Academic English

1. Academic English English Language Teaching Unit

2. Academic Writing Lectures Rachel Abounouar

3. I got into such a mess with secondary citation in one assignment I got an official warning! Got accused of plagiarism! I was mortified! Personal communication 4 October 2012

4. Referencing • What • When • Why • How • Throughout this lecture, unless otherwise stated, a version of the Harvard system is used.

7. Referencing conventions • IT CANNOT BE OVER-EMPHASISED THAT THERE MAY BE DIFFERENCES BETWEEN THE REFERENCING INSTRUCTIONS IN THIS MANUAL AND THOSE IN YOUR DEPARTMENTAL HANDBOOK. IN THIS CIRCUMSTANCE, THIS PUBLICATION IS MEANT TO BE USED AS A GENERAL GUIDELINE ONLY AND PRIORITY SHOULD BE GIVEN TO YOUR DEPARTMENTAL GUIDELINES. • Student Development, University of Leicester (2012)

8. When do you need to reference? • Copy text from another source • Discuss another person’s ideas in your own words • Write about your own opinions on a topic • Include a table or a diagram from another source • Write about something you know you’ve read somewhere but can’t remember where • Present the results of your own experiment or survey • Mention a fact which is common knowledge • Paraphrase the ideas from two different sources, linking them together with your own words Monash University (2012)

9. When do you need to reference? • Copy text from another source • Discuss another person’s ideas in your own words • Write about your own opinions on a topic • Include a table or a diagram from another source Reference required Reference required No reference required Reference required

10. When do you need to reference? • Write about something you know you’ve read somewhere but can’t remember where • Present the results of your own experiment or survey • Mention a fact which is common knowledge • Paraphrase the ideas from two different sources, linking them together with your own words Reference required No reference required No reference required Reference required

11. http://www2.le.ac.uk/offices/ld/workshops/schedule/autumn_term_12/endnote_artshttp://www2.le.ac.uk/offices/ld/workshops/schedule/autumn_term_12/endnote_arts • http://www.lib.monash.edu.au/tutorials/citing/

12. Why do we reference? • You will gain marks by using the recommended form of citation. • White, R C A (2009) Writing Guide 1: Writing an Assessed Essay 7th Edition Leicester: University of Leicester, The School of Law

13. Why do we reference? • Respecting the intellectual property of others is the central ethic of academic integrity in the university community • Professional development, University of Nottingham (2006)

14. Why do we reference? You should follow the referencing rules for three reasons: (a)it demonstrates a disciplined approach to your work (academic rigour) (b) it means you won't be accused of plagiarism because you have acknowledged your sources (c) your reader will be able to follow up on the citations that interest them University of Leicester School of Management (2012)

15. Why do we reference? Two golden rules • consistency • consideration for the reader Faculty of Law, University Oxford (2012)

16. How do we reference?

17. Footnote Faculty of Law, University of Oxford (2012)

18. Footnote Faculty of Law, University of Oxford (2012)

19. Author-date • Many writers have argued that research is inevitably a subjective exercise (Knights & Willmott 1989; Game 1991; Knights 1995). • Downing et al, (1995: p1) suggest that “we are surrounded by a variety of mass produced culture objects” perhaps the most important being television. • University of Leicester School of Management (2012) • University of Leicester Media Department (2012)

20. Questions

21. Answers • http://www2.le.ac.uk/offices/ld/resources/writing/harvard • http://www2.le.ac.uk/offices/ld/resources/writing/vancouver/vancouver-referencing-system

22. Reporting verbs – There is one error in each reference. • DoddsPennock and Cottrell (2008) argues that author-date referencing systems are cumbersome and distract the reader from the main argument. • According to Pears and Shield (2010) suggest that providing references strengthens your arguments. • Robin C A White (2012) explains that the guide only provides initial information. • “Thinking through the values associated with 'academic integrity' will assist you to be prepared for operating as an independent thinker in the university community” (University of Nottingham).

23. Reporting verbs – Errors corrected • DoddsPennock and Cottrell (2008) argue that author-date referencing systems are cumbersome and distract the reader from the main argument. • According to Pears and Shield (2012) providing … or Pears and Shield (2012) suggest that …. • Robin C A White (2012) explains that the guide only provides initial information. • “Thinking through the values associated with 'academic integrity' will assist you to be prepared for operating as an independent thinker in the university community” (University of Nottingham 2012).

24. A Point Of View: China and multiculturalism

25. Reporting verbs – What’s the difference? • Jacques (2012) suggests that “the strength of the Han identity is that it has held China together” supporting his claim with references to the durability of the Chinese empire over 2,000 years. • Jacques (2012) proves that “the strength of the Han identity is that it has held China together” using data that demonstrates that over 90% of the Chinese regard themselves as Han.

26. Where to get further help? • Programme handbook • Assignment brief • Tutors • Library • Student development • http://www2.le.ac.uk/library/help/workshops

27. References - What’s wrong? • Monash University (2012) Demystifying Citing and Referencing Online Tutorial Accessed online 5 October 2012 http://www.lib.monash.edu.au/tutorials/citing/ • Student Development, University of Leicester (2012) The Harvard Referencing Manual Accessed online 4 October 2012 http://www2.le.ac.uk/offices/ld/resources/writing/harvard/content/2.23-ten-tips-for-good-referencing • Faculty of Law, University Oxford (2012) OSCALA Accessed online 28 October 2012 http://www.law.ox.ac.uk/publications/oscola.php • University of Leicester School of Management (2012) MSc Accounting and Finance Programme Handbook 2012/2013 • University of Leicester Media Department (2012) Media Handbook Leicester: University of Leicester, Media Department • University of Nottingham Professional Development (2006) Academic Integrity Tutorial Accessed online 17 September 2012 http://www.nottingham.ac.uk/csc/academic-integrity/student/tutorial/academic-integrity/ • Pears, R. and G. Shields (2010) Cite Them Right 8th Edition Basingstoke: Palgrave Macmillan • DoddsPennock, C. and P. Cottrell (2008) University of Leicester School of Historical Studies Style Guide Leicester: University of Leicester

28. References - they are not in alphabetical order • Monash University (2012) Demystifying Citing and Referencing Online Tutorial Accessed online 5 October 2012 http://www.lib.monash.edu.au/tutorials/citing/ • Student Development, University of Leicester (2012) The Harvard Referencing Manual Accessed online 4 October 2012 http://www2.le.ac.uk/offices/ld/resources/writing/harvard/content/2.23-ten-tips-for-good-referencing • Faculty of Law, University Oxford (2012) OSCALA Accessed online 28 October 2012 http://www.law.ox.ac.uk/publications/oscola.php • University of Leicester School of Management (2012) MSc Accounting and Finance Programme Handbook 2012/2013 • University of Leicester Media Department (2012) Media Handbook Leicester: University of Leicester, Media Department • University of Nottingham Professional Development (2006) Academic Integrity Tutorial Accessed online 17 September 2012 http://www.nottingham.ac.uk/csc/academic-integrity/student/tutorial/academic-integrity/ • Pears, R. and G. Shields (2010) Cite Them Right 8th Edition Basingstoke: Palgrave Macmillan • DoddsPennock, C. and P. Cottrell (2008) University of Leicester School of Historical Studies Style Guide Leicester: University of Leicester

30. The In-Sessional Programme • Academic English Lecture Series • Style • Organisation • Referencing • Critical Thinking