Attribution in novice academic writing
Hilde Hasselgård | University of Oslo
Academic attribution, the direct acknowledgement of external sources, is investigated in two corpora of novice
academic English, representing first and second language writing in linguistics. The forms and uses of attribution are analysed in
a formal-functional framework. There is an overall underrepresentation of attribution in the learner corpus. However, the corpora
have a similar proportional distribution of integral and non-integral attribution, but a difference in subtypes of these. Undated
attributions are discussed as a special case. They occur in specific contexts, of which reference to course reading is peculiar to
novice writing. Comparisons with expert corpora in Norwegian and English indicate that some, but not all, of the differences
between the novice corpora may be linked to influence from the learners’ first language and culture.
Article outline
- 1.Introduction
- 2.Literature review
- 3.Material and method
- 3.1Corpora and software
- 3.2Identification and classification of attributions
- 4.Corpus analysis
- 4.1Frequency and dispersion of attribution
- 4.2Categories of attribution in the corpora
- 4.2.1Verb-controlling attribution
- 4.2.2Naming attribution
- 4.2.3Non-integral attribution
- 4.3The use of undated attribution
- 5.Discussion
- 5.1The frequency of attribution in novice texts
- 5.2Attribution types
- 6.Closing remarks
- Notes
-
Primary data -
References
Published online: 24 May 2022
https://doi.org/10.1075/etc.00047.has
https://doi.org/10.1075/etc.00047.has
References
Primary data
BAWE – British Academic Written English Corpus
KIAP – Cultural Identity in Academic Prose
VESPA – Varieties of English for Specific Purposes dAtabase, Norwegian
component
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