Reading techniques and critical reading referencing and plagiarism The Department of Biosciences Stage 3 Project Indu

1. 1 Reading techniques and critical reading + referencing and plagiarism The Department of Biosciences Stage 3 Project Induction Shaun Theobald The Student Learning Advisory Service

2. 2 Keywords for this lecture Academic integrity Academic dishonesty Referencing In-text citations Reference list Numeric referencing systems Vancouver

3. 3 Keywords for this lecture Plagiarism Common knowledge Collusion Collaboration Duplication Paraphrasing Summarising

4. 4 Aims of this lecture To explore the process of reading effectively To explore the process of reading critically To examine the concept of academic integrity To relate this to final year projects To describe and examine plagiarism

5. 5 Aims of this lecture To demonstrate the ways in which you can avoid plagiarism Putting academic integrity into practice Understanding referencing Numeric referencing; Vancouver

6. 6 Effective reading Generic principles- Select a suitable amount of text E.g. short journal article Stage 1 Raise questions in advance and think of keywords you are looking for What do you hope/expect to find? Note down these questions & keywords Anticipation means you read with more focus This is the first step to active reading

7. 7 Effective reading Stage 2 1st reading: Skim the text for general meaning Only take very brief notes at this stage, if any Use a pencil to mark difficult passages 2nd reading: Scan the text for the keywords/particular topics you noted at Stage 1 + your marked passages 3rd reading: Read for detail Now go back over the text carefully Read each paragraph/section in detail Take selective notes, capturing some detail Because you have carried out a skim and a scan read already, the read for detail stage is more effective

8. 8 Effective reading for science Some students may find the skim-scan-read for detail process difficult to implement with scientific writing Material with a high incidence of formula, data, scientific expressions and specialised vocabulary may be difficult to read quickly There are further anticipatory processes that can be tried in advance of, or as an alternative to, skim-scan-read for detail

9. 9 Effective reading for science 1.Reading in context Scientific papers tend to follow a standardised structure There may be some variation within this for some sections e.g. the extent and position of acknowledgements within the paper But the core sections are usually as follows-

10. 10 Effective reading for science The main structure of scientific papers: Abstract Introduction Literature Review Materials and Methods Results Discussion

11. 11 Effective reading for science In your reading, you can work with the kind of information you will find in each section Anticipating the type of �discussion� in each section allows you to read for context, and read more effectively In short, you �know� what you are looking for

12. 12 Effective reading for science

13. 13 Effective reading for science

14. 14 Effective reading for science From this table, it is clear that a careful preliminary reading of the abstract, introduction and discussion would prepare the reader Following this with a skim-scan-read for detail approach may now be effective

15. 15 Effective reading for science 2.Working with abstracts The abstract is a crucial aspect of any scientific paper Within the scientific community, the abstract alone is often used to evaluate and utilise texts within a research field Re Final Year Projects, �This section should be as concise as possible�, and should include everything that you particularly want the reader to know. The problem should be stated, and the main findings and conclusions should be included in the same order as in the report.� (1) i.e. the abstract encapsulates the whole �argument� of the text Given the nature of an abstract, it�s clear that a quick � but careful � preliminary reading of the abstract alone will allow for successful reading of the whole paper

16. 16 Effective reading for science It�s possible to take an even more strategic approach to using abstracts Isolate each statement in the abstract Perhaps use colour/highlighter to identify them? Match these against the whole paper, identifying which section of the text relates to each part of the abstract For example, you can colour-code paragraphs to show which part of the abstract they relate to

17. 17 Effective reading for science 3. Reading strategically - headings & paragraph deconstruction Headings: As well as the main sections outlined above, scientific papers will also be organised by headings, subheadings and paragraphs Headings and sub-headings follow the general direction of the �argument� They follow a sequence of hypothesis � test - results - discussion Use these headings strategically For example, use them as a parallel process to construct your notes Under each heading put down a few summary points to summarise that section of the text

18. 18 Effective reading for science Paragraph deconstruction Look at each paragraph strategically Within academic writing, paragraphs tend to have a. A topic sentence (the central idea of the paragraph) b. Explanation & evaluation of the topic sentence c. Evidence that supports the explanation and evaluation As you read each paragraph, try and place the information into these three areas

19. 19 Paragraph activity Lloyd, D and Hanawalt, P.C (2000) Look at sample paragraph Repeat process for following paragraph

20. 20 Critical reading It is always important to take a (constructively) critical stance to all your reading You should always expect papers and texts to conform to the principles of academic integrity Hypotheses should always be properly tested; results discussed and a conclusion reached But there may well be alternative ways of presenting research Alternate interpretations may well be possible!

