The document provides guidance on using the Harvard referencing style. It discusses (1) the importance of referencing to acknowledge sources and avoid plagiarism, (2) the key components of references such as author name, date, title, and publisher, (3) how to cite sources in-text using the author-date format, and (4) how to construct a reference list with complete bibliographic information for different source types including books, journals, and electronic sources.
This presentation is useful for all who are preparing their projects in colleges. This presentation helps you in giving proper reference of data source.
This presentation is useful for all who are preparing their projects in colleges. This presentation helps you in giving proper reference of data source.
This presentation aims at providing key aspects of referencing, citing, plagiarism, referencing styles (esp. the Harvard style), and reference management software.
Any question that we want answered and any assumption or assertion that we want to challenge or investigate can become a research problem or a research topic for our study
This presentation aims at providing key aspects of referencing, citing, plagiarism, referencing styles (esp. the Harvard style), and reference management software.
Any question that we want answered and any assumption or assertion that we want to challenge or investigate can become a research problem or a research topic for our study
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.
All about Academic Referencing - why, when & how to referenceSarah Sloan
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.
Student Referencing: Scholarly Sources
Unit 424 Referencing For Research Paper
Referencing For Plagiarism
Consequences Of Referencing
Advantages And Disadvantages Of APA Writing Style
The Importance of Citation in Academic Writing
Frame Of Reference Essay
Citation and Harvard Referencing Format
Harvard Referencing System
Referencing Resilience
Harvard Referencing Guide
Harvard Referencing Guide
Essay and referencing
Social Referencing Development
13
Research and Persuasive Essay
Unit Three
Front Range Community College
ENG 122 Spring 2014
Caroline Daniel, Instructor
Table of Contents
Essay assignment ………………………………………………………………………………. 3
Tips for The Beast ………………………………………………………………………………. 6
Topics ………………………………………………………………………………………………… 8
Calendars ……………………………………………………………………………………………. 11
Essay Assignment - Research and Persuasive Essay Paper “The Beast”
This assignment will consist of each step in the writing process.
Brainstorming Due: ________________________________________________________
Outlining Due: ______________________________________________________________
Working Thesis Statement Due: __________________________________________
Argument Proposal Due: __________________________________________________
Portfolio/Annotated Bibliography Due: _________________________________
Rough Draft #1 Due: _______________________________________________________
Rough Draft #2 Due: _______________________________________________________
Conference Date and Time: _______________________________________________
Final Draft Due: December 8, 2014
Assignment: write a 10-page persuasive research paper on the topic of your choice. Your task is to present your opinion on an issue or problem in such a way that your presentation reveals your understanding and attempt to convince others of its efficacy. Unlike argument, the persuasive essay requires an audience, which will consist of your classmates and instructor. The Research and Persuasive Essay (RPE) calls upon the skills of analysis and synthesis, i.e. “breaking” the larger issue into smaller components and incorporating opinions and evidence from sources into your own argument. You will also be using the skills of paraphrasing, summarizing and quoting sources to substantiate and support your position. The subject must be controversial: this assignment requires you to take a position and defend it, and you must be able to address the opposition, i.e., the refutation.
Organization: The essay must follow the classical arrangement of persuasive discourse. Use this guideline while preparing your outline:
1. Introduction
Remain neutral
Remain general, no specific points
Generate reader interest
Avoid overuse of sources in the introduction
2. Background
Give overview of differing opinions
Define terms (if relevant)
Provide history (if relevant)
Provide overview of interest groups
Establish credibility or authority
Introduce thesis
3. Confirmation
Your points (1 idea or point per paragraph)
Support opinion with evidence and facts from sources
Comment on how sources prove or illustrate your position
Avoid using source material, especially quotations, as topic or transitional sentences
Think about transitional words and devices that will move the argument forward seamlessly and fluidly
3. Refutation
Identify opposition by name or title (A.C.L.U., the Catholic Church)
Fairly and acc.
