Challenges in Argumentation and Paraphrasing Among Beginning Students in Educational Sciences

Heidi Hyytinen · Erika Löfstrôm · Sari Lindblom‐Ylänne

37 citations0/0 files storedScandinavian Journal of Educational Research

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

Discourse Analysis in Language Studies Linguistics and Education Research Educational Strategies and Epistemologies

Abstract

The present study aimed to identify difficulties in writing at the beginning of educational science programmes in the Finnish Open University by analysing the students’ written argumentation and use of sources at the textual level. The data were analysed using qualitative content analysis. The results showed that many students began their educational studies with weak writing competencies. While many of the problems were directly related to students’ failure to explain the ideas in their sources in their own words, some problems pertained to other aspects, such as the inability to construct convincing arguments. Understanding the nature of the problems in writing encountered by beginning students in educational sciences can help teachers foster students’ participation in academic discourse.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 37 citations exist upstream.

References

2003The Uses of Argument 1989The Psychology of Written Composition 1998Student writing in higher education: An academic literacies approach 1999Issues in Educational Research 2009Personal epistemology the psychology of beliefs about knowledge and knowing 2011Academically Adrift: Limited Learning on College Campuses 2012Academically Adrift: Limited Learning on College Campuses 1999A Developmental Model of Critical Thinking

Cited by

2018Unraveling the complex relationship in critical thinking, approaches to learning and self-efficacy beliefs among first-year educational science students 2020Improving university argumentative writing through an online training 2022Exploring first-year university students’ learning journals: Conceptions of second language self-concept and self-efficacy for academic writing 2022The Challenge of Position-Taking in Novice Higher Education Students’ Argumentative Writing

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.