Writing using sources for academic purposes: theory, research and practice
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York ; London
Routledge
2021
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | vi, 153 Seiten |
| ISBN: | 9780367175924 |
Internformat
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Datensatz im Suchindex
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|---|---|
| adam_text | CONTENTS List of Figures List of Tables Acknowledgements 1 vii viii ix 1 Introduction 1.1 1.2 1.3 Background 1 Aims and Approach Organisation 5 4 2 Scholarly Interest in Teaching and Learning Source-Based Writing: 1980-2020 2.1 2.2 2.3 2.4 3 From Process Approaches to Genre-Based Instruction Plagiarism 8 Legitimate, Inexperienced, and Illegitimate Source Text Use 13 Tasks for Teaching and Learning 18 Locating, Evaluating, Reading, Summarising Synthesising Sources 3.1 3.2 3.3 Identifying Sources 24 Locating Sources 28 Evaluating Sources 31 6 1 24
vi 4 Contents 3.4 Reading-tO‘Write Theories and Cognitive 3.5 3.6 Processes 35 Source-Based Text Construction 40 Tasks for Teaching and Learning 47 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5 52 Citing Sources Background 52 Citation Purposes 55 Integral Citations 56 ou-Integral Citations 62 Direct Referencing (Quotations) 65 Indirect Referencing (Paraphrase and Summary Citations) 67 Teaching and Learning Tasks 72 Conveying an Authorial Voice, Using Metadiscourse, and Engaging with Readers 5.1 5.2 5.3 5.4 5.5 Introduction Voice 83 Metadiscourse Engagement Teaching and 82 82 (Stance) 85 93 Learning Tasks 95 6 Writing in the Disciplines 105 Disciplinary Differences 106 Generic and Discipline-Specific Skills 109 Citation Practices Across the Disciplines 111 6.4 Writing in the Humanities, Social Sciences Sciences 111 6.5 Generic and Discipline-Specific Instruction 122 6.6 Teaching and Learning Tasks 126 6.1 6-2 6.3 References Index 128 147
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| adam_txt |
CONTENTS List of Figures List of Tables Acknowledgements 1 vii viii ix 1 Introduction 1.1 1.2 1.3 Background 1 Aims and Approach Organisation 5 4 2 Scholarly Interest in Teaching and Learning Source-Based Writing: 1980-2020 2.1 2.2 2.3 2.4 3 From Process Approaches to Genre-Based Instruction Plagiarism 8 Legitimate, Inexperienced, and Illegitimate Source Text Use 13 Tasks for Teaching and Learning 18 Locating, Evaluating, Reading, Summarising Synthesising Sources 3.1 3.2 3.3 Identifying Sources 24 Locating Sources 28 Evaluating Sources 31 6 1 24
vi 4 Contents 3.4 Reading-tO‘Write Theories and Cognitive 3.5 3.6 Processes 35 Source-Based Text Construction 40 Tasks for Teaching and Learning 47 4.1 4.2 4.3 4.4 4.5 4.6 4.7 5 52 Citing Sources Background 52 Citation Purposes 55 Integral Citations 56 \ou-Integral Citations 62 Direct Referencing (Quotations) 65 Indirect Referencing (Paraphrase and Summary Citations) 67 Teaching and Learning Tasks 72 Conveying an Authorial Voice, Using Metadiscourse, and Engaging with Readers 5.1 5.2 5.3 5.4 5.5 Introduction Voice 83 Metadiscourse Engagement Teaching and 82 82 (Stance) 85 93 Learning Tasks 95 6 Writing in the Disciplines 105 Disciplinary Differences 106 Generic and Discipline-Specific Skills 109 Citation Practices Across the Disciplines 111 6.4 Writing in the Humanities, Social Sciences Sciences 111 6.5 Generic and Discipline-Specific Instruction 122 6.6 Teaching and Learning Tasks 126 6.1 6-2 6.3 References Index 128 147 |
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| title | Writing using sources for academic purposes theory, research and practice |
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| title_full | Writing using sources for academic purposes theory, research and practice Rosemary Wette |
| title_fullStr | Writing using sources for academic purposes theory, research and practice Rosemary Wette |
| title_full_unstemmed | Writing using sources for academic purposes theory, research and practice Rosemary Wette |
| title_short | Writing using sources for academic purposes |
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