discourse, social justice, and inclusion. Could we individually and collectively in every department, college, and administrative unit resolve to make a difference—to role-model and ask our students to be kind, show compassion, be inclusive and fair, and extend a hand of friendship? Maybe our academic words, like social justice, just do not resonate. Perhaps people forget that words have power and can cause long-lasting pain or can provide encouragement. While we may study and advocate for equity, perhaps we should say that this campus and my class will discuss challenging topics; but we will be characterized by the following values: to listen, to reflect, to show compassion, to think critically, and to care about this community of learners. I know: it sounds like Robert Fulghum’s
All I Really Need to Know I Learned in Kindergarten
(1988). However, sometimes simple guidelines work best. (p. 361)
Use your
Critical Thinking
text to quickly review the following:
Chapter 14, "Develop As an Ethical Reasoner," pages 345–365.
If you did not complete the
Blooming Park: Ethics, Diversity, and Personnel Selection
simulation last week, complete it now to begin work on the interviews relevant to your organization: P–12 education, higher education, business or corporate, or military. This activity will give you the opportunity to grapple with the ethical questions that frequently arise in professional contexts, which will be the focus of your assignment this week.
Diversity and Multiculturalism
Diversity in all organization settings can take many forms. We may consider differences across many criteria, including the following:
Ethnicity.
Ethnic identity.
Gend.
Discussion 3 Evaluating Research Questions, Hypotheses, and Qua.docxelinoraudley582231
Discussion 3:
Evaluating Research Questions, Hypotheses, and Quantitative Research Designs
With a clear purpose in place, quantitative researchers have a roadmap for crafting their research questions and hypotheses that will further focus the approach they will take to investigate their topic (i.e., their study’s research design).
The selection of a research design is guided by the study’s purpose and research questions and hypotheses, and the design then links the research questions and hypotheses to the data that will be collected. You should keep in mind, however, that the research process is interactive, not necessarily proceeding in a linear fashion from one component to the next. Rather, the writing of research questions could, for example, necessitate adjustments to the study’s purpose statement.
Nevertheless, when presented together, the various components of a research study should align. As you learned last week, alignment means that a research study possesses clear and logical connections among all of its various components.
In addition to considering alignment, when researchers select a research design, they must also consider the ethical implications of their choice, including, for example, what their design selection means for participant recruitment, procedures, and privacy.
For this Discussion, you will evaluate quantitative research questions and hypotheses in assigned journal articles in your discipline and consider the alignment of theory, problem, purpose, research questions and hypotheses, and design.
You will also identify the type of quantitative research design the authors used and explain how it was implemented. You will also complete online training in the protection of human research participants.
Due 06/27/2017 by 5 pm
References
Spencer, M. S., Rosland, A. M., Kieffer, E. C., Sinco, B. R., Valerio, M., Palmisano, G., . . . & Heisler, M. (2011). Effectiveness of a community health worker intervention among African American and Latino adults with type 2 diabetes: A randomized controlled trial. American Journal of Public Health, 101(12), 2253–2260. doi:10.2105/AJPH.2010.300106
Burkholder, G. J., Cox, K. A., & Crawford, L. M. (2016). The scholar-practitioner’s guide to research design. Baltimore, MD: Laureate Publishing.
· Chapter 4, “Quantitative Research Designs”
Babbie, E. (2017). Basics of social research (7th ed.). Boston, MA: Cengage Learning.
· Chapter 5, “Conceptualization, Operationalization, and Measurement”
Purpose Statement Checklist Use the following criteria to evaluate an author’s purpose statement.
Look for indications of the following:
• Does the statement begin with signaling words?
• Does the statement identify the research approach (quantitative, qualitative, or mixed)? • Does the statement clearly state the intent of the study?
• Does the statement mention the participants? • Does the statement mention the research site?
• Is the statement framed in a way that is consistent with the id.
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Crediting sources in academic writing: Citation and negotiation for entry into an academic discourse community
1. Paper I: Research methodology
Clément Ndoricimpa, PhD Scholar
Registration Number: 1901
Selected Title:
Crediting sources in academic writing: Citation
and negotiation for entry into an academic
discourse community.
2. 1. Introduction
• Writing in academic context requires writers to comply with certain
conventions.
• One important aspect of these conventions is that of citing or incorporating
materials from other writers.
3. Cont……..
• Citation is “standardized methods of acknowledging all source of information or
ideas in writing a research article, a book, a thesis, an essay assignment”
(Madhusudan, 2016).
