Transcript Communication Skills - Chapter 04

Chapter 4
Academic conventions:
referencing and
avoiding plagiarism
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Learning objectives
On completion of this chapter students will
know how to:
• understand the ethical underpinnings of
academic scholarship and research in the
Australian/New Zealand context
• value the integral nature of referencing for
all academic work
• be able to use summarising, paraphrasing
and quoting in the development of an
academic research paper
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Learning objectives (cont.)
• understand the need to incorporate their
‘voice’ in academic argument
• be able to use connecting words and
reporting verbs appropriately
• have the skills to use both the first and the
third person in academic writing, depending
on course requirements
• appreciate the importance of establishing
good administrative systems for note-taking
and referencing.
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Educational integrity
• Educational integrity is based on the
premise that students and teachers in any
learning institution will adhere to honest
methods of teaching, learning and
assessment even when they are faced with
adverse or stressful situations.
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Educational integrity (cont.)
• Five major tenets of educational integrity:
–
–
–
–
–
honesty
trust
fairness
respect
responsibility (www.academicintegrity.org/)
• Students need to take responsibility for their
education by:
–
–
–
–
preparing for class, assignments and exams
avoiding cheating
referencing sources appropriately
refraining from any activities that will compromise
the integrity of their learning experience.
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Why study at university?
• The aim of studying in a university setting is
not to acquire a degree by any means
possible but to apply the knowledge we gain
in prospective jobs or our life in general.
• Any degree is partly meant to benefit the
individual who acquired it and partly meant
to benefit the society in which this individual
will work.
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Importance of referencing
• The first step towards achieving educational
integrity is learning to reference correctly.
• Referencing enhances your writing and
helps the reader by:
–
–
–
–
showing the breadth of your research
strengthening your academic argument
showing the reader your source of information
allowing the reader to consult and verify your
sources independently.
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Using references
• In an academic record references must be
provided whenever you use someone’s
ideas, opinions or words. That is, when you:
–
–
–
–
‘quote’ (use their exact words)
copy (use graphs, figures, tables)
paraphrase (use their idea in your own words)
summarise (give a brief account of their ideas).
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Activity 1
• Complete the ‘Using sources’ quiz on p. 63
of your textbook.
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The ‘blue chair theory’
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Harvard referencing
• Keep a copy of the referencing guide with
you (see Appendix 1 online) and check it
constantly when you are organising the
references for any assignment.
• There are two main parts to the author-date
system:
– in-text reference: acknowledges the information
used in the text
– reference list: lists all the sources cited in the
text.
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Harvard referencing (cont.)
• To acknowledge a source within the text of
an assignment or report, state the following:
– author’s family name
– year of publication
– page numbers (especially when you quote,
paraphrase or copy).
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In-text referencing
There are two ways of citing references:
• Author-prominent
– Gives prominence to the author by using the
author’s name as part of the sentence, with the
date and page number in brackets
– e.g. Smith (1992, p. 5) has argued that ‘the relative
seriousness of the two kinds of errors differs from
situation to situation’.
• Information-prominent
– Gives prominence to the information, with all the
details in brackets
– e.g. It has been argued that ‘the relative
seriousness of the two kinds of errors differs from
situation to situation’ (Smith 1992, p. 5).
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Page numbers
• Page numbers are one of the three
‘must-dos’ of the author-date system.
• Page numbers must be used whenever you
quote, copy, paraphrase or summarise an
idea from a particular page or pages.
• Note: Web pages do not have page
numbers.
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Referencing broad ideas
• You do not have to give the page number if
you have summarised a large portion of an
author’s work or if the idea is a general one
gleaned from a large work.
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Referencing online sources
• In-text references do not include the URL.
Use the same principles (author, date, page)
that you use for other in-text references.
– E.g. One researcher has suggested that new
technology will radically alter tertiary education
(Brown 1995).
– N.B. A page number is not usually available for
online documents. In this case, simply state the
author (or the organisation) and the date. Give the
full URL in the reference list. It is equivalent to a
page number.
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Referencing online sources
(cont.)
• If a Web page has no author, use the
sponsoring (or publishing) body.
