ABSTRACT
The aim of this chapter is to contribute to the expanding body of instruction-oriented research on source-based writing by exploring the voices and perspectives of a group of lecturers, subject tutors, writing centre advisers and teachers of English for General (EGAP) and Specific (ESAP) Academic Purposes courses. Semi-structured interviews elicited participants’ views on the many challenges of source-based writing, from knowing what and when to cite, locating, evaluating, and reading sources, to composing and integrating paraphrases into their arguments, since I envisaged that at least some of these are likely to be problematic for inexperienced academic writers as they attempt to become proficient in a new literacy. The chapter reports on the various kinds of instruction and support that the teachers offered to students to address their immediate difficulties with this multi-faceted, sophisticated set of abilities. It also identifies the components that teachers believed would probably not be mastered until novice writers had more experience, confidence, and knowledge of their subject areas, and where instruction could be postponed.
