This document provides a list of 49 books on display for an exhibition on plagiarism and academic writing from March 19-31, 2012 at the Asian Communication Resource Centre. The books cover topics such as publishing research, writing styles, avoiding plagiarism, writing thesis/dissertations, and academic writing skills. The list includes the book title, author, publication details, and library call number for each book.
Prepared by Lynette Carmichael APA Style – 6th Edition.docxaryan532920
Prepared by Lynette Carmichael
APA Style – 6th Edition
References and Citations
The Learning Centre, Student Academic Success Services
Fanshawe College, London ON
Times New Roman font size 12
Double-spaced (on 8.5 X 11 inch paper)
Margins: 1 inch on all sides (or 2.5 cm)
Beginning with title page, number pages in top right corner of each page
References page and reference citations must be included
APA Title Page – SAMPLE #1:
Running head: COLLEGE STUDENT STRESS 1
Technology: Its Role in College Student Stress
Janice M. Jones
Fanshawe College
This section explains/defines the
running head – OFTEN not required
at the undergraduate level as it is for
papers to be published
The words “Running head” only
appear on the first page.
Student name
Title of paper
Institution name
APA Documentation 1
Student Academic Success Services Fanshawe College
Headings
Level of heading Format
1 Centred, Boldface, Uppercase and Lowercase Heading
2 Flush Left, Boldface, Uppercase and Lowercase Heading
3
Indented, boldface, lowercase paragraph heading ending
with a period.
4
Indented, boldface, italicized, lowercase paragraph
heading ending with a period.
5
Indented, italicized, lowercase paragraph heading ending with
a period.
References
The reference page identifies all sources used in a paper and is located at the end of the paper.
The following details are considered when preparing your References page:
Add and centre the title References at the top of the page
Double space between ALL lines
Number this page with the rest of the paper
If reference entry is two or more lines long, indent second line 5 spaces (1/2 inch). This is
called a hanging indent.
Use p. for single page number and pp. for multiple page numbers (except in periodicals)
GENERAL REFERENCE PAGE GUIDELINES:
Author(s):
Alphabetize by last names and include first name initial
If no author, use editor’s name
If neither author nor editor is available, use the source title
Separate names with commas; use ampersand (&) before the last author’s name
If two references are by the same author, include author for both, and order entries by
publication date starting with the earliest date
Titles:
For titles of books, chapters, articles, etc., capitalize the first word of the title as well as
pronouns and proper nouns
Any reference that is a part of a larger source (i.e. a journal article, a chapter, etc.) appears non-
italicized. The larger source is italicized following the capitalization rule identified above. Note:
The exception to this is journals and newspapers in which case the entire journal is title cased.
Place of Publication:
Include state/province if city name is a name easily confused (i.e. London, England/London,
Ontario) or unfamiliar
APA Documentation 2
Student Academic Success Services Fanshawe College
S ...
How do successful women leaders in Rotary leadership positions sustain their initiative in an ever-changing environment? They innovate, communicate, and choose effective strategies for dealing with conflicting or shifting priorities. Improve your team-building strategies and interpersonal connections, and inspire a shift in your own mindset in this interactive session.
Collaboration To Support Student WritingSteve Lawson
Slides for a presentation given May 23, 2008 by Kaijsa Calkins, Carrie Forbes, and Steve Lawson at the Colorado Academic Library Summit, Denver. Slides put together by Carrie Forbes.
INTRODUCTION TO GERONTOLOGICAL STUDIES Assignment #2 Demogr.docxnormanibarber20063
INTRODUCTION TO GERONTOLOGICAL STUDIES
Assignment #2 Demographics Assignment
Approximate Length: 500 words, not including graphs or charts, double-spaced, 12-point font
1. Topic: Older adults and the health care system
2. Begin your search with a general demographic statistic; for example, the number of older adults in Canada who are healthy/unhealthy. Next, collect more specific statistics relating to the topic. For example, this could include men versus women, amount spent annually on health care, variations between provinces, etc. There will be a wide range of statistics to choose from.