Paper 5 Argumentative Research PaperThe research proposal shoul.docxalfred4lewis58146
Paper 5: Argumentative Research Paper
The research proposal should allow you to understand the complexities of a topic that you feel is worth further exploration. Now you’ll use that research to write a thoughtful and persuasive final paper.
As the culminating paper of this course, the argumentative research paper is your chance to pull together all of your learning over the course of the semester. Now that you’ve learned how to appreciate rhetorical strategies, summarize and analyze others’ ideas, transfer concepts into new situations, and write evidence-based paragraphs, this paper is your chance to use all of those skills to persuade other people to take a stand on the issue or to change their stand on that issue. You should present a clearly arguable thesis, backed by credible, sufficient and fully analyzed evidence.
Key Features of a Researched Argument
1. A clear and arguable position. At the heart of every argument is a claim with which people may reasonably disagree. Some claims are not arguable because they’re completely subjective, matters of taste or opinion, because they are a matter of fact, or because they are based on belief or faith. To be arguable, a position must reflect one of at least two points of view, making reasoned argument necessary.
2. Necessary background information. Sometimes we need to provide some background on a topic we are arguing so that readers can understand what is being argued.
3. Good reasons. By itself, a position does not make an argument; the argument comes when a writer offers reasons to back the position up.
4. Convincing evidence. It’s one thing to give reasons for your position. You then need to offer evidence for your reasons. The evidence you use to support your argument will come from the sources you have selected through research.
5. A trustworthy tone. Arguments can stand or fall on the way readers perceive the writer. Very simply, readers need to trust the person who’s making the argument. One way of winning this trust is by demonstrating that you know what you’re talking about. There are numerous ways to establish tone. In this paper you will establish tone through quality writing and proving to your reader that you have done thorough research.
6. Careful consideration of other positions. No matter how reasonable and careful we are in arguing positions, others may disagree or offer counterarguments or hold other positions. We need to consider those other views and to acknowledge and, if possible, refute them in our written arguments.
Guidelines
The essay should
· be 7-10 pages.
· include an accurate MLA heading (student name, instructor name, course, and date) and header (student last name and page number).
· include a title that captures the spirit of its content.
· use 1” margins and Times New Roman 12-point font, with double-spacing throughout.
· include an accurate MLA Works Cited entry.
Dates and Deadlines
Wed., Jul.
CHAPTER6RESEARCHLEARNING OBJECTIVES• Describe the importan.docxtiffanyd4
CHAPTER
6
RESEARCH
LEARNING OBJECTIVES
• Describe the importance of responsible research choices
• Outline an effective, efficient research strategy
• Create search terms for focused online searches
• Gather relevant research materials
• Discover the note-taking approach that works best for you
• Evaluate the credibility and usefulness of different sources
• Effectively organize research materials and choose the most useful ones
• Correctly cite your sourcesCHAPTER OUTLINE
• Introduction: Becoming an Expert
• Researching Responsibly
• The Research Process
• How to Conduct an Online Search
• Gathering Your Materials
• Reading Your Materials and Taking Notes
• Evaluating Sources
• Revising Your Claims
• Organizing Your Research Information
• Choosing the Sources for Your Speech
• Citing Your Sources and Avoiding Plagiarism
• Getting Help from a Research Expert
Robert and Dixie have been assigned to speak on either side of an issue, a kind of “pros and cons” format. They chose home schooling as their issue. each has a general position on it (Dixie is in favor, and Robert against) but they admit they just don't know that much about it. So what now? How do they become well enough informed to give a speech on the topic? Where should they even start? How can you keep track of your research? Do you have cite it?Overview
Research is necessary for an effective public speech. This chapter will help you make responsible, well-crafted, and carefully executed research choices. First, we will help you figure out what you already know and translate that knowledge into a research strategy. Next, we will provide some concrete tips on where to go for research (including other people as well as the Internet and the library), how to design a good search query for search engines and databases, and how to narrow your search. After that, we will address what you need to do once you have collected your research material, including how to read through it, take notes, and evaluate which sources are worthwhile. Finally, we will deal with how to use your research process to refine your arguments, choose and organize your quotations, and give proper credit for the sources you use in your speech.
