The reasons for making in-text citation;
Identify various styles of in-text citation;
Practice APA style;
Use reporting verbs appropriately; and
Rectify errors in in-text citation.
Unit 3 Emotional Intelligence and Spiritual Intelligence.pdf
Dr. Chandana Kasturiarachchi - Literature Review, Citation & Writing
1. Educational Management
By
Dr. Chandana Kasturiarachchi
Senior Lecturer – Academic Head
(PhD, MPhil, PGDE, Dip. in Eng., B.Sc. Business Admin., Cert. in Leadership, HETC)
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2. Topic - 07
In-text Citation
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3. By the end of the topic, you should be able to:
1. State the reasons for making in-text citation;
2. Identify various styles of in-text citation;
3. Practice APA style;
4. Use reporting verbs appropriately; and
5. Rectify errors in in-text citation.
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4. Activity
What do you mean by In text Citation?
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5. In-text Citation
There are many reasons for doing it.
• A very notable reason is connected to professional ethics.
• As an academician, one of the forefront qualities is academic
honesty.
• If we have borrowed ideas, we cannot claim them to be our
own.
• Otherwise, we run the danger of being accused of
plagiarizing other peoples’ work.
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6. Activity
What do you mean by plagiarizing?
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7. Some examples of plagiarism such as:
(a) Direct copying or rephrasing without
acknowledgement;
(b) Acknowledging the source but using the exact
words without paraphrasing;
(c) Quoting yourself without acknowledging the
source; and
(d) Copying and pasting from websites without
acknowledgement.Dr. C. Kasturiarachchi -chacmb@gmail.com 7
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10. Which one should I use?
•In most universities in our region, we use either the APA or
the MLA. Each style system has its own features.
•There may be institutional preference.
•After choosing, you should use it consistently.
•According to Ridley (2012), there are three referencing
systems namely Harvard, the numerical system and
footnotes and endnotes.
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14. • Every in-text citation, there should be a corresponding reference
entry in the final reference.
• In–text citations document your sources within the body of your
paper. These include two vital pieces of information:
• The author’s name and the year the source material was published.
When quoting a print source, also include in the citation the page
number where the quoted material originally appears.
• The page number follows the year in the in-text citation. Page
numbers are necessary only when content has been directly
quoted, not when it has been summarized or paraphrased.
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15. Activity
What do you mean by End text Citation?
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16. Reasons for Not Doing
In-text Citation
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17. Activity
What are the reasons for not doing In text Citation?
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18. •When do we omit in-text citation?
•One major reason for not citing is because some
information are generally accepted as facts or that
they are so widely known that no one will be
disturbed if the original source is not noted.
•Eg. The sun rises in East, and The Sun sets in West
•1+6= 7
•Shared disciplinary knowledge
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19. Activity
What are the reasons/ Purpose for In-text
Citation?
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20. What are the reasons for In-text Citation
Ridley (2012) Indicated;
Plagiarism has been emphasized.
The second is about discourse community.
When you wish to publish.
Support your claims and arguments.
Your readings for your work.
Enable readers to identify the sources used easily,
The accuracy of the materials used.
Avoiding the tag of plagiarism, which is a serious academic crime.
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21. It's important to cite sources you used in your research for several
reasons:
• To show your reader you've done proper research by listing sources
you used to get your information
• To be a responsible scholar by giving credit to other researchers and
acknowledging their ideas
• To avoid plagiarism by quoting words and ideas used by other
authors
• To allow your reader to track down the sources you used by citing
them accurately in your paper by way of footnotes, a bibliography or
reference list
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22. 1. Attribution serves as a fact-checking tool.
2. Citation makes you a better researcher.
3. Good citation practices make you a better writer.
4. A good bibliography shows off your scientific
knowledge.
5. Careful citation practices will build your
credibility as a scientist or scholar.
6. Citation enables better verification of your work.
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24. Purpose of In-Text Citations:
•Citing within the text of your paper at the point where you
integrate outside information or new ideas, briefly
identifies the source for your audience and enables them to
locate that source easily in your alphabetically-arranged
reference list at the end of your paper.
