An introduction to academic referencing - explaining why, when and how to reference in university/academic work. Examples are given for APA and Harvard style of referencing.
I was asked to prepare a 20 minute mini-teach on referencing and produced this PowerPoint to make the point that when we reference properly we contribute to the Cathedral of Learning and pay tribute to generations of researcher and academics.
I was asked to prepare a 20 minute mini-teach on referencing and produced this PowerPoint to make the point that when we reference properly we contribute to the Cathedral of Learning and pay tribute to generations of researcher and academics.
This presentation aims at providing key aspects of referencing, citing, plagiarism, referencing styles (esp. the Harvard style), and reference management software.
Presentation about electronic tools for teaching k-12 students about citing sources. Web based bibliography makers are shown with comparisons and a companion web site. Citing sources is placed with in a continuum of learning to do research.
10 easy ways to increase your citation count a checklistMahantesh Biradar
The number of papers you publish is important to your career. “Publish early and often” is heard over and over again in research. However, the number of times your work is cited is important as well because it can indicate the impact that your research has on the field.
Increasing your citation count can also have a positive impact on your career because funding agencies often look at a combination of the number of papers and the number of citations when making grant decisions.
This article was originally published by Dr. Michelle Ebbs on American Journal Experts.
Slides were designed by Mahantesh I. Biradar
This presentation aims at providing key aspects of referencing, citing, plagiarism, referencing styles (esp. the Harvard style), and reference management software.
Presentation about electronic tools for teaching k-12 students about citing sources. Web based bibliography makers are shown with comparisons and a companion web site. Citing sources is placed with in a continuum of learning to do research.
10 easy ways to increase your citation count a checklistMahantesh Biradar
The number of papers you publish is important to your career. “Publish early and often” is heard over and over again in research. However, the number of times your work is cited is important as well because it can indicate the impact that your research has on the field.
Increasing your citation count can also have a positive impact on your career because funding agencies often look at a combination of the number of papers and the number of citations when making grant decisions.
This article was originally published by Dr. Michelle Ebbs on American Journal Experts.
Slides were designed by Mahantesh I. Biradar
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This section of Preparation for Higher Education focuses on Academic Referencing. This section is designed to expand upon the information in the study skills section of the SWAPWest Preparation for Higher Education Materials.
In this section, you will learn how to reference the sources of information that you use to write essays or reports. You may feel a bit worried about referencing your written work if you have never had to do it before. However, once you understand the theory behind it and try it out a few times, you will find that it is actually quite easy to do.
Describes the anatomy of an annotated bibliography as well as how to develop one.
For a presentation with active hyperlinks, link here: https://docs.google.com/presentation/d/1ykDgN2tlhV-aEGVJqz_ikc0OSDgpXqiLHItKKc0KMFU/edit?usp=sharing
Improve Research Visibility by Establishing an Academic BlogNader Ale Ebrahim
Academic blogs help researchers to establish expertise, forge new intellectual bonds in their discipline, and give them a place to test out new ideas and promote their research. Blog services provide your research seen by more non-academics than your peer reviewed papers will ever be. The importance of Academic Blog is not to be dismissed. Blogs are a vital tool for academics to publicly communicate about research developments and findings. Academics can also gain feedback from other peers, as well as expand their networks and enhance research visibility and impact. This presentation will provide guidelines on Academic Blogging as a tool for increasing the article visibility and citations. Increased visibility online helps your offline recognition as well.
Essay Writing and ExpectationsThese guidelines apply to all threTanaMaeskm
Essay Writing and Expectations
These guidelines apply to all three formal essay assignments in this course.
Format: Two to three pages, in 12 point font and double spaced, with one-inch margins on all sides of the paper. Grade deductions will be applied to papers that fail to meet the minimum, and also to papers that significantly exceed the maximum.
The essay prompts are intended to challenge students to approach the literature with precision, depth, and nuance. We allege that there are social issues and issues of language, of relationships, of psychology, and more, in all the texts we have read together.
Some of the prompts will interrogate a term. The logical requirement for this type of interrogation would be that the student author is quite clear in the ways he or she is employing terms.