MindTap®
Start with a warm-up activity about Stephanie's speech, and review the chapter's Learning Objectives.INTRODUCTION: BECOMING AN EXPERT
Researching, composing, and delivering an effective public speech requires you to acquire some expertise on your topic. You don't have to be the kind of expert who can produce original facts, figures, and data and publish groundbreaking work regarding your topic. But you do need to become enough of an expert on your topic to translate the research that you have done to an audience that may not have the same background or comfort with concepts and terminology that you have developed in your research. On your topic, you are the expert for your audience's purposes. You should cultivate enough expertise on your topic to bring new insights to .
Developing Master’s-Level Writing SkillsNurses are busy. Man.docxlynettearnold46882
Developing Master’s-Level Writing Skills
Nurses are busy. Many develop habits that help them work quickly: writing in short-hand on the job or in text message abbreviations in everyday life. When starting a Master’s program, however, nursing students must use scholarly writing or academic writing. The objective of academic writing, which has a high level of rigor and a specific structure, is to provide clear, concise insights and to support them with evidence. The transition from short hand or casual writing to scholarly writing requires using the five-paragraph essay format.
The Five-Paragraph Essay Format
The five-paragraph essay format is a classic structure used for building an essay and is helpful in organizing and developing ideas.
The basic five-paragraph essay contains the following:
· One introductory paragraph to introduce the topic and a thesis statement
· Three body paragraphs that support, defend, and develop the topic of the essay
· One concluding paragraph to summarize and synthesize the information provided on the topic
The body paragraphs can be expanded for a more robust discussion. Please review the American Psychological Association’s (APA) style manual for further guidance in paragraph and sentence development.
Planning Your Paragraphs With the “MEAL Plan”
Presenting information to your reader in a clear and concise manner requires writing organized and effective paragraphs. Paragraphing is a core skill in building paraphrase that convey mastery of your academic writing abilities. Students at Duke University are encouraged to think of a paragraph as a complete MEAL that includes a Main idea, Evidence, Analysis, and a Link. Understanding the MEAL Plan will provide you with an effective strategy to ensure each paragraph contains a main idea, evidence to support the idea, analysis of evidence, and a link of the information to what already exists and to the next topic in the discussion.
M – The Main Idea
Every paragraph should have one main idea. If you find that your paragraphs have more than one main idea, separate your paragraphs so that each has only one main point. The idea behind a paragraph is to introduce an idea and expand on it. If you veer off into a new topic, begin a new paragraph.
E – Evidence (or Examples)
Your main idea needs support, either in the form of evidence that buttresses your argument or examples that explain your idea. If you don’t have any evidence or examples to support your main idea, your idea may not be strong enough to warrant a complete paragraph. In this case, re-evaluate your idea and see whether you need even to keep it in the paper.
A – Analysis
Analysis is the heart of academic writing. While your readers want to see evidence or examples of your idea, the real “meat” of your idea is your interpretation of your evidence or examples: how you break them apart, compare them to other ideas, use them to build a persuasive case, demonstrate their strengths or weaknesses, and so on. Analysis i.
Final Exam Evaluation Rubric
0 1 2 3 4
Score
0-4
The Final Exam is evaluated on a 4-point scale where 1 = D and 4 = A.
An exam that does not achieve the benchmarks in Level 1 or is plagiarized will earn 0 points or an F.
Purpose and
Requirements
Demonstrates no
attention to the purpose
and requirements of
assignment.
Demonstrates minimal
attention to the purpose
and requirements of
assignment.
Demonstrates awareness
of purpose and
requirements of
assignment.
Demonstrates solid
understanding of the
purpose of the assignment
and a clear focus on the
assignment’s task(s).
