Arts Style Guide

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Faculty of Arts

Assignment Preparation and

Style Guide


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The Faculty of Arts Assignment Preparation and Style Guide is available from theAr ts Student Support Centre on yourcampus, from theArts Off icein Warrnambool, or from http://www.deakin.edu.au/arts/student_resources.php .

Published by Deakin University, Geelong, Victoria 3217, Australia.

Produced by the Faculty of Arts, Deakin University.

Deakin University 2004Revised February 2006

Deakin University CRICOS Provider Code: 00113B (VIC), 02414F (NSW)


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Contents

1 Study techniques ..................................................................................................................... 1

Time management..................................................................................................................... 1

Effective learning strategies....................................................................................................... 1Further help...............................................................................................................................2

Arts course advisers...........................................................................................................................................2Division of Student Life.......................................................................................................................................2

2 Essay wr it ing ........................................................................................................................... 4

Essay-writing steps....................................................................................................................4

How to begin..............................................................................................................................5

Understanding the question....................................................................................................... 6

Planning your essay..................................................................................................................6

Inclusive language.....................................................................................................................7Introductions and conclusions ................................................................................................... 8

Quoting......................................................................................................................................8

Polish your work........................................................................................................................9

3 Reports and other forms o f wri ting ...................................................................................... 11

What is a report?.....................................................................................................................11Purpose of a report...........................................................................................................................................11

Structure of written reports...................................................................................................... 12Cover................................................................................................................................................................12

Synopsis or executive summary.......................................................................................................................12Contents page...................................................................................................................................................12Introduction.......................................................................................................................................................12 Body..................................................................................................................................................................12 Conclusions......................................................................................................................................................12Recommendations............................................................................................................................................12References........................................................................................................................................................12Appendices.......................................................................................................................................................12

Further information..................................................................................................................13

Structure and style of oral reports............................................................................................13

Introduction.......................................................................................................................................................13 Body..................................................................................................................................................................13 Supporting material...........................................................................................................................................13Conclusion........................................................................................................................................................13

Preparing a report....................................................................................................................13Research...........................................................................................................................................................14 Plan...................................................................................................................................................................14 Write..................................................................................................................................................................14 Revise...............................................................................................................................................................14 Rehearse..........................................................................................................................................................14


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4 Assignment submission ....................................................................................................... 15Type your essay................................................................................................................................................15

Always keep a copy of your assignment...........................................................................................................155 Referencing ............................................................................................................................ 16

Why bother referencing?......................................................................................................... 16

Explanatory notes and appendices..........................................................................................16

Elements of a reference...........................................................................................................16

Print sources............................................................................................................................17Harvard system.................................................................................................................................................17Oxford system...................................................................................................................................................18

Electronic sources...................................................................................................................20

Web-based material..........................................................................................................................................20Electronic journals or newspaper articles.........................................................................................................21Electronic journals or newspaper articles in a database...................................................................................22CD-ROMs.........................................................................................................................................................22Electronic books................................................................................................................................................24Emails as personal communications.................................................................................................................24Online forums or discussion groups..................................................................................................................24A word of warning.............................................................................................................................................25Further information............................................................................................................................................25

Study materials........................................................................................................................25

Study Guides....................................................................................................................................................25Readers............................................................................................................................................................25Lectures............................................................................................................................................................26

Specialised sources................................................................................................................. 26Government publications..................................................................................................................................26Parliamentary debates......................................................................................................................................26Parliamentary publications................................................................................................................................26Conference papers...........................................................................................................................................27Films, recordings, radio and television programs, and software.......................................................................27Works of art.......................................................................................................................................................28

Further notes on referencing................................................................................................... 28Abbreviations....................................................................................................................................................28Arrangement of family names...........................................................................................................................28Articles in edited collections..............................................................................................................................29Italics.................................................................................................................................................................29 Material cited from a secondary source............................................................................................................29Multiple authorship............................................................................................................................................29Multiple works by one author............................................................................................................................29Personal communications.................................................................................................................................30Place of publication...........................................................................................................................................30Titles within titles...............................................................................................................................................30Undated work....................................................................................................................................................30


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6 Plagiarism and col lusion ...................................................................................................... 31

Plagiarism................................................................................................................................ 31

Collusion..................................................................................................................................31

Avoiding plagiarism..................................................................................................................32

7 Academic wr it ing sty le .......................................................................................................... 34Good writing principles............................................................................................................34

Academic style........................................................................................................................34Sentences.........................................................................................................................................................35 Active and passive voice...................................................................................................................................35Paragraphs.......................................................................................................................................................35Colloquialisms and clichs................................................................................................................................35Verbosity...........................................................................................................................................................36 Agreement of tenses.........................................................................................................................................36

Spelling and meaning.............................................................................................................. 36

Common errors in punctuation................................................................................................. 37Colons and semi-colons....................................................................................................................................37The apostrophe.................................................................................................................................................37

8 References and fur ther reading............................................................................................ 39

References.............................................................................................................................. 39

Further reading........................................................................................................................40


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FACULTY OF ARTS - ASSIGNMENT PREPARATION AND STYLE GUIDE

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1 Study techniques

University study is concerned with thinking, coming to terms with key concepts and theories

and learning to apply these in your own fields of investigation. Although your tutors andlecturers are there to help, you will have to work quite independently.

Time management

Time management is a major problem facing Arts students. Although most students spendrelatively little time in the classroom, they have a lot of material to get through on their own.

It may help to:

Take a look at your week and try to work out how you are going to budget your time so thatyou can get through your study and still have room for work, family, sporting and socialactivities.

Try to devise a timetable that takes account of these competing demands. Make time to do your most demanding study early in the day if you are at your best in the

morning. If you cant think straight before midday, it is no use setting aside a morning towrite a crucial essay.

Look at your timetable each week and see what adjustments you need to make. Be specific about what you hope to achieve and break large tasks down so that the goals

you set yourself are realistic.

Effective learning strategies

The Unit Guide, printed course materials and the online learning environment for your unit inDeakin Studies Online (DSO) are designed to help you structure your study. These resourcestell you what you should be reading and why, and will direct you to the major questions youshould be addressing. You will need to use what you have learnt in these preliminary steps tocomplete the independent work involved in preparing your set assignments.

Always read with a purpose. Using the contents page and the index of a text to direct you tothe section that will be most useful. Read with a pen in your hand. While photocopying andunderlining may seem easier, taking notes will ensure that you actually process the materialyou are reading. If you keep those notes accessible they may also save you work when youneed to refer to the book in the future. Ensure that you record details of the text you arereading (author/editor, full title, publisher, place, date and page numbers) for later reference.

Taking notes in lectures or discussions serves a similar purpose. It ensures that you areactually grasping the substance of what the lecturer is saying. A summary of key points in thelecturers argument, and brief notes about the evidence on which this argument is based, willbe far more useful than a verbatim account that you will have to digest later.

Questions arising from your reading or lectures should be raised at tutorials. This is where

students should do the thinking and discussing, with the tutor acting mainly as a resourceperson. You are all learning together, so read the required material and come prepared to


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Deakin University www.deakin.edu.au/arts 2 of 40

participate. You will gain little of value by not completing the required material before youattend. The tutorial is not a mini-lecture; it is an opportunity for you to participate. There is astrong correlation between tutorial participation and success.