– E.g. The Commonwealth Scientific and Industrial
Research Organisation employs 6500 staff at
Australian and international locations (CSIRO
2003).
• If there is no author or organisation use the
title of the web page and the date in-text.
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Reference list
• The reference list is arranged:
–
–
–
–
alphabetically
at the end of the essay, article or report
on a separate page
only with references that have been referred to in
your work (not everything you have read on the
topic)
– using consistent punctuation and layout (see
Appendix 1).
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Listing books
• Include the following information in this
order:
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–
author’s surname and initials
year of publication
publisher
place of publishing
• e.g. Rayner, K. & Pollatsek, A. 1989, The Psychology
of Reading, Prentice-Hall, New Jersey.
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Listing journal articles
• Include the following information in order:
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author’s surname and initials
year of publication
title of article (in quotation marks)
title of journal (in italics)
volume number (if applicable)
issue number (if applicable)
page number(s).
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Listing online sources
• Include the following information in order:
– the author (editor or compiler) (if there is no
author use the publishing or sponsoring body)
– date (of creation or most recent update)
– title of the Web document (this may be in italics
or in ‘quote marks’)
– publishing or sponsoring body (do not use this
twice if you have used this as ‘author’)
– date accessed
– the FULL URL link.
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Important
• It is not enough to simply add a reference
list to the end of an essay or report.
• Do not give one reference at the end of a
paragraph!
• All references in the list must match your intext references.
• Double-check that you have used a
consistent and correct punctuation style in
the reference list.
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Activity 2
• Complete the ‘Referencing’ quiz on pp. 69–
70 of your textbook.
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What is plagiarism?
• Plagiarism is to take someone else’s words
or ideas and present them as your own. For
example:
– using someone else’s ideas or words without
referencing
– using a direct quote without referencing (note:
you need to show a quote by using ‘quotation
marks’)
– copying another student’s work and submitting it
as your own
– submitting another student’s work in whole or
in part.
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What is plagiarism? (cont.)
– submitting work which has been written by
someone else on your behalf
– using lecture/tutorial notes without referencing
(including lecture notes from another
course/institution)
– paraphrasing work by only changing a few words
(you still need to give the full reference for
paraphrases).
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Penalties for plagiarism
• Plagiarism is considered to be serious
academic dishonesty.
• Penalties can include:
– a note on your student file
– a formal reprimand from a senior academic
– failure in the assignment or exam (including a
score of ‘zero’)
– failure in the subject or course
– expulsion from the course
– suspension or expulsion from the university.
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Activity 3
• Complete the ‘Plagiarism attitude scale’ on
pp. 72–73 of your textbook.
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Strategies to avoid
plagiarism
• Referencing (discussed previously; see
guides to referencing styles in Appendices 1
and 2 online)
• Direct quotation
• Summarising
• Paraphrasing
• Developing your own ‘voice’ in academic
writing
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Strategies to avoid
plagiarism (cont.)
• Using connecting words and phrases
carefully
• Using reporting verbs appropriately
• Writing in academic style
• Developing an argument
• Establishing efficient scheduling and
administrative systems
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Referencing
• Keep a copy of the referencing guide
(Appendix 1, online) with you as you write
every draft of your assignment.
• Use a card index system to help you keep
track of your references.
• Use a software package such as Endnote
to catalogue references.
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Direct quotation
• A quotation is an excerpt of the exact words
of a source, presented as they originally
appeared, and enclosed within ‘quotation
marks’.
– Quotations longer than 20 words are indented
and therefore do not need quotation marks.
– All quotations need a full reference, including
author’s name, year of publishing and page
number.
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Direct quotation (cont.)
• Only use a quotation when it contributes to
the argument you are developing in your
essay.
• Ask yourself:
–
–
–
–
Does the quotation support my argument?
Is it memorable?
Does it add weight of an authority?
Is the quotation necessary because it provides
the specific details of a law or regulation?
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Summarising
• See Chapter 2 for full details on how to
summarise.
• A summary gives the main points or ideas of
an article, clearly and concisely in your own
words.
• A good summary follows the organisation of
the text.
• Ask yourself:
– What point is the author actually making?
