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
Repositorio Digital Universitario (UNC)
Institución
Universidad Nacional de Córdoba
OAI Identificador
oai:rdu.unc.edu.ar:11086/5936

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network_name_str Repositorio Digital Universitario (UNC)
spelling 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
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info:ar-repo/semantics/tesisDeMaestria
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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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