Demonstrates a thorough
understanding of purpose of the
assignment that is responsive to
the assigned task(s) and focuses
all elements of the exam.
Content
Development
Does not use concepts
learned in course to
answer exam questions.
Employs information and
concepts from the course
but few are appropriate
and relevant and their
development or
application is limited.
Employs appropriate and
relevant information and
concepts from the course
but their development or
application is limited.
Employs appropriate and
relevant information and
concepts from the course
and their development or
application is consistent
throughout the exam.
Employs appropriate and
relevant information and
concepts from the course and
their development or
application is exemplary
throughout the exam and
indicates mastery of course
content.
College-Level
Writing
Conventions
Demonstrates no
attempt to use a
consistent system for
basic organization,
presentation, and
documentation.
Attempts to use a
consistent system for basic
organization, presentation,
and documentation.
Follows conventions
appropriate to college-
level writing for basic
organization,
presentation, and
documentation.
Demonstrates consistent
use of important
conventions of college-level
writing regarding
organization, presentation,
style, and documentation.
Demonstrates detailed attention
to and successful execution of
conventions of college-level
writing including organization,
presentation, formatting, style,
and documentation.
Control of
Syntax and
Mechanics
Uses language that
obstructs meaning
because of errors in
usage or imprecision.
Uses language that
sometimes impedes
meaning because of errors
in usage or imprecision.
Uses language that often
conveys meaning to
readers, although writing
may include some
grammatical or
mechanical errors.
Uses straightforward
language that conveys
meaning to readers clearly.
The writing has few
grammatical or mechanical
errors.
Uses graceful language that
skillfully communicates meaning
to readers with clarity and
fluency and is virtually error-
free.
Sources and
Evidence
Demonstrates no
attempt to use sources
to support ideas.
Demonstrates an attempt
to use sources in support
of some ideas.
Demonstrates
inconsistent use of
relevant sour ...
Literature Review: Development and Peer ReviewSpelman College
This rather informal document guides writers through the research and writing process for literature reviews. Content also includes a peer review, if instructors have made the literature review a major assignment. Ideal review questions for any summary writing context.
99The word research has many meanings ranging from visions.docxevonnehoggarth79783
99
The word research has many meanings ranging from visions of scien-
tists working in labs to students reading piles of articles and books.
The primary focus of this chapter is on students’ process of research
and incorporating that research into academic writing. An important
concept related to research is that it is a process, not a single action.
The process includes the following:
●● Developing a research plan
●● Finding research related to a topic
●● Evaluating the credibility of sources
●● Taking notes
●● Integrating the research into your writing
Knowing this process allows students to allocate their research
time accordingly. Let’s dig into the research process and explore
what’s available to you at the Kaplan University library.
T ypes of ReseaRch
Before beginning the research process, it is important to identify and
understand the two major types of research: primary and second-
ary. Primary research involves using firsthand sources for informa-
tion, where the material comes directly from an expert, researcher, or
writer. Primary research is the most credible type of research because
the information is original, and you, the researcher, will be the one
chapteR 11
ReseaRch
caRolYn steVenson
100 Rese aRching, oUTlining, and cR af Ting yoUR essay
to gather and analyze the information. Examples of primary research
include interviews, surveys, originally authored articles, witness
reports, and court records. If you write a research paper that includes
an interview with an expert in the field, the paper is considered pri-
mary research.
Conversely, secondary research involves using information that
relies on primary research. Referencing someone else’s work (which
is based on a primary source) is secondary research. Examples of sec-
ondary research include citing statistics gathered by a university or
organization, referring to an individual’s quote found in a periodical
article or popular media, and book reviews or critiques. Table 11.1
notes common sources for the two types of research.
Table 11.1 T ypes of ReseaRch
PRIMARY RESEARCH SECONDARY RESEARCH
�
Original writing References to others’ work
Witnesses Items found in popular media
Diaries Journal articles that reference others’ work
Interviews Newspaper articles that reference others’ work
Surveys Data results quoted in another source
Fieldwork Book reviews or critiques
Court records
You can use both types of research, primary and secondary, in
your writing; the variety of using both types of sources adds valid-
ity and depth to the paper. You determine the need for either type of
research in your research plan.
