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Citation and Referencing Practices in Argumentative Essay Writing by Upper-Intermediate EFL Students
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2023-12) Kapranov, Oleksandr
One of the critical skills that undergraduate students of English as a Foreign language (EFL) should master involves their ability to write an argumentative essay, which is adequately supported by credible sources, such as scientific articles, books, and online materials. Arguably, a successful argumentative essay reflects EFL students’ genre-appropriate citation practices that, according to Swales (1990), involve several discursive realisations of citation (for instance, integral, non-integral, etc.) in the text. The article presents a study whose aim is to learn about citation and referencing practices in a corpus of argumentative essays written by a group of undergraduate EFL students on the upper-intermediate level of EFL proficiency (henceforth – participants). Anchored in the theoretical framework developed by Swales (1986, 1990), the participants’ citation and referencing practices in the corpus were identified and quantified. The results of the quantitative analysis revealed that the participants preferred the non-integral type of citation, where the author/authors cited are mentioned at the end of the citation in the parentheses. The participants’ referencing practices were found to be dominated by books and book chapters published by a number of reputable domestic publishing houses.
Kompetencje tekstotwórcze w nauczaniu języka polskiego jako obcego na poziomie B2 i C1 (na przykładzie tekstu argumentacyjnego)
(Wydawnictwo Uniwersytetu Rzeszowskiego, 2017) Mazur, Elżbieta
The article focuses on language skill development in the process of teaching Polish as a second language based on the example of an argumentative essay. It also includes theoretical remarks on the text-making competences of those learning Polish to the B2 and C1 levels, whilst a scenario proposed in the practical part of the article demonstrates how to combine exercises from different skill groups during classes, i.e. writing and speaking, reading and listening. What is more, it presents selected techniques of teaching Polish as a second language.