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A Reading-To-Write Perspective of Japanese and Australian Students’ Source text Integration in Academic Discourse

A Reading-To-Write Perspective of Japanese and Australian Students’ Source text Integration in... , 1 (2005), 39-55. SIMONE McQUILLAN Keywords Reading-to-write; student writing practices; citation practices; intertextuality; source text integration Introduction For at least two decades, Western scholars have acknowledged and accepted the notion that the language authors use in any text to express their original ideas can be traced to other sources, or the voice(s) of previous speakers and writers.1 In all spheres of communication, the use of supporting information is, inter alia, essential to a writer establishing credibility.2 While in the majority of texts these intertextual traces are often not marked and are thus generally not noted, in the academic realm, writing is characterized by a highly developed set of conventions for marking intertextuality.3 Explicit reference to prior literature through appropriate textual practices, or citation, is crucial to the acceptance of new ideas put forward by writers. This is because writing is essentially a social process.4 Hyland further claims that all ". . . statements are invariably a response to previous statements and are them- 1. See M. M. Bakhtin, Speech Genres and other late essays, trans. by V. McGee (Austin: Univ. of Texas Press, 1986); N. Fairclough, Discourse and Social Change (Cambridge: Polity Press, 1992); R. Scollon, "Plagiarism http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Transcultural Studies: A Series in Interdisciplinary Research Brill

A Reading-To-Write Perspective of Japanese and Australian Students’ Source text Integration in Academic Discourse

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Publisher
Brill
Copyright
© Copyright 2015 by Koninklijke Brill NV, Leiden, The Netherlands
ISSN
1930-6253
eISSN
2375-1606
DOI
10.1163/23751606-00101003
Publisher site
See Article on Publisher Site

Abstract

, 1 (2005), 39-55. SIMONE McQUILLAN Keywords Reading-to-write; student writing practices; citation practices; intertextuality; source text integration Introduction For at least two decades, Western scholars have acknowledged and accepted the notion that the language authors use in any text to express their original ideas can be traced to other sources, or the voice(s) of previous speakers and writers.1 In all spheres of communication, the use of supporting information is, inter alia, essential to a writer establishing credibility.2 While in the majority of texts these intertextual traces are often not marked and are thus generally not noted, in the academic realm, writing is characterized by a highly developed set of conventions for marking intertextuality.3 Explicit reference to prior literature through appropriate textual practices, or citation, is crucial to the acceptance of new ideas put forward by writers. This is because writing is essentially a social process.4 Hyland further claims that all ". . . statements are invariably a response to previous statements and are them- 1. See M. M. Bakhtin, Speech Genres and other late essays, trans. by V. McGee (Austin: Univ. of Texas Press, 1986); N. Fairclough, Discourse and Social Change (Cambridge: Polity Press, 1992); R. Scollon, "Plagiarism

Journal

Transcultural Studies: A Series in Interdisciplinary ResearchBrill

Published: Jan 1, 2005

Keywords: Reading-to-write; student writing practices; citation practices; intertextuality; source text integration

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