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Writing Using Sources for Academic Purposes: Theory, Research and Practice provides research-based information about key components of source-based writing, and the challenges it presents for novices. Proficiency in source-based writing is an essential and challenging goal for all inexperienced academic writers, from both L1 and L2 backgrounds. This comprehensive book presents an innovative, integrated approach for graduate students, teaching faculty, and practice-oriented researchers in ESP/EAP around the world.
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Each chapter includes suggestions and sample tasks for self-study or classroom use. Incorporating reviews of research and scholarly knowledge as well as information about likely challenges for novices, the book examines:
(1) Changing views on the origins of novices' difficulties
(2) Pre-writing tasks that writers need to work through, from locating and evaluating sources to proficient reading-to-write and summarizing strategies
(3) Citing types and purposes
(4) The more sophisticated abilities of conveying an appropriate stance and engaging with readers
(5) Disciplinary citing practices
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This book will be of interest to undergraduate and postgraduate writers from a variety of backgrounds, as well as their teachers and supervisors. It will be relevant to the growing number of researchers from non-English speaking backgrounds who are obliged to publish their work in English language international journals, and scholars who may be interested in carrying out research related to source-based writing.
Rosemary Wette teaches courses in academic writing and second language teacher education at the University of Auckland. She has published widely on aspects of second language writing and on teaching English for academic and specific purposes. She is currently the book reviews editor of the Journal of English for Academic Purposes, and an associate editor of the Journal of Second Language Writing.
Chapter 1 Introduction Chapter 2 Scholarly interest in teaching and learning source text use: 1980-2020 Chapter 3 Locating, evaluating, reading, summarising & synthesising sources Chapter 4 Citing sources Chapter 5 Conveying an authorial voice, using metadiscourse, and engaging with readers Chapter 6 Writing in the disciplines
