La atribución de fuentes en la escritura académica de alumnos de grado : relevamiento de estrategias
- Autores
- Pasquini, Marina Haydée
- Año de publicación
- 2017
- Idioma
- inglés
- Tipo de recurso
- tesis de maestría
- Estado
- versión publicada
- Colaborador/a o director/a de tesis
- Williams., Jeffery L.
- Descripción
- Academic writing has its own conventions and patterns which make it different from other types of writing. Composing academic essays and papers poses difficulties to students who need specific instruction to acquire the rules on which different academic discourses are built. Every discipline has its own mechanisms that imply specific discourse strategies that function as models. According to Swales (1990) academic writing implies knowledge of the discipline’s conventions. These conventions and discourse strategies will be present in the students’ texts as essential elements in their future professional writing demands and should be acquired during their undergraduate years. This work explores key attribution strategies required in advanced EFL university student compositions and analyzes to what extent a group of learners at the National University of Córdoba (UNC) in Argentina use them in writing their own texts and to what degree they acknowledge and incorporate secondary sources in their works. The students were asked to write an assignment in class, as part of the requirements for the Language V writing project. Four basic linguistic resources of secondary source use were analyzed – citation, paraphrasing, quotation format, and the use of reporting verbs. The findings offer insights into student practices and suggest the need for greater and continuous pedagogical support to enable students to achieve competence in secondary source use.
- Materia
-
Lengua inglesa
Escritura académica
Estrategia discursiva - Nivel de accesibilidad
- acceso abierto
- Condiciones de uso
- Repositorio
- Institución
- Universidad Nacional de Córdoba
- OAI Identificador
- oai:rdu.unc.edu.ar:11086/5936
Ver los metadatos del registro completo
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La atribución de fuentes en la escritura académica de alumnos de grado : relevamiento de estrategiasPasquini, Marina HaydéeLengua inglesaEscritura académicaEstrategia discursivaAcademic writing has its own conventions and patterns which make it different from other types of writing. Composing academic essays and papers poses difficulties to students who need specific instruction to acquire the rules on which different academic discourses are built. Every discipline has its own mechanisms that imply specific discourse strategies that function as models. According to Swales (1990) academic writing implies knowledge of the discipline’s conventions. These conventions and discourse strategies will be present in the students’ texts as essential elements in their future professional writing demands and should be acquired during their undergraduate years. This work explores key attribution strategies required in advanced EFL university student compositions and analyzes to what extent a group of learners at the National University of Córdoba (UNC) in Argentina use them in writing their own texts and to what degree they acknowledge and incorporate secondary sources in their works. The students were asked to write an assignment in class, as part of the requirements for the Language V writing project. Four basic linguistic resources of secondary source use were analyzed – citation, paraphrasing, quotation format, and the use of reporting verbs. The findings offer insights into student practices and suggest the need for greater and continuous pedagogical support to enable students to achieve competence in secondary source use.Williams., Jeffery L.2017info:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/publishedVersionhttp://purl.org/coar/resource_type/c_bdccinfo:ar-repo/semantics/tesisDeMaestriaapplication/pdfhttp://hdl.handle.net/11086/5936enginfo:eu-repo/semantics/openAccessreponame:Repositorio Digital Universitario (UNC)instname:Universidad Nacional de Córdobainstacron:UNC2025-09-29T13:41:53Zoai:rdu.unc.edu.ar:11086/5936Institucionalhttps://rdu.unc.edu.ar/Universidad públicaNo correspondehttp://rdu.unc.edu.ar/oai/snrdoca.unc@gmail.comArgentinaNo correspondeNo correspondeNo correspondeopendoar:25722025-09-29 13:41:53.829Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdobafalse |
dc.title.none.fl_str_mv |
La atribución de fuentes en la escritura académica de alumnos de grado : relevamiento de estrategias |
title |
La atribución de fuentes en la escritura académica de alumnos de grado : relevamiento de estrategias |
spellingShingle |
La atribución de fuentes en la escritura académica de alumnos de grado : relevamiento de estrategias Pasquini, Marina Haydée Lengua inglesa Escritura académica Estrategia discursiva |
title_short |
