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European Scientific Journal November 2017 edition Vol.13, No.31 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431
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Incorporating Outside Sources in Kurdish EFL
Students’ Academic Writing
Asma Abas Brime
A.L. at Salahaddin University, College of Education, Erbil, Iraq
Fatimah Rashid Hassan Bajalan
Prof. Dr. at Salahaddin University, College of Languages, Erbil, Iraq
Doi: 10.19044/esj.2017.v13n31p307 URL:http://dx.doi.org/10.19044/esj.2017.v13n31p307
Abstract
In academic writing, students need to incorporate outside sources.
Incorporated sources involve summarizing, paraphrasing, and quoting.
Depending on why the source is being used, one method may be more
appropriate than another. All three methods of incorporating sources require
citations. Sources can be utilized for various purposes: presenting facts or
statistics, serving as evidence to support an argument, lending authority to an
argument or idea, i.e., authoritative discourse, providing examples and
illustrations, stating an opposing viewpoint, and so on. For every source,
students must determine the purpose of that source and how to best
incorporate it into their writing. Both aspects are crucial to effectively
integrating sources throughout the paper.
Effective integrating of the sources in the EFL writing is a demanding task.
Therefore, the aim of the study is to find out the difficulties and challenges
the students face while using outside sources in academic writing. In
achieving the aim of this study, twenty five third-year students were given an
assignment to write an essay in which they had to incorporate an outside
source. The study was conducted in the first semester in the academic year
2016-2017. Discussion of findings, implications and recommendations were
presented after analyzing the students’ works.
Keywords: Outside sources, academic writing, quoting, summarizing,
paraphrasing
Introduction
The most difficult skill to acquire in a foreign language is the
productive skill of writing (Poel, 2006) as a basic communication skill. Like
other language skills, writing goals vary with the teachers. Sometimes the
focus is almost entirely on the language itself, on communication, and/or
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both the form and the message (Chastain, 1988). The objective of this study,
however, is to train students on productive writing to meet the demands of a
growing market for writers, journalists, and translators.
Probably the first time students are exposed to the skill of writing is
through the training they get in academic writing at the different levels of
their education at university. Academic writing, therefore, can be defined as
any writing done to fulfill a requirement of a college or university.
Success in academic writing depends upon how well students
understand what they do as they write and how they approach the writing
task. As they start attending college, they might have ideas about what they
are doing in the course of writing an essay, or they might have no clear idea
at all on the other hand (Irvin, 2010).
Teachers assign summary and paraphrase writing for a number of
purposes. Perhaps the most common one is for condensing information
learned through assigned readings. This type of writing has been
recommended as a method for clarifying learning, as a tool for developing
first and second-language skills in foreign language (Friend, 2002).
Often the most challenging aspect of writing an academic essay is
determining how to integrate outside sources into the paper effectively. This
research will address the issue of incorporating sources into essay writing,
providing some strategies and tips for best using and integrating sources.
Literature Review
Using Sources in Academic Writing
To write successfully in EFL classes, outside sources also called
stimulus materials, are employed to initiate pre-writing and postwriting
reflections and tasks. The aim behind using these materials is to involve
learners in thinking about and using the language by stimulating ideas,
encouraging connections with particular experiences, and developing topics
in ways that articulate their ideas and engage readers. Such materials provide
content schemata and stimulate creativity, planning, and editing with a sense
of audience, purpose, and direction. Stimulus materials include:
• Reading materials: poems, short stories, journalistic texts,
autobiographies, professional texts.
• Audio materials: songs, rap lyrics, music, lectures, recorded
conversations,
radio plays (Bailey, 2011).
Sources can be utilized for various purposes: presenting facts or
statistics, serving as evidence to support an argument, lending authority to an
argument or idea, providing examples and illustrations, and stating an
opposing viewpoint. For every source, students must determine the purpose
European Scientific Journal November 2017 edition Vol.13, No.31 ISSN: 1857 – 7881 (Print) e - ISSN 1857- 7431
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of the source and how to best incorporate it into their works. Both aspects are
crucial to effectively integrating sources throughout academic works.
