Academic Writing and Referencing for IoE Students

Sarah Purcells.purcell@worc.ac.uk

askalibrarian@worc.ac.uk

What does it mean to write academically?Quoting, paraphrasing and summarisingThe role of note takingThe Reference ListCommon questions…and some answers

In the next hour….

What Tutors Want

• Quality not quantity• Purpose and authority• Consistency in referencing format• Clear and concise!

Transparency: making sure your reader can distinguish between your

voice and the voices of other authors.Identity of source = an in-text reference which shows where you have got that information from.

Content of source = report the content accurately (i.e. you must understand what you have read and not distort its meaning) AND present in such a way that you tell your reader how to interpret the content. Be careful with your reporting verbs:

‘suggests’ (level of possibility) ‘argues’ (greater commitment, defence – possible contentious point)

Source of language = quote or paraphrase, but avoid patchwriting (Pecorari 2013).

Paraphrasing: “to encapsulate an idea in language which is both grammatically correct and [academic], without distorting the meaning of the original” (Pecorari 2013: p.70).

Patchwriting: quotes stitched together – student does not understand the content well enough to be able to paraphrase.

Using sources in your work

• The sources you use should have a purpose – you have selected, read and cited them for a reason.

• Some sources are better than others, in relation to authority and purpose.

• Avoid overuse of quotes. (Sources are unlikely to match exactly the topic you are writing about, so you often have to paraphrase to show relevance and understanding.)

So…why do we cite and reference?• To show what we have read (identity)• To provide relevant support for our ideas and

responses (content)• To create a discussion, and acknowledge work

already done on that topic (academic writing)• To ensure transparency in our academic

writing… using the conventions of Harvard• Ultimately – show that you are ‘reading for a

degree’!

Further reading: Godfrey, J. (2013) How to use your reading in your essays. 2nd edition. Basingstoke, Palgrave Macmillan. (pp.2-4)

Quoting

• Always ask yourself why you are using the quote. Is it relevant enough to directly quote?

• Set the context and include a comment – demonstrate transparency and relevance

• Harvard in-text reference? Author, date, page number if available. Use “quotation marks”.

To give a definition, or when the author’s own words express a fact or idea clearly and concisely without needing to rewrite.

Quoting: examplesMoyles (2001: p.11) states that embedding the ideals of educational theorists and psychologists in practice may be “inappropriate or unrealisable” either “logistically, pragmatically or culturally”.

Kohn (1993) as cited by Pound (2011: p.95) claims that there exists “irrefutable evidence that people who are trying to earn a reward end up doing a poorer job…than people who are not”.

Department for Education (2012) Developing a new vision for the early years. [Online] Available from: http://www.education.gov.uk/childrenandyoungpeople/earlylearningandchildcare/developing/a0074569/developing-a-new-vision-for-the-early-years [Accessed 23 November 2013].

Moyles, J. (2001) Just for fun? The child as active learner and meaning maker. In: Collins, J., Insley, K. & Solar, J. (eds.) Developing pedagogy: researching practice. London, Paul Chapman, pp. 11-25.

The Department for Education (2012: online) define their collaboration with early years experts to develop their vision as “co-production”.

ParaphrasingRestating what you have read in your own way allows you to: • Go through a mental process that helps you to understand and

think about what you have read in a more independent way• Express the information and ideas from sources in your own

style of thinking and writing so that you can integrate them smoothly into your argument and essay

• [support your argument effectively]• Show your tutor that you have understood what you have read

and how you have used it to develop your knowledge and ideas

Godfrey (2013: p.37)

Further reading: Godfrey, J. (2013) How to use your reading in your essays. 2nd edition. Basingstoke, Palgrave Macmillan. (pp.37-44)

What do paraphrases look like?• Less complex, and more like your own style of

writing. Your understanding – your ‘voice’.• Don’t paraphrase directly from source. Read

section/chapter, turn over/close, write.• Rewritten to emphasise the points of

relevance to your essay• Shorter than the original• In-text reference is author, date• No page number

Paraphrasing: examplesSmith (2008) claims that bouncy balls are fun.

However bouncy balls can be dangerous, as highlighted by Smith (2008), in his case study on how to play safely with spherical toys.

A bouncy ball can be made in a variety of colours, which has the effect of making the user very happy (Smith 2008).