3. Find and order your statistics to use successively more specific pieces of information.
4. Begin your paper with an introduction to your topic (50 words).
5. Present your demographic information in the form of graphs or charts (e.g., bar graphs, pie charts). You may make them yourself or cut and paste them into the body of your paper. Create a title for each of your graphics.
6. After each graph or chart, describe in one or two paragraphs what that graphic shows (100 words).
7. From your data (that is, your graphic information as a whole) draw out any trends or themes you can see and write a critical analysis. For example, you may have found connections between gender and certain health care usages, or certain health care options that show most benefits, or a connection between income groups and health. Questions may have arisen for you as you looked through your data. Then, in this example, you would write about the issues that your data show that relate to older adults and health care (approx. 250 words).
8. Summarize the key issues that you have found about your topic, based on the data you have presented. Summarize what you have learned. What was of particular interest to you? What, if anything, surprised you? What recommendations would you make, based on what you have learned? Label thissection, “Summary and Conclusion (approx.100 words).
Use essay format. Include a title page with the course name and number. Include your name on each page and number all pages. If quotes or other references are used from print sources, you must reference each, using APA format and a reference page. Include information about the source for your graphs and charts directly under the graph.
BIBLIOGRAPHY
Note: All material is located in the library at Huntington unless it is located at Laurentian’s Desmarais Library (L) as noted below.
Barrow, G. M. (1996). Aging, the individual, and society. Minneapolis, MN: West Publications. 422 p. HQ 1061 B37 1996
Beauvoir, S. (1972). Old age. London: Deutsch and Weidenfeld and Nicolson. 585 p.
HV 1451 B413
Birren, J. & Bengston, V. L. (Eds.). (1988). Emergent theories of aging. New York, NY: Springer Publishing. 530 p. QP 86 E47 1988
Birren, J. & Schaie, K. W. (Eds.). Handbook of the psychology of aging. San Diego, CA: Academic Press. 667 p. BF 724.8 H36 2001
Butler, R. N. (1975). Why surv.
Prepared by Lynette Carmichael APA Style – 6th Edition.docxaryan532920
Prepared by Lynette Carmichael
APA Style – 6th Edition
References and Citations
The Learning Centre, Student Academic Success Services
Fanshawe College, London ON
Times New Roman font size 12
Double-spaced (on 8.5 X 11 inch paper)
Margins: 1 inch on all sides (or 2.5 cm)
Beginning with title page, number pages in top right corner of each page
References page and reference citations must be included
APA Title Page – SAMPLE #1:
Running head: COLLEGE STUDENT STRESS 1
Technology: Its Role in College Student Stress
Janice M. Jones
Fanshawe College
This section explains/defines the
running head – OFTEN not required
at the undergraduate level as it is for
papers to be published
The words “Running head” only
appear on the first page.
Student name
Title of paper
Institution name
APA Documentation 1
Student Academic Success Services Fanshawe College
Headings
Level of heading Format
1 Centred, Boldface, Uppercase and Lowercase Heading
2 Flush Left, Boldface, Uppercase and Lowercase Heading
3
Indented, boldface, lowercase paragraph heading ending
with a period.
4
Indented, boldface, italicized, lowercase paragraph
heading ending with a period.
5
Indented, italicized, lowercase paragraph heading ending with
a period.
References
The reference page identifies all sources used in a paper and is located at the end of the paper.
The following details are considered when preparing your References page:
Add and centre the title References at the top of the page
Double space between ALL lines
Number this page with the rest of the paper
If reference entry is two or more lines long, indent second line 5 spaces (1/2 inch). This is
called a hanging indent.
Use p. for single page number and pp. for multiple page numbers (except in periodicals)
GENERAL REFERENCE PAGE GUIDELINES:
Author(s):
Alphabetize by last names and include first name initial
If no author, use editor’s name
If neither author nor editor is available, use the source title
Separate names with commas; use ampersand (&) before the last author’s name
If two references are by the same author, include author for both, and order entries by
publication date starting with the earliest date
Titles:
For titles of books, chapters, articles, etc., capitalize the first word of the title as well as
pronouns and proper nouns
Any reference that is a part of a larger source (i.e. a journal article, a chapter, etc.) appears non-
italicized. The larger source is italicized following the capitalization rule identified above. Note:
The exception to this is journals and newspapers in which case the entire journal is title cased.
