CAN YOU PLEASE FINALLY TAKE US FROM YOU E-MAIL LIST????!!!!
2010/2/18 <[log in to unmask]>:
> Hi,
> This was one of the issues that I stuided during my PhD Dissertation,
> within the framework of genre analysis. I am quoting a few paragraphs
> from my dissertation below. I hope it will help you.
>
> "Citations serve multiple purposes in scientific texts that contain unique
> works such as research papers. These purposes include, but are not limited
> to connecting new information to information that already exists in the
> field, structuring of new information by the interaction of the writer and
> reader, recognition of novelty of the information (Berkenkotter and
> Huckin, 1995; Hyland, 1999), putting forth the attitude of the new
> information towards the old (Charles, 2006). Citations, because of such
> functions, are viewed as one of the founding components of academic texts.
> In other words, citation is ‘sine qua non’ in the genre of scientific text
> (Bazerman, 1988; Swales, 1990; Berkenkotter and Huckin, 1995; Hyland,
> 1999; 2000; Charles, 2006).
>
> Using citations to refer to former texts in a new text, that is; to
> ‘explicitly’ put inter-text relationships into code (Fairclough 1992),
> helps justify the new information in the practices of research society.
> Therefore new information conveyed via a new text becomes dependent on
> contextual information.
>
> Explicit references to certain texts, which demonstrate how prior studies
> are described and perceived, are accepted by many to be significant clues
> as to how writers structure the information using this particular
> communicative method in the course of academic communication. Writers in
> search of a position in the field for their work and the information they
> will present often resort to discourse-oriented functions such as
> contextualising, starting field-based discussions and informativity. These
> functions are coded in the surface structure of the text by the use of
> citations. These discourse functions are in fact society and
> information-oriented tools to implicate the existence of the writer in the
> surface structure of the text."
>
> <<Fidan, Özden (2008)GENRE ANALYSIS OF INTRODUCTION SECTIONS IN STUDENTS’
> RESEARCH ARTICLES IN THE FIELD OF LINGUISTICS IN TURKEY, Unpublished
> Doctoral Thesis>>
>
> Hello Gavin,
>> Â
>> This is an issue I touch upon in my undergraduate academic writing
>> course. What I usually tell my students is that the purpose of academic
>> citation is to avoid plagiarism and draw the line between the writer's
>> original ideas and those borrowed from othersor the "not" question I would
>> say the purpose is not to decorate a paper with lots of expert names
>> whether or not they are relevant to one's paper.
>> Â
>> Good luck with your book.
>> When it is published I would like to have a look at it.
>> Â
>> Assoc. Prof. Elif Demirel
>> Blacksea Technical University
>> English Language and Literature Department
>> [log in to unmask]
>> Â
>> Â
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>>
>> --- On Sun, 2/14/10, Curry, Mary Jane <[log in to unmask]>
>> wrote:
>>
>>
>> From: Curry, Mary Jane <[log in to unmask]>
>> Subject: Re: The purpose of academic citation: a request for help
>> To: [log in to unmask]
>> Date: Sunday, February 14, 2010, 6:08 PM
>>
>>
>>
>>
>>
>>
>>
>>
>> Can the replies go privately to Gavin please?
>> Â
>>
>> Mary Jane Curry
>> Associate Professor, Language Education
>> Margaret Warner Graduate School of Education & Human Development
>> PO Box 270425, Dewey Hall 1-160G
>> University of Rochester
>> Rochester, NY 14627
>> 585.273.5934
>> FAX 585.473.7598
>> www.rochester.edu/warner/faculty
>> Â
>>
>>
>>
>>
>> From: European Association for the Teaching of Academic Writing -
>> discussions [mailto:[log in to unmask]] On Behalf Of Millie Baker
>> Sent: Saturday, February 13, 2010 12:33 PM
>> To: [log in to unmask]
>> Subject: Re: The purpose of academic citation: a request for help
>> Â
>>
>> Hello Gavin,
>> thanks for asking - I enjoyed thinking about this. I'm still usure how to
>> approach the 'not' question, though, so I'm leaving that out for now.
>> The purpose of academic citation is to make visible one's position within
>> and relationship to a discourse, to draw on the energy of other people's
>> work and reflect back, in its mirror, one's own contribution.
>> Millie
>> Â
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>> Â
>>
>>
>>
>>
>> Von: "Fairbairn, Gavin"
>> Gesendet: 13.02.2010 13:41:13
>> An: [log in to unmask]
>> Betreff: The purpose of academic citation: a request for help
>>
>> Â
>>
>> Â
>>
>> Â
>> Dear colleagues,
>> Â
>> Â
>> I am currently completing work on the third edition of my book with Chris
>> Winch, Reading, Writing and Reasoning: a guide for students, and working
>> on the section about academic citation. Thinking about how one can best
>> state, as simply as possible, the purpose of academic citation, I have
>> been asking colleagues from a range of academic disciplines, for their
>> views, which are surprisingly diverse. Then it occurred to me that it
>> would be interesting to gather some views from EATAW members, to see
>> whether their views are also varied. I would therefore, be grateful if you
>> would tell me what you think.
