Citation in Education: Rhetorical functions in academictexts written by experts and university students
Abstract
The present study aims to investigate the differences in citation usage and frequency among university students and expert writers in the field of Education. The analyzed corpus comprises 50 papers written in this discipline and is divided into two sub-corpora: one consisting of 25 TFGs and the other one formed by 25 articles published in specialized journals. To examine this phenomenon, a qualitative and quantitative methodology was employed, performing a textual analysis of the rhetorical functions of citations. This analysis is based in the typology proposed by Petrić in her 2007 article, slightly modified for the purpose of the present study. The research findings reveal distinct citation practices employed by both groups, representing the extremes of the academic expertise continuum. The qualitative analysis suggests didactic areas of action for enhancing undergraduate citation practices.
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