Hidden voices: L2 students’ compensatory writing strategies.

This qualitative research study examines how 12 undergraduate second-language learners understood the concept of citations in academic writing. The following questions guided this study: What are the participants’ beliefs about citing research? How do students conceive the role and function of citations in their writing assignments? How do they make decisions about what and what not to cite? Results indicated that students believed that citations were a superficial accessory to the main text and only cited information to comply with teacher directives, thereby, sacrificing their own empowerment in the writing process. To overcome their unfamiliarity with academic prose, students created specific compensatory writing strategies. Although this study included only L2 students, the findings are consistent with the research involving monolingual students. This research can inform educators about the need to engage undergraduate students in participatory discussions about the role, function, and power of referencing within a privileged academic discourse. [ABSTRACT FROM PUBLISHER]