Engaging with Sources: A Case of EFL Writers in an Academic English Class
Keywords:
source engagement, novice academic writing, textual borrowing, IndonesiaAbstract
This qualitative case study of freshman academic writing in one private university in Indonesia reveals that much of the student writers’ paraphrasing involves a wide range of techniques from linguistic manipulations of source texts to the use of inferential thinking in their attempt to ‘transform knowledge.’ It is in the latter technique where some students tend to digress from the main points of the source texts. This finding highlights the need for a systematic pedagogical response to authentic source engagement as student writers attempt to develop their own voice and learn the conventions of academic writing. Needless to say, the study is important for curriculum developers and academic writing teachers to address this occluded feature of academic writing if they want students to become authentic participants to the dialogic nature of academic writing and fully learn its conventions.
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