Place of Publication:
Include state/province if city name is a name easily confused (i.e. London, England/London,
Ontario) or unfamiliar
APA Documentation 2
Student Academic Success Services Fanshawe College
S ...
How do successful women leaders in Rotary leadership positions sustain their initiative in an ever-changing environment? They innovate, communicate, and choose effective strategies for dealing with conflicting or shifting priorities. Improve your team-building strategies and interpersonal connections, and inspire a shift in your own mindset in this interactive session.
Collaboration To Support Student WritingSteve Lawson
Slides for a presentation given May 23, 2008 by Kaijsa Calkins, Carrie Forbes, and Steve Lawson at the Colorado Academic Library Summit, Denver. Slides put together by Carrie Forbes.
INTRODUCTION TO GERONTOLOGICAL STUDIES Assignment #2 Demogr.docxnormanibarber20063
INTRODUCTION TO GERONTOLOGICAL STUDIES
Assignment #2 Demographics Assignment
Approximate Length: 500 words, not including graphs or charts, double-spaced, 12-point font
1. Topic: Older adults and the health care system
2. Begin your search with a general demographic statistic; for example, the number of older adults in Canada who are healthy/unhealthy. Next, collect more specific statistics relating to the topic. For example, this could include men versus women, amount spent annually on health care, variations between provinces, etc. There will be a wide range of statistics to choose from.
3. Find and order your statistics to use successively more specific pieces of information.
4. Begin your paper with an introduction to your topic (50 words).
5. Present your demographic information in the form of graphs or charts (e.g., bar graphs, pie charts). You may make them yourself or cut and paste them into the body of your paper. Create a title for each of your graphics.
6. After each graph or chart, describe in one or two paragraphs what that graphic shows (100 words).
7. From your data (that is, your graphic information as a whole) draw out any trends or themes you can see and write a critical analysis. For example, you may have found connections between gender and certain health care usages, or certain health care options that show most benefits, or a connection between income groups and health. Questions may have arisen for you as you looked through your data. Then, in this example, you would write about the issues that your data show that relate to older adults and health care (approx. 250 words).
8. Summarize the key issues that you have found about your topic, based on the data you have presented. Summarize what you have learned. What was of particular interest to you? What, if anything, surprised you? What recommendations would you make, based on what you have learned? Label thissection, “Summary and Conclusion (approx.100 words).
Use essay format. Include a title page with the course name and number. Include your name on each page and number all pages. If quotes or other references are used from print sources, you must reference each, using APA format and a reference page. Include information about the source for your graphs and charts directly under the graph.
BIBLIOGRAPHY
Note: All material is located in the library at Huntington unless it is located at Laurentian’s Desmarais Library (L) as noted below.
Barrow, G. M. (1996). Aging, the individual, and society. Minneapolis, MN: West Publications. 422 p. HQ 1061 B37 1996
Beauvoir, S. (1972). Old age. London: Deutsch and Weidenfeld and Nicolson. 585 p.
HV 1451 B413
Birren, J. & Bengston, V. L. (Eds.). (1988). Emergent theories of aging. New York, NY: Springer Publishing. 530 p. QP 86 E47 1988
Birren, J. & Schaie, K. W. (Eds.). Handbook of the psychology of aging. San Diego, CA: Academic Press. 667 p. BF 724.8 H36 2001
Butler, R. N. (1975). Why surv.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
1. Thou shall not steal: Plagiarism and Academic Writing Exhibition
Asian Communication Resource Centre (ACRC)
19 to 31 March 2012
BOOKS ON DISPLAY
Aitchison, C., Kamler, B., & Lee, A. (2010). Publishing pedagogies for the doctorate and beyond. New York:
Routledge. [Call No. Z286.S37P976]
Alexander, A., Potter, W. J., & Anderson, J. A. (2001). How to publish your communication research : An insider's
guide. Thousand Oaks, Calif.: Sage Publications. [Call No. ACRC PN146.H847H]
American Psychological Association. (2001). Publication manual of the american psychological association.
