2. Using quotations and referencing is an
important part of academic writing.
Quotations and references act as a tool
to help you support your argument or
theory.
3. Why reference?
1. To acknowledge other authors’ work.
2. To allow the reader to trace the
information.
3. To support your theory or argument.
4. To let your tutor know that you have
been reading.
5. To show your reader to know what is
going on in your particular field.
4. How?
Quotations – direct quotations.
‘This means that a sentence(s) is copied
word for word from the original text. It
is essential that you reference this or it
will be seen as plagiarism (meaning
passing somebody else’s work off as
your own’ (Anon, nd:2)
5. Short quotations
If your quotation is under four lines it
should be placed in the body of the text.
6. As Bell (1993, p.23) says, ‘finding information in the first
place can be hard enough. Finding it again sometimes
afterwards can be even harder unless your methods of
recording and filing are thorough and systematic.’
As Bell (1993) says, ‘finding information in the first place
can be hard enough. Finding it again sometimes
afterwards can be even harder unless your methods of
recording and filing are thorough and systematic’
(1993:23).
7. Longer quotations
• Quotations over four lines should be
preceded with a colon (:).
• Indent the quotation itself with wider
left and right margins and do not use
quotations marks (the quotation is
indented, so it is clear to the reader
that it is a quotation).
8. Some of the most sensible advice for anyone
carrying out literature search and on keeping
records of their findings states that:
In the early stages of an investigation it may
seem enough to jot down a reference on the
back of an old envelope, but old envelopes
thrown into a box will not provide you with a
reliable resource, and the likelihood is that
references will be incomplete and difficult to
track down at a later stage. If you are going to
need half a dozen references, then scraps of
paper may serve, but as your investigation
proceeds, you accumulate many sources of
information, and an orderly system is necessary
from the beginning (Bell 1993: 23).
9. With direct quotations (words
lifted directly from your source):
•
Be accurate.
•
Use them discreetly to emphasise a point and prove the author did
write what you claim.
•
Use them only if they are really worth using (Chambers and Northedge
1997 p. 169).
•
Use square brackets [like these] within a quotation to signal your
words, not the person you are quoting from (Chambers and Northedge
1997 p.170). You can also use these brackets to edit words that were in
the quotation (Rose 2001 p.128).
•
Use [sic] to indicate an error in the quotation itself, so as not to make it
look as though you copied it out wrongly.
•
Three dots…mean words are missing i.e. you split the quotation, or cut
it off before the sentence had finished (Rose 2001 p.128).
10. It means "same source as last time"
(previous note). Ibid is short for the
Latin ibidem.
11. Some of the most sensible advice for anyone carrying out literature search
and on keeping records of their findings states that:
In the early stages of an investigation it may seem enough to jot down
a reference on the back of an old envelope, but old envelopes thrown
into a box will not provide you with a reliable resource, and the
likelihood is that references will be incomplete and difficult to track
down at a later stage. If you are going to need half a dozen
references, then scraps of paper may serve, but as your investigation
proceeds, you accumulate many sources of information, and an orderly
system is necessary from the beginning (Bell 1993: 23).
‘finding information in the first place can be hard enough. Finding it again
sometimes afterwards can be even harder unless your methods of
recording and filing are thorough and systematic’ (ibid).
12. Indirect citation
• This means acknowledging where you have
learnt specific information such as an idea or
a theory. Even if you have paraphrased any
theories or information, you still need to
reference it.
• At the end of your work, you need to include
a references list and/or bibliography. Check
with your tutor to see what is required!
NOTE: you do not need the page number after
the date in an indirect citation
13. Bibliography or reference list?
What's the difference?
• References list is for all the
books, websites or journals referred
to in the text.
• Bibliography is for all background
reading.
14. Referencing the internet
• Use the authors surname (as with a
book etc.)
• Use the date that the work was
written (this is not the same as the
date you accessed it)
• In the actual essay, you don’t need to
write the web address – this is left
until the end in your references list.
15. The celebrations at Facebook following
its landmark floatation onto the stock
market were somewhat over shadowed
by a ‘…$15bn class action against the
social network’
(Goodley, 2012), following allegations
that the company has been tracking users
online activity even after they had logged
out of their accounts (ibid).
