ABSTRACT
It is now widely recognized that while technical skills such as acknowledging quotations and adhering to a referencing style tend to be mastered relatively quickly, more advanced skills in engaging with source information using rhetorical functions to build arguments and to establish an authorial voice need time and practice to truly master. To develop novice academic writers’ skills in the latter, the chapter will review some of the approaches and tasks that have been discussed in the literature and report the authors’ ongoing teaching attempts at scaffolding students’ holistic source use skills in integrating citations with their own voice. The authors will reflect on their own teaching practice and report students’ feedback on such practice. Two teaching interventions are revisited here. While both received positive feedback from students, the second – an integrated semester-long English for Academic Purposes course – more successfully engaged with the source use process. This chapter will be useful for teachers and researchers who wish to better understand how source use skills can be developed via instruction and how approaches to teaching source use are supported by evidence from the literature and classroom-based research.