– What ideas or evidence are used to support this
point?
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Paraphrasing
• See Chapter 2 for full details on how to
paraphrase.
• To paraphrase means to read and
understand a piece of source material and
then rewrite it in your own way.
• The exact meaning of the source is kept, but
the way the meaning is expressed is
changed.
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Paraphrasing (cont.)
• You need to:
–
–
–
–
–
change the grammatical structure
rearrange the sequence of information
use different words (except for specific terms)
use your own style
provide a reference to the original source (e.g.
Hamp-Lyons & Courter 1984, p. 3).
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Developing your own
‘voice’
• Voice’ refers to the argument and the
purpose of the writer.
• The student/writer should be constantly
asking:
– Who is saying this?
• Is this my own view or the view of another
writer/researcher?
• If it is my view have I made that clear to the reader?
• If it is the view of someone else is that obvious to the
reader?
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Developing your own
‘voice’ (cont.)
• A student’s ‘voice’ guides the reader through
an essay by:
– explaining the ideas of other writers
– identifying a key idea and presenting evidence
from published work to support it
– comparing and contrasting the ideas of writers
– summarising the ideas of one or more published
writers
– using the work of one or more writers to indicate
why the student disagrees with a particular
perspective or point.
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Using connecting words
and phrases
• Some connecting words and connecting
phrases may confuse the voice of the writer
with that of a referenced source.
– E.g. therefore, unless, clearly, as a result,
nevertheless, it follows that.
• The writer must make very clear who is
making the connection between one idea
and the next.
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Using connecting words
and phrases (cont.)
• Whose opinion is expressed in the following
extract (yours or the referenced research)?
How is the connector ‘therefore’ confusing?
– Smith (1997, p. 2) argues that accountants as a
professional group lack an ethical framework.
Therefore, all accounting courses should include
an introduction to basic ethics.
• How could you rewrite this to indicate that
the opinion is yours?
• How could you rewrite it to indicate that the
opinion is Smith’s?
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Examples of clear ‘voice’
• Your opinion:
– Smith (1997, p. 2) argues that accountants as a
professional group lack an ethical framework. Using
Smith’s argument as a basis, it could therefore be
concluded that all accounting courses should
include an introduction to basic ethics.
• Smith’s opinion:
– Smith (1997, p. 2) argues that accountants as a
professional group lack an ethical framework. The
author further suggests that all accounting
courses should include an introduction to basic
ethics (Smith 1997, p. 7).
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Reporting verbs
• Choosing appropriate nouns and verbs is
important in conveying a particular
perspective.
• Be very precise in your choice of words to
present research.
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Reporting verbs (cont.)
• Two main types of reporting verbs:
1. Neutral verb
• Simply passes on what a cited author has written and
does not indicate your own opinion or interpretation.
• Example: Gabbott (2004) states that people want a
brand so that they can bond with the product beyond
the simple functional level (p. 265).
2. Interpretative verb
• Indicate your opinion or interpretation.
• Example: Gabbott (2004) claims that people want a
brand so that they can ‘bond’ with the product beyond
the simple functional level (p. 265).
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Activity 4
• Which of the following verbs are neutral and
which are interpretative? (Some may be
used for both purposes.)
maintain
outline
remark
describe
clarify
challenge
argue
report
agree
show
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claim
doubt
demonstrate
question
state
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Using reporting verbs in
academic writing
• The following sentences use reporting verbs
inappropriately. Why?
– Batey (2002, p. 85) says that ‘All brands have a
body and soul’.
– Batey (2002, p. 87) mentions that whether more
weight is given to emotional or rational values
depends on the kind of brand being promoted.
– Batey (2002) tells us that there is not much
difference in quality between Japanese and
South Korean brands.
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Writing in academic style
• Most business research papers are written
in the third person.
• The idea is to focus on the information itself,
not on the writer or the reader.
Incorrect example
– ‘We want a brand so that people can bond with a
product at other than the simple functional level.’
(Gabbott 2004, p. 266)
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Writing in academic style
(cont.)
