The research states on challenges pertaining to making use of the language of attribution in academic essay composing by Post-Graduate Certificate in Education (PGCE) pupils at Rhodes University, being a microcosm of comparable challenges faced by university pupils somewhere else. The research content-analysed 150 essays written by 50 students that are PGCE this course ‘Language, Learning and Cognition’ which the researcher taught. Key groups analysed had been: pupil choices when it comes to kind and style of integrating authors’ a few ideas in very own scholastic essays, appropriateness of attributive terms utilized, punctuation inside the language of attribution, tight consistencies, appropriateness of attendant lexico-grammatical collocations, attributive terms’ fit because of the syntax and sentence structure associated with journalist’s tips, along with their consonance because of the character and intent associated with the citations. Although findings point out gross challenges across all kinds of analysis, these people were most glaring in the matching of attributive terms because of the intent of citations as well as in the application of appropriate punctuation. Chief one of the research’s guidelines could be the dependence on explicit instruction in attention and, to, the language of attribution in college pupils’ essays by all lecturers and not only those in scholastic literacy development.

Key words: educational writing, attributive tags, attributive verbs, writer’s sound, citing, direct quotes, essay, essay quality, language of attribution, paraphrases, referencing, tight consistencies. Read more