Further help

A guide such as this can only touch briefly on the ways in which you can make the most ofyour time at University. If you want to read more, a useful guide is Making the Most of your ArtsDegree: A Guide for Students in Humanities and Social Sciences by John Clanchy, BrigidBallard and others (1994). Another very useful book to consult is theHandbook of StudentSkills by one of our Faculty staff members, Neil Burdess (1998). Chapter 1 is about gettingorganised and chapters 2 and 3 look at what to do before, during and after lectures andtutorials.

Ar ts course adv isers

The Faculty of Arts has a strong interest in your welfare. Let your tutors or enrolment officersknow if you are having problems. All Faculty of Arts students are encouraged to contact courseenrolment officers or course advisers. They will assist in planning your course of study toensure it meets your particular needs and satisfies all course requirements.

You can directly contact the Arts course advisers for your campus:

Campus Phone Email

Melbourne(03) 924 43909(03) 924 43910 [email protected]

Geelong(03) 522 73387(03) 522 73379

[email protected]

Warrnambool (03) 556 33314 [email protected]

Off campus/Distance Education

(03) 522 73379(03) 522 72477

[email protected]

Division of Student LifeThe Division of Student Lifes academic skills advisers offer classes in academic skills, essaywriting and English at the start of both semesters and exam preparation classes nearexamination time. Students can also make appointments to see academic skills advisersindividually by phoning the Division of Student Life:

Campus Phone Web

Melbourne (03) 924 46300

Geelong (03) 522 71221

Warrnambool (03) 556 33256

www.deakin.edu.au/studentlife


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Off-campus students are welcome to attend these classes or consult the Academic Skills webpages at: www.deakin.edu.au/studentlife/academic_skills/ .

Other staff in the Division of Student Life can help you in various ways. They can help you withstudy, personal, health, access, employment and career issues whether you are on or off-campus. Phone the above numbers, visit www.deakin.edu.au/studentlife, or visit the on-campus office for full details of services to assist you.

Try not to wait until there is a crisis before taking advantage of the support services availableto you. However, if a crisis does occur, seek support as soon as possible. Please call thenumbers above and ask for an appointment.


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2 Essay wri ting

Writing an academic essay can be quite daunting. Students are often tempted to procrastinate,

thinking that they can complete a satisfactory draft the night before the due date. These last-minute efforts are easily detected. What follows here are some useful hints on writing essays,although the advice on planning and preparation applies to any form of academic writing.While essays are the most common form of writing in the Faculty of Arts, not all assignmentsare in essay form. You should read instructions for assignments carefully and follow the formrequired. The next section contains some advice on writing reports.

In most academic disciplines in the Faculty of Arts, writing is primarily a means ofcommunicating ideas persuasively rather than a means of expressing personal opinions andemotions. The essential purpose of the essay is to present an informed view.

To achieve this purpose, an essay should: present its contentions clearly and systematically carefully select and summarise evidence to support a balanced argument analyse the documented evidence draw considered conclusions from it.You may also find it helpful to read about essay-writing techniques in books such as EssayWriting for Studentsby John Clanchy and Brigid Ballard (1997) and Student Writers Handbookby Douglas Bate and Peter Sharpe (1990).

Also available is aDeakin University booklet by Dennis Farrugia, Ros Gilchrist, Margaret

Kumar, Ruth Lee and Harvey Broadstock called Essay Writing: Understanding the Process,available from the Division of Student Life for $5.00.

The Academic Skills Advisers have produced a video called Essay Writing Made Easy.Multiple copies are available for loan in the Deakin Library.

You can also find material at:

www.deakin.edu.au/studentlife/academic_skills

Essay-writing steps

Here are some steps you should follow in writing your essay:

Choose a topic that appeals to you.

Select a topic that will hold your interest and is worthy of in-depth study. There willgenerally be a choice of topics unless the teaching staff want you to address a centralconcept in the course or practise a particular technique of interpreting evidence.

Know what your assessors are looking for.

Assessors are always looking for evidence that students understand the field they areworking in. Ensure that you have read the literature set in your unit of study, have applieda critical eye to this work, and constructed your own analysis of the material.


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In particular, assessors will note:

whether you have fully comprehended the point at issue and have kept to the topic whether you have argued an idea within a concise word limit your ability to present thoughts reflectively and critically, and to support them with

evidence (as opposed to making unsupported, negative or destructive comments) your ability to offer an original, imaginative and fresh approach to a topic above all, your ability to argue your views coherently and logically, and to document your

evidence in a manner consistent with the conventions of the discipline.

How to begin

Take a long, careful look at the question. Usually it will have a number of parts, and you maybe asked to not merely regurgitate information or write a descriptive piece, but to critically

analysethe material you are reading.

To examine the material critically means to evaluate the various theories according to theevidence available. It does not mean condemning something but being judicious in youracceptance or otherwise of it.

The references set for an essay are an indication of the direction your lecturer has set out foryou to follow. The references will cover the material you need to read in order to answer thequestion. Read as much material as you can on the topic, gradually constructing in your minda plan of how you aim to tackle the question.

Here are some tips: If no references are specified, use the relevant sections of your study guide to find out

what you need to read.

While you are reading the references and summarising the evidence, record your thoughtsabout the issues raised as well. This will then help you with the next task, which is to planthe essay.

If you are unable to make a start once you have read the relevant material, you shouldcontact your tutor to discuss the question and possible approaches to it.

Do not wait until the deadline is looming before seeking assistance.


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Understanding the question

Questions often contain a descriptive element, an analytical element, and an element solicitingyour own views. The terms used in the question will direct you to the type of response

required. Some common terms are:

Summarise: to give a concise account of the main points in your own words.

Describe: to detail the main points or characteristics in your own words withoutinterpreting the information. This is seldom all that is required in anessay.

Explain: to make the meaning of a concept clear, or present an interpretation ofcauses and effects (e.g. of a social or historical phenomenon).

Examine: to investigate or research a topic.

Justify: to show adequate grounds for decisions or conclusions.

Discuss: to present a point of view using descriptions and interpretation, withevidence to support your argument.

Contrast: to examine two or more approaches with a view to emphasising thedifferences between them.

Compare: to discuss the similarities and differences between two approaches orphenomena. Analyse: to examine critically so as to highlight the most

important components.Evaluate: to study and assess the topic and make a judgment.

Critically evaluate: to make a judgment through a discussion of evidence.

Planning your essay

Essays need to be planned in order to answer the questions set. When you read yourreferences, take notes in a way that makes it easy to sort the material into a structure. Forinstance, always make a note of the page number for each quotation or idea you get from your

reading, and record the bibliographical details of each reference as you go. Use subheadingswhere necessary, and start a new paragraph for each quotation or idea to help you scan andsort your notes later.

When you have finished reading each reference, make a note of the authors general position.All writers, no matter how much they claim to be objective, write from their own particularperspectives. There is no such thing as truly objective or value-free knowledge. Knowledge isconstructed by people who are influenced by the times in which they live and their own politicaland social theories. You will need to understand this wider context when you critically examinean authors work.


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When taking notes, do not just record information that supports your own viewpoint. You willneed to acknowledge and discuss evidence and arguments that run counter to your position,and to argue your case rather than just make assertions.

