Learning How to Use Citations for Knowledge Transformation: Non-Native Doctoral Students’ Dissertation Writing in Science
Abstract
This article reports on how three English-speaking advisors and their non-native English-speaking doctoral students used citations and related writing techniques to make new knowledge claims in science dissertation writing. The study focuses on the introductory chapter of the dissertations. The research data consist of drafts of the students’ dissertations, analysis of the draft texts, observations during writing conferences and lab meetings, background interviews, and in-progress interviews. The study investigated: 1) the selection of cited works; 2) how the students and their advisors contextualized their research and made claims to novelty; 3) how the advisors inducted their students into the disciplinary culture and its citation practices; and 4) the influence of language and cultural differences on the students and their advisors. The findings revealed that the academic advisors played an important role in helping their three graduate students learn how to construct new knowledge claims. The study also found no negative influence from the students’ native language and culture on their acquisition of academic language and conventions.
Integrity signals
Registry
Cites
Statistics
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
Post-secondary students often fail to establish novel associations across multiple sources.
“Subsequent research following Bereiter and Scardamalia's (1987) research showed post-secondary students often failed to: paraphrase, interpret, and evaluate content in sources; establish novel associations across multiple sources; and integrate multiply-sourced information into coherent form (Stein, 1989;Dong, 1996;Petrić, 2007;Boscolo, Ariasi, Favero, & Ballarin, 2011;Aull, 2015).”
From Automatic identification of knowledge‐transforming content in argument essays developed from multiple sources (2021) · cites this paper as Dong, 1996
Post-secondary students often fail to integrate multiply-sourced information into coherent form.
“Subsequent research following Bereiter and Scardamalia's (1987) research showed post-secondary students often failed to: paraphrase, interpret, and evaluate content in sources; establish novel associations across multiple sources; and integrate multiply-sourced information into coherent form (Stein, 1989;Dong, 1996;Petrić, 2007;Boscolo, Ariasi, Favero, & Ballarin, 2011;Aull, 2015).”
From Automatic identification of knowledge‐transforming content in argument essays developed from multiple sources (2021) · cites this paper as Dong, 1996
Post-secondary students often fail to paraphrase, interpret, and evaluate content in sources.
“Subsequent research following Bereiter and Scardamalia's (1987) research showed post-secondary students often failed to: paraphrase, interpret, and evaluate content in sources; establish novel associations across multiple sources; and integrate multiply-sourced information into coherent form (Stein, 1989;Dong, 1996;Petrić, 2007;Boscolo, Ariasi, Favero, & Ballarin, 2011;Aull, 2015).”
From Automatic identification of knowledge‐transforming content in argument essays developed from multiple sources (2021) · cites this paper as Dong, 1996
Dong noted students' problems to paraphrase, interpret, synthesize, evaluate and integrate content from reading materials, and these skills present difficulties for both native and non-native English writers.
“The researcher noted students' problems to paraphrase, interpret, synthesize, evaluate and integrate content from reading materials, noting these skills present difficulties both for native and non-native English writers.”
From Automatic identification of knowledge‐transforming content in argument essays developed from multiple sources (2021) · cites this paper as Dong (1996)
Cites
The Discovery of Grounded Theory: Strategies for Qualitative Research
Glaser, B. G., & Strauss, A. L. (2017) · Aldine (Routledge reprint) · doi:10.4324/9780203793206 · Cited by 25,789 · see citing works
Nigel Gilbert, G. (1977) · Social Studies of Science · doi:10.1177/030631277700700112 · Cited by 691 · see citing works
Flagged first, then by citations
Cited by
Sorted by citations
Raković, M., Winne, P. H., Marzouk, Z., & Chang, D. (2021) · Journal of Computer Assisted Learning · doi:10.1111/jcal.12531 · Cited by 26 · see citing works
- Authors
- Dong, Y. R.
- Affiliations
- Queens College, CUNY (US)
- Corresponding author
- Dong, Yu Ren
- Venue
- Research in the Teaching of English
- Published
- 1996-12-01
- Volume
- 30
- Issue
- 4
- Pages
- 428-457
- ISSN
- 0034-527X (ISSN-L)
- 1943-2348
- OpenAlex
- W304713206
- Cited by
- 113
- References
- 2
- Citations by year
- 2024: 4 · 2023: 4 · 2022: 1 · 2021: 8 · 2020: 4 · 2019: 4 · 2018: 5 · 2017: 4 · 2016: 3 · 2015: 6 · 2014: 10 · 2013: 3 · 2012: 8
- FWCI
- 35.47
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Research in the Teaching of English (publishedVersion)
- Topics
- Social Sciences › Arts and Humanities › Literature and Literary Theory › Discourse Analysis in Language Studies
- Health Sciences › Health Professions › General Health Professions › Doctoral Education Challenges and Solutions
- Social Sciences › Arts and Humanities › History and Philosophy of Science › Academic Writing and Publishing
- Keywords
- citation practices, doctoral students, non-native English speakers, thesis writing, knowledge claims, academic advising, disciplinary culture, academic language, language and culture, scientific writing, writing conferences
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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