101Rese aRch
developing a ReseaRch plan
Developing a research plan is the first phase in the research process.
A well-organized research plan provides a “road map” for the journey
of researching and writing. Taking time at the beginning of the proj-
ect assists in providing an organized structure n.
By Stacey Bridges, Charles Banaszewski, Seanan Kelly, Renee WoTawnaDelatorrejs
By Stacey Bridges, Charles Banaszewski, Seanan Kelly, Renee Wozniak, & June Maul
A researcher must able to make
an argument with the support of
academic literature and without
personal bias.
Argumentation
Essential Questions
1. What is an academic argument?
2. How are inductive and deductive reasoning used in a dissertation?
3. How is argumentation used in a dissertation?
4. How should doctoral learners evaluate the arguments of the articles they read?
5. When should doctoral learners start working on their literature review?
Introduction
Many doctoral learners enter a program with great enthusiasm and a passion for a topic of personal interest.
Novice researchers choose a topic for personal reasons; they have a desire to correct something perceived as
requiring signi�cant improvement. For instance, a novice researcher may want to �x the educational system,
change discriminatory practices, or initiate new policies. Passion and personal attachment can lead doctoral
learners to argue that their issue deserves to be addressed, and they are the person to take on that
responsibility. What they discover is that their original topic does not lend itself to becoming a feasible
research project.
There are many reasons why a project cannot move past the initial stage. The primary reason is that the
doctoral learner cannot support the argument for the project with academic literature. As doctoral learners
become more adept at locating, reading, and analyzing peer-reviewed, empirical research articles, they
become increasingly cognizant of the �aws in their thinking about the initial research ideas. Delving into the
research on a topic may reveal that the idea has already been addressed by the research of another. In this
case, reading research allowed the learner to con�rm or deny the original concern or answer the personal
question. Other learners may �nd that the topics of interest are too broad or too narrow. For these learners,
focusing the topic will often lead to a feasible study. In the worst-case scenario, learners invest in a topic not
relevant to the degree. This becomes time wasted, as it is vital that the dissertation topic is aligned to the
degree program of the learner.
The most important and most challenging aspect of being a researcher is being able to make an argument
with the support of academic literature and without personal bias. The discovery process can be �lled with
numerous unknowns that can cause inexperienced
researchers to become preoccupied with meaningless
endeavors. A quality researcher develops the ability to survey
the literature, identify potential problem spaces, and then
make a concise argument that can be supported with existing
academic research.
The Grand Canyon University (GCU) doctoral learner will be required to develop a proposal that is the �rst
three chapters of the dissertation. In this document, Chapter 2 has multiple functions. It introduces the need
for the study, ...
Similar to Harvard Referencing: The Complete Guide for Citation (20)
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In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
2. Session include…
The why of referencing – the academic rationale for
referencing and principles underpinning the practice
The when of referencing – when to reference, and
when it is not necessary
The how of referencing
3. What is referencing?
It is an expected academic practice that students will refer to
(or cite) the sources of ideas, data and other evidence in
written assignments.
“Referencing is the practice of acknowledging in your
own writing the intellectual work of others; work that
has been presented in some way into the public
domain”.
4. Education needs ideas, arguments
and perspectives to thrive
But these have to be tested rigorously and subjected to
the critical scrutiny of others.
This is done by researching, preparing and presenting
work to the public domain.
5. Referencing is, then, about respecting and
honouring the hard work of writers and
commentators – by acknowledging them
in your assignments
6. How it helps you ?
Referencing can also help you to find your own voice in
assignments,
By helping you write essays and reports that project or
reflect the way you see or perceive things.
Evidence presented and correctly referenced supports
and strengthens your opinions – and converts them
into arguments.