Some students find that they work better with a plan; some do not. Try working with a plan andsee whether it is a method that suits you. Make sure you allow space to answer all aspectsofthe question, or you will lose crucial marks. Allot a certain number of words to each part,including the introduction and conclusion. If possible, discuss your plan with your lecturer ortutor.

When you are planning your essay, it may be worth numbering the main points you aremaking, and the sub-sections of each point. You might, for example, have point 1, with sub-sections A, B and C, then point 2 with sub-sections A and B. This makes it possible to codeyour notes to fit your evidence and quotations into the plan of the essay.

If all your references are handy and you have plenty of time, another method is to read overthe material without taking notes until you are ready to develop your ideas into a plan. Numbereach point in your plan, as above. Then go back to your references and take notes accordingto your plan. That way you dont take unnecessary notes and you can write your first draftstraight from your notes.

Inclusive language

Think carefully about the language you are using. Language helps us to construct our worldand it creates our picture of social reality. Aim for accuracy and precision in language, and

make your language inclusive.

All Australian universities now have policies that outlaw discriminatory language in academicwriting. You must ensure you dont include such language in your work. The fifth edition of theAustralian Government Style Manual defines discriminatory language in this way: languageuse is discriminatory when it makes people invisible; when it excludes them or highlights onlyone characteristic to the exclusion of other, often more relevant ones; when it stereotypespeople; treats people asymmetrically; and denigrates or insults people. (Style Manual, 1994,p.122).

Some clear instances of such language are statements that are obviously racist, sexist,

homophobic or denigrating to people with disabilities or those suffering from certain medicalconditions, such as people who are HIV-positive. Discriminatory language can also be indirect,such as when writers use denigrating suffixes (such as -ess or -ette), unnecessarilyemphasise a persons physical appearance, or use the passive voice when referring to non-dominant social groups (Style Manual1994, pp. 1234).


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Copies of the Universitys bookletInclusive Language Guidelines can be obtained from theEquity and Equal Opportunity Office:

Campus Phone Web

Melbourne (03) 924 46231Geelong (03) 522 72671

Warrnambool (03) 556 33346

www.deakin.edu.au/hrs/eeo/eeo_program.php

A section in the sixth edition of the Australian Government Publishing ServicesStyle Manualfor Authors Editors and Printers contains a comprehensive discussion of inclusivecommunication (Style Manual2002, pp. 4862).

Introductions and conclusions

Your introduction is best written once you know what your argument is going to be, or after youhave written your essay. Your introduction should state what you are going to do in the essay.You should refer to all parts of the question and indicate your argument.

In your conclusion, you should summarise what you have done in the essay, once againreferring to all parts of the question. Restate your main argument and provide a thoughtful finalcomment. Read essay-writing guides for sample introductions and conclusions. These arecrucial parts of your essay, so dont leave them out.

Quoting

Use quotations sparingly. When taking notes, make sure you record quotations in the exactwords used in the source text, and note the page numbers correctly.

Do not quote in italics (unless they appear as such in the text, or unless you are emphasisingsomething in which case, write italics mine in brackets after the quote to indicate that theitalics are not part of the original).

Short quotations (those of less than three lines) can be run into the existing text (withquotation marks), but longer quotations should be indented as a separate paragraph (without

quotation marks). Either way, you should introduce each quotation so that it fits in with thesurrounding text.

It would notbe correct, for example, to write:

Joan of Arc was not beautiful: I was no beauty.

But you could write:

Joan herself said: I was no beauty.

Joan commented that she was no beauty.


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In this case, however, it might be best not to quote at all, as the quote is not particularlysignificant.

It would be better to write:

Joan herself commented that she was no beauty.

Only quote if there is a real point to it: to illustrate or provide evidence for a point you aremaking as a point of reference; or if the language used is colourful or persuasive. In manycases, it is better to put the ideas in your own words, with appropriate acknowledgment to theauthor.

If you want to quote two sentences from a passage and omit the material in between, use anellipsis (...) to mark the sections deleted. If quoting a small segment of text creates problems ofinterpretation, it is acceptable to make minimal changes to the text and enclose the newmaterial in square brackets.

Take, for example, the passage:

Public opinion has drifted away from the major parties. In successive elections, theircombined vote has fallen to around 70 per cent.

If you wanted to quote the second sentence only, you could amend it to read:

In successive elections, [the major parties] combined vote has fallen to around 70 percent.

It is also acceptable to add material in square brackets to clarify terms such as here, there,now or recently, or to make minor amendments to remedy the fit between the grammar of thequotation and the surrounding sentence.

Square brackets are also used with sic to indicate a peculiarity or error in the original text. Forexample:

In the letter he protested, I thought you were a firend [sic] of mine.

Polish your work

Once you have drafted your written piece according to the plan you have made, go back over

it, revise it and proofread it carefully. Look for repetitions, instances where you have borrowedtoo liberally from the texts you read, and instances where paragraphs do not link neatly. Checkthat you have only introduced one idea in each paragraph and always link your paragraphslogically in the development of your argument. If necessary, prune your first draft to fit the wordlimit.

Read your assignment very carefully, looking for grammatical, spelling or typographical errors.An excessive number of errors annoys the reader, and such sloppy work is likely to be markeddown. Do not rely solely on a spelling checker if you are writing on a word processor. It can tellyou if a word is spelt incorrectly, but not if it is the correct word to use. Even grammar checkerswill often fail to highlight mistakes.


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It is always best to print your work out and read it over in hard copy before you submit it, asstructural problems are harder to detect when you can only see a small fraction of the text onyour computer screen.

Tips for reviewing your work:

It sometimes helps to have a friend read over your work. If you are using visual material, ask yourself whether it is necessary and relevant. Does it

strengthen the argument or only add colour? Like superfluous quotations, visual materialcan be a distraction.

Do your introduction and conclusion match your argument? If not, make the necessarychanges.

Once you have revised the piece of writing, ensure that all your references and yourbibliography are correct. Refer to one of the systems described on pp. 1631 of this Guidethen apply the system preferred by the discipline for which you are writing the essay. Be

consistent!

Many of you will not have had recent experience in writing essays of the kind required foruniversity work. You may wish to discuss with your tutor or lecturer the option of submitting anoutline or plan of your essay for criticism and comment before submitting the essay formarking. If your tutor or lecturer is willing to give you this kind of feedback, you should submityour outline in plenty of time for it to be read and returned to you before the assignment duedate.


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3 Reports and other forms of writing

The academic essay is the most common form of writing required in the Faculty of Arts. There

are, however, other forms of writing used in various disciplines within the Faculty: reports,hypertexts, websites, contributions to online discussions, media releases, literary reviews andliterature reviews, news articles and journal articles, annotated bibliographies, seminarpresentations, creative pieces and the exegesis which might accompany a creative work suchas a film or a novel.

You may be asked to present a report, either as an individual piece of work or the product of acollaborative task. The form of report required will usually be quite specific to a particulardiscipline, and differ from one unit to another. For example, a report in Politics is likely to reflectthe characteristics of Government Reports and this, of course, is entirely different to anewspaper report or newspaper article. You should be informed and guided by the context of

the area of study within which you are operating, and by the information in the Unit Guide.

