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      Citation practices of postgraduate students writing literature reviews

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          Abstract

          Writing a literature review requires highly sophisticated academic literacies. Many postgraduate students find this genre a challenge. While there is a growing awareness of the need for explicit pedagogy to support students writing this genre, many pedagogical interventions fail to move beyond a focus on citations as a stylistic convention or as a way of avoiding plagiarism. What is missing is a pedagogy that relates citing to the more complex, fluid conceptual and ontological practices that are implicit in academic contexts. The purpose of this paper is to explore the citation patterns, complexity and discursive practices in master's students' literature reviews, and to inform pedagogy.

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          Journal
          10430
          London Review of Education
          IOE Press
          1474-8460
          27 March 2018
          : 16
          : 1
          : 121-135
          Article
          1474-8460(20180327)16:1L.121;1- s11.phd /ioep/clre/2018/00000016/00000001/art00011
          10.18546/LRE.16.1.11
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          Articles - General

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          London Review of Education
          Volume 16, Issue 1

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