Washington, DC: American Psychological Association. [Call No. ACRC BF76.7.P976 2001]
Anderson, C., Carrell, A., & Widdifield, J. L. (2007). What every student should know about citing sources with
APA documentation. Boston: Pearson/Allyn and Bacon. [Call No. BF76.7.A545]
Barnet, S., & Bedau, H. A. (2011). Critical thinking, reading, and writing : a brief guide to argument (7th ed.).
Boston, MA: Bedford/St. Martins. [Call No. PE1431.C934c]
Barzun, J., & Graff, H. F. (2004). The modern researcher. Belmont, CA: Thomson/Wadsworth.
[Call No. D13.B296 2004]
Becker, H. S., & Richards, P. (2007). Writing for social scientists : how to start and finish your thesis, book, or
article (2nd ed.). Chicago: University of Chicago Press. [Call No. H61.8.B395]
Biggam, J. (2008). Succeeding with your master's dissertation : a practical step-by-step handbook. Buckingham:
Open University. [Call No. LB2369.B592]
Bishop, W., & Zemliansky, P. (2001). The subject is research : processes and practices. Portsmouth, NH:
Boynton/Cook Publishers. [Call No. Q180.55.M4S941]
Blum, S. D. (2009). My word! : plagiarism and college culture. Ithaca: Cornell University Press. [Call No.
PN167.B658]
Bradley, C. (2011). Plagiarism education and prevention : A subject-driven case-based approach. Oxford:
Chandos. [Call No. PN167.B811]
Brittenham, R., & Hoeller, H. (2004). Key words for academic writers. New York: Pearson/Longman.
[Call No. PE1408.B862]
Brown, D. W. (2009). In other words : lessons on grammar, code-switching, and academic writing. Portsmouth,
N.H.: Heinemann. [Call No. LB1631.B877]
Burger, M. (2010). Bibliographic style & reference techniques. Pretoria: Unisa Press. [Call No. PN171.F56B954]
Calabrese, R. L. (2009). The dissertation desk reference : the doctoral student's manual to writing the
dissertation. Lanham, Md.: Rowman & Littlefield Education. [Call No. LB2369.C141D]
Canagarajah, A. S. (2002). Critical academic writing and multilingual students. Ann Arbor: University of
Michigan. [Call No. PE1404.C212]
1
2. Chandrasegaran, A., & Schaetzel, K. (2004). Think your way to effective writing (3rd ed.). Singapore: Pearson
Prentice Hall. [Call No. PE1408.C456]
Clark, J. L., & Murray, K. E. (2010). Scholarly writing : ideas, examples, and execution. Durham, N.C.: Carolina
Academic Press. [Call No. KF250.C593]
Coghill, A. M., Garson, L. R., & American Chemical Society. (2006). The ACS style guide : effective
communication of scientific information (3rd ed.). Washington, DC Oxford ; New York: American
Chemical Society ; Oxford University Press. [Call No. QD8.5.A187]
Creedy, J. (2008). Research without tears : from the first ideas to published output. Cheltenham, UK ;
Northampton, MA: Edward Elgar Pub. [Call No. LB2369.C913]
Creme, P., & Lea, M. R. (2008). Writing at university : a guide for students (3rd ed.). Maidenhead: Open
University Press. [Call No. PE1408.C915 2008]
Cryer, P. (2006). The research student's guide to success (3rd ed.). Maidenhead, England ; New York: Open
University Press. [Call No. LB2395.C957]
Cullen, J. (2009). Essaying the past : how to read, write, and think about history. Chichester, U.K. ; Malden, MA:
Wiley-Blackwell. [Call No. D16.C967]
Cummings, R. E. (2009). Lazy virtues : Teaching writing in the age of wikipedia. Nashville: Vanderbilt University
Press. [Call No. PE1404.C971]
Cummings, R. E., & Barton, M. (2008). Wiki writing : collaborative learning in the college classroom. Ann Arbor:
Digital Culture Books, an imprint of the University of Michigan Press and the University of Michigan
Library. [Call No. PE1404.W663]
Cvetkovic, V. B., & Anderson, K. E. (2010). Stop plagiarism : a guide to understanding and prevention. New York:
Neal-Schuman Publishers. [Call No. PN167.S883 + 1 CD]
Davis, C. (2010). How to write persuasively today. Santa Barbara, Calif.: Greenwood. [Call No. PE1431.D261]
Deane, M. (2010). Academic research, writing and referencing. Harlow ; New York: Pearson Education. [Call No.