When you are given specific advice on the format required for reports in your discipline, pleasefollow it; however, this general information may be useful.

What is a report?

Reports differ from essays in that they focus on presenting information objectively rather thanpresent a coherently argued view on a topic. The term report can also refer to written or oralreportsor presentations.

Purpose of a report

The purpose of a report is:

to convey information or ideas sometimes, to make recommendations.A report should be:

Clear- easy to understand. Concise- as long as it needs to be and no longer.

Complete- include all the necessary information. Correct!


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Structure of written reports

This is a brief outline of the typical elements of a written report.

Cover

Would usually align with a corporate image and include:

title of report addressee (who its written for) author, company, (Unit Code), date.Synopsis or executive summary

Summary of report, recommendations.

Contents page

Shows the organisation of the report and reflects the headings used.

Introduction

Presents an outline of context, scope, purpose and summarises the main points.

Body

Contains information arranged with clear headings, organised, for example, with a numbering

system.

Conclusions

Sums up main points.

Recommendations

States what should be done.

ReferencesLists resources used rather than presenting a full bibliography of works consulted.

Appendices

Contains supporting data (e.g. large tables, charts).


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Further information

Further information on report writing and examples of an Executive Summary, Introduction,Recommendations and Conclusion are available on the Student Life, Academic Skills website

at:

TheCommunications Skills Handbook(2003) by Summers and Smith (see further reading)also has a comprehensive section on report writing on pp. 3745.

Structure and sty le of oral reports

Oral reports have similar elements but the language style is more discursive.

Introduction

Outlines context, scope, purpose, introduces main points and can present recommendations.

Body

Information is introduced with verbal signposts (e.g. The first problem is; Next Id like toconsider).

Supporting material

Graphics and other material may be integrated into your presentation. This may be done withthe use of presentation software such as MS PowerPoint or the use of handouts. Alwaysensure that you have sufficient copies for your audience and that additional material is clearlylabelled.

Conclusion

Sums up main points and makes recommendations.

Preparing a report

The broad steps to follow when you are preparing a report are:

Researchthe information and collect your ideas. Planthe structure of the report, though it will be different depending on whether it is written

or oral. Writethe report. Reviseyour report to make sure there are no mistakes. Rehearse(for oral reports) so you can deliver your presentation without looking at your

notes.


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Research

Define the audience, purpose, scope and context of your report. Find relevant information to fit. Keep track of bibliographic details.Plan

Organise your report into sections. Give your sections headings for a written report. Give your sections verbal signposts if youre doing an oral presentation.Write

Keep it simple but interesting. Use short clear sentences. Integrate your graphics into the report (these may be illustrations, charts or diagrams).Make sure your captions are clear. Organise any appendices that you need to include.Revise

Check that your report is clear, concise, complete and correct.Rehearse

Practise your oral report, working just from your outline.


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4 Assignment submission

Before you submit your work you should check it thoroughly to make sure you have reworked

and polished it to the best of your ability.

Type your essay

It is best to submit a typed essay if you can. In some areas of study all work for assessmentmust be typed, and it is your responsibility to establish what is expected in each case.

Type the question at the top of each essay so the assessor can see clearly which topicyou are doing.

Use A4-sized paper (single not double-sided). Select a font with a minimum point size of 11 and use double (or 1.5) spacing. Leave a margin of 5cm (2 inches) on the left-hand side of the page and 15mm (1/2 inch)on the right-hand side of the page. Number your pages. When the essay is complete, corner-staple it together with the Deakin University

Assignment Attachment Sheet.

Do not fold your assignment or place it in a folder unless specifically directed to do so. Thiswill facilitate the handling of your assignment and expedite its correction and return to you.

Always keep a copy of your assignment

Assignments sometimes go astray, and you cannot expect to be given the benefit of the doubtif you say you have submitted an essay but cannot provide a replacement copy. If you areusing a word processor, be sure to back up your files.


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5 Referencing

Why bother referencing?

In academic writing, it is vital that you correctly acknowledge the source of the information,whether it be a book, article, government report, newspaper article, interview, radio program,or any other source. Good scholarship requires the identification of the source of ideas, data ordirect quotations.

There is no single required style for the presentation of notes and references in the Faculty ofArts.The references can appear within the text, at the foot of the page or at the end of theessay. However, various conventions set out the form these notes should take. This guideoutlines two of the most widely used referencing systems: Harvard and Oxford. However youshould be aware that there are variations within these two systems, and that certain disciplines

may prefer one form or the other, or may designate some other form altogether. You shouldcheck your Unit Guide for further information or seek advice from your tutors before you beginto write. Whatever form you choose, remember, be consistent!

Your referencing should provide enough information to enable the reader to trace the originalsource of the quotation or idea; be consistent in style; and list allthe major sources, includingStudy Guides and Readers, used in the writing of the essay.

Explanatory notes and appendices

At times you may wish to make points that are relevant but not central to the argument andwould distract the reader if included in the main text. These might be examples, comments,definitions of terms or brief mentions of contrary arguments. Such subsidiary material can beincluded as a note, either at the bottom of the page (i.e. footnote) or at the end of the essay(i.e. endnote). These notes should never be used simply to circumvent the word limit, andshould be used sparingly.

Substantial discussions of peripheral points or compilations of factual material should be putinto an appendix at the end of the essay, after the conclusion and endnotes but before thereference list. An appendix should only be added if it is really necessary.

Elements of a reference

So that the reader can identify and locate the work being used as a source, each referencemust include the following information:

name of author(s) title publisher date of publication place of publication page number(s).


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You should also note if there is an editor, compiler or translator, a number of editionsinwhich case the name or the number of the edition used needs to be citedor a series in whichthe book appears.

Exactly where and in what form such information appears in your essay depends on thecitation or reference system used. The two main systems used in referencing are the Oxfordand Harvard systems.

Print sources

Harvard system

The Harvard system is common in scientific and social science writing. It allows readers tomake an immediate association between an idea or fact and its source. The followingexamples are taken from the Style Manual (2002) which is a version of an authordate systemderived from the Harvard system. Whichever system you use, always be consistent. Checkwith the teaching team for your unit and/or consult the Unit Guide.

Examples

Seven oclock every morning they used to all walk down to the mill. Then youd hear thewhistle and youd know it was time to get up ... Those whistles regulated your life as wellas theirs. It was strange when they stopped (Wilson, Mrs P 1984, recorded interview, 10August).

The whistles stopped in the textile mills of Geelong during the early 1970s. The

3000strong workforce was halved, and for a time sackings ran at 60 per day (GeelongAdvertiser1974). In 1971, the Textile Workers Union had 3364 members in the GeelongDistrict; by 1973, there were only 1398 (Hughes 1977, p. 10). Along with this overalldecline went a shift in the sexual division of labour. Men went from being a minority of 42per cent in the mills operating in 1961 (Australian Textile Workers Union 1961) to a 61 percent majority in 1986 (Australian Bureau of Statistics 1986).

Both male and female workers experienced the agonies of restructuring. The oil crisis andglobal rationalisation of the car and aluminium industries reduced male employment, whilefemale employment was cut in textiles, clothing and footwear (Hughes 1977; Linge &McKay 1981; Rich 1987).