7. But why it is boring
But despite all these worthy reasons
Many students find referencing a pain, a mechanistic
chore and a complete bore.
8. Why do I need to provide
references in my work?
To demonstrate that you have read widely and deeply.
To enable the reader to locate where you obtained each quote or idea.
To show anyone who reads your work that you understand the topic and
can demonstrate your own thoughts on this.
By providing the original source you are acknowledging that you have read
the work and recognise the original author(s) ideas.
9. You must include a reference
every time you:
(i) use someone else’s ideas in your own words,
(ii) summarise someone else’s ideas,
(iii) quote someone else’s words, and
(iv) reproduce a diagram, table, graph or chart from
someone else’s work.
10. Academic Honesty
Failing to reference appropriately could result in your
assessors thinking you are guilty of plagiarism
The act of using somebody else's work or ideas as
your own.
Plagiarism is defined by De Montfort University Student
Regulations as
“The significant use by a student of other
people’s work and the submission of it as though it were
his or her own”
11. The ‘Golden Rule’ of referencing is to give
the reader enough information to help
them easily and quickly find the source
you have cited.
If they wanted to look at your source
and check it for themselves, could they
find it easily with the information you
have supplied?
Golden Rule
13. Tracing the origin of ideas
Academic study involves not just presenting and describing ideas,
But also being aware of where they came from, who developed them,
why and when.
The ‘when’ is particularly important.
Ideas, models, theories and practices originate from somewhere and
someone.
These are often shaped by the social norms and practices prevailing at
the time and place of their origin and the student in higher education
needs to be aware of these influences.
14. As a student
Students as they progress through their
studies
become more aware that ideas
presented by authors are not infallible
simply because they are printed,
and they learn that the best marks are
gained by challenging ideas,
looking for flaws in arguments and for
exceptions to the rule.
All you can do,
sometimes, is to
reference a source;
a source that is
immediately relevant
to your assignment
and particular
argument and one
that appears to be
reliable and valid
In relation to the
arguments presented
by you.
15. Students
become
more aware,
as Penrose
and Geisler
(1994)
observe,
that
Authors present knowledge
in the form of claims.
Knowledge claims can
conflict.
Knowledge claims can be
tested.
This testing is part of the
student’s role in higher
education, particularly at
postgraduate level.
16. But you have at the
centre, your own
position, your
own place in the
scheme of things;
your point of view.
Building a web of
ideas
The past connects with the present and
has an impact on the future.
Knowledge connects and spreads
You build carefully engineered
connections between ideas.
You advance an argument in one section,
but then counter it with another threaded
and connected group of ideas, each
supported by its own referenced
evidence.
As you build your argument in an
assignment, it is rather like a spider
building its web.
17. Finding your own voice
Many students when they enter higher education are
confused about a gap they perceive between the
conventions of academic writing, and the need to make
their own points in essays.
18. In written assignments, many of your tutors will expect
you to write in an ‘academic way’, which includes
distancing yourself somewhat from the subject, using
a third person style of writing, and referencing to
support the ideas you present
19. Most lecturers would agree that that their role is to
encourage you to develop your own opinions and to
formulate your own arguments, while remaining open-
minded and objective.
In this way, academic knowledge is advanced as
students begin to challenge or adapt existing ideas,
theories and practices.
20. Referencing, in this situation is the means to
help to build your own personal web
of arguments and to give credibility
to the information you present in
assignments
21. You may have to write in a way that
is not ‘you’, in terms of writing style,
However, the perspective you take, the idea you present
and the conclusion you reach can all be your choice;
referencing helps this process.
The selection of evidence to support your own perspectives
is subjective – and is an important way for you to find your
own credible voice in higher education.
22. Validity of arguments
o To be taken seriously, you must present valid evidence in assignments
o This is done by the presentation of reliable evidence, usually in the
form of facts, definitions, statistics and other data that has an
appeal to the intelligence of a particular audience.
o Ensure you are using ideas from the past in a way that is relevant or
original to the assignment topic under discussion.
o Do not assume tutors have read everything on the subject;
o They may be unfamiliar with the work you cite, so may need to check
it themselves.