Every source used must be cited in the format specified by the
instructor. Failing to cite sources properly can result in plagiarism.
Plagiarism is using another person’s words or ideas without giving credit to
the other person (Harris, 2001). Thus, it is imperative that all information
obtained from sources is documented. Harris points out that most students
plagiarize for the following reasons:
1. Ignorance
2. Students are natural economizers
3. Some students fear that their writing ability is inadequate
4. Tutoring out of control
5. Cheating in self-defense
6. Lack of perceived punishment
7. Many students have poor time management and planning skills
8. Some students do not believe professors actually read their works
Moreover, students are required to incorporate the sources; not copy
them. They need to make sure they do not simply summarize or restate the
information. Even when writing a paper that incorporates outside sources,
they are expected to demonstrate an understanding of the topic by stating
things in their own words.
Determining the Purpose of a Source
Students should never include sources in a paper without meeting a
predetermined purpose. They should always be able to explain why each
source was chosen and that it contributes to the paper. Sources can be used in
different ways. Instructors may provide guidelines or indicate that students
should use a source in a particular way. For example, students may be
required to have one source that provides background information, one that
serves as evidence, and one that gives a counterargument. Students should
always read the assignment carefully before finding sources, as there are
usually specifications for the number and possibly type(s) of sources.
It is often helpful to supply background information prior to
presenting an argument since some readers may not be familiar with the
topic being discussed. In this case, teachers are advised to use the source(s)
to give enough information that the readers can get a general sense of the
issue or topic and fully understand the position taken later in the paper. For
instance, it might be beneficial to explain a relevant theory or provide some
history for a subject before making an argument about the topic.
Sources frequently are used, in various ways, to provide evidence for
an argument. For example, a source could provide relevant statistics or show
research findings that back up a claim. Additionally, sources can help
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develop or craft an argument by changing the author’s perspective on an
issue or asking a challenging question that could be explored. Using an
authority or expert on a topic to support an argument can lend credibility to
the position. A reader is likely going to take a claim more seriously if he /she
knows that a respected, qualified figure holds the same or a similar view. If a
source makes the same argument as made in the paper, students attempt to
contribute to the discussion by expanding upon, adding to, or making a slight
change to the argument presented by the source. Sometimes, the source is
presenting a counterargument or it serves as an opposition to the thesis.
Addressing the opposition is an important part of argumentation;
students need to know both sides of an issue. Using a source to help make a
counterargument shows readers that the author is aware of and prepared to
respond to the opposition. Failing to mention a differing viewpoint suggests
that the author cannot refute the claim, which makes the argument weaker.
(Harvard Guide to Using Sources: How to Avoid Plagiarism 2015)
To sum up, Quotations, Paraphrases, and Summaries are used to
provide support for claims or add credibility to students' writing, to give
examples of several points of view on a subject, to call attention to a position
that students wish to agree or disagree with, to highlight a particularly
striking phrase, sentence, or passage by quoting the original, and to expand
the breadth or depth of students' writings.
Incorporating Sources
After the purpose of the source has been identified, the next step is to
figure out how it should be incorporated into the paragraphs. The three main
ways to incorporate a source are summarizing, paraphrasing, and quoting.
Depending on why the source is being used, one method may be more
appropriate than another. All three methods of incorporating sources require
citations.
Summarizing means using borrowed information from outside
sources. Students' own words and own sentence structures should be used. A
summary should concisely capture the key points of a text. The summary is
usually shorter than the original text, since summarizing requires presenting
all of the main ideas leaving out most details. For example,
Koch argues that...Research shows that... (Koch, 2016).
