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ERIC Number: EJ1115950
Record Type: Journal
Publication Date: 2013-Dec-11
Pages: N/A
Abstractor: As Provided
ISSN: EISSN-1554-8244
Reading and Engaging Sources: What Students' Use of Sources Reveals about Advanced Reading Skills
Jamieson, Sandra
Across the Disciplines, v10 n4 Dec 2013
A comparison of published statements about the source-use skills of sophomores in the 1990s and those revealed by the more recent Citation Project study of researched writing suggests that many of the assumptions driving pedagogy, policy, and curricula need to be revised and that faculty working across the disciplines should work with students on reading and source-use skills when they assign researched writing. The Citation Project studied research papers by 174 first-year students at 16 US colleges and universities, producing a data-based portrait of student reading and source-use skills. Those students work from one or two sentences in 94% of their citations, cite the first or second page of their sources 70% of the time, and cite only 24% of their sources more than twice. While 78% of the papers include at least one incidence of paraphrase, 52% include at least one incidence of patchwriting, with students moving back and forth between the two within the same paragraph. Like earlier small-scale and single-institution studies, this research presents an image of students moving into their sophomore year only sometimes demonstrating expert reading and still mostly shaping what they read and write "at the point of utterance." They need help to manipulate sources into academic conversations and arguments.
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A