Note that family names only are used. Initials or first names are added only when they arerequired to distinguish between authors of the same family name. Textual references areplaced at the end of a sentence whenever possible, or after an idea or fact cited if it is in mid-sentence.

List of references

If you are using the Harvard system, you should include at the end of your essay a list ofreferences in alphabetical order by authors family names, with different works by the sameauthor listed chronologically. For the above passage, this would include references as

represented in the following examples.


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Examples

Australian Bureau of Statistics 1986, Census of Population and Housing, LocalGovernment Area, Geelong Statistical District, Australian Government PublishingService, Canberra.

Australian Textile Workers Union 1961, Weekly employment records in Geelong by mill.Photocopied. Guiness, B 1974, Textiles to cop it tough, Geelong Advertiser,3October, p. 10.

Hughes, W 1977, The state of the textile industry, Textile Topics, vol. 1, no. 16, pp. 1012.

Linge, G & McKay, J 1981, Structural Change in Australia: Some Spatial andOrganisational Responses, Research School of Pacific Studies, Publication HG/15,

Canberra.

Rich, D 1987, The Industrial Geography of Australia, Methuen, North Ryde, NSW.

Note:A list of references does not need to include personal communications (AGPS 1994, p.165).

Further information

For further information on referencing, see the Style Manual(2002) or the CommunicationsSkills Handbook(2003).

An online tutorial on using the Harvard system can be found on the Deakin Library website at:www.deakin.edu.au/library/tutorials/webpac/mod4/refb01.htm.

Oxford system

The following is an example of how you would apply the Oxford system.

Seven oclock every morning they used to all walk down to the mill. Then youd hear thewhistle and youd know it was time to get up ... Those whistles regulated your life as well

as theirs. It was strange when they stopped.1

The whistles stopped in the textile mills of Geelong during the early 1970s. The3000strong workforce was halved, and for a time sackings ran at 60 per day.

2In 1971,

the Textile Workers Union had 3364 members in the Geelong District; by 1973, there

were only 1398.3Along with this overall decline went a shift in the sexual division of

labour. Men went from being a minority of 42 per cent in the mills operating in 19614to a

61 per cent majority in 1986.5

Both male and female workers experienced the agonies of restructuring. The oil crisis andglobal rationalisation of the car and aluminium industries reduced male employment, while

female employment was cut in textiles, clothing and footwear.6


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Example

The following references would appear at the end of the page if you were using footnotes or atthe end of the essay or assignment if endnotes. Most word processors will do the numberingautomatically, or you can type them in.

________________________________________________________

1Mrs P Wilson, interviewed by the author, tape recording, Geelong, Victoria, 10 August1984.

2 Textiles to cop it tough, Geelong Advertiser,3 October 1974, p.10.3

WR Hughes, The state of the textile industry, Textile Topics,1, 16, February 1977, p.10.

4Australian Textile Workers Union, Weekly employment records in Geelong, by mill.Photocopied, 1961.

5Australian Bureau of Statistics, Census of Population and Housing, Local GovernmentArea, Geelong Statistical District, Australian Government Publishing Service,Canberra, 1986.

6Hughes, op. cit, 1977, p. 10; G. Linge and J. McKay, Structural Change in Australia:Some Spatial and Organisational Responses, Research School of Pacific Studies,Publication HG/15, Canberra, 1981; D. Rich, The Industrial Geography of Australia,Methuen, North Ryde, 1987.

The reference numbers in the text point the reader to the notes, which may appear either atthe bottom of the page or at the end of the work. Note that where an author has been cited

more than once, the second reference in the notes need only be a brief version of the fullcitationjust enough to make it clear it is the same source and distinguish it from any othersby the same author or by another whose name is similar. So note 6 reads: Hughes, op. cit.(opere citato, Latin, in the work cited) or just Hughes 1977.

The bibliography

The Oxford system uses a bibliography rather than a list of references. The bibliography listsall the works you have consulted, not only those directly referred to in the notes. As in theHarvard system, the family name precedes the initials or first name. References are arrangedin alphabetical order according to the authors family name. The bibliography for this passagewould look like the following.

Example

Australian Bureau of Statistics, Census of Population and Housing, Local GovernmentArea, Geelong Statistical District, Australian Government Publishing Service,Canberra, 1986.

Australian Textile Workers Union, Weekly employment records in Geelong by mill.Photocopied, 1961.

Grant, E,Geelong Advertiser, Textiles to cop it tough, 3 October 1974, p. 10. Hughes,WR, The state of the textile industry, Textile Topics, 1, 16, (February), 1977. Linge, G

and McKay, J, Structural Change in Australia: Some Spatial and OrganisationResponses, Research School of Pacific Studies, Publication HG/15, Canberra, 1981.


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Rich, D, The Industrial Geography of Australia, Methuen, North Ryde, 1987.

Wilson, Mrs P, Interview by the author, tape recording, Geelong, Victoria, 10 August 1994.

Electronic sources

Wherever possible, apply general citation principles for electronic material. If all the informationyou need is not available, include as much information as you have. As online material is oftenupdated or revised and may have been changed since the time you cited it, remember toincludethe date that you viewed the material.It is not necessary to indicate the format of thematerial because this is made obvious by including the address of the site.

Web-based material

Harvard systemIn the text, the citation for online material includes the family name(s) of the author(s), or thename of the authoring organisation, document date or date of last revision (which may requirethe date and the month as well as the year), page or paragraph number(s).

Examples

The trend estimate for total sales of new cars has shown continuous growth for the lasttwelve months (Australian Bureau of Statistics 2003).

(White 29 June 1997)

(Ruggiero 2 July 2003, para. 5)(IPRA 2002, para. 7)

Fraser (n.d. para. 2) argues that the primary means of achieving is, etc.

If the author(s) are not identifiable, begin with the name of the organisation. If the name of the organisation is not identifiable, begin with the title. If no date is listed, insert n.d. If there are no page numbers, use paragraph numbers.In the reference listinclude family name, initial(s) of the author(s) or name of organisation,document date or date of last revision, Title, Title of the complete work(if any), date materialwas viewed, .

Examples

Australian Bureau of Statistics 2003, Key national indicators,ABS Statsite, viewed 8December 2003,.

International Public Relations Association 2003, IPRA Golden World Awards 2002,Golden World Awards for Excellence, viewed 31 August 2003,.

New York Review of Books, viewed 1 May 2003, .


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Ruggiero, R 2 July 2003, An enabling environment for development: The contribution ofthe multilateral trading system, Address delivered to ECOSOC, Geneva, viewed 21July 2003.

Scriven, M and Paul, R n.d., Defining Critical Thinking, viewed 1 March 2003,.

White, DE 29 June 1997, The god undeified: Mary Shelleys Valperga, Italy, and theAesthetic of Desire, Romanticism on the Net, viewed 2 July 1997, vol. 6, May 1997,.

Oxford system

The first reference lists initial(s) and family name(s) of the author(s), the title of the document(in single quotation marks), the title of the complete work (if any, in italics), the date thematerial was viewed, the address (preceded by angle < > brackets), the document date ordate of last revision.

Example

Australian Bureau of Statistics, Key national indicators,ABS Statsite,2003, viewed 8 December 2003.

