Academic Writing and Referencing for Students
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Used for sessions with undergraduate Education students, academic year 2013-14. Covers academic writing and Harvard referencing, with reference to the literature, especially Pecorari (2013).
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Academic Writing and Referencing for Students
- 1. Academic Writing and Referencing for IoE Students Sarah Purcell s.purcell@worc.ac.uk askalibrarian@worc.ac.uk
- 2. What does it mean to write academically? Quoting, paraphrasing and summarising The role of note taking The Reference List Common questions…and some answers In the next hour….
- 3. What Tutors Want • Quality not quantity • Purpose and authority • Consistency in referencing format • Clear and concise!
- 4. Transparency: making sure your reader can distinguish between your voice and the voices of other authors. Identity of source = an in-text reference which shows where you have got that information from. Content of source = report the content accurately (i.e. you must understand what you have read and not distort its meaning) AND present in such a way that you tell your reader how to interpret the content. Be careful with your reporting verbs: ‘suggests’ (level of possibility) ‘argues’ (greater commitment, defence – possible contentious point) Source of language = quote or paraphrase, but avoid patchwriting (Pecorari 2013). Paraphrasing: “to encapsulate an idea in language which is both grammatically correct and [academic], without distorting the meaning of the original” (Pecorari 2013: p.70). Patchwriting: quotes stitched together – student does not understand the content well enough to be able to paraphrase.
- 5. Using sources in your work • The sources you use should have a purpose – you have selected, read and cited them for a reason. • Some sources are better than others, in relation to authority and purpose. • Avoid overuse of quotes. (Sources are unlikely to match exactly the topic you are writing about, so you often have to paraphrase to show relevance and understanding.)
- 6. So…why do we cite and reference? • To show what we have read (identity) • To provide relevant support for our ideas and responses (content) • To create a discussion, and acknowledge work already done on that topic (academic writing) • To ensure transparency in our academic writing… using the conventions of Harvard • Ultimately – show that you are ‘reading for a degree’! Further reading: Godfrey, J. (2013) How to use your reading in your essays. 2nd edition. Basingstoke, Palgrave Macmillan. (pp.2-4)
- 7. Quoting • Always ask yourself why you are using the quote. Is it relevant enough to directly quote? • Set the context and include a comment – demonstrate transparency and relevance • Harvard in-text reference? Author, date, page number if available. Use “quotation marks”. To give a definition, or when the author’s own words express a fact or idea clearly and concisely without needing to rewrite.
- 8. Quoting: examples Moyles (2001: p.11) states that embedding the ideals of educational theorists and psychologists in practice may be “inappropriate or unrealisable” either “logistically, pragmatically or culturally”. Kohn (1993) as cited by Pound (2011: p.95) claims that there exists “irrefutable evidence that people who are trying to earn a reward end up doing a poorer job…than people who are not”. Department for Education (2012) Developing a new vision for the early years. [Online] Available from: http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/develo ping/a0074569/developing-a-new-vision-for-the-early-years [Accessed 23 November 2013]. Moyles, J. (2001) Just for fun? The child as active learner and meaning maker. In: Collins, J., Insley, K. & Solar, J. (eds.) Developing pedagogy: researching practice. London, Paul Chapman, pp. 11-25. The Department for Education (2012: online) define their collaboration with early years experts to develop their vision as “co-production”.
- 9. Paraphrasing Restating what you have read in your own way allows you to: • Go through a mental process that helps you to understand and think about what you have read in a more independent way • Express the information and ideas from sources in your own style of thinking and writing so that you can integrate them smoothly into your argument and essay • [support your argument effectively] • Show your tutor that you have understood what you have read and how you have used it to develop your knowledge and ideas Godfrey (2013: p.37) Further reading: Godfrey, J. (2013) How to use your reading in your essays. 2nd edition. Basingstoke, Palgrave Macmillan. (pp.37-44)
- 10. What do paraphrases look like? • Less complex, and more like your own style of writing. Your understanding – your ‘voice’. • Don’t paraphrase directly from source. Read section/chapter, turn over/close, write. • Rewritten to emphasise the points of relevance to your essay • Shorter than the original • In-text reference is author, date • No page number
- 11. Paraphrasing: examples Smith (2008) claims that bouncy balls are fun. However bouncy balls can be dangerous, as highlighted by Smith (2008), in his case study on how to play safely with spherical toys. A bouncy ball can be made in a variety of colours, which has the effect of making the user very happy (Smith 2008). Education Scotland (2010) Dylan Wiliam: Formative Assessment. [Online] Available from: http://www.journeytoexcellence.org.uk/videos/expertspeakers/formativeassess mentdylanwiliam.asp [Accessed 23 November 2013]. Smith, A. (2008) All about bouncy balls. 9th edition. Roundoak, Balls Matter. Dylan Wiliam describes the benefits of formative assessment, including checking student learning, teacher reflection and improvements to practice (Education Scotland 2010).