•Therefore, each in-text citation must appear in your
reference list and each entry in your reference list must
be cited within the text of your paper.
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25. Activity
Give Examples for followings.
Quote.
Paraphrase.
Summarize.
Ideas/ Facts/ Information/ Literature, etc.
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26. What Do You Cite:
•Cite all outside sources whose ideas, theories, or research
influenced your research paper.
Specifically you site those sources that you:
•Quote word-for-word
•Paraphrase - rewrite using your own words
•Summarize ideas - restate the main idea of the source in
your own words
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27. Activity
What do not you Cite?
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28. What Don't You Cite:
•Your original ideas and conclusions.
•Information and ideas that are well-known by your readers
and widely accepted to be true, such as basic biographical
information about Abraham Lincoln or the dates of World
War II.
•Sayings and proverbs such as "the grass is always greener"
or "the way to a man's heart is through his stomach."
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29. What Do You Quote Word for Word:
•Materials directly quoted from another author's work
•Materials form your own previously published work
•Materials replicated from a test item
•Verbatim instructions to participants
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30. Activity
What do NOT included in the references list?
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31. Exceptions: (APA)
•Two kinds of material are cited only in the text and
are NOT included in the references list. These are:
•References to classical religious works, like the
Bible, and
•References to informal personal communications
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32. Activity
According to APA Give examples for the Format
for In-Text Citations.1,2,3,4,5,6……
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33. Format for In-Text Citations: (See APA )
• Use the author-date citation system for citing references within your paper.
• Basic entry is author's last name and year of publication, separated by a comma: (Jones,
2008)
• If there is no author, use the first few words of the reference list entry, usually the "Title" of
the source: ("Autism," 2008)
• When quoting, always provide the author, year, and specific page citation or paragraph
number for nonpaginated materials in the text (Barbara, 2010, p. 243).
• For most citations, the parenthetical reference is placed BEFORE the punctuation:
Magnesium can be effective in treating PMS (Haggerty, 2012).
• If author name or title is used within the text, do NOT list it again within parenthesis. For
example, Haggerty (2012) notes magnesium is effective at relieving some symptoms of
PMS.
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34. In-Text Citations:
•When using APA format, follow the author-date
method of in-text citation.
•This means that the author's last name and the year
of publication for the source should appear in the
text, like, for example, (Jones, 1998).
•One complete reference for each source should
appear in the reference list at the end of the paper.
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36. Direct Quote Example:
•The quote below appears exactly as it does in Joanna Santa
Barbara's article on child-rearing in the Encyclopedia of
Violence Peace and Conflict.
•"Adjusted data from seven U.S. surveys between 1968 and
1994 show a decline in approval of discliplinary spanking
from 94% to 68%, or 26 percentage points in 26 years"
(Barbara, 2010, p. 243).
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38. Paraphrase Example:
•This sentence takes the information above and puts it
into your own words.
•Studies show that Americans are becoming more
critical of the concept of spanking children. Between
1968 and 1994 the so-called “approval rating” of
spanking children dropped from 94% to 68%
(Barbara, 2010).
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40. •Summarize Example:
•The sentence below distills the main idea of the
original information.
•Studies have shown that Americans just don't
approve of spanking like they used to (Barbara,
2010).
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41. Activity
What are the key elements of a Citation?
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42. Citations consist of standard elements, and contain all the
information necessary to identify and track down publications,
including:
• author name(s)
• titles of books, articles, and journals
• date of publication
• page numbers
• volume and issue numbers (for articles)
• How do you do in text citation?????
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46. •Author - R. Langer
•Article Title - New Methods of Drug Delivery
•Source Title - Science
•Volume and issue - Vol 249, issue 4976
•Publication Date - 1990
•Page numbers - 1527-1533
•
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47. Activity
What is APA Parenthetical In-Text Citations?
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48. APA: Parenthetical In-Text Citations
•APA style:
•Parenthetical Citation: (Author Last Name, Year of
Publication)
Example: (Smith, 1988)
•Attribution in text: Author Last Name (Year of
Publication) has argued this point.
