Attribution in novice academic writing

Abstract Academic attribution, the direct acknowledgement of external sources, is investigated in two corpora novice academic English, representing first and second language writing linguistics. The forms uses attribution are analysed a formal-functional framework. There an overall underrepresentation learner corpus. However, have similar proportional distribution integral non-integral but difference subtypes these. Undated attributions discussed as special case. They occur specific contexts, which reference to course reading peculiar writing. Comparisons with expert Norwegian English indicate that some, not all, differences between may be linked influence from learners’ culture.