An investigation of source use in the results and the closing sections of empirical articles in Information Systems: In search of a functional-semantic citation typology for pedagogical purposes

Kwan, Becky; Chan, Hang

doi:10.1016/j.jeap.2013.11.004

Cited by 26 publications

(12 citation statements)

References 32 publications

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“…With raise awareness of this rhetorical practice, these novice writers can become sensitive to the subtleties of citation types and functions and they can use them in a conscientious and effective manner in their future academic writing. Despite the small scale study and the fact that the present study was not conducted in a move-related approach as recent studies on citations (Kwan & Chan, 2014;Samraj, 2013), the findings of this paper, to a certain extent, can provide a general picture of how Vietnamese writers cite in their thesis LR chapters.…”

Section: Resultsmentioning

confidence: 83%

Citations in Literature Review Chapters of TESOL Master’s Theses by Vietnamese Postgraduates

Nguyen

Pramoolsook

2016

GEMA

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Citing other works poses difficulties for novice writers, especially the non-native English speaking students in their first experience of writing for academic purposes; the master's (M.A.) thesis. However, few studies were conducted on these students' citations in their M.A. theses. This paper, therefore, presents the study of in-text citations in 24 literature review (LR) chapters of TESOL M.A. theses written by Vietnamese students. Employing the Antconc software, Thompson and Tribble's (2001) framework for citation types and functions, and discourse-based interviews with the actual thesis writers and their thesis supervisors, the study confirmed the claim that non-native novice writers cannot fully learn crucial citation practices from mere reading of the guidelines. Besides these writers' preference for integral citations and a very limited number of citation functions used in their LR chapters, this study also identified the presence of several secondary citations, the students' "invented" ways of citing previous researchers, grammatical mistakes and the absence of further discussions of the cited works. These findings tend to render the students' LR chapters as ineffective, in terms of grammar and the rhetorical functions of LR chapters in synthesizing, arguing and indicating the relevancy of the reviewed literature for the niche of their research to be established. Furthermore, these findings indicate a need for an increased amount of formal instruction in academic writing courses which aims at equipping novice writers with the means to successfully acknowledge the sources and at raising their awareness about the various functions and rhetorical effects of the students' citations in their academic writing.

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Section: Resultsmentioning

confidence: 83%

Citations in Literature Review Chapters of TESOL Master’s Theses by Vietnamese Postgraduates

Nguyen

Pramoolsook

2016

GEMA

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“…Making appropriate reference to other texts is an essential feature of successful academic writing (Myers, 1990;Hyland, 2000Hyland, , 2002Thompson, 2005a;Petrić, 2007;Hewings, Lillis & Vladimirou, 2010;Mansourizadeh & Ahmad, 2011;Hu & Wang, 2014;Kwan & Chan, 2014). Writers are expected to integrate the ideas of others into their arguments, to indicate what is already known about their research area, or to point out the weaknesses in others' arguments, while aligning themselves with a particular disciplinary framework (Thompson & Tribble, 2001;Kwan, 2008;Harwood, 2009).…”

Section: Introductionmentioning

confidence: 99%

Writers' positioning in literature reviews in English and Spanish computing doctoral theses

Gil-Salom

Soler-Monreal

2014

Journal of English for Academic Purposes

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“…This finding reflects these novice writers' lack of knowledge about the rhetorical significance of citations in relation to the communicative purpose of each thesis chapter (Kwan & Chan, 2014;Samraj, 2013). However, as revealed in the interviews with three thesis supervisors, although these M.A.…”

Section: (Excerpt 1) "…I Think References To Previous Studies Should mentioning

confidence: 85%

“…Despite their preference for integral citations over the non-integral ones, these writers' listing of previous researchers and findings rather than synthesising and integrating them into their texts and their limited uses of citation functions were likely to show that they could not fully acquire citation uses through their mere reading of the provided guidelines by their universities. Despite the small scale of study and the fact that it was not conducted in a move-related approach as recent studies on citations (Kwan & Chan 2014, Samraj 2013, the findings of this paper, to a certain extent, can provide a preliminary picture of how NNEWs cite in their M.A. theses.…”

Section: And Inefficient Reading Strategies )Carrell 1989)… (I11)mentioning

confidence: 88%

Citation Practice in the Whole TESOL Master’s Theses by Vietnamese Postgraduates

Nguyen

Pramoolsook

2016

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show abstract

An investigation of source use in the results and the closing sections of empirical articles in Information Systems: In search of a functional-semantic citation typology for pedagogical purposes

Cited by 26 publications

References 32 publications

Citations in Literature Review Chapters of TESOL Master’s Theses by Vietnamese Postgraduates

Citations in Literature Review Chapters of TESOL Master’s Theses by Vietnamese Postgraduates

Writers' positioning in literature reviews in English and Spanish computing doctoral theses

Citation Practice in the Whole TESOL Master’s Theses by Vietnamese Postgraduates

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