- 12. Summarising • Expressing the main point (s) of a source clearly – objective and balanced. • Similar to paraphrasing, but using a longer piece of text or whole source. • Use for providing evidence, or to give an overview of different authors who support a particular opinion. • Overviews can be useful for setting the scene.
- 13. • ‘Reference reminder phrases’ e.g. The Salamanca Statement (UNESCO 1994) was a catalyst… The Salamanca Statement was the outcome… It set out five proclaimed beliefs: … As Gardner et al. (1996: p.97) point out… They suggest… • Same author, same year, different sources e.g. Norwich (2002a)…Norwich (2002b) • Three or more authors e.g. Wearmouth et al. (2005) • End of the sentence e.g. In this example we make our point then offer a citation for support (Wearmouth et al. 2005). • Reporting verbs Argued, proposed, accepts, stated, identified, point out, go on to highlight, suggests, report, discuss, emphasise, found that, recognises that, present, reminds us, reject
- 14. Important Announcement “Reading for a degree” improves your subject knowledge Enables you to search for literature more effectively e.g. Summon field searching expands your academic vocabulary get used to academic styles of writing and how referencing supports this You cannot create a discussion (paraphrasing) without regular reading and reflection
- 15. Good note creation and reflection on your reading is critical for good paraphrasing and summarising.
- 16. Godfrey (2013: pp.24-27): five steps for making notes 1) Make notes with purpose. Read before creating notes. Know what you want to get out of that source. 2) Write down the reference details at the start of your notes. 3) Make notes on your reading. Be accurate and have a system. Include page numbers for other people’s ideas. 4) Review your notes. Compare with the essay title. Reorganise, identify gaps. 5) Write a short reflection based on your notes. This can be an informal summary of what you have learned from your reading. This will consolidate your ideas and help you to develop your ideas, paraphrases and structure. Where are the links between reading, what is your angle?
- 17. Links between texts Ideas to focus on, gaps to address Essay structure Topic sentences and paragraphs Search terms and keywords
- 18. The reference list • Follow the Harvard Guide http://libguides.worc.ac.uk/harvard • A-Z order by author, with a space between each reference. That’s it! • Author, date and title • Journals and Edited Books: or, one part of a whole • Is it a report? Is it an inquiry? No…? It just might be a webpage! PDF example – digging to find the date • Organisation, report number, place and publisher are not always needed for online documents, PDFs and reports. If you have one or more, use it. If not, don’t.
- 19. Reference List Ball, S. J. (2013) The education debate. [e-book] 2nd edition. Bristol, Policy Press. Available from: Dawson Era [Accessed 3 December 2013]. Godfrey, J. (2013) How to use your reading in your essays. 2nd edition. Basingstoke, Palgrave Macmillan. Humphrey, N. (2012) Self-esteem in the classroom. In: Armstrong, D. & Squires, G. (eds.) Contemporary issues in special educational needs: considering the whole child. Maidenhead, McGraw-Hill/Open University Press, pp.74-84. Pecorari, D. (2013) Teaching to avoid plagiarism: how to promote good source use. Maidenhead, McGraw-Hill/Open University Press. Schmeinck, D. (2013) ‘They are like us’ – teaching about Europe through the eyes of children. Education 3-13. [Online] 41 (4), 398-409. Available from: Taylor & Francis Online [Accessed 3 December 2013]. Vermes, S. (2006) What is meant by synthetic phonics? And what impact will The Rose Report have on our teaching of reading before formal school age? [Online] Available from: http://www.tactyc.org.uk/pdfs/Reflection-vermes.pdf [Accessed 3 December 2013].