La atribución de fuentes en la escritura académica de alumnos de grado : relevamiento de estrategias |
title_full |
La atribución de fuentes en la escritura académica de alumnos de grado : relevamiento de estrategias |
title_fullStr |
La atribución de fuentes en la escritura académica de alumnos de grado : relevamiento de estrategias |
title_full_unstemmed |
La atribución de fuentes en la escritura académica de alumnos de grado : relevamiento de estrategias |
title_sort |
La atribución de fuentes en la escritura académica de alumnos de grado : relevamiento de estrategias |
dc.creator.none.fl_str_mv |
Pasquini, Marina Haydée |
author |
Pasquini, Marina Haydée |
author_facet |
Pasquini, Marina Haydée |
author_role |
author |
dc.contributor.none.fl_str_mv |
Williams., Jeffery L. |
dc.subject.none.fl_str_mv |
Lengua inglesa Escritura académica Estrategia discursiva |
topic |
Lengua inglesa Escritura académica Estrategia discursiva |
dc.description.none.fl_txt_mv |
Academic writing has its own conventions and patterns which make it different from other types of writing. Composing academic essays and papers poses difficulties to students who need specific instruction to acquire the rules on which different academic discourses are built. Every discipline has its own mechanisms that imply specific discourse strategies that function as models. According to Swales (1990) academic writing implies knowledge of the discipline’s conventions. These conventions and discourse strategies will be present in the students’ texts as essential elements in their future professional writing demands and should be acquired during their undergraduate years. This work explores key attribution strategies required in advanced EFL university student compositions and analyzes to what extent a group of learners at the National University of Córdoba (UNC) in Argentina use them in writing their own texts and to what degree they acknowledge and incorporate secondary sources in their works. The students were asked to write an assignment in class, as part of the requirements for the Language V writing project. Four basic linguistic resources of secondary source use were analyzed – citation, paraphrasing, quotation format, and the use of reporting verbs. The findings offer insights into student practices and suggest the need for greater and continuous pedagogical support to enable students to achieve competence in secondary source use. |
description |
Academic writing has its own conventions and patterns which make it different from other types of writing. Composing academic essays and papers poses difficulties to students who need specific instruction to acquire the rules on which different academic discourses are built. Every discipline has its own mechanisms that imply specific discourse strategies that function as models. According to Swales (1990) academic writing implies knowledge of the discipline’s conventions. These conventions and discourse strategies will be present in the students’ texts as essential elements in their future professional writing demands and should be acquired during their undergraduate years. This work explores key attribution strategies required in advanced EFL university student compositions and analyzes to what extent a group of learners at the National University of Córdoba (UNC) in Argentina use them in writing their own texts and to what degree they acknowledge and incorporate secondary sources in their works. The students were asked to write an assignment in class, as part of the requirements for the Language V writing project. Four basic linguistic resources of secondary source use were analyzed – citation, paraphrasing, quotation format, and the use of reporting verbs. The findings offer insights into student practices and suggest the need for greater and continuous pedagogical support to enable students to achieve competence in secondary source use. |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017 |
dc.type.none.fl_str_mv |
info:eu-repo/semantics/masterThesis info:eu-repo/semantics/publishedVersion http://purl.org/coar/resource_type/c_bdcc info:ar-repo/semantics/tesisDeMaestria |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.none.fl_str_mv |
http://hdl.handle.net/11086/5936 |
url |
http://hdl.handle.net/11086/5936 |
dc.language.none.fl_str_mv |
eng |
language |
eng |
dc.rights.none.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.source.none.fl_str_mv |
reponame:Repositorio Digital Universitario (UNC) instname:Universidad Nacional de Córdoba instacron:UNC |
reponame_str |
Repositorio Digital Universitario (UNC) |
collection |
Repositorio Digital Universitario (UNC) |
instname_str |
Universidad Nacional de Córdoba |
instacron_str |
UNC |
institution |
UNC |
repository.name.fl_str_mv |
Repositorio Digital Universitario (UNC) - Universidad Nacional de Córdoba |
repository.mail.fl_str_mv |
oca.unc@gmail.com |
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1844618913512423424 |
score |
13.070432 |