Paraphrasing means rewriting information from an outside source
words. A paraphrase is approximately the same length as the portion of the
original text being cited, since it should have the same amount of detail. It is
best to paraphrase when the original wording is not essential to
understanding the concept under discussion. Here are some examples of
signal phrases:
• According to Koch, …
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• In 2008, Koch wrote…
• A recent study by Koch shows…
Finally, quoting Quotes from reliable and knowledgeable sources are
good supporting details. They are used when the original wording of the text
is important to the discussion. (Oshima & Hogue, 2014; Kinssar, 2006)
Here are some examples of in-text citations for quotations:
According to Koch, "..." (42). "..." (Koch 42).
Students can use a variety of verbs to introduce quotes:
Discusses, argues, maintains, suggests, explains, implies, points out,
notes, claims, proposes, believes, contends, recommends, asks, insists,
asserts, comments, explores, investigates, feels, doubts, shows, admits,
cautions, stresses, advises, declares, assumes, concludes, observes, questions,
reveals, illustrates, examines, focuses on, and expresses.
Therefore, this gives the reader a hint of why the quote is used and a
hint about the intention of the autor (Oshima & Hogue, 2014).
Integrating Seamlessly
Sources should be used to enhance and support the author’s idea or
argument, which means they need to be integrated into the writings. It can be
difficult to integrate sources into essays smoothly. In order to succeed with
this process, instructors and students should be aware of the paragraph
structure and how to embed outside sources into their writing.
For a source to be used effectively, it needs to be embedded into a
paragraph, allowing the material to be introduced and analyzed. It is
important to ensure that the source is put into context. The following outline
provides an example of how to structure a paragraph that contains source
material:
1. Topic Sentence: Paragraphs should always have a topic sentence. It
helps the reader understand the purpose of that paragraph. When dealing
with source material, it is important to have a topic sentence that
contextualizes the information being introduced. The reader needs to know
how the source material fits into the topic being discussed.
2. Introducing: After writing a topic sentence, the source is briefly
introduced, i.e., to give any important information about the source material,
such as the author and/or pertinent background information. Signal phrases
to introduce source material should be identified. Words like states, suggests,
claims, argues, and responds can be used to signal to a reader that a quote or
paraphrase is being introduced.
3. Using and Citing: The source material should be used actually after
the information has been set up properly with a topic sentence and brief
introduction. An in-text citation after using information from a source should
be included. Students need to acknowledge the source with proper citation.
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4. Analyzing: Merely utilizing the source material does not mean the
work is finished. The most important step is analyzing. Every time source
material is used, it must be analyzed. Readers need to clearly understand why
the source was chosen. The answers to how the information is relevant to the
topic and how the material supports the author’s main idea make up the
conclusion of the paragraph. The conclusion analyzes the used materials.
(VanderMey, Meyer, Van Rys, & Sebranek, 2012)
Data and Methodology
Third-year students in English Department, College of Education,
Salahaddin University-Erbil-Iraq were the subject of the study. The students
were asked to write an essay about "The Benefits of Learning a foreign
Language". They were given an outside material, i.e., an article to be inserted
in their writings (See Appendix 1). The time allowed was an hour and a half.
The students were allowed to use dictionaries and share their ideas with each
other. Following an intensive course on essay writing, the students under
research were all Kurdish native speakers who were supposed to learn the
ways of inserting outside materials into their essays and paragraphs, i.e.,
summarization, paraphrasing, and quoting as parts of their curriculum. Later,
students' papers were checked and analysed. To evaluate students' work, a
rubric, which is defined as the most effective grading device, was adapted.
Holistic rubric was used in this study because this type is probably more
appropriate when performing tasks that require students to create some sorts
of responses and where there is no definitive correct answer (Arends, 2016).
Results and Discussion
The literature review and the data analysis in the previous sections
have led to the following conclusions:
1. 17 students out of 29, 58% of all, incorporated the given outside
source.
2. 13 students wrote the main idea of the source in their essays.
3. Only 10 (34%) students used their own words. Most of them copied
the author's words.
4. 6 (20%) students only used transitional signals.