GOODLEY, S. 2012. Facebook users file class action suit in US over web
tracking. [WWW].
http://www.guardian.co.uk/technology/2012/may/18/facebookusers-file-class-action-suit?newsfeed=true (21st May 2012)
16. Give it a try
Read the following extracts, then
compile:
1. A short quote
2. A long quote and
3. An indirect citation
17. 40
The literature of reflection
Theory and practice – the place of reflection in Schons view
Schon makes reference to two main processes of reflection in professional
practice – reflection-in and reflection-on-action. However, it is the significance
of the former in characterising the work of professionals and influencing their
professional education that is the major concern of his work. A particular
concern for this account of reflection is the status and identity of reflection in
action.
If
reflection
in
action
was
the
same
as
reflection
on
action,
the
construct could not be claimed as a special characteristic of professionals.
That it might be appropriate to use a different term for reflection in action does
not diminish Schons work because his focus is the nature of reflection and its
relationship to theory, not the nature of reflection as such. It is hard to gauge
whether or not the mass of papers that were inspired by Schons work were
inspired by the notions of reflection in action or other features of his work.
Whether or not reflection in action is indeed reflection and in what way it
relates
to
reflection
on
action
will
be
considered
at
several
points
in
this
chapter.
Schons book The Reflective Practitioner was preceded by an earlier book
(Argyris
and
Schon,
1974)
that
initiated
a
debate
on
contradictions
in
professional practice as it assumed to operate and as it appears to operate in
real situations. Argyris and Schon focus on two forms of theory of theory of
practice or action. Espoused theories are those that are formally seen by a
profession
to
guide
action
and
encompass
the
formal
philosophy
of
the
profession. Greenwood (1993) provides as an example, the manner in which
nursing
theory
considers
the
focus
of
nursing
to
be
the
person,
not
the
disease, and, in a similar way, educational theory holds that learners should
be
enabled
theories
to
tend
be
to
increasingly
be
the
self
theories
directed
taught
to
(Brookfield,
novices
and
1987).
held
Espoused
publicly
to
characterise the professions. Whether or not they are applied in daily practice
is the matter of Argyris and Schon’s debate.
Extract
from:
Jennifer
A
Moon,
Reflection
in
learning
development: theor y and practice. 2010. RoutledgeFarmer.
and
professional
18. 82 Exploring reflective and experiential learning
Moon (1999a) set out to clarify the nature of reflection, having observed the
extraordinary complexity of the literature in this area. Some of the literature
seems to suggest that reflection is no more than a form of thinking (the
‘common sense view of reflection’, see below). However, that does not accord
with the manner in which reflection is often operationalized in formal
education (the academic view of reflection, see below). Enormously
complicating the situation, too, is the literature from various disciplines,
including education, professional development and psychology that appear to
use the idea of reflection in many different ways. The definitions have been
refined and developed.
Extract from: J A Moon. A handbook of reflective and experiential learning,
theory and practice.
20. Add references here
• ‘the common sense view of reflection is developed by examination of
how we use the word reflection…’
• It has been noted that due to the popularity of reflection and its
abundant use in numerous professions, that several, often
conflicting notions of what constitutes reflection have emerged.
• Reflection has gained in popularity during the past two decades
‘since the late 1990’s, the theory and practice of reflection have
attained a much more significant role in educational contexts’. This
popularity is not restricted to the educational profession but also, it
has been suggested, due to it adoption in various other
disciplines/professions including psychology and professional
development.
21. • ‘the common sense view of reflection is developed by examination of
how we use the word reflection…’(Name, Date: Page)
• It has been noted by NAME (date) that due to the popularity of
reflection and its abundant use in numerous professions, that
several, often conflicting notions of what constitutes reflection have
emerged.
• According to NAME (date) reflection has gained in popularity during
the past two decades ‘since the late 1990’s, the theory and practice
of reflection have attained a much more significant role in
educational contexts’ (name, date: page). This popularity is not
restricted to the educational profession but also, it has been
suggested, due to it adoption in various other
disciplines/professions including psychology and professional
development (Name, date) OR (ibid).
22. •
•
•
•
•
•
•
•
•
•
When do we use a page number?
When do we use the date?
How do we reference a website?
Why do we use [ ]?
What do … at the start/end of a quotation mean?
What should we do with a quotation longer than
four lines?
When do we put the date in brackets but not the
name?
What part of the authors name do we put in the
text?
What can we use instead of repeating the same
name?
When do we reference?
