Short description:

A comprehensive update to the field, this book presents source-based writing as an essential skill that comes with its own specific set of challenges, requiring a complex set of literacy skills and capabilities for mastery.

Long description:

This volume brings together significant findings, approaches, and research-based pedagogies on teaching and learning source-based writing. A comprehensive update to the field, this book presents source-based writing as an essential skill that comes with its own specific set of challenges, requiring a complex set of literacy skills and capabilities for mastery. With contributors from leading scholars from around the world, the volume addresses source-based writing as a developmental issue and offers guidance for supporting novice academic writers on their path toward proficiency and accumulation of multifaceted skill set.

Chapters cover key topics, including metacognitive skills, the flipped classroom, scaffolding, assessment, and ethical considerations. With research reviews, practical considerations and future directions as components of each chapter, this book is ideal for courses on academic writing and second language writing.

Table of Contents:

Introduction  I. Perspectives on source-based writing skill development  1. Understanding novice L2 writers? reasoning and decision-making strategies for source-based writing Qian Du and Ying Liu  2. Tracing changes in the citing practices of a master?s student: A longitudinal case study Bojana Petrić and Nigel Harwood  3. Teachers? perspectives on source-based writing challenges and skill development strategies Rosemary Wette  II. Classroom instruction in source-based writing  4. Culturally and linguistically responsive source-based argumentative writing pedagogy for multilingual writers in the secondary school context Zuzana Tomaš, Kelsey DeCamillis, and Sarah Lorenz  5. Patchwriting: Co-opting a transgressive practice for pedagogical purposes  Sarah Leu and Heike Neumann  6. Using a flipped learning approach to teach source-based writing in academic English language courses Ilka Kostka  7. Showing, telling, and sharing: Supporting students in their use?of source texts via technology Dawn Bikowski, Kyle Butler and Aaron Schwartz  8. Scaffolding instruction for post-secondary L2 synthesis writing Stephen Doolan and Shannon Fitzsimmons-Doolan  9. Evaluation of two interventions to teach source use for rhetorical purposes to postgraduate novice academic writers Qingyang Sun and Bill Soden  III. Integrated writing skills assessment 10. Developing academic biliteracies through plurilingual integrated writing tasks: Students? perceptions and reported practices Caroline Payant and Philippa Bell  11. Learning potential in integrated writing assessment Lia Plakans and GoMee Park  12. The role of source information use in business communication instructors? evaluation of student essay exams Kim McDonough, Heike Neumann, and Carol Johnson  13. A framework for cognitive and metacognitive processing skills in argumentative integrated writing assessments Choo Mui Cheong, Run Mu and Xiaomeng Zhang  IV. Effective use of direct and indirect referencing  14. Talking to the literature: Stance taking in citing others? work Ken Hyland and Feng (Kevin) Jiang  15. Direct quotation: Rhetorical function and applications for teaching Peter Docherty and Tomáš Mach  V. Ethics in source-based writing research  16. Ethical issues in research on source-based writing  Debra A. Friedman  Afterword Diane Pecorari