DE White, The god undeified: Mary Shelleys Valperga, Italy, and the Aesthetic ofDesire, Romanticism On the Net, vol. 6, May 1997,29 June 1997, viewed 2 July 1997.

Subsequent references can be abbreviated to include only the title of the work, or the name ofthe author or organisation. In other cases, follow the rules outlined for print sources.

For references to conference papers, presentations and addresses use the following format.

Example

R Ruggiero, The contribution of the multilateral trading system, Address delivered toECOSOC, Geneva, 2 July, 1997,, viewed21 July 1997.

Electronic journals or newspaper articles

In the reference list include family name, initial(s) of the author(s), date of publication, TitleJournal or Newspaper Title, volume, issue number, page number/s (if any), day date ofnewspaper article (if applicable), date material was viewed, .

Examples (Harvard)

Hudson, P 2003, Prices set in handgun crackdown, The Age, 30 June, p. 7, viewed 30June 2003,.

Nelson, DN 2001, Beyond defence planning, Defence Studies, vol. 1, no. 3, 2 March

2001,.


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White, DE 1997, The god undeified: Mary Shelleys Valperga, Italy, and the Aestheticof Desire, Romanticism On the Net, vol. 6, viewed 2 July 1997,.

If the author(s) are not identifiable, begin with the name of the organisation.

If the name of the organisation is not identifiable, begin with the title.

Electronic journals o r newspaper articles in a database

In the reference list include family name, initial(s) of the author(s), date of publication, Title,Journal title, volume, issue number, page number(s) (if any), day month of newspaper article (ifapplicable), date material was viewed, .

Examples

Analysis: Czechs to say grudging yes to EU, United Press International, 12 June2003, viewed 27 July 2003, .

Berman R, Haber S & Weingast BR 2003, The Dilemma of reforming a Post-Saddam Iraq, Reason, vol. 35, no. 2, pp. 678, viewed 17 May 2003, .

Nicholson, B 2003, PM hints at more great causes, The Sunday Age, 8 June, p. 8,viewed 2 September 2003, .

Sorkin, J 2003, Envisioning high performance,Art Journal, vol. 62, no. 2, viewed 1 June

2003, .

CD-ROMs

In both systems, the style for citation of CD-ROMs can take two forms, depending on whetheryou have information about the author(s) of the material you are citing.

Where a CD-ROM has identifiable authors, or consists of a compilation of individually authoredarticles or a database of previously published material, the citation should begin with theauthors name. Where the authors are not identifiable, or the reference is to an entire CD-ROMdatabase, the citation begins with the title of the work.

Harvard system

For the Harvard system, where the work has identifiable authors,the citation in the textincludes the family name(s) of the author(s), or the name of the authoring organisation, andthe date of publication.

Example (Harvard)

Brown (1997)United States Department of State (1993).


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The reference list should include the family name(s) and initial(s) of the author(s), the date ofpublication, the title of the document or article (within single quotation marks), the title of thepublication (if any, italicised), the format (i.e. CD-ROM), and the volume and issue numbers,and page information if any, followed by the title of the CD-ROM, the vendor and the frequencyof updating if known. If not all of this information is available, include as much information asyou have.

Example

Brown, FG 1997, The psyche of accountants, Psychometry, CD-ROM, vol. 34, no.1, pp.1224, PsycLIT, SilverPlatter, quarterly updating.

United States Department of State 1993, Industrial outlook for petroleum and naturalgas, National Trade Data Bank, CD-ROM, United States Department of Commerce.

If the authors are not identifiableor the reference is to an entire CD-ROM database, then the

citation in the text includes the title of the CD-ROM and the date of publication.

Example

Hathaway Primary School(1996)

The corresponding reference in the reference list gives the title of the CD-ROM, the format (i.e.CD-ROM), the date of publication, the producer, the vendor and the frequency of updating (ifknown).

Hathaway Primary School: A Multimedia Case Study 1996, CD-ROM, Deakin University,

Geelong, Vic.

Oxford system

Where a CD-ROM has identifiable authors, or consists of a compilation of individually authoredarticles or a database of previously published material, list the initial(s) and family name(s) ofthe author(s), the title of the document or article (within single quotation marks), the title of thepublication (if any, in italics), the format (i.e. CD-ROM), the volume and issue numbers, thedate of publication and the page information if any, followed by the title of the CD-ROM, thevendor and the frequency of updating if known. If all of this information is not available, includeas much as you have.

Examples

FG Brown, The psyche of accountants, Psychometry, CD-ROM, vol. 34, no. 1, 1997, pp.1224, PsycLIT, SilverPlatter, quarterly updating.

United States Department of State, Industrial outlook for petroleum and natural gas,1993,National

Trade Data Bank, CD-ROM, United States Department of Commerce.

Subsequent references need only an abbreviated form of the first reference. In most casesthis will include only the title of the work, or the name of the author or organisation. In other

cases, follow the rules outlined for print sources.


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If the authors are not identifiable, or the reference is to an entire CD-ROM database, thefirst reference lists the title of the CD-ROM, the producer, the format (i.e. CD-ROM), thedate of publication, the vendor and the frequency of updating (if known)

Example (Harvard)

Hathaway Primary School: A Multimedia Case Study Deakin University, CD-ROM, 1997,Geelong, Vic.

Example (Oxford)

Hathaway Primary School: A Multimedia Case Study Deakin University, CD-ROM,Geelong, Vic, 1997.

Electronic books

In the reference list

Family name, initial(s) of the author(s), date of original publication (date of web version) Title ofthe complete work, date material was viewed, or Name of EbookCollection/Database>.

Examples

Baynton, B 1902 (web edn 1997), Bush Studies,viewed 20 May 2001,.

Whitman, W 1855 (web edn 1999), Poems of Walt Whitman, viewed 1 June 2003,.

Emails as personal communications

Citation of material from emails should be treated as personal communications and shouldtherefore be cited in the text only and not in the list of references. Note that you should notinclude the email address of the author of such information.

(Author initial, family name(s), pers. comm., date of posting as day, month, year.)

Examples

(L Brown, pers. comm., 12 June 2001)Mr L Brown confirmed this by email on 12 June 2001.

Online forums or discussion groups

You may be asked to reference comments made by fellow students and teaching staff in onlinediscussion, for example, in Deakin Studies Online (DSO) when you write your essays. Checkyour Unit Guide or with the teaching staff in your unit to see if this is a requirement of yourassessment tasks. If this is the case, the format for referencing is as follows.


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Example (Harvard)

Jackson, M, 30 March 2003, Revisions of the heroic model, The Heroic Traditionand Childrens Literature, viewed 2 April 2003.

Example (Oxford)Jackson, M, Revisions of the heroic model, The Heroic Tradition and Childrens Literature,

30 March 2003, viewed 2 April 2003.

A word of warning

A lot of information available on the Internet may not be of the quality required for academicwork. Dont forget the Reference Collection in the Library. Also remember the rules aboutplagiarism. Academics read widely in the fields you are studying and will be aware when workmight be someone elses.

Further information

For further advice on citing electronic information, refer to Xia Li and Nancy B CranesElectronic Style: A Guide to Citing Electronic Informationwhich is held in the library.

There are many other sources you may wish to cite in your essay. If there is anything you areunsure of, consult the books listed at the end of this Guide. The books may present minordifferences in either system. The main thing to remember is to select a way of referencing youlike and be consistent throughout your essay.

