Academic discourse 101
as they become familiar with disciplinary norms and expectations. How-
ever, work on recognizing, understanding and
incorporating hedges will
sensitize students to the importance of this area and help them deal with it
more competently.
Intertextuality and source use
Another key characteristic of academic discourse is its intertextuality. In
other words, academic texts constantly refer to the
work of earlier research-
ers, making use of it in the construction of the author’s own arguments. The
use of sources can pose significant problems for EAP students, ranging from
the
mechanics of citation conventions to issues surrounding plagiarism (see
Chapter 12).
Different citation conventions are followed in different fields and students
must be aware of and use the appropriate conventions. However, good
source use is much more complex than simply following conventions; cita-
tion is a key tool for achieving the purpose of the text.
Varying the form
of citation allows the writer to create different rhetorical effects, and there
are several different aspects that deserve students’ attention. First,
citations
can be categorized into two types according to the way in which they are
incorporated into the text (Swales, 1990). In
integral citation, the name of
the cited author has a role in the grammar
of the reporting sentence; in
non-
integral citation, the name of the cited author appears in parentheses or a
number
refers to the name, which is given in the list of references.
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