ABSTRACT
Writers can represent other texts through direct quotation in the words of the original author, or through paraphrase or summary citations composed in the writer’s own words. Virtual observation of how novice and experienced writers compose summary citations and how they work with multiple sources to create syntheses of source content could be useful, and intervention studies would allow for skill development to be examined by analyzing texts that students produce before and after instruction. The term metadiscourse refers to the range of text features that help the writer to convey their attitudes to text content, and to negotiate relationships with readers. Cross-cultural differences between emphases on ‘writer-responsibility’ and ‘reader-responsibility’ can intensify the challenges of conveying appropriate stance and engagement for second language (L2) writers. Genre-based instruction, with its emphasis on text analysis and explicit teaching of text characteristics, is the leading approach in L2 writing instruction.
