Citation practices and use of reporting verbs among expert writers and non-expert writers in research writing and their implications to pedagogy and mentorship
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ID: 286069
2022
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Abstract
Citation is an essential aspect in academic writing that enables writers to provide context, display intellectual credibility, show acknowledgement of other author’s ideas, refer to the origin of ideas, and enable others to conduct further research. Aiding citation are reporting verbs that convey expression of perspectives, stance, and evaluation of other written works. This study aimed at identifying citation practices and use of reporting verbs among expert writers (quartile 1 journal article authors from SCIMAGO) and non-expert writers (Senior High School students of De La Salle University Integrated School). Specifically, preferences in the use of citation typologies, rhetorical function, and semantic categories were explored across IMRAD sections of articles from three disciplines and three groups from the Senior High School Academic Strand. The frameworks of Swales’ (1990) citation typologies, Thompson and Tribble’s (2001) rhetorical functions of citations, and Kwon et al.’s (2018) semantic categories of reporting verbs were utilized to analyze the datasets of expert and non-expert writers. Similarities and significant differences in citation practice and reporting verb use were identified through the application of log-likelihood test. Although it was found that non-expert writers used more citations and reporting verbs, expert writers were observed to use appropriate citation typologies, purposive use of rhetorical function, varied reporting verbs, and strategic use of reporting verb categories. However, non-expert writers were found to have limited and less strategic use of the rhetorical functions and semantic categories of reporting verbs. Divergence to standard formats and patterns were also noted among non-expert writers, specifically in the placement of reporting verbs. The selection of the most appropriate reporting verb to sustain discussion and initiate argument proves to be challenging for non-expert writers of this study. This difficulty explains the preference of non-expert writers to neutral Show reporting verbs. Contrary to literature, it was found that non-expert writers of this study are not adamant in utilizing integral citation and rhetorical functions that require the use of a reporting verb, which was noted to be grammatically challenging thus commonly avoided. A unique finding in this study is that the word stock of reporting verbs used by non-expert writers is greater compared to the lexical items of reporting verbs used by expert writers. Also, both expert writers and non-expert writers use phrasal verbs, combination verbs of different semantic categories, and the constant use of reporting verb adjuncts such as “according to”. The most important contributions of the present study
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| Authors | Gonzales, April Rose C. |
| Journal | Malay Journal |
| Year | 2022 |
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| Keywords | Keywords not found |
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