23. Spreading knowledge
Referencing also presents an opportunity for the
tutor and other readers to advance their own
knowledge.
It gives them the possibility of tracing the sources
you cite and using the same evidence for their own
purposes.
Once you start following up sources in
bibliographies, it can open up a fascinating trail
of knowledge.
24. Influences
Tutors will be also interested in your list of
references or bibliography
To identify which Authors or sources have
been influential in moulding or shaping
the direction taken by you in your
research.
25. Marking criteria
The selection of relevant evidence and accurate referencing is an
important element in the marking of assignments, particularly at
postgraduate level.
Accurate referencing can often make the difference between a
pass, a credit or a distinction.
Accurate referencing is also a tangible demonstration
• to your tutor of your research,
• intellectual integrity and
• the care you have taken in preparing to write the assignment.
28. Choosing sources
The important thing is to choose reliable sources
that give credence, authority and support to the
ideas and arguments that you present.
Your tutor will suggest a range of reliable sources,
and this will be your starting point,
But you will also be expected to look beyond the
recommended reading and
Search out relevant information for yourself.
29. Four main sets of questions
There are four main sets of questions (see Table 3.2) you
can ask of any source, concerning:
1 Relevance and bias
2 Currency
3 Accuracy
4 Coverage.
32. When to reference: six scenarios
1. To give the reader the source of tables,
statistics, diagrams, photographs and
other illustrations included in your
assignment
2. When describing or discussing a theory,
model or practice associated with a
particular writer (this links specifically to
the next two items)
3. To give weight or credibility to an
argument supported by you in your
assignment
33. When to reference: six scenarios
4. When giving emphasis to a particular theory,
model or practice that has found a measure of
agreement and support among commentators
5. To inform the reader of sources of direct
quotations or definitions in your assignment
6. When paraphrasing another person’s work,
which is outside the realm of common
knowledge, and that you feel is particularly
significant or likely to be a subject of debate.
This can also include definitions.
34. When you do not need to
reference
1. When presenting historical overviews
2. When presenting your own experiences
3. In conclusions, when you are repeating ideas
previously referenced
4. When summarizing what is regarded as
‘common knowledge
35. In general, plagiarism is one of a number of practices
deemed by universities to constitute cheating, or in
university-speak: ‘a lack of academic integrity’.
Plagiarism?
36. • Collusion without official approval between two or more
students, with the result that identical, or near identical work, is
presented by all those involved
• Falsification – where content of assignments, e.g. statistics, has
been invented or falsely presented by a student as their own work
• Replication – where a student submits the same, or very similar
piece of work, on more than one occasion to gain academic credit
• Taking unauthorized notes into an examination
• Obtaining an unauthorized copy of an examination paper
• Communication with other students in an examination in order to
help, or be helped, with answers
• Impersonation of another person in an examination
37. Three main forms of plagiarism
1 Copying another person’s work, including the work of
another student (with or without their consent), and claiming
or pretending it is your own
2 Presenting arguments that use a blend of your own and a
significant percentage of copied words of the original author
without acknowledging the source
3 Paraphrasing another person’s work, but not giving due
acknowledgement to the original writer or organization
publishing the writing, including Internet sites.
38. Most common reasons cited by
students for cheating
• To get a better grade: 59 per cent
• Because of laziness or bad time management: 54 per
cent
• Because of easy access to material via the Internet: 40
per cent
• Because they did not understand the rules: 29 per
cent
• Because ‘it happens unconsciously’: 29 per cent
(Dordoy 2002).
39. How to avoid plagiarism
• Attempt to summarize or restate another person’s
work, theories or ideas and give acknowledgement to
that person.
This is usually done by citing your sources and
presenting a list of references
• By always using quotation marks (or indenting
lengthy quotations in your text) to distinguish between
the actual words of the writer and your own words.