Study materials

Study Guides

Cite Study Guides in full.

Example (Harvard)

Fenner, Peter 1994, The Self and its Destiny in Buddhism, Study Guide, DeakinUniversity, Geelong, Vic.

Example (Oxford)

Fenner, Peter, The Self and its Destiny in Buddhism, Study Guide, Deakin University,Geelong, Vic, 1994.

Note: Where there is no author, cite the editor. Where there is no editor, cite the title.

Readers

Cite the original author, date and title of the article, but if the page numbers of the originalarticle are not reproduced in the Reader, cite it as follows.


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Example (Harvard)

Ursula Le Guin 1986, Bryn Mawr Commencement Address in Projects in WomensStudies,Reader, Deakin University, Geelong, pp. 30616.

Example (Oxford)Ursula Le Guin, Bryn Mawr Commencement Address in Projects in Womens

Studies, Reader, Deakin University, Geelong, 1986, pp. 30616.

Note:each article from the Reader used in an essay must be listed individually by author andtitle as in the previous example.

Lectures

For lectures, cite by speakers surname, date, lecture and place.

Specialised sources

Government publi cations

Government publications should be listed under the name of the department concerned unlessthere is a specific author. If the publication is known by an abbreviated title this should beincluded in the list of references and cross-referenced to the full title.

Example

Commission of Inquiry into Poverty 1975c, Poverty in Australia, First Main Report (Prof.R.F. Henderson, Chairman) AGPS, Canberra.

Henderson ReportSee Commission of Inquiry into Poverty 1975c.

Parliamentary debates

References to parliamentary debates (Hansard) should be cited in the following way.

Example (Harvard)

Australia, Senate 1964, DebatesVol. S25, p. 65.

Example (Oxford)

Australia, Senate, Commonwealth Parliamentary Debates, Vol. S25, 1964, p. 65.

Parliamentary publ ications

References to parliamentary papers should take the following form.Example (Harvard)

Australian Parliament 1976, Department of Foreign Affairs Annual Report 1975,

Parl. Paper 142, Canberra.


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Example (Oxford)

Department of Foreign Affairs Annual Report 1975, Commonwealth ParliamentaryPapers, 1976, vol. 6, no. 142.

Conference papers

Put in all the details available.

Example (in Harvard)

Lindstrom, Ake 1982, Sweden: Civil Defence in the Context of a Total Defence Posture,paper presented at Conference on Civil Defence and Australias Security, AustralianNational University, Research School of Pacific Studies, Strategic and DefenceStudies Centre, 20 August.

Example (in Oxford)Lindstrom, Ake, Sweden: Civil Defence in the Context of a Total Defence Posture,

paper presented at Conference on Civil Defence and Australias Security, AustralianNational University, Research School of Pacific Studies, Strategic and DefenceStudies Centre, 20 August 1982.

Films, recordings, radio and television programs, and software

In general, films, audio and video recordings, radio and television programs, and software areidentified by their titles. Therefore, citations of these source materials include the title and thedate of production, recording, broadcast or transmission. (Note that titles of episodes of aprogram are given in single quotation marks, but the title of the program is given in italics.)

Citations in the text should take the following form if you are using the Harvard system.

Examples

A Room with a View (1985)

General Ledger Program (1995)

The Third Millennium (27 July 1997)

In the reference list, the full reference gives the title; date of production or recording, format,broadcast or transmission; the publisher; the place of production, recording, broadcast ortransmission and special credits (if any).

Examples (Harvard)

A Room with a View1985, motion picture, Cinecom International Films, London, producer IMerchant.

General Ledger Program 1995, computer software, Ver. 1.3, Deakin University, Geelong,Vic.


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The Third Millennium 27 July 1997, Compass: Inside the Vatican, television program,ABC Television, Melbourne.

Examples (Oxford)

For the Oxford system, citations in both notes and bibliography should take the form:

A Room with a View, motion picture, Cinecom International Films, London, producer I.Merchant, 1985.

The Third Millennium, Compass: Inside the Vatican, television program, ABC Television,Melbourne, 27 July 1997.

General Ledger Program, computer software, Ver. 1.3, Deakin University, Geelong, Vic.,1995.

Works of artInclude the artist, title of work and year in the body of your essay:

Artemisia Gentileschis Self-portrait as the Allegory of Painting, 1630 is a classic work.

In the reference list also cite the medium (e.g. oil, woodcut), dimensions, and the collection orgallery the work is held in.

Further notes on referencing

Abbreviations

Well-known abbreviations such as CSIRO may be used, but an alphabetical list ofabbreviations should be given at the beginning of the list of references (if using Harvardsystem) or bibliography (if using Oxford system). Alternatively, spell out a title in full the firsttime it is used and put the abbreviation after it.

Arrangement of family names

Care should be taken in the arrangement of surnames, following the practice of the nation to

which the author belongs.

Examples

Beauvoir, Simone de (French)

Bonin, Theda von (German)

De La Mare, Walter (English)

Deng Xiaoping (Chinese)

De Sica, Vittorio (Italian)

Mai Van Bo (Vietnamese)

Ramony Cajal, Santiago (Spanish)


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Ar ticles in edited col lections

In your list of references or bibliography, separately identify each author you have read.

Example (in Harvard)

Ludwig, Wendy 1983, Women and land rights: A review in Gale, Fay (ed.), We AreBosses Ourselves: The Status and Role of Aboriginal Women Today, AustralianInstitute of Aboriginal Studies, Canberra, pp. 7883.

Example (in Oxford)

Ludwig, Wendy, Women and land rights: A review in Gale, Fay (ed.), We AreBosses Ourselves: The Status and Role of Aboriginal Women Today, AustralianInstitute of Aboriginal Studies, Canberra, 1983, pp. 7883.

In subsequent references to the same collection, list the author, date and title of the article,then just in Gale (ed.), op. cit. and the page numbers.

Italics

The title of a book, journal, newspaper or work of art should be italicisedwhere possible, orotherwise underlined. Unpublished material is neither italicised nor underlined.

Material cited from a secondary source

Show details for both sources.

Example (Harvard)

Naomi Weisstein (1968, cited in Robin Morgan, 1970) has shown that ...

Then make sure you cite the full Robin Morgan reference at the end.

In Oxford style, the note would give full details of both references, but only the Morgan bookwould be listed in the bibliography.

Multiple authorshipWhere an article has two authors, cite both, in the order in which they are listed in the work. Ifthere are more than two, cite the first author, followed by et al. (i.e. and others).

Multiple works by one author

In the Harvard system, if an author has more than one work in the same year, use the letters a,b, c and so on, to distinguish one from the other in the references. The order of the lettersdepends on the alphabetical order of the titles. Thus two 1985 books by Gena Corea, TheHidden MalpracticeandThe Mother Machine, will be cited as 1985a and 1985b respectively.


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Personal communications

Comments made in lectures or tutorials are better followed up in your reading, but sometimesyou may wish to acknowledge a conversation or a letter.

ExampleSecuro, Mary, personal communication, 10 June 1995.

Place of pub lication

Include the state or country if the place of publication is not well known or if confusion mayarise.

Example

Cambridge, Mass. and Cambridge, UK.