LB1573.D284]
Ede, L. S. (2004). Work in progress : a guide to academic writing and revising (6th ed.). Boston: Bedford/St.
Martin's. [Call No. PE1408.E22]
Eggers, P. (2008). Steps for writers : sentences & paragraphs to essays. New York: Pearson Longman. [Call No.
PE1408.E29 V1]
Farrell, P. (2011). Writing a built environment dissertation : practical guidance and examples. Chichester, West
Sussex ; Ames, Iowa: Wiley-Blackwell. [Call No. TH213.5.F245]
Feak, C. B., & Swales, J. M. (2009). Telling a research story : writing a literature review. [Ann Arbor, Mich.]:
University of Michigan Press. [Call No. PE1478.F288]
Fisher, C. M. (2007). Researching and writing a dissertation : a guidebook for business students (2nd ed.).
Harlow, England ; New York: Financial Times Prentice Hall. [Call No. LB2369.F533 2007]
Foss, S. K., & Waters, W. J. C. (2007). Destination dissertation : a traveler's guide to a done dissertation. Lanham:
Rowman & Littlefield Publishers. [Call No. LB2369.F751]
2
3. Friedrich, P. (2008). Teaching academic writing. London ; New York: Continuum. [Call No. PE1404.T253T]
Gamage, D. T., & Zadja, J. (2007). Secrets of scholarly publishing in international journals. Melbourne: James
Nicholas. [Call No. Z286.S37G184]
Gardner, D. C., & Beatty, G. J. (1980). Dissertation proposal guidebook : how to prepare a research proposal and
get it accepted. Springfield, Ill.: Thomas. [Call No. LB2369.G226]
Germano, W. P. (2005). From dissertation to book. Chicago: University of Chicago Press. [Call No. PN162.G373]
Gibaldi, J. (2008). Mla style manual and guide to scholarly publishing. New York: Modern Language Association
of America. [Call No. PN147.M685]
Giltrow, J. (2009). Academic writing : an introduction (2nd ed.). Peterborough, Ont.: Broadview Press. [Call No.
PE1408.G489A]
Godfrey, J. (2009). How to use your reading in your essays. Basingstoke [England] ; New York: Palgrave
Macmillan. [Call No. LB2369.G583]
Gordon, R. S. (2004). The librarian's guide to writing for publication. Lanham, Md.: Scarecrow Press.
[Call No. Z669.7.G664]
Greene, S., & Lidinsky, A. (2008). From inquiry to academic writing : a text and reader. Boston: Bedford/St.
Martin's. [Call No. LB2369.G812]
Greetham, B. (2009). How to write your undergraduate dissertation. Basingstoke [England] ; New York:
Palgrave Macmillan. [Call No. LB2369.G816]
Grix, J. (2010). The foundations of research (2nd ed.). Basingstoke ; New York: Palgrave Macmillan. [Call No.
LB2369.G872 2010]
Harman, E. (2003). The thesis and the book : a guide for first-time academic authors (2nd ed.). Toronto ; Buffalo:
University of Toronto Press. [Call No. Z286.S37T413]
Hartley, J. (2008). Academic writing and publishing : a practical handbook. New York: Routledge. [Call No.
PN146.H332]
Haviland, C. P., & Mullin, J. A. (2009). Who owns this text? : plagiarism, authorship, and disciplinary cultures.
