Development and evaluation of an undergraduate instructional session on appropriate citations in academic essays

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  • 学士課程学生に対する先行研究の引用に関するレポート指導授業の開発とその効果に関する検討
  • ガクシ カテイ ガクセイ ニ タイスル センコウ ケンキュウ ノ インヨウ ニ カンスル レポート シドウ ジュギョウ ノ カイハツ ト ソノ コウカ ニ カンスル ケントウ

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The purpose of this study is to develop an instructional strategy for reference citations. Students have difficulty composing appropriate citations for academic essays and papers. We designed an instructional session composed of two classes and a homework assignment for Japanese undergraduates. The first class（the lecture session）explained the purpose of academic essay writing: university students should participate in knowledge production, and they should write essays to present the knowledge produced through the course learning. This explanation was given to make students understand the reason they have to use citation in their essay writing. At the end of the first lecture, students were told to prepare for an essay on a given theme which they would write the following week. They were assigned five reading materials, and they were also required to fill out a worksheet for an outline of their essay. In the second class（a practice session）, they composed an essay citing these materials. The teacher advised students having difficulty and also projected some of their essays on a screen to offer guidelines on proper citations. The effects of this instructional session were investigated. Students wrote two more essays after this session, submitting the first essay in two weeks and the second essay at the end of the semester. Students who had composed appropriate citations in the practical session received higher essay grades than students who had not. However, the effect of the instructional session seemed to diminish by the end of the semester. This result and the future direction of this research are discussed.

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