ABSTRACT
Pedagogical approaches that allow for extensive iterative practice with source-based writing and explicit instruction on academic reading and writing skills can improve students’ use of sources and help them become more comfortable with source-based writing. One approach, flipped learning, has been implemented in a range of educational contexts to create interactive and student-centered learning environments. While the model originated in a high school chemistry classroom, it has been widely used by teachers outside of science, technology, engineering, and math (STEM), including those in the field of English language teaching. The aim of this chapter is to demonstrate how flipped learning can be used to implement a non-punitive approach to teaching source use which develops students’ academic reading and writing skills in an undergraduate course. This chapter first explains the principles of flipped learning, and then describes how it can be used to support instruction in source use. The chapter concludes with pedagogical implications for flipping instruction in source-based writing.
