摘要：EFL students’ problems in using textual sources in academic writing have been considered negatively as plagiarism and more positively as a manifestation of intertextuality. This paper argues that treating plagiarism from the perspective of intertextuality is a productive approach to teaching writing skills, as it can help to foster student writers’ self confidence. After examining the theoretical status of both concepts, practical suggestions for teaching academic writing are made with reference to the relation of writing to reading, the writer’s assumptions about the reader, the writer’s development of an individual identity, formulating a topic and the need for careful planning. Academic writing is best taught as a process through which teachers monitor development from a reproduction to an incorporation of textual sources.