If two or more places of publication are listed, cite only the first. Place of publication is onlyrequired for journals if there are two different journals with the same or similar titles.

Example

World Geographic (Sydney), World Geographic (London).

Titles within titles

In books, titles within titles are distinguished by means of single quotation marks.

Example

The Annotated Jane Eyre.

In articles, they are distinguished by means of double quotation marks

Example

The Annotated Jane Eyre.

Undated work

If a reference is undated, put n.d. (no date) where the date would usually be: Use Greenpeace(n.d.) have suggested... in the text; and in the list of references write Greenpeace, n.d.,Nuclear testing pamphlet.


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6 Plagiarism and collusion

Plagiarism

Plagiarism is a form of intellectual dishonesty and cheating. More precisely, it involves usinganother persons words or material and presenting them as your own work. The DeakinUniversity Plagiarism and Collusion Policy is available at:.

The Deakin University Plagiarism and Collusion Policy (Deakin University, 2003) states that:

Plagiarism occurs when a student passes off as the students own work, or copieswithout acknowledgement of its authorship, the work of any other person.

The most common form of plagiarism is the copying of passages from sources such as books,articles, class materials or the Internet without properly and completely acknowledging thesource.

Remember:

If you copy word-for-word from someone elses work, the copied passage must be placedin quotation marks and the source (including the actual page numbers) must be cited.

If you paraphrase a passage (that is, if you simply summarise or rework someone elseswritings or other material in your own words) you must accurately record the source,including page numbers.

If you make use of the ideas of others more broadly, you must still acknowledge the sourceof those ideas.

If you draw material from the internet or other electronic sources, it must also be properlyand completely acknowledged, in the same way as you would acknowledge material fromprinted and other sources.

Collusion

Collusion occurs when a student obtains the agreement of another person for afraudulent purpose with the intent of obtaining an advantage in submitting anassignment or other work.

Collusion is also considered a form of cheating. It is unacceptable for several people tocollude in writing an essay so that essentially the same essay is presented several times,with a different author each time. You can often profit from discussing your work withothers, but the actual work should be your own unless you are working on a designatedgroup project.

Plagiarism and/or collusion is unacceptable in university work. In written work submitted forassessment in the Faculty of Arts, plagiarism and/or collusion will be regarded as grounds forfailure and will lead to proceedings under the Deakin University Regulation 4.1(1) StudentDiscipline, Part 4, Academic Offences.


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Avoiding plagiarism

Some examples follow of correct and incorrect referencing to clarify what is and is notacceptable in the use of anothers work. This example is drawn from Babbie, E 1975, The

Practice of Social Research, Wadsworth, Appendix A12.

Example

The original work

Gall, J 1975, Systematics: How Systems Work and Especially How They Fail,Quadrangle, New York, pp.1214.

The laws of growth

Systems are like babies: once you get one, you have it. They dont go away. On the contrary,

they display the most remarkable persistence. They not only persist; they grow. And as theygrow they encroach. The growth potential of systems was explored in a tentative, preliminaryway by Parkinson, who concluded that administrative systems maintain an average growth of5 to 6 percent per annum regardless of the work to be done. Parkinson was right so far as hegoes, and we must give him full honours for initiating the serious study of this important topic.But what Parkinson failed to perceive, we now enunciate the general systems analogue ofParkinsons Law.

Acceptable ways to make use of th is work

John Gall in his work on Systematics (1975, p. 12) draws a humorous parallel betweensystems and infants: Systems are like babies: once you get one, you have it. They dont goaway. On the contrary, they display the most remarkable persistence. They not only persist;they grow.

The author has been specified, so the citation does not include his name again.

John Gall warns that systems are like babies. Create a system and it sticks around. Worse yet,Gall notes, systems keep growing larger and larger (1975, p. 12).

It has also been suggested that systems have a natural tendency to persist, even grow andencroach (Gall, 1975, p. 12).

Here, the authors name is not given in the main text, so is included in the reference. The fullcitation would be given in the bibliography.

Unacceptable uses of the same material

In this paper, I want to look at some of the characteristics of the social systems we create inour organisations. First, systems are like babies: once you get one, its yours. They dont goaway. On the contrary, they display the most remarkable persistence: they grow.


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It is unacceptable to quote directly like this from someone elses work without using quotationmarks and giving a full citation.

In this paper, I want to look at some of the characteristics of the social systems we create in

our organisations. First, systems are a lot like children: once you get one, its yours. They dontgo away: they persist. They not only persist, in fact: they grow.

It is unacceptable to edit anothers work and present it as your own.

In this paper, I want to look at some of the characteristics of the social systems we create inour organisations. One thing Ive noticed is that once you create a system, it never seems togo away. Just the opposite, in fact: systems have a tendency to grow. You might say systemsare a lot like children in that respect.

It is unacceptable to paraphrase someone elses ideas and present them as your own.

Remember:

Plagiarism will result in the failure of your assignment


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7 Academic writing style

Good writing principles

If you are worried about your English expression, it is advisable to purchase one of the manybooks on usage. This guide only touches on a few areas of concern. A reference book such asW Strunk and EB White The Elements of Style(2000) will provide a comprehensiveexplanation of good usage. These are some of the problems most commonly noted by markersin the Faculty.

Academic style

Academic writing is formal writing; this means full sentences with correct grammar and

punctuation. Remember to focus on facts, evidence and argument rather than just telling astory (unless you are specifically asked to do this).

The use of third personis preferred in your writing. This is an impersonal style of writing, fromthe viewpoint of an observer.

Examples

Students should never plagiarise.

One has to be very careful

The author has argued her case very strongly

It is possible to use the first personsometimes. This is the use of I, my.

Examples

I think the author has

In my professional experience

This is appropriate when you have been asked to give a personal response in anessay, but otherwise, check with your unit chair as to whether it is acceptable.

Second personis the use of we, our, you, and so on.

Example

Our country is magnificentwe need to look after our environment.

Do not use second personit is too casual and conversational for academic writing.


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Sentences

Check that you have written full sentences. A sentence must contain a verb (an action word)and usually contains a subject, verb and object

ExamplesThe fields were full of flowers. (sentence)

Fields full of flowers. (non-sentence)

If your sentences are too long, divide them into shorter ones to make your meaningclearer. Keep a dictionary handy to assist with your spelling and a thesaurus to assistwith variety of expression.

Active and passive voice

Clear, direct expression is hampered by excessive use of what is known as the passivevoice: verbs that take the form A was done by B rather than B did A. The passive voicetends towards stuffiness, and even pretentiousness.

Example (passive)

The reception was attended by the professor.

In the active voice, the same information can be conveyed much more simply and directly.

Example (active)

The professor attended the reception.

On the other hand, the use of the passive voice is sometimes unavoidable. It can providevariety of style or supply rhetorical impact. It also makes it possible to avoid the tiresome useof phrases such as his and her.There are other occasions when it is desirable to use the passive voice. The most obvious iswhen you wish to convey a certain degree of vagueness, since the facts might not becompletely verifiable. Such a passage might start with phrases like: It is believed that,Reportedly, or According to reports. It is also legitimate to use the passive voice when youwish to note a viewpoint without attributing it to anyone in particular.

ParagraphsAvoid paragraphs that are either too long

Arts Style Guide

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