Example: Smith (1988) has argued this point.
•Examples: Smith (1988, p. 244) has written that… or
Smith (1988, chap. 5) has written that…
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49. • First mention of the reference: Johnson, Smith, and Brown (1999) agree
that…
Subsequent mention: Johnson et al. (1999) agree that…
• First mention of the reference: (American Medical Association, 2002)
Subsequent mention: (AMA, 2002).
Examples of attribution in the text:
• The recent publication Plagiarism and You (2002) offers some
explanation…
• In “Five Ways to Protect Yourself” (2000) one can find…
• Examples of parenthetical attribution: (Plagiarism and You, 2002) or
(“Five Ways to Protect Yourself,” 2000)
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51. Styles in In-text Citation
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52. Activity
What are the Integral Style and Non Integral
Style related to In-text Citation?
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53. (a) Integral Style
In the case of the integral style, the source acknowledgement is directly worked into the
sentence that conveys the ideas cited.
Example
Kennedy (2016) believes firmly that the action of the masses contribute much
to the 1955 revolution in Algeria.
Example
According to her critics, Oliver (2005) should rethink on her proposal of a
new language policy in Canada.
Example
It was revealed by Lee (2014) in his findings that gender did not have an
influence in mathematics performance in third grade schools in Malaysia.
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54. (b) Non-integral Style
The non-integral style involves the use of parentheses to enclose the last name of the
author and year of publication which are often placed at the end of a sentence.
Example
This example is taken from Chan Swee Heng, Ain Nadzimah Abdullah and
Nurkarimah binti Yusof (2012):
It could be said that anxiety caused by second language learning is unique
and distinctive from other academic anxieties (Tran 2012).
Example
These examples are taken from Mohsen Khedri, Seyed Jamal Ebrahimi and
Chan Swee Heng (2013):
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55. Example
Most studies have focused on either different disciplines
other than what are concerned in the present research,
different rhetorical sections of RA like discussion (Abdi
2002) or conclusion (Abdollahzadeh 2011), or even on
some, not all, types of interactional meta discourse markers.
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57. Activity
What do you mean by short and long quotes
regarding Citation?
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58. (a) Citing Using Direct and Indirect Quotes
Were you aware that quotes can be categorised as long or short in the context
of citation?
How do we know whether it short or long quotes?
Well, as a rule of thumb, any quotation that is free standing with more than
40 words is considered a long quote.
Meanwhile, a short quote is worked into the paragraph of the running text
using a pair of quotation marks to give information about the author, year of
publication and page number.
A long quote is accompanied by similar information, but the quote is placed
in the text as an indented block on its own without any quotation marks.
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60. Use of Indirect Quotes
Sometimes a quote may be taken from the original secondary source
that is referred to. In such a case, the quote is acknowledged by
referring to the quoted source as found in the original secondary
source that has been used.
Example
This example is taken from High Point University Libraries (2016):
Some scholars believe that “schools have failed their primary duty of
Education” (Sipher, 1993, as cited in Jones, 2005, p. 54).
(Sipher, 1993 In Jones, 2005, p. 54).
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61. (b) Citing Yourself
Did you know that there is self-plagiarism if you do not cite
the source material that is written by yourself?
It can be a published or unpublished work.
If it is a published work, you will cite yourself as you would
do so following the convention of citing an author by using
the surname and the year of publication.
(Kasturiarachchi, 2019)
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64. • If you are referring to an unpublished project paper that you have
done, you will also cite yourself in the same way as you would for
other authors in the text, but you will make a note about the nature
of the work in the reference list. For example, your conference
paper presented at a conference (with full details of the
conference) would be entered in the reference list.
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65. (c) Citing a Personal Communication
• Sometimes you may have consulted an expert through e-mail and
you would like to acknowledge such correspondence to give
support to your claim.
• In such an instance, the in-text citation would note the contribution
by the initials and the last name of the author.
• You should also provide the date the communication made such as
the date you sent the e-mail or letter, or the date of the interview
that you had with the person. Let us look at an example.