Logan, Utah: Utah State University Press. [Call No. PN167.W628]
Haynes, A. (2010). Writing successful academic books. Cambridge ; New York: Cambridge University Press. [Call
No. PN146.H424]
Howard, R. M., & Robillard, A. E. (2008). Pluralizing plagiarism : identities, contexts, pedagogies. Portsmouth,
NH: Boynton/Cook Publishers. [Call No. PN167.P737]
Huff, A. S. (2008). Designing research for publication. Thousand Oaks: SAGE Publications. [Call No. H62.H889]
Jackson, G., Lenstrup, M., & Nordic Institute of Asian Studies. (2009). Getting published : A companion for the
humanities and social sciences. Copenhagen, Denmark: NIAS Press. [Call No. PN146.J12]
Kennedy, M. L., & Smith, H. M. (2010). Reading and writing in the academic community (4th ed.). Upper Saddle
River [N.J.]: Prentice Hall. [Call No. PE1478.K36 2010]
3
4. Kirszner, L. G., & Mandell, S. R. (2010). Patterns for college writing : a rhetorical reader and guide (11th ed.).
Boston: Bedford/St. Martins. [Call No. PE1417.P316PC]
Kitchin, R., & Fuller, D. (2005). The academic's guide to publishing. London ; Thousand Oaks, Calif.: SAGE. [Call
No. Z286.S37K62]
Knapp, M. L., Daly, J. A., & International Communication Association. (2004). A guide to publishing in scholarly
communication journals (3rd ed.). Mahwah, N.J.: Lawrence Erlbaum. [Call No. Z286.S37K67]
Lampert, L. D. (2008). Combating student plagiarism : An academic librarian's guide. Oxford: Chandos.
[Call No. Z675.U5L237]
Lathrop, A., & Foss, K. (2000). Student cheating and plagiarism in the internet era : A wake-up call. Englewood,
Colo.: Libraries Unlimited. [Call No. LB3609.L353S]
Lathrop, A., & Foss, K. (2005). Guiding students from cheating and plagiarism to honesty and integrity :
Strategies for change. Westport, CT: Libraries Unlimited. [Call No. LB3609.L353]
Lester, J. D. (2011). Principles of writing research papers (3rd ed.). Boston: Longman. [Call No. LB2369.L642P
2011]
Lillis, T. M., & Curry, M. J. (2010). Academic writing in a global context : the politics and practices of publishing
in English. Milton Park, Abingdon ; New York: Routledge. [Call No. LB1028.L729]
Lipson, C. (2006). Cite right : A quick guide to citation styles--mla, apa, chicago, the sciences, professions, and
more. Chicago: University of Chicago Press. [Call No. PN171.F56L767C]
Lipson, C. (2008). Doing honest work in college : how to prepare citations, avoid plagiarism, and achieve real
academic success (2nd ed.). Chicago: University of Chicago Press. [Call No. PN171.F56L767 2008]
Long, E. C. (2004). Resources for writers with readings (Annotated instructor's ed.). New York:
Pearson/Longman. [Call No. PE1413.L848]
Lunenburg, F. C., & Irby, B. J. (2008). Writing a successful thesis or dissertation : Tips and strategies for students
in the social and behavioral sciences. Thousand Oaks, CA: Corwin Press. [Call No. LB2369.L962]
Macfarlane, R. (2007). Original copy : plagiarism and originality in nineteenth-century literature. Oxford ; New
York: Oxford University Press. [Call No. PR468.P54M143]
Matsumoto, D. R., & American Psychological Association. (2010). Apa handbook of interpersonal
communication. Washington, DC New York: American Psychological Association ; Mouton de Gruyter.
[Call No. HM1166.A639]
Matsumoto, D. R., & American Psychological Association. (2010). Apa handbook of intercultural communication.
Washington, DC New York: American Psychological Association ; Walter de Gruyter.