5. Only 4 (20%) students wrote the intext citation.
6. No one remembered to write the reference at the end of the work.
Apparently, third-year EFL learners’ performance in incorporating
outside source is generally poor. The result indicates that enough attention is
not given to the teaching of the skills required to use other materials in
academic writing from the early stages. Students are not given sufficient time
to practice writing using outside sources.
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Moreover, students faced difficulties in locational skill, i.e., they
were unable to locate the main ideas and differentiate it from the minor ones.
They could not recognize the important details (See Appendix 2).
Recommendations
In the light of the conclusions drawn above, the following
recommendations are proposed:
- Students should be taught how to be selective. They need to be
trained on how to include relevant information only. Students should be
selective when deciding which information should be included and which
should be left out altogether. Sometimes, only a sentence or two from the
original source is relevant to the student’s paper.
- Students should be trained to be concise, stay focused and on-topic,
and to make sure that all information ties back to the thesis statement. Once
again, the paper is the student’s paper. Thus, teachers should help students to
focus on their thoughts not on others'. The purpose of using outside sources
is to incorporate them as supporting elements.
- Students should have and allow sufficient time to learn how to use
outside sources from the early stages in their learning journey, i.e., from the
secondary and high school.
Conclusion
A study was conducted on Salahddin University third-year students,
English major, to investigate the difficulties and challenges students face in
incorporating outside sources in their writings. To achieve the aim of the
study, students were asked to write an essay about "The benefits of leaning
foreign languages''. An article about the same subject was given to be
inserted in their essays.
The findings of the study revealed that third-year EFL learners were
generally poor in incorporating outside sources. Most of them were not able
to use their own words; in another words, they could not summarize,
paraphrase, and/or quote properly. They copied the same words and
structures from the given article. Besides, third-year students have
difficulties in locating the main ideas. They could not differentiate the main
from the minor ones.
References:
1. Arends, R. (2016). Learning to teach. Singapore: McGraw-Hill
Education.
2. Merritt, A. (2013, June 19). Why learn a foreign language? Benefits
of bilingualism. Retrieved April 12, 2017, from
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314
http://www.telegraph.co.uk/education/educationopinion/10126883/W
hy-learn-a-foreign-language-Benefits-of-bilingualism.html.
3. Bailey, S. (2011). Academic writing. New York: Routledge.
4. Chastain, K. (1988). Developing second- language skills: theory to
practice. AC: Harcourt College.
5. Harris, R. A. (2001). Plagiarism handbook: strategies for preventing,
detecting, and dealing with plagiarism. Los Angeles, CA: Pyrczak
Publishing.
6. Irvin, L. (2010).Writing spaces: readings on writing. Boston:
McGraw Hill.
7. Kissner, E. (2006). Summarizing, paraphrasing, and retelling: skills
for better reading, writing, and test taking. Heinemann:
Portsmouth.
8. Oshima, A. & Hogue, A. (2007). Introduction to academic
writing.3rd E. USA: Longman.
9. Poel, K. (2006). Language awareness rising in academic writing:
evaluating an online writing programme. Retrieved on 18-6-2017
from http://www.edilic.org/upload/fichiers/1243417182.pdf.
10. VanderMey, Meyer, Van Rys, and Sebranek (2012). The college
writer: a guide to thinking, writing and research. 4th ed.
WADSWORTH CENGAGE learning: USA.
Appendix1
The Benefits of Learning a New Language
Learning a foreign language is more than just a boost to your CV or handy
for travelling. It will make you smarter, more decisive and even better at English,
says Anne Merritt.
Physiological studies have found that speaking two or more languages is a
great asset to the cognitive process. The brains of bilingual people operate
differently than single language speakers, and these differences offer several mental
benefits.
Below are seven cognitive advantages to learning a foreign language. Many
of these attributes are only apparent in people who speak multiple languages
regularly – if you haven’t spoken a foreign tongue since your A levels, your brain
might not be reaping these bilingual benefits. However, people who begin language
study in their adult lives can still achieve the same levels of fluency as a young
learner, and still reap the same mental benefits, too.