• According to many researchers (see, Gilbert, 1976 ; Berkenkotter & Huckin, 1995),
citation is central to the social context of persuasion as it can both provide
justification for arguments and demonstrate the novelty of one’s position.
• By conforming to the conventions of citations in developing arguments, writers not
only negotiate membership in a particular academic community but also, as Hyland
(1999) argues, “establish a credible writer ethos”.
4. Cont……
• Although many studies recognize the importance of citation, they do not
focus on establishing connection between citation conventions and
negotiation for entry in an academic discourse community.
• Therefore, this paper aims at discussing the connection between citation
practices and students and scholars’ success in their academic discipline.
• This paper tests the following hypothesis: “Students and scholars’ success in
their chosen academic discipline depends upon their ability to comply with
citation conventions in writing research papers.”
5. 2. Academic discourse community
• Cheung (2017) points out that academic community can be explained from different
perspectives.
• First, it is explained from the point of view of membership into a particular
community.
• Second, it is explained from the perspective of community of practices, which
focuses on members’ engagement with the practices of the community.
• Last, it is explained from the point of view of language use and academic discourse.
6. Cont……
• The interpretation of academic discourse community from these
perspectives lead to defining academic discourse community as follows:
• A discourse community is a group of people who have common topics for
their discourse and common conventions for their discourse practices, with
shared assumptions of appropriate and valid ways of discussing and making
claims (Porter, 1986)
• Swales (1990, pp, 24-27) proposes six characteristics of discourse
community, which include:
7. Cont……
• A broadly agreed set of common public goals ;
• Mechanisms of intercommunication among its members ;
• One or more genres in the communicative furtherance of its aims ;
• Participatory mechanisms primarily to provide information and feedback ;
• A specific set of lexis ;
• A threshold level of members with a suitable degree of relevant content and
discourse expertise.
8. Cont…..
• These characteristics highlight the use of discourse for socialization in a particular
academic community.
• They also foreground the conventions, which govern the structuring of discourse.
• Therefore, since essay assignments, thesis and research articles belong to the
category of discourses that are written in academic context, they have to follow
certain conventions.
• One aspect of those rules is citation conventions: APA and MLA citation
conventions
9. 3. APA and MLA Citation conventions
• APA (American Psychological Association) and MLA (Modern Language
Association) are guides for many aspects of writing in many academic
disciplines.
• APA is used by scholars and researchers in the fields of social and behavioral
sciences, psychology, education, anthropology, etc.(Madhusudhan, 2016).
• MLA is used by scholars and researchers in the fields of modern languages
and literature.
10. Cont….
• Writers follow APA and MLA conventions for presenting information and
for generously acknowledging their debts to their predecessors.
• It is argued that, in following these rules, they uphold important attitudes and
values of their disciplines (see, Madigan, Johnson & Linton, 1995).
• These conventions are related to keying brief parenthetical citations in the
text and writing the list of cited sources. They include acknowledging
periodical and non-periodical sources, electronic and printed sources, and
audio-visual sources.
11. Cont…..
Examples
• The aesthetic and ideological orientation of jazz underwent considerable scrutiny in
the late 1950s and early 1960s (Anderson 7). MLA parenthetical citation in text.
• Anderson, Iain. This is Our Music: Free Jazz, the sixties, and American Culture.
Philadelphia: U of Pennsylvania P, 2007. Print. MLA alphabetical list of work cited.
• The aesthetic and ideological orientation of jazz underwent considerable scrutiny in
the late 1950s and early 1960s (Anderson, 2007, p. 7). APA parenthetical citation
• Anderson, I. (2007). This is Our Music: Free Jazz, the sixties, and American Culture.
Philadelphia: Pennsylvania University Press. APA reference list
12. Cont…..
• Although these conventions seem straightforward, failure to comply with them
results in the rejection of a research paper, thesis or lower grade in essay
assignments.
• In addition, as Madigan, Johnson & Linton (1995) argue, citation conventions
involve more than what is articulated.
• Some of these unarticulated rules have to do with the distinction between integral
and non-integral structures.
• Other unarticulated rules have to do with the choice of different reporting verbs to
introduce the work of others.
13. 4. Negotiation for entry into discourse community
• Writing in academic context involves citing or incorporating sources from
other authors.
• Citation, as Hyland (1999) points out, help academic writers to present
arguments and persuade readers of their work.