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66. Example
•John (letter to author, November 17, 2000) noted
misapplication as the source of poor product results.
•Connor (personal interview, March 3, 2001) indicated that
an environmental task force is being established to evaluate
the most pressing problems and strategies for addressing
them
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67. (d) Citing a PowerPoint Presentation
• These days, it is common for PowerPoint presentations or PDF
documents to be posted on the net.
• If the presentation/document is reliable, such as a lecture given by
an expert, you may want to use it as a source material.
• You will cite it in the usual way by using the last name and year if
found.
• Then in the reference, give the full details as shown in the
following example.
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68. Example
• Hallam, A. Duality in consumer theory [PDF document]. Retrieved from
Lecture Notes Online Web site:
http://www.econ.iastate.edu/classes/econ501/Hallam/index.html
• Roberts, K. F. (1998). Federal regulations of chemicals in the environment
[PowerPoint slides]. Retrieved from
http://siri.uvm.edu/ppt/40hrenv/index.html
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69. Activity
What do you mean by End note/s & Foot note/s?
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70. (e) Use of Endnotes and Footnotes
• What is the difference between endnotes and footnotes?
• An endnote is found usually at the end of an article or a chapter in academic
writing.
• These days, it is no longer that “fashionable” to use them in thesis writing as they can be
unwieldly to format.
• Compared to endnotes, probably footnotes that appear at the bottom of a page to
immediately explain or give more information on terms or references made in the text is
more used. They are usually short and precise.
• Both endnotes and footnotes involve the use of numbers written in superscript format
both in the running text and in the notes. Let us look at an example of annotated footnote.
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71. • a
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77. • Reporting verbs are verbs that are used to give information
on the verb forms used that focus on the action of
acknowledging the source material.
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78. • 1
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79. • 1
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81. Activity
What are the structures of Reporting verbs?
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82. 1. Hinds (2016) suggests a revision to Chomsky’s theory of language
acquisition.
Subject + RV + Noun + Adjunct
2. Hinds (2016) proposes that a revision be made in Chomsky’s theory
of language acquisition.
Subject + RV + “that” clause
3. A new proposal was forwarded by Hinds (2016) to counter the
argument of relativity.
Subject + RV (Passive + Agent) + Adjunct
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83. 4. That Moore (2012) was the first person to oppose the
suggestion was noted in the linguistics newsletter.
Subject (“that” clause) + RV (Passive) + Adjunct
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84. Use of Tense of
Reporting Verbs
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85. Activity
What are the tenses used for Reporting verbs,
provide examples?
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86. •There are three main tenses that he or she resorts to namely
the present tense, past tense and present perfect tense
(Ridley, 2012).
•The decision on which tense to use is often governed by
the writer’s view of the action that he or she wants to
report.
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87. (a) Use of the Simple Present Tense When the simple
present tense is used, the reasons for the choice could
be due to several reasons.
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89. (b) Use of the Simple Past Tense
In using the simple past tense, the main reason is to report on something
that has already happened.
Flower and Hayes’ (1980) model showed that…………………….
(c) Use of the Simple Present Perfect
This tense also refers to something that has happened in the past, but its
occurrence can be described as having taken place in the “immediate past”
as compared to the use of the simple past which does not carry this emphasis.
In a recent study, Rosseliiah Bokhari et al. (2015) have revealed
that………………………………
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92. •In doing in-text citations, many micro
errors can happen.
•Most errors occur because you have not
been careful enough in your revision.
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97. Topic 09
By the end of the topic, you should be able to:
1. Describe the relationship between critical
reading and writing;
2. Use strategies to write critically;
3. Apply language signals used in writing; and
4. Do text analysis on the strategies used in
critical writing made by other writers.
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98. • The word “critical” is associated with words like analytical, diagnostic and
detailed.
The complex nature of the writing process
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99. • Critical writing is connected to critical thinking and
reading.