You Become Smarter
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Speaking a foreign language improves the functionality of your brain by
challenging it to recognize, negotiate meaning, and communicate in different
language systems. This skill boosts your ability to negotiate meaning in other
problem-solving tasks as well.
Students who study foreign languages tend to score better on standardized
tests than their monolingual peers, particularly in the categories of math, reading,
and vocabulary.
You Build Multitasking Skills
Multilingual people, especially children, are skilled at switching between
two systems of speech, writing, and structure. According to a study from the
Pennsylvania State University, this “juggling” skill makes them good multitasks,
because they can easily switch between different structures. In one study,
participants used a driving simulator while doing separate, distracting tasks at the
same time. The research found that people who spoke more than one language made
fewer errors in their driving.
You Stave Off Alzheimer’s and Dementia
Several studies have been conducted on this topic, and the results are
consistent. For monolingual adults, the mean age for the first signs of dementia is
71.4. For adults who speak two or more languages, the mean age for those first
signs is 75.5. Studies considered factors such as education level, income level,
gender, and physical health, but the results were consistent.
Your Memory Improves
Educators often liken the brain to a muscle, because it functions better with
exercise. Learning a language involves memorizing rules and vocabulary, which
helps to strengthen that mental “muscle.” This exercise improves overall memory,
which means that multiple language speakers are better at remembering lists or
sequences. Studies show that bilinguals are better at retaining shopping lists, names,
and directions.
You Become More Perceptive
A study from Spain’s University of Pompeu Fabra revealed that
multilingual people are better at observing their surroundings. They are more adept
at focusing on relevant information and editing out the irrelevant. They are also
better at spotting misleading information. Is it any surprise that Sherlock Holmes
and Hercule Poirot are skilled polyglots?
Your Decision-making Skills is Improved
According to a study from the University of Chicago, bilinguals tend to
make more rational decisions. Any language contains nuance and subtle
implications in its vocabulary, and these biases can subconsciously influence your
judgment. Bilinguals are more confident with their choices after thinking it over in
the second language and seeing whether their initial conclusions still stand up.
You Improve your English
Learning a foreign language draws your focus to the mechanics of
language: grammar, conjugations, and sentence structure. This makes you more
aware of language, and the ways it can be structured and manipulated. These skills
can make you a more effective communicator and a sharper editor and writer.
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Language speakers also develop a better ear for listening, since they are skilled at
distinguishing meaning from discreet sounds.
Sources:
Anne Merritt (2013). Why learn a foreign language? Benefits of
bilingualism. Retrieved from
http://www.telegraph.co.uk/education/educationopinion/10126883/Why-learn-a-
foreign-language-Benefits-of-bilingualism.html
Appendix 2 Table 1. Students' answers
No
Incorporate
Main
ideas
Own
words
Transition
signals
In text
citation
Reference
1
√
√
×
×
×
×
2
√
√
√
√
×
×
3
√
√
√
√
√
×
4
×
×
×
×
×
×
5
×
×
×
×
×
×
6
√
√
√
×
×
×
7
×
×
×
×
×
×
8
√
√
√
√
×
×
9
√
√
√
√
×
×
10
×
×
×
×
×
×
11
×
×
×
×
×
×
12
√
√
√
√
√
×
13
√
×
√
×
√
×
14
×
×
×
×
×
×
15
×
×
×
×
×
×
16
×
×
×
×
×
×
17
×
×
×
×
×
×
18
√
√
√
×
×
×
19
√
√
√
×
√
×
20
×
×
×
×
×
×
21
×
×
×
×
×
×
22
√
×
×
×
×
×
23
×
×
×
×
×
×
24
√
×
×
×
×
×
25
√
√
√
√
×
×
26
√
√
×
×
×
×
27
√
×
×
×
×
×
28
√
√
×
×
×
×
29
√
√
×
×
×
×