• Through appropriate choice of citations, writers “align with particular
perspectives, draw on specific authorities and thereby develop credibility in a
particular discourse community” (Badenhorst, 2017).
• However, appropriate choice of citations may be difficult for students.
14. Cont…..
• There are many examples, which demonstrate rejection of students’ work because
of failure to comply with the citation practices of their disciplines.
• Bateson (1972) describes one example of doctoral thesis that was rejected due to
the failure to comply with the practices of literary critics in incorporating external
sources.
• Another example is related to the studies conducted by Myers (1990), Berkenkotter
and Huckin (1995). In their study, they demonstrated the ways researchers were
obliged by editors and reviewers to increase the number of references and to
incorporate intertextual framework for local knowledge.
15. Cont……
• These two examples suggest that academic texts are the products of a discourse community
of writers.
• Therefore, writers have to accommodate to ethos of the discourse community.
• It is also clear from the examples that the ethos are related to the practices of citation.
• As a result, it is argued that gaining entry and maintaining membership into a particular
discourse community involves following generic conventions including citation rules
(Flowerdew, 2000).
• Porter (1986) points out that unless students learn the citation practices of their discourse
communities, they will not be successful in writing for an academic audience.
16. 5. Conclusion
• It is clear that citation practices are contextually based and are related to
community norms of knowledge construction.
• Academic writers engage in knowledge constructions as members of a
particular discourse community.
• Therefore, when they produce a written text, their discoursal decision is
influenced by the beliefs and values of their academic community.
• It is also clear from the discussion that to gain entry into a particular
discourse community involves following its norms and convention.
17. Cont……
• Consequently, this leads to supporting the hypothesis that students and
scholars’ success in their chosen academic discipline depends upon their
ability to comply with citation conventions in writing research papers.
• Students should be made aware of these conventions when they start higher
education.
• This awareness may help them avoid academic dishonesty- plagiarism.
• It may help them learn how particular citation norms are connected to
knowledge construction of a particular discipline.
18. 6. References
• American Psychological Association, (2010). Publication Manual of the American
Psychological Association, 6th ed. Washington, DC: APA.
• Badenhorst, C.M. (2017). Literature review, citations and intertextuality in
graduate student writing. Journal of Further and Higher Education.
• Berkenkotter, C. & T. Huckin. (1995). Genre knowledge in disciplinary
communication. Hillsdale, NJ: Lawrence Erlbaum.
• Bizzel, P. (1982). Review: College composition: Initiation into the Academic
Discourse Community. Curriculum Enquiry, 12(2), 191-207.
19. Cont…..
• Cheung, L. M. E. (2017). Development of evaluative stance and voice in
postgraduate academic writing. PH.D Thesis, the Hong Kong
Polytechnic University.
• Flowerdew, J. (2000). Discourse community, legitimate peripheral
participation, and the nonnative-English-speaking scholar. TESOL
QUARTERLY, 34(1), 127- 150.
• Gilbert, G. (1976). The transformation of research findings into scientific
knowledge. Social Studies of Science, 6, 281-306.
20. Cont….
• Hewings, M. (2001). Academic writing in context: Implications and Applications.
Birmingham: The University of Birmingham Press.
• Hyland, K. (1999). Academic attribution: Citation and the construction of disciplinary
knowledge. Applied Linguistics, 20(3), 341-367
• Hyland, K. (2008). Disciplinary Voices: Interactions in Research Writing. English Texts
Construction, 1(1), 5-22
• Madigan, R., Johnson, S. & Linton, P. (1995). The Language of Psychology: APA style as
Epistemology. University of Alaska, Anchorage.
21. Cont….
• Madhusudhan, M. (2016). Use of Online Citation Tools by Students and Research
Scholars of Department of Library and Information Science, University of
Delhi. Journal of Library and Information Technology, 36(3), 164-172
• Myers, G. (1990). Writing Biology: Texts in the social construction of scientific knowledge.
Madison: University of Wisconsin Press.
• Porter, J. E. (1986). Intertextuality and the Discourse Community. Rhetoric Review,
5(1), 34-47.
• The Modern Language Association of America, (2009). MLA Handbook for Writers
of Research Papers, 7th edit. New Delhi: First East-West Press.
22. Cont….
• Swales, J. (1990). Genre Analysis: English in Academic and Research Settings.
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• Wenger, E. (1991). Communities of practice: Where learning happens.
Benchmark, fall, 6-8