Once again, you should cite all sources and present full
details of these in your list of references.
40. What referencing systems are
currently used in institutions
1. The author–date (Harvard) style
2. The British Standard Running-notes numerical style, including the
Modern Humanities Research Association (MHRA) variant on this
3. The British Standard Numeric style, and the variants on this presented
by the International Committee of Medical Journal Editors
(commonly known as the ‘Vancouver’ style), and by the Institute of
Electrical and Electronic Engineers (IEEE)
4. The American Psychological Association (APA) style
5. The Modern Languages Association (MLA) style.
41. Citation styles
Various citation styles exist.
They convey the same information, only the presentation
of that information differs.
Most style guides fall into two commonly used systems:
• Author-date system (e.g. Harvard);
• Numeric system (e.g. Vancouver, MLA, IEEE).
Whichever system you use, it is important that you are
consistent in its application.
42. For Business and Management
Author–date (Harvard) and
Athor–page (MLA) styles
were consistently linked by
respondents with
Business and management studies
43. Pros of Harvard style
• Most useful when all sources are printed, and these
have one or more designated authors
• Easy to follow the chronological progress of a
particular debate
• Easy to add or subtract in-text citations and references
(particularly useful for last minute assignments!)
• Easy to learn; easy to teach
• Familiar – recognizable from many book and journal
articles
• No distraction from the text to look at footnotes or
endnotes.
44. Cons of Harvard style
• Less useful when citing and referencing sources without
authors and/or dates, and particularly Internet references
• Awkward for citing television, radio and other audio-
visual sources
• Long-winded for citing secondary sources
• In-text citations are normally counted in assignments
on most degree courses, as the student takes ‘ownership’
of evidence cited. This can add significantly to the word
count.
46. This is intended
to provide you
with advice on
How to use
the Harvard
(author-date)
system
In Harvard (author-date)
system
You supply the author’s name
and the date of publication of
the document referred to within
the text.
In order to find out more about
the document a reader can
simply look up the author’s
name in the reference list
47. Harvard reference system
The origins of the system are not clear although it is not
thought to be directly related to Harvard University.
The Harvard reference system has seven key components.
1. Author’s name and initials,
2. Date of publication,
3. Title,
4. Journal name,
5. Publisher,
6. Place of publication and
7. edition.
48. The Basics- Name & Date system
Citations (i.e. quotations or references to sources that you use to
support your arguments)
written in the main body of your assignment by giving/citing the
author‟s family/surname followed by the date of the source in
brackets i.e. Brown (2010).
Reference list
You will need to provide a complete list of all the citations that
you use in the body of your assignment at the end of your work.
49. References and bibliographies
References are the items you have read and specifically
referred to (or cited) in your assignment.
A bibliography is a list of everything you read in
preparation for writing an assignment.
A bibliography will, therefore, normally contain sources
that you have cited and those you found to be influential
but decided not to cite.
A bibliography can give a tutor an overview of which
authors have influenced your ideas and arguments
even if you do not specifically refer to them.
50. 1 Book (one or more authors)
• Start your full reference with the last name of the
author so it connects with the citation, then give initials
of writer
• Followed by year of publication
• Followed by title of book: in italics or underlined
• Finally, the place of publication and
51. Referencing journal articles
• Start with the last name of the author of the article and
initials of author
• Year of publication
• Title of article (this can go in inverted commas, if
wished)
• Name of the journal or magazine (in italics or
underlined)
• Volume number and part number (if applicable) and
page number
52. Example of referencing an
electronic source
In-text citation: (Dixons Group 2004)
Reference:
DIXONS GROUP PLC (2004). Company report: profile.
[Accessed online from Financial Analysis Made Easy
(FAME) database], 13 Dec. 2005.
Note: If access to the database is password protected,
there is no point in giving a URL address.
Web addresses are given if access to the source is freely
accessible to others.