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This volume brings together significant findings, approaches, and research-based pedagogies on teaching and learning source-based writing. A comprehensive update to the field, this book presents source-based writing as an essential skill that comes with its own specific set of challenges, requiring a complex set of literacy skills and capabilities for mastery. With contributors from leading scholars from around the world, the volume addresses source-based writing as a developmental issue and offers guidance for supporting novice academic writers on their path toward proficiency and accumulation of multifaceted skill set.
Chapters cover key topics, including metacognitive skills, the flipped classroom, scaffolding, assessment, and ethical considerations. With research reviews, practical considerations and future directions as components of each chapter, this book is ideal for courses on academic writing and second language writing.
List of contents
Introduction I. Perspectives on source-based writing skill development 1. Understanding novice L2 writers' reasoning and decision-making strategies for source-based writing Qian Du and Ying Liu 2. Tracing changes in the citing practices of a master's student: A longitudinal case study Bojana Petric and Nigel Harwood 3. Teachers' perspectives on source-based writing challenges and skill development strategies Rosemary Wette II. Classroom instruction in source-based writing 4. Culturally and linguistically responsive source-based argumentative writing pedagogy for multilingual writers in the secondary school context Zuzana Tomas, Kelsey DeCamillis, and Sarah Lorenz 5. Patchwriting: Co-opting a transgressive practice for pedagogical purposes Sarah Leu and Heike Neumann 6. Using a flipped learning approach to teach source-based writing in academic English language courses Ilka Kostka 7. Showing, telling, and sharing: Supporting students in their use of source texts via technology Dawn Bikowski, Kyle Butler and Aaron Schwartz 8. Scaffolding instruction for post-secondary L2 synthesis writing Stephen Doolan and Shannon Fitzsimmons-Doolan 9. Evaluation of two interventions to teach source use for rhetorical purposes to postgraduate novice academic writers Qingyang Sun and Bill Soden III. Integrated writing skills assessment 10. Developing academic biliteracies through plurilingual integrated writing tasks: Students' perceptions and reported practices Caroline Payant and Philippa Bell 11. Learning potential in integrated writing assessment Lia Plakans and GoMee Park 12. The role of source information use in business communication instructors' evaluation of student essay exams Kim McDonough, Heike Neumann, and Carol Johnson 13. A framework for cognitive and metacognitive processing skills in argumentative integrated writing assessments Choo Mui Cheong, Run Mu and Xiaomeng Zhang IV. Effective use of direct and indirect referencing 14. Talking to the literature: Stance taking in citing others' work Ken Hyland and Feng (Kevin) Jiang 15. Direct quotation: Rhetorical function and applications for teaching Peter Docherty and Tomás Mach V. Ethics in source-based writing research 16. Ethical issues in research on source-based writing Debra A. Friedman Afterword Diane Pecorari
About the author
Rosemary Wette is associate professor of applied language studies and linguistics at the University of Auckland, New Zealand, where she teaches courses in academic writing and second language teacher education. She is currently co-editor of the
Journal of Second Language Writing.