Students should be attentive to style—their own and that of the author in question. Remember, this is a literature class, so strategies authors employ to present their text are important. Valid and clear use of quotes will be rewarded. Throwing in quotes which are disconnected from the student's argument will be penalized. The total amount of quotes should not exceed one-eighth of the paper. Quotations should always be in the context of one of your sentences, without breaking syntax. You cannot end a sentence, drop in a quote, and begin another sentence. Penalty points will be taken for this.
Students often expect that essay answers simply reflect "their opinion" and thus "no one has a right to grade them." It is true that many and various readings of the texts will be credited, even some which seem to oppose each other. But the argument or the reading will be considered valid to the degree that the student has clearly thought through their conclusion using relevant data from the text, and composed it in a sensible and logical fashion. Make sure you employ the best items from the text for support. If there are elements in the text that would completely negate your reading, don't simply ignore them—your grader will have read the text and will wonder why you ignore such obvious data. Often it is a good strategy to address potential arguments in the body of your essay.
Stay on track. Two to three pages is not a lot of space. You want to streamline your argument and use as much support in as little space as you can. If you wander, try to revise the essay before handing it in so that each paragraph adds to your thesis.
Any suspicion of academic dishonesty will be investigated. Any proof of academic dishonesty will be dealt with in the most severe manner allowed by the university. Don't sacrifice your career for a single grade.
Positive Values in an Essay
· To-the-point writing with a logical flow of ideas towards proving your thesis.
· Precise and clear explanation of central terms. (You don't want to spend too much ink on this, so concise as well).
· Stay with the terms of the essay prompt—don't write the essay you want to and simply make ...
COMMUNICATIONS STYLE INVENTORYThis is an informal survey, .docxcargillfilberto
COMMUNICATIONS STYLE INVENTORY
This is an informal survey, designed to determine how you usually act in everyday
related situations. The idea is to get a clear description of how you see yourself.
On the answer sheet, circle A or B in each pair of statements below, which shows
the one that MOST, describes you.
1. A) I'm usually open to getting to know people personally and establishing
relationships with them.
B) I'm not usually open to getting to know people personally and establishing
relationships with them.
2. A) I usually react slowly and deliberately.
B) I usually react quickly and spontaneously.
3. A) I'm usually guarded about other people's use of my time.
B) I'm usually open to other people's use of my time.
4. A) I usually introduce myself at social gatherings.
B) I usually wait for others to introduce themselves to me at social
gatherings.
5. A) I usually focus my conversations on the interests of the people involved,
even if that means straying from the business or subject at hand.
B) I usually focus my conversations on the tasks, issues, business, or subject
at hand.
6. A) I'm usually not assertive, and I can be patient with a slow pace.
B) I'm usually assertive, and at times I can be impatient with a slow pace.
7. A) I usually make decisions based on facts or evidence.
B) I usually make decisions based on feelings, experiences or relationships.
8. A) I usually contribute frequently to group conversations.
B) I usually contribute infrequently to group conversations.
9. A) I usually prefer to work with and through others, providing support when
possible.
B) I usually prefer to work independently or dictate the conditions in terms
of how others are involved.
15. A) I usually prefer to keep personal feelings and thoughts private, sharing
only when I wish to do to.
B) I usually find it natural and easy to share and discuss my feelings with
others.
10. A) I usually ask questions or speak tentatively and indirectly.
B) I usually make empathic statements or directly expressed opinions.
11. A) I usually focus primarily on ideas, concepts, or results.
B) I usually focus primarily on persons, interactions, and feelings.
12. A) I usually use gestures, facial expression, and voice intonations to
emphasize points.
B) I usually do not use gestures, facial expressions, and voice intonations to
emphasize points
13. A) I usually accept others' points of view (ideas, feelings, and concerns).
B) I usually don't accept others' points of view (ideas, feelings. and
concerns)
14. A) I usually respond to risk and change in a cautious or predictable manner.
B) I usually respond to risk and change in dynamic or unpredictable manner.
16. A) I usually seek out new or different experiences and situations.
B) I usually choose known or similar situations and relationships.
17. A) I'm usually responsive to others' agendas, interests, and concerns.
B) I'm usually directed toward my own agendas, interests and concerns.
