Source text use by undergraduate post-novice L2 writers in disciplinary assignments: Progress and ongoing challenges

Abstract

Research on L2 students’ writing using sources has broadened its focus from transgressive citing practices to stages of skill development in this complicated literacy, the successive challenges students face, and how instruction might be of benefit. Studies have examined the source text use of novices; however, citations in disciplinary assignments by post-novice undergraduate writers have seldom been investigated. Six L2 writers in Year 3 of undergraduate studies in Arts and Social Sciences participated in a study that compared their citations with source texts, the citing practices of other inexperienced writers, and work by published scholars. Citation analysis showed that while nearly three-quarters of students’ citations were of acceptable quality, less effective practices such as inaccurate and narrowly focused citations, patchwriting, and copying still featured, and single source paraphrases were employed for a relatively narrow range of purposes. The supporting roles played by citations in disciplinary assignments, which included showing links between theories and specific data sets or texts, and supporting students’ arguments became evident. Interviews revealed students’ concerns and a somewhat negative attitude to source text use requirements. It is suggested that EAP writing instruction for post-novices include a focus on rhetorical and disciplinary purposes of source text use.