- 20. Summary • Academic writing: transparency is essential • Citing and referencing helps to achieve transparency • You have to read widely and regularly (not straight to Google two weeks before the assignment is due ) • Good notes and reflection on reading aids good paraphrasing and summarising of ideas • In-text citations are almost always: author (year) • Reference List – use the Harvard guide
Notas do Editor
- Not necessarily about the punctuation. It is about consistent referencing, accurate reporting of sources, and demonstration of student understanding of what they have read.
- Pecorari, D. (2013) Teaching to avoid plagiarism: how to promote good source use. Maidenhead, McGraw-Hill/Open University Press. p.61-2: TRANSPARENCY. Give the correct impression about the sources you have used to inform your writing. A piece of writing which makes no mention of what has already been written on a topic is unacademic. How to achieve transparency? Quotation marks, author, date, a page number – signals that it is another’s ‘voice’. BUT – problem of subjectivity. With experience and knowledge I am able to make my own assertions without attribution e.g. ‘academic writing is multi-voiced’. Students may not yet have this level of knowledge and experience to make assertions. p.65: identity – in-text reference. Issues around secondary referencing and incorrectly using the editor of a book as the author p.68: content – (1) accurate reporting – showing understanding of what has been read and its position in relation to other literature – correctness, authority, established facts or challenging the norm. This level of understanding comes with experience! p.69: writers need to understand the source – and convey ideas in such a way as to not distort content – and use reporting language in such a way that what the author and the writer think about the content emerges clearly and accurately. p.69: Choice is to quote or paraphrase. Patchwriting is common – stitching together text from different sources with superficial changes to wording.
- Pecorari p.72 ‘Can I cite wikipedia’? – what other choices are there? If the purpose of the citation is to provide a fact, are there better sources which could achieve a similar purpose? Similarly – should I cite this website? What is the purpose for citing it? Would an academic book, or the original research or report, or a recently published journal article serve that purpose better than the blog post, the newspaper article, the magazine piece, the college-level textbook?
- Sums up the Pecorari reading Return to the ‘reading for a degree’ point later
- Too many quotes = not the student’s work; lack of understanding; patchwriting. Quotes should not be window dressing.
- First example is Moyles – direct quote – taken relevant words not the whole section; Second example is secondary referencing; Third is corporate author and a webpage with no ‘page number’.
- Paraphrasing – shows your understanding, demonstrates relevance to task, and doesn’t kill your word count! Some tutors prefer to describe paraphrasing as ‘discussing’, as paraphrasing can feel like to narrow a word for what students need to demonstrate. Represent a discussion between yourself and the authors you have read and show this in the form of an academic essay.
- Note position of citation in each example – start, end, middle - context around it. Common question about paraphrasing the words of a person appearing in a video or newspaper report – Wiliam example. Often confuse the technical citation part which tells the reader where to find it, with the context of the actual information being cited i.e. Dylan Wiliam’s ideas about assessment.
- Similar to paraphrasing but a longer passage or overall piece of work or research. Confidence to represent it accurately and show relevance to the essay topic.
- Offer extracts, books and journals to use – pair work is fine. Could also intersperse this with quoting and paraphrasing – pick out some highlighted passages to show what we mean so students see an example of each as well as picking out their own.
- Picks out examples from the sources used in an activity. Noticing how to refer back to sources to ensure transparency for the reader. Grammatically correct! Use of a letter to distinguish sources written by the same author in the same year Et al for three or more (and others) – all must be in the reference list Position of citation Reporting verbs and the importance of meaning e.g. states indicates a quote; argues indicates a strong defensive position
- This is what is basically expected of university students. When not at lectures or in placement, should be reading at least little and often, building up knowledge of their topic and the journals in their area of study, and writing reflections on reading in order to prepare for creating that discussion in an assignment. …Not leave it until two weeks before it is due, straight to Google (then struggling to reference dubious sites), cherry pick quotes out of books and stitch it together.
- Fewer quotes –more understanding! Reading and not making takes time. Writing up should not take as long?
- Importance of step 5
- Idea for making notes
- PDF example – to find the date, go to homepage , click on reflections page, use the ‘find’ function to look for Vermes. Then the date for the PDF is apparent.
- Example of a reference list