Using sources – reading to write

This chapter addresses the use of sources and the challenges novice writers face in the complex reading-to-write process. The chapter critiques the limitations of generic EAP instruction which often focuses on technical citation skills rather than the epistemological understanding of source use. It examines the abilities needed for effective source use, including the critical evaluation and integration of sources as well as knowledge of forms, functions and the metadiscursive role of citations. A genre-based academic literacy approach to teaching source use is proposed to help students employ citations purposefully for knowledge transformation rather than for knowledge-telling.