Abstract/Summary

A frequent comment by academic writing tutors is ‘use more citation’, yet this may not be helpful. University students may have difficulty with citation practices for several reasons. Prior to university, students may be encouraged to develop arguments based on personal opinions. At university, the risks of plagiarism are emphasised. Finally, students may be uncertain about challenging ‘expert’ views and how to assert their own voices critically and in ways that are acceptable in the disciplines and genres they are producing. This paper integrates findings from research that reveals the complexity of citation practices which could be presented as an intricate system network that might be practical for research purposes or for teacher education, but is more complicated than most students need. Three sample lessons are presented to show how research findings have been simplified for teaching students about citation. We are therefore able to compare theory that presents many logical possibilities, with research that presents probabilities and findings from specific contexts, with pedagogical practice in sample lessons that condense and often simplify theory and research in order to influence student writing.