[Call No. HM1211.A639]
Mayfield, M. (2010). Thinking for yourself : developing critical thinking skills through reading and writing (8th
ed.). Boston, MA: Wadsworth : CENGAGE Learning. [Call No. PE1408.M468 2010]
McCormack, J., & Slaght, J. (2009). English for academic study : extended writing and research skills. [S.l.]:
Garnet Education. [Call No. PE1128.M131]
4
5. Meloy, J. M. (1994). Writing the qualitative dissertation : understanding by doing. Hillsdale, N.J.: L. Erlbaum
Associates. [Call No. LB2369.M528]
Miller, A. B. (2009). Finish your dissertation once and for all! : how to overcome psychological barriers, get
results, and move on with your life (1st ed.). Washington, DC: American Psychological Association.
[Call No. LB2369.M647F]
Miller, P. (2010). Doctoral research in management and business in Singapore: Modern Montessori
International Ltd. [XX(795410.1)]
Moore, K. M., & Cassel, S. L. (2011). Techniques for college writing : the thesis statement and beyond. Boston:
Wadsworth Pub Co. [Call No. LB2369.M822]
Moxley, J. M. (1992). Publish, don't perish : the scholar's guide to academic writing and publishing. Westport,
Conn.: Praeger. [ACRCXHIBIT Z286.S37M937]
Muller, G. H., & Williams, J. A. (2003). Ways in : approaches to reading and writing about literature and film
(2nd ed.). Boston: McGraw-Hill. [Call No. PE1479.C7M958]
Mulvaney, M. K., & Jolliffe, D. A. (2005). Academic writing : genres, samples, and resources. New York: Pearson
Longman. [Call No. PE1408.M961]
Murray, N., & Hughes, G. (2008). Writing up your university assignments and research projects : a practical
handbook. Milton Keynes: Open University Press. [Call No. PN146.M983W]
Murray, R. (2005). Writing for academic journals. Maidenhead ; New York: Open University Press. [Call No.
PN146.M983]
Murray, R., & Moore, S. (2006). The handbook of academic writing : A fresh approach. Maidenhead, England ;
New York: Open University Press. [Call No. PE1408.M983]
Neugeboren, R. H. (2005). The student's guide to writing economics. New York ; London: Routledge.
[Call No. PE1479.E35N484]
Neville, C. (2009). How to improve your assignment results. Maidenhead, England ; New York: Open University
Press. [Call No. LB2369.N523]
Northey, M., & Aderkas, P. v. (2011). Making sense : life sciences : a student's guide to research and writing.
Don Mills, Ont. ; Oxford: Oxford University Press. [Call No. QH304.N874]
Ogden, E. H. (2007). Complete your dissertation or thesis in two semesters or less. Lanham: Rowman &
Littlefield Publishers : Distributed by National Book Network. [Call No. LB2369.G34C]
Oliver, P. (2004). Writing your thesis. London ; Thousand Oaks, Calif.: Sage Publications. [Call No. LB2369.L48]
Palmquist, M. (2010). Joining the conversation : writing in college and beyond. Boston, MA: Bedford/St. Martins.
[Call No. PE1408.P179]
Paltridge, B. (2009). Teaching academic writing : an introduction for teachers of second language writers. Ann
Arbor: University of Michigan Press. [Call No. P301.5.A27T253]
Pecorari, D. (2008). Academic writing and plagiarism : a linguistic analysis. London: Continuum.
[Call No. PN167.P369]
5
6. Peterson, F., & Kesselman-Turkel, J. (2006). The author's handbook. Madison: University of Wisconsin Press.
[Call No. ACRC PN147.P485 2006]
Posner, R. A. (2007). The little book of plagiarism. New York: Pantheon Books. [Call No. K1485.P855]
Pringle, M., & Gonzales, J. (2010). The APA style of documentation : a pocket guide. Boston: Prentice Hall.