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101. STRATEGIES IN WRITING CRITICALLY
(a) Comparing and contrasting different theories, perspectives, concepts and
terminology from the related literature and indicating the position you are
taking for your own research;
(b) Strategic and selective referencing to support the underpinning arguments
which form the basis of your research;
(c) Synthesizing and reformulating arguments from two or more sources to
create a new or more developed point of view;
(d) Agreeing with, confirming or defending a finding or point of view through
an analysis of its merits and limitations;
(e) Conceding that an existing point of view has some strengths but qualifying
your support of the position by highlighting certain weaknesses; and
(f) Rejecting a point of view and giving reasons for the rejection, such as
inadequacy, lack of evidence or fallacies in the argument search.
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102. Modes/ style/ rhetoric of writing
• Generally, modes of writing refer to the functional purpose that underlies writing.
• Modes of writing refers to how writing can be developed logically to convey ideas.
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103. •Different modes to help you navigate your thoughts and
engage the reader.
•The choice of the mode is determined by purpose.
•The level of criticality - The categories are descriptive,
analytical, critical/evaluative and reflective writing
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104. Four Categories of Modes of Writing at Macro Level
Descriptive writing-
• It is used when you want to give an account of something that is there or has
happened.
• This kind of writing is straight forward as it does not go into analysis or an
argument.
• Critical writing cannot be overdependent on descriptive writing as it will not
help you to present your argument effectively.
• However, descriptive writing in thesis writing is necessary such as when
you want to narrate some historical developments, describe the setting of the
research such as the demographics of the sample population or the steps
taken to carry out a procedure.
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105. Analytical writing –
It is used mainly when the writer wishes to explore
relationships of ideas.
The mode of comparison and contrast is most relevant
under this category of writing
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106. Critical/ evaluative writing –
This type of writing focuses on the conveying of the writer’s
own judgments, solutions, implications or conclusions and
recommendations.
This style of writing is likely to leave the deepest impression on the
reader or the examiner as the writer will write in this manner to
show much of his or her critical thinking and reasoning.
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107. Reflective thinking –
This last category involves review.
The writer will use reflective writing after he or she has reviewed
the steps taken earlier in a research or after the use of some review
procedures to further assess actions that may arise.
This would mean that the writer could narrate his or her learning
and experience from the review carried out.
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108. The Library and Learning Services of the Eastern Institute of Technology in
New Zealand
(a) Descriptive writing answers the question raised by the word
“what” (such as what is this about?);
(b) Analytical writing concentrates on “how” (such as how did it
occur?);
(c) Critical/evaluative writing focuses on “so what” (such as why is
this significant?); and
(d) Reflective writing also answers “what” but the questions raised
deal with a review of the situation after it has happened (such as
what did I notice or realize?).
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110. LANGUAGE SIGNALS USED IN WRITING
To use different expressions, in conveying
comparison and contrast, the writer may use
language signal words.
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118. Questions:
1. What is the mode of writing used in sentences 1 to
4?
2. In sentence 4, how did the writer establish her
credibility?
3. Which sentence implies the writer’s positioning of
her research intentions?
4. What can be a thesis statement of the student’s
work?
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119. Answers:
1. Descriptive.
2. Quoting an authority for definition of a short SMS
text.
3. Sentence 6.
4. Young adults at a university carry out word
formation in SMS texts in a number of ways by ...
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122. Questions:
1. What is the main purpose of above piece of writing?
2. Which phrase signals a summary of the data?
3. What is the purpose of showing the data display?
4. What is the dominant mode of writing?
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123. Answers:
1. To discuss data
2. All in all
3. To show authenticity of the research
4. Critical/evaluative
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125. By the end of the topic, you should be able to:
1. Explain the importance of meta discourse to
foreground writer’s voice;
2. Use appropriate interactional meta discourse to
foreground writer’s voice; and
3. Apply evidentials
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126. •To write a successful literature review (LR), you need
to engage your readers?
•Write down your personal opinion in a logical
manner using appropriate connectors.
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127. THE IMPORTANCE OF METADISCOURSE USE
TO FOREGROUND WRITER’S VOICE
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128. Activity
Explain, What do you mean by Metadiscourse?
