The ability to draw on information from published sources within one’s own texts is an important skill in academic writing at the university level. This study analyzed the source integration techniques employed by 99 students on an integrated reading-to write placement exam at an American university, with particular focus on direct quotes and citation phraseology. Patterns of direct quotation varied by course placement level, with advanced writers quoting more frequently and selecting shorter segments of source material. Writers at all four levels favored integral over non-integral (parenthetical) citation, and most often employed the Author + Reporting Verb phrasing pattern. Advanced writers cited more frequently, selected a wider variety of reporting verbs, and employed more “writerly act” verbs to express their own evaluation of the cited content. The implications for pedagogy, and placement are discussed.

利用个人文本中已出版来源的信息的能力是大学水平学术写作的一项重要技能。这项研究分析了99名学生在美国大学进行的读写读写综合考试中采用的源代码整合技术，尤其侧重于直接引语和引文短语。直接报价的模式因课程的放置水平而异，高级作家更频繁地报价，并选择较短的源材料段。在所有四个级别上，作家都倾向于使用积分而不是非整体（括号）引文，并且大多数情况下采用“作者+报告动词”短语模式。高级作家引用频率更高，选择了更多的报告动词，并使用更多的“书面行为”动词来表达自己对所引用内容的评价。讨论了教学法和位置的含义。