>> Â
>> Â
>> If you are willing to help me in this way, please complete the following
>> two statements:
>> Â
>> Â
>> ·       The purpose of academic citation is…
>> Â
>> Â
>> ·       The purpose of academic citation isn’t…
>> Â
>> Â
>> Having done so, please send them back to me at [log in to unmask],
>> rather than circulating your view to everyone on the list. It would be
>> interesting, at the same time, if you also shared your disciplinary
>> background, because it would be helpful in reflecting on whether this
>> makes a difference to views of the place of citation in academic writing.
>> Â
>> Â
>> Â Â My expectation is that most people will complete these statements in
>> the space of one sentence, but if you want to write more, please feel free
>> to do so.
>> Â
>> Â
>> Â Â After a couple of weeks I shall collate the responses I receive (if I
>> receive any) and mail them round to everyone who has been willing to help
>> me in this way, and has managed to find a few minutes to do so. Of course,
>> I shan’t be identifying who said what, either in the collated list, or
>> if I decide to use what you say, in anything else I write.
>> Â
>> Â
>> Â
>> Â Â With grateful thanks, in anticipation.
>> Â
>> Â
>> Â
>> Â Â Best wishes,
>> Â
>> Â
>> Â
>> Â
>> Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Â Gavin J. Fairbairn
>> Â
>> Â
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>> Â
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>> Â
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>>
>> Gavin J. Fairbairn
>> Professor of Ethics and Language
>> Leeds Metropolitan University
>> The Grange
>> Headingley Campus
>> Beckett Park
>> Leeds Met University
>> LS6 3QS
>> Â
>> Â
>>
>> Â
>>
>>
>>
>>
>> From: European Association for the Teaching of Academic Writing -
>> discussions on behalf of Zulfiqar Ahmed Qureshi
>> Sent: Tue 09/02/2010 00:11
>> To: [log in to unmask]
>> Subject: Re: Writing conferences as a method of feedback on academic
>> writing
>>
>>
>> Â
>>
>> Â
>>
>> Thx for this Fiona - great to here from Australia - I didn't realise that
>> EATAW reached that far!
>> Â
>>
>> Â
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>>
>> May I ask - what's the no. 1/2 journal out there for EFL/EAP research by
>> the way?
>> Â
>>
>> Â
>> Â
>>
>> Z
>>
>>
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>>
>> Mr Zulfi Qureshi
>> Senior Lecturer in English Language
>> Course Leader for International Foundation Programme
>> Tel: +44 (0) 1772 89 3677
>> E-mail: [log in to unmask]
>>
>>
>>>>> Fiona Henderson 07/02/10 2:59 AM >>>
>>
>> Dear Zulfi,
>> Â
>>
>>
>> Â Â
>> Â
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>> I'll start this to see if it creates an Australian conversation for you.Â
>> Â
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>> Â Â
>> Â
>>
>> I would say many of us here use spoken feedback as well as written
>> commentary in one to one writing conferences. For me, it would mostly be
>> doing one or more of three things. Often I will commence a f2f by asking
>> the student to outline his/her overall document plan, often I will ask a
>> student to explain orally a particular paragraph and the point that is
>> being made (as I cannot understand the written version) and often as part
>> of the paraphrasing process, I will ask them to orally give me the
>> writer's idea.Â
>> Â
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>>
>> Â Â
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>> Of course there is also spoken interaction as part of the process of
>> clarifying any written commentary.
>> Â
>>
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>> Â Â
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>> Regards,
>> Â
>>
>> Fiona
>> Â
>>
>> Fiona Henderson
>> Â
>>
>> Lecturer
>> Â
>>
>> Language and Learning Portfolio
>> Â
>>
>> Victoria University
>> Â
>>
>> Australia
>> Â
>>
>> ph 61 3 9919 4972
>> Â
>>
>> http://vuoffshoresotlresearch.wikispaces.com/Â
>> Â
>>
>> http://tls.vu.edu.au/altc/studentresources.cfm
>> Â
>>
>> Â
>> Â
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>> Â
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>>
>>
>> From: European Association for the Teaching of Academic Writing -
>> discussions [mailto:[log in to unmask]] On Behalf Of Zulfiqar Ahmed
>> Qureshi
>> Sent: Sunday, 7 February 2010 12:44 PM
>> To: [log in to unmask]
>> Subject: Writing conferences as a method of feedback on academic writing
>>
>>
>> Â
>>
>> Â
>>
>> Dear colleagues,
>> Â
>>
>> Â
>> Â
>>
>> I am currently investigating the use of spoken feedback with international
>> students in one to one writing conferences on their academic essay drafts
>> (on a foundation/pre-UG course) and wish to ask the following of you all:
>> Â
>>
>> Â
>> Â
>>
>> 1) How many of you use such conferences with your EFL sts to discuss essay
>> writing drafts? Is it a common feature of feedback methods employed by
>> UK/European universities on such courses (in addition to the default
>> 'written commentary')?
>> Â
>>
>> Â
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>>
>> 2) Does anyone know of any studies conducted at UK/European universities
>> on this area as most are US based.
>> Â
>>
>> Â
>> Â
>>
>> Many thanks for any help/responses you may be able to offer.
>> Â
>>
>> Â
>> Â
>>
>> Zulfi
>> Â
>>
>> Mr Zulfi Qureshi
>> Senior Lecturer in English Language
>> Course Leader for International Foundation Programme
>> Tel: +44 (0) 1772 89 3677
>> E-mail: [log in to unmask]
>> Â
>>
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