The development of source use by international postgraduate students

By Mary Davis. 2013

92 citations recorded by the source corpus.

Subfields: Communication, Developmental and Educational Psychology, Safety Research

View Paper: https://www.semanticscholar.org/paper/b545408b81e591a212903b8c7fa7ee28dc32d288

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Communication

1. Bojana Petrić
2. Paul Thompson
3. D. Pecorari
4. J. Swales
5. Ken Hyland

In Developmental and Educational Psychology

1. Paul Thompson
2. Ken Hyland
3. Bojana Petrić
4. D. Pecorari
5. J. Swales
6. Jim McKinley
7. Shih-Chieh Chien
8. R. Ruegg

In Safety Research

1. Bojana Petrić
2. Paul Thompson
3. Ken Hyland
4. D. Pecorari
5. J. Swales
6. Daisy Yan

Citations in the corpus

• The Routledge Handbook of English for Academic Purposes (2016, methodology): “According to Hyland and Hamp-Lyons (2002), EAP was largely focussed on responding to the needs of academic disciplines and had not concerned itself with the wider socio-cultural implications of how EAP was implemented and for what ends.”
• Plagiarism in second-language writing (2014, methodology): “A growing body of research has provided empirical evidence of patchwriting in L2 students’ writing (e.g., Currie 1998; Angélil-Carter 2000; Pecorari 2003, 2008; Chandrasoma et al. 2004; Villalva 2006; Flowerdew & Li 2007; Ouellette 2008; Li & Casanave 2012; Davis 2013; Li 2013).”
• Variation in Citational Practice in a Corpus of Student Biology Papers (2014, background): “Indeed, much of the relevant research in English for academic purposes is ultimately designed to assist students and junior scholars, particularly nonnative speakers of English, in that process (Clugston, 2008; Davis, 2013).”