• This could be rewritten in several ways, so
that the information is emphasised:
Correct examples:
– Brands enable people to bond with a product at
other than the simple functional level (Gabbott
2004, p. 266).
– People bond with a product beyond the simple
functional level because of its brand (Gabbott
2004, p. 266).
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Using your voice in
early drafts
• Although objective language is a mark of
academic writing, giving yourself permission
to use ‘I’ may help you develop your own
voice or position in relation to a
question/topic.
• The ‘I’ makes you write your ideas, thoughts
and convictions and helps you to find clarity.
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Using your voice in early
drafts (cont.)
• Use ‘I’ in first drafts only.
– For example, every time you give your opinion,
view or idea, start the sentence with:
• ‘I think…’
• ‘In my opinion…’
• ‘I agree/disagree with…’ etc.
– During this first draft process, differentiate the
views of other researchers by starting sentences
with:
• ‘According to…’
• ‘X says…’
• ‘One study found that…’
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Edit in academic style
• In subsequent edited drafts, change the ‘I’ to
the third person (academic style).
– ‘I think…’ = ‘The research suggests…’
– ‘In my opinion…’ = ‘It is apparent that…’
– ‘I agree…’ = ‘The evidence makes it clear…’
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Rewrite in academic style
1. My research has shown that branding saves
consumer search time.
2. To determine consumer preferences, we
developed a questionnaire to be completed by
each participant.
3. The questionnaire was based on our review of
the literature.
4. We questioned the rationale for the change in
advertising policy.
5. You should verify the accuracy of this report by
asking the directors to review the information.
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Develop an argument
• Refer to Chapters 1, 2 and 3 for full details
on how to develop an argument.
• Review:
– Closely analyse the topic/question.
– Develop an essay plan based on careful reading
and note-taking.
– Ensure that a central ‘thesis’ is evident from the
introduction.
– Use topic sentences for each paragraph.
– Write a conclusion that summarises your
position.
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Establish efficient scheduling
and administrative systems
• Plagiarism is not always a deliberate act of
academic dishonesty.
• It often occurs because students have not
developed adequate organisational skills to
ensure that:
– their various assignments are carefully
scheduled to meet deadlines
– all sources used in those assignments are easily
accessible to double-check details for
references.
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Efficient scheduling
1. At the beginning of each semester, plot all
of your assessment items on a semester or
yearly planner.
2. Use an electronic calendar such as the one
provided in Outlook, or an old-fashioned
wall calendar.
3. Ensure that the assessment calendar is
constantly visible.
4. Using your preferred calendar, schedule
key dates for each assignment.
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Efficient scheduling (cont.)
5. Schedule the various activities you need to
complete for each assignment (e.g.
reading, note-taking, drafting) and note any
family/social commitments. (See example
on p. 82 of your textbook.)
6. Allocate time according to the percentage
value of the assignment.
7. Keep in mind the nature of the assignment
(e.g. research essay vs. short answer
assignment).
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Efficient scheduling (cont.)
8. Use a system of symbols or colours to
highlight important dates or to group
activities.
9. Try to schedule small or easier tasks on
weekends so you have time to relax.
10. Plan your social calendar after you have
organised your study schedule.
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Good administrative
systems
• Develop a system (such as index note cards
or a software program) to keep track of all
your references.
• Write full bibliographic details on all notes,
summaries and drafts.
• Include full in-text references from the very
first draft.
• Do not simply add a reference list to the end
of an essay or report.
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Good administrative
systems (cont.)
• All references in the list must match your
in-text references.
• Double-check that you have used a
consistent punctuation style in the
reference list.
• Allow at least one hour per 1000 words to
finalise referencing.
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Summary
• Academic integrity is essential in a
successful learning experience.
• Academic misconduct in the form or
plagiarism will attract severe penalties from
Australian and NZ universities.
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Summary (cont.)
• Some strategies to avoid plagiarism include:
– referencing
– quoting, summarising and paraphrasing
– using connectors and reporting verbs
appropriately
– developing an argument
– differentiating your ‘voice’ from the cited sources
– developing efficient scheduling and
administrative systems.
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Activities 5–8
• Complete Activities 10, 11, 12 and 13 in your
textbook.
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