[Call No. BF76.8.P957]
Quaratiello, A. R., & Devine, J. (2011). The college student's research companion : Finding, evaluating, and
citing the resources you need to succeed. New York: Neal-Schuman Publishers. [Call No. Z710.Q1 2011]
Roberts, T. S. (2008). Student plagiarism in an online world : Problems and solutions. Hershey, PA: Information
Science Reference. [Call No. PN167.S933]
Rottenberg, A. T., & Winchell, D. H. (2012). Elements of argument : a text and reader (10th edition. ed.). Boston,
MA: Bedford/St. Martins. [Call No. PE1431.R851T 2012]
Rudestam, K. E., & Newton, R. R. (2007). Surviving your dissertation : a comprehensive guide to content and
process (3rd ed.). Los Angeles: SAGE Publications. [Call No. LB2369.R915 2007]
Savage, A., & Mayer, P. (2005). Effective academic writing. Oxford ; New York: Oxford University Press.
[Call No. PE1471.S263 BK.3]
Shields, M. (2010). Essay writing : a student's guide. Los Angeles ; London: SAGE. [Call No. PN4500.S555]
Silvia, P. J. (2007). How to write a lot : a practical guide to productive academic writing (1st ed.). Washington,
DC: American Psychological Association. [Call No. PE1408.S587H]
Single, P. B. (2009). Demystifying dissertation writing : a streamlined process from choice of topic to final text
(1st ed.). Sterling, Va.: Stylus. [Call No. LB2369.S617]
Smith, K., Todd, M. J., & Waldman, J. (2009). Doing your undergraduate social science dissertation. London ;
New York: Routledge. [Call No. LB2369.S653]
Stern, L. (2007). What every student should know about avoiding plagiarism (1st ed.). New York:
Pearson/Longman. [Call No. PN167.S839]
Sutherland-Smith, W. (2008). Plagiarism, the Internet, and student learning : improving academic integrity.
New York: Routledge. [Call No. PN167.S966]
Szuchman, L. T. (2005). Writing with style : APA style made easy (3rd ed.). Belmont, Calif.:
Wadsworth/Thomson Learning. [Call No. BF76.8.S998]
Tognini-Bonelli, E., & Del Lungo Camiciotti, G. (2005). Strategies in academic discourse. Amsterdam ;
Philadelphia: J. Benjamins. [Call No. P302.18.S898 2003]
Tovares, R. D., & Tovares, A. V. (2010). How to write about the media today. Santa Barbara, Calif.: Greenwood.
[Call No. P96.C76T736]
Turabian, K. L. (2007). A manual for writers of research papers, theses, and dissertations : Chicago style for
students and researchers (7th ed.). Chicago: University of Chicago Press. [Call No. LB2369.T929 2007]
Turabian, K. L., Colomb, G. G., & Williams, J. M. (2010). Student's guide to writing college papers (4th ed.).
Chicago: The University of Chicago Press. [Call No. LB2369.T929S]
6
7. Wager, E., Godlee, F., & Jefferson, T. (2002). How to survive peer review. London: BMJ Books.
[Call No. Q225.5.W131]
Wallace, M., & Wray, A. (2006). Critical reading and writing for postgraduates. Thousand Oaks, Calif.: Sage Pub.
[Call No. LB2395.3.W192]
White, F. D., & Billings, S. J. (2011). The well-crafted argument : a guide and reader (4th ed.). Boston, MA:
Wadsworth Cengage Learning. [Call No. PE1431.W584]
Wilhoit, S. (2007). A brief guide to writing from readings (4th ed.). New York: Pearson Longman.
[Call No. PE1408.W678]
Wisker, G. (2009). The undergraduate research handbook. Houndmills, Basingstoke, Hampshire [England] ; New
York: Palgrave Macmillan. [Call No. LB2369.W814]
Yagelski, R., Miller, R. K., & Crouse-Powers, A. J. (2012). The informed argument (8th ed.). Boston, MA: Cengage.
[Call No. PE1417.M649 2012]
Zemach, D. E., & Rumisek, L. A. (2005). Academic writing : from paragraph to essay. Oxford: Macmillan
Education. [Call No. PE1404.Z53]
Notes:
These 114 books come from NTU Library and are on display in ACRC from 19 to 31 March. Please explore the
Library Catalogue (http://opac.ntu.edu.sg) for more titles.
Books are available for loan after the exhibition. To reserve, please fill up the Reservation Forms available at the
ACRC.
For enquiries, please call 67906927.
7