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129. • Metadiscourse can be defined as discourse about discourse.
• when you write, you not only put down your ideas which is the
content of your writing but you would also comment or evaluate on
the ideas.
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130. • Writers provide the informational content and
• The second is where writers impose their persona or voice by
commenting or interpreting on the given proposition.
• The second dimension is known as the metadiscourse level.
• Metadiscourse is a term that is used in philosophy to denote a
discussion about a discussion, as opposed to a simple discussion
about a given topic.
• The term metadiscourse is also used in writing to describe a word
or phrase that comments on what is in the sentence, usually as an
introductory adverbial clause.
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131. Many researchers and teachers find it to be
a conceptually rich and analytically powerful
idea, it is not without difficulties of definition,
categorization and analysis.
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133. Metadiscourse can be categorized into two broad
domains namely
•Interactive/ Textual metadiscourse
•Interpersonal / Interactional metadiscourse
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136. (a) Interactive or Textual Metadiscoure
As seen in the above Table the function of interactive or textual metadiscoure is to
guide the readers through the text.
Under the interactive dimension, there are several subcategories such as transition
markers, frame markers, endophoric markers, evidentials and code glosses.
(b) Interactional or Interpersonal Metadiscourse
The second domain of metadiscourse as outlined in Hyland’s model is the
interactional metadiscourse.
The interactional dimension is used to convey the writers’ emotions or reactions
to the propositional content and to build a personal rapport with the readers.
Under this dimension, there are several subcategories which are hedges, boosters,
attitude markers, engagement markers and self mentions.
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137. Activity
Explain, USE OF EVIDENTIALS in academic writing
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138. USE OF EVIDENTIALS
•Evidentials are essential elements in
academic writing as their appropriate use
not only lend credence to the writer but
also enhances the persuasiveness of the
text.
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139. •Read the paragraphs and identify if it shows “Writer
Voice in the Background (WVB)” “Unattributed
Assertions followed by Support from Citations
(UASC)” or “Making Explicit Connections between
Citations (MECC)”.
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140. Zellig Harris (1959) defined metadiscourse as a means of
“understanding language in use” and how it is used by writers
and speakers to “guide a receiver’s perception of a text’
(Hyland, 2005, p. 3). To Williams (1981, p. 212) metadiscourse is
“writing about writing”. Vande-Kopple (1985, p. 83), on the
other hand, defines metadiscourse as the “linguistic material”
which signals the presence of the author but does not add
propositional information to the content. This notion is also held
by Crismore et al. (1993, p. 40) who adds that metadiscourse
helps the listener and reader to “organise, interpret and
evaluate the information given”.
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141. A “move” can be defined as “a discoursal or rhetorical unit that
performs a coherent communicative function in a written or
spoken discourse” (Swales, 2004, p. 228). On the other hand,
Bhatia (1993) sees a move as the cognitive structure of a
particular message. Additionally, Holmes (1997) opines that a
move is a schematic structure which constrains the choice of
content in a text.
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142. Studies on Linguistic Landscape (LL) have also been extended
to the Asian region. Backhaus (2003) examined the multilingual
signs in Tokyo, giving special attention to the difference
between the official and non-official multilingual signs.
Huebner (2006) investigated the LLs of Bangkok
neighbourhoods in terms of language contact, language mixing
and language dominance. Closer to home, Chan and Tan (2011)
compared the shop signs use between the old and commercial
areas of an urban town in Malaysia.
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144. Topic 10
By the end of the topic, you should be able to:
1. Choose the appropriate data presentation;
2. Relate literature review to discussion;
3. Use hedges to connect between literature
review and discussion; and
4. Apply transitions in the discussion section.
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146. Activity
Explain, how do present data when writing
literature review chapter of your thesis report?
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147. •Some people present a results chapter followed by a
discussion chapter.
•Others choose to integrate the results and discussion into
a singular effort.
•It would be good to read some theses to see how it is
done.
•Choose a style that would work for you in the sense of
clarity.
•If your study is quantitative in approach, it may work
well to present all the results first and then only follow up
with a discussion chapter.