18. A) I usually respon.
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2. CONTENTS
Why we reference
When to reference
How to reference – APA and Harvard Style
Paraphrasing
Examples of referencing
3. WHY WE REFERENCE
• To avoid plagiarism
• To acknowledge other people‟s ideas
• To show we have done some reading on the subject matter
• To add credibility to our work
Sarah Sloan, 2013
4. APPROPRIATE RESEARCH
GOOD RESEARCH PLEASE DON’T USE
The article is a peer reviewed Newspaper articles
journal article.
Wikipedia
The article appears in a journal
which relates to business, Websites
management, human resources, “My tutor said…..” even though your
etc. tutor is brilliant, they are not a
The article list all the authors and peered review article.
details.
Information with no authors
You understand what the article is attached!
saying and you are representing
it correctly. Unreferenced information
You are able to correctly reference
everything you state in your
report.
Sarah Sloan, 2013
5. WHEN TO REFERENCE
• Each time you use an idea or quote from someone else‟s work, you need to
REFERENCE this.
• Even if you re-word their idea, you must still reference the original author.
• You need an IN TEXT reference and it also needs to be placed in the
REFERENCE LIST.
Sarah Sloan, 2013
6. HOW TO REFERENCE – IN TEXT REFERENCES
Insert Authors surname(s), followed by year of publication.
• Eg. A product can be a tangible product, service, idea or concept (Brown, 1999).
• Eg. Brown (1999) refers to products being either tangible products, services,
ideas or concepts.
• Note, try to alternate these two styles of referencing to give your work a bit of
variety.
If you use a DIRECT quote you also need the page number:
Eg. A product can be “a tangible product, service, idea or concept” (Brown, 1999; 5).
Punctuation goes after the reference.
Sarah Sloan, 2013
7. HOW TO REFERENCE - REFERENCE LIST
• Alphabetised list of all the references that appear in your text.
• Do not leave any references out of your reference list
• Choose one style of referencing (eg APA or Harvard)
• Different ways of referencing depending on type of publication (book,
newspaper, article)
• Book: Kornberger, M. (2010). Brand Society. Cambridge, Cambridge
University Press.
• Article: Kozinets, R. V. (2002). The field behind the screen; using
netnography for marketing research in online communities. Journal of
Marketing Research. 39(1), 61-72.
Sarah Sloan, 2013
8. PARAPHRASING AND REFERENCING – APA STYLE
In-text referencing:
Kolk (2008) argues that good corporate governance is critical to a system
of transparency.
Good corporate governance is critical to a system of transparency (Kolk,
2008).
Reference List:
Kolk, A. (2008). Sustainability, Accountability and Corporate Governance:
Exploring Multinationals‟Reporting Practices. Business Strategy
and the Environment, 18(1), 1–15. DOI: 10.1002/bse.511
Sarah Sloan, 2013
9. PARAPHRASING AND REFERENCING – HARVARD
STYLE
In-text referencing:
Kolk (2008) argues that good corporate governance is critical to a system
of transparency.
Good corporate governance is critical to a system of transparency (Kolk
2008).
Reference List:
Kolk, A. 2008, „Sustainability, Accountability and Corporate Governance:
Exploring Multinationals‟Reporting Practices‟, Business Strategy
and the Environment, vol. 18 no. 1, 1–15, viewed 16
March 2013, via nformaworld database, DOI: 10.1002/bse.511
Sarah Sloan, 2013
10. PARAPHRASING
• Will add to your argument.
• Give it strength.
• Make it more credible.
• Shows you have done your research
Eg.
• Voice is any attempt at all to change rather than escape from an
objectionable state of affairs (Hirschman, 1970, p 30).
• Hirschman (1999: p 30), says that “Voice is any attempt at all to
change rather than escape from an objectionable state of
affairs”.
• As noted by Hirschman (1999: p 30) “Voice is any attempt at all
to change rather than escape from an objectionable state of
affairs”.
Sarah Sloan, 2013
11. CONTACT ME
If you have any questions, please feel free to contact me –
Follow me @happy_chappy89 on twitter
s.sloan[at]griffith.edu.au
Visit my online resume to learn more about my work
sarahsloanbio.wordpress.com
Visit my blog for university students:
http://academicwonderings.wordpress.com/