Education Scotland (2010) Dylan Wiliam: Formative Assessment. [Online] Available from: http://www.journeytoexcellence.org.uk/videos/expertspeakers/formativeassessmentdylanwiliam.asp [Accessed 23 November 2013].

Smith, A. (2008) All about bouncy balls. 9th edition. Roundoak, Balls Matter.

Dylan Wiliam describes the benefits of formative assessment, including checking student learning, teacher reflection and improvements to practice (Education Scotland 2010).

Summarising• Expressing the main point (s) of a source

clearly – objective and balanced.• Similar to paraphrasing, but using a longer

piece of text or whole source.• Use for providing evidence, or to give an

overview of different authors who support a particular opinion.

• Overviews can be useful for setting the scene.

• ‘Reference reminder phrases’ e.g.The Salamanca Statement (UNESCO 1994) was a catalyst… The Salamanca Statement was the outcome… It set out five proclaimed beliefs: … As Gardner et al. (1996: p.97) point out… They suggest…

• Same author, same year, different sources e.g.Norwich (2002a)…Norwich (2002b)

• Three or more authors e.g. Wearmouth et al. (2005)

• End of the sentence e.g.In this example we make our point then offer a citation for support (Wearmouth et al. 2005).

• Reporting verbsArgued, proposed, accepts, stated, identified, point out, go on to highlight, suggests, report, discuss, emphasise, found that, recognises that, present, reminds us, reject

Important Announcement“Reading for a degree”

improves your subject knowledge Enables you to search for literature more

effectively e.g. Summon field searching expands your academic vocabulary get used to academic styles of writing and

how referencing supports this You cannot create a discussion

(paraphrasing) without regular reading and reflection

Good note creation and reflection on your reading is

critical for good paraphrasing and

summarising.

Godfrey (2013: pp.24-27): five steps for making notes

1) Make notes with purpose. Read before creating notes. Know what you want to get out of that source.

2) Write down the reference details at the start of your notes. 3) Make notes on your reading. Be accurate and have a system.

Include page numbers for other people’s ideas.4) Review your notes. Compare with the essay title. Reorganise,

identify gaps.5) Write a short reflection based on your notes. This can be an

informal summary of what you have learned from your reading. This will consolidate your ideas and help you to develop your ideas, paraphrases and structure. Where are the links between reading, what is your angle?

Links between textsIdeas to focus on, gaps to addressEssay structureTopic sentences and paragraphsSearch terms and keywords

The reference list• Follow the Harvard Guide http

://libguides.worc.ac.uk/harvard • A-Z order by author, with a space between each

reference. That’s it!• Author, date and title • Journals and Edited Books: or, one part of a whole• Is it a report? Is it an inquiry? No…? It just might be a

webpage! PDF example – digging to find the date• Organisation, report number, place and publisher are

not always needed for online documents, PDFs and reports. If you have one or more, use it. If not, don’t.

Reference List

Ball, S. J. (2013) The education debate. [e-book] 2nd edition. Bristol, Policy Press. Available from: Dawson Era [Accessed 3 December 2013].

Godfrey, J. (2013) How to use your reading in your essays. 2nd edition. Basingstoke, Palgrave Macmillan.

Humphrey, N. (2012) Self-esteem in the classroom. In: Armstrong, D. & Squires, G. (eds.) Contemporary issues in special educational needs: considering the whole child. Maidenhead, McGraw-Hill/Open University Press, pp.74-84.

Pecorari, D. (2013) Teaching to avoid plagiarism: how to promote good source use. Maidenhead, McGraw-Hill/Open University Press.

Schmeinck, D. (2013) ‘They are like us’ – teaching about Europe through the eyes of children. Education 3-13. [Online] 41 (4), 398-409. Available from: Taylor & Francis Online [Accessed 3 December 2013].

Vermes, S. (2006) What is meant by synthetic phonics? And what impact will The Rose Report have on our teaching of reading before formal school age? [Online] Available from: http://www.tactyc.org.uk/pdfs/Reflection-vermes.pdf [Accessed 3 December 2013].

Summary

• Academic writing: transparency is essential• Citing and referencing helps to achieve transparency• You have to read widely and regularly (not straight

to Google two weeks before the assignment is due )

• Good notes and reflection on reading aids good paraphrasing and summarising of ideas

• In-text citations are almost always: author (year)• Reference List – use the Harvard guide