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148. Alternatively, the integrated approach
could work well with the results being
discussed as they are presented.
A basic organisation pattern is to follow
the order of the research questions.
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150. Activity
Explain, LR is an ongoing process.
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151. (a) LR is an ongoing process. There are always new developments and
you should keep abreast with current writings that are relevant to
your field. (Before commencing and till to finish)
(b) From your data, you may realize that you need to add more
literature in order for you to engage in a more meaningful discussion
of your data.
(c) You may have to change the focus of your research question
because of the data collected. As a result, you need additional
information for your LR chapter to show your understanding of the
related issues.
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152. • 1
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153. The Guided Process to
Making Connections
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154. Activity
Explain, the process to making connections
in academic writing.
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155. • It begins with having to summarise your major findings and using a
matrix to record the information and others to make the connection.
• The matrix can help you to plan and organise your data discussion,
thus making your job easier.
• Write in the matrix only what you consider the more important
findings. As a writer, you make decisions on how you would want to
priorities your discussion of the findings.
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156. THE LANGUAGE OF HEDGING
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157. Hedges
• Hedges are an important feature of writing and are used for several
purposes. It is said that they occur most often in the results and
discussion section in thesis writing.
• An important feature of academic writing is the concept of
cautious language, often called "hedging" or "vague language.
• In relation to LR, hedges are used often to show acknowledgment
of a source and also tentativeness in relation to a claim in order to
be polite.
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160. Activity
Explain, why do you use transition words
in academic writing?
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161. • In writing, a transition is a word or phrase that connects one idea
to another. This connection can occur within a paragraph or
between paragraphs.
• Transitions are used to show how sentences or paragraphs are
related to each other and how they relate to the overall theme of
the paper. we use transitions to help the reader to engage with the
text smoothly.
• In other words, it indicates good organization so that the reader at
the end of the reading is convinced about your work.
• You choose the right transitions so that the ideas are not vague or
troubled
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162. LOGICAL RELATIONSHIP TRANSITIONAL EXPRESSION
Similarity also, in the same way, just as … so too, likewise, similarly
Exception/Contrast but, however, in spite of, on the one hand … on the other
hand, nevertheless, nonetheless, notwithstanding, in
contrast, on the contrary, still, yet
Sequence/Order first, second, third, … next, then, finally
Time after, afterward, at last, before, currently, during, earlier,
immediately, later, meanwhile, now, recently,
simultaneously, subsequently, then
Example for example, for instance, namely, specifically, to illustrate
Emphasis even, indeed, in fact, of course, truly
Place/Position above, adjacent, below, beyond, here, in front, in back,
nearby, there
Cause and Effect accordingly, consequently, hence, so, therefore, thus
Additional Support or Evidence additionally, again, also, and, as well, besides, equally
important, further, furthermore, in addition, moreover,
then
Conclusion/Summary finally, in a word, in brief, briefly, in conclusion, in the end,
in the final analysis, on the whole, thus, to conclude, to
summarize, in sum, to sum up, in summary
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164. Topic 11
By the end of the topic, you should be able to:
1. Summarise the purposes of literature review as a
standalone unit;
2. Map an outline of literature review; and
3. Correct errors connected with literature review.
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165. PURPOSES OF LITERATURE REVIEW AS
A STAND ALONE UNIT
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166. (a) Introduce the key issues which underlie your research;
(b) Support the key issues by referring to current and major findings
related to your research;
(c) Point out the debate that surrounds your research intentions;
(d) Critically review related theories, models and previous studies;
(e) Indicate strengths and weaknesses of the materials reviewed;
(f) Describe the gaps that exist from your critique of the literature; and
(g) Survey relevant methodologies that can be used or adapted for your
own study.
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170. • 1
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171. whichever style that you choose to organize your LR
materials may depend on the methodology or design
used for the study.
As long as the reader is able to follow the writing
easily, whichever style used should not be a problem.
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172. ERRORS IN WRITING THE
LITERATURE REVIEW
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173. Activity
What are the errors in writing the literature
review?
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