21. 21 Critical reading Common Mistakes in presenting/preparing Final Year Dissertations: �Not being critical enough. Both of previous researcher�s work and of yours. A good literature review and discussion is reliant on your ability to discuss, make comparisons and critically analyse previous researchers� work. You should also be able to recognise shortcomings in your work and suggest how you�d approach the same issue differently next time� (6)

22. 22 Critical reading There is no �magic solution� to developing critical reading Continuous practice, and a willingness to adopt a �critical mind-set� , will help You might like to consider how you can foster this mind-set by using a template for taking notes

23. 23 Critical reading � a notes template Consider the following headings � 1. Source information For accurate referencing 2. Key points Your words 3. Quotations/information directly from source material 4. Key data/formula etc 5. Summary of results/discussion/conclusion 6. Alternative interpretation of results/discussion/conclusion

24. 24 Critical reading � a notes template The advantages of adopting this kind of template are as follows: It puts all your notes in a standard format Comparison (and critical comparison) of sources is easier, therefore Separating your words and source material means you are less likely to fall into the �plagiarism trap� Having a section in which you always record alternative interpretations/explanations helps foster a �critical mind-set�

25. 25 BREAK 5-10 mins

26. 26 Final year projects Extensive piece of written work Five forms�but all have in common- Focus on originality, independent evaluation and quality of research Informed by 80 >/ 100 > sources Marks to be gained for presentation Following a formal academic style Correct referencing procedures �For each section markers will consider both content (extent, relevance and understanding of information) and general presentation (e.g. clarity of style, figures, tables, referencing� (1)

27. 27 Academic assessment All academic assessment requires basic �honesty� You must demonstrate what you know fairly All work is your own, except where you are required to collaborate with others Academic assessment also relates specifically to academic integrity This is especially relevant for written work drawing on other sources e.g. essays; projects; dissertations

28. 28 What is academic integrity? �Academic integrity means the attitude of approaching your academic work honestly, by completing your own original work, attributing and acknowledging your sources when necessary and not relying on dishonest means to gain advantage.� (2) Implementing academic integrity means taking an evidential approach

29. 29 The evidential approach to academic writing All academic writing should be informed by reading and research In the case of a short piece of work, this might be one key source With longer pieces, e.g. a laboratory project report, this could be multiple sources The sources that you use must always be evidenced, i.e. �attributed and acknowledged� (2) You must provide information that shows The author(s) The year the source was published/available The full title For books & websites, where it can be �found�, i.e. URL, or place of publication/publisher

30. 30 Common knowledge Common knowledge = generic information that is widely understood to be true It is not part of a specific academic/scientific argument or hypothesis - Though it may form some of the underlying principles Common knowledge does not need referencing in the same way a source does Don�t confuse common knowledge with sources

31. 31 Common knowledge Examples - The Battle of Hastings took place in 1066� But a scholarly account of the outcome of this battle, and the consequences for 11th Century Britain, is not common knowledge�it would be a referenced source

32. 32 Common knowledge Examples cont.: The Periodic Table But a discussion of Mendeleevs�s work and significance is not common knowledge�it would be a referenced source The Matrigel Invasion Assay as a widely used protocol in Cell Biology But an account of how this protocol had been modified for a particular process is not common knowledge�it would be a referenced source

33. 33 The evidential approach to academic writing If you provide this information, and show where you use sources in your writing, you show that: All sources used can be accurately traced by another scholar They can �follow-up� your argument You have achieved transparency and honesty You demonstrate your work is your own work You demonstrate your sources are used properly

34. 34 Further reasons for �attributing and acknowledging your sources� (2) Effective use of sources structures your argument You fulfil assessment criteria and maximise your grade You demonstrate the breadth and relevance of your reading and research Marking criteria for Essay and Written Assignments (3, 4) 70-100% (Excellent) iv Shows evidence of having read relevant literature and is able to use this effectively. Accurate citing of references.

35. 35 Further reasons for �attributing and acknowledging your sources� (2) cont. 60-69% (Good) iv Shows evidence of having read some of the relevant literature and is able to use this in the answer. References cited. 50-59% (Satisfactory) iv May show evidence of having read some relevant literature but generally fails to demonstrate understanding of it or to use it correctly in the answer.

36. 36 Key terms In �attributing and acknowledging your sources� (2) there are several key terms Referencing The whole process of embedding sources effectively In-text citation The point in your text where you draw from your sources + say what they are Reference list A complete list of references that gives full details for all your sources; at the end of your main text You need to understand & use these processes Failure to do so can result in plagiarism!

37. 37 Plagiarism �Plagiarism is defined as the act of reproducing the ideas, discoveries and written work of others and passing them off as one�s own� (1,3,4) Plagiarism is a form of academic dishonesty, therefore Plagiarism can involve significant amounts of material: Whole passages from other writing that are �passed off� as your own Tables/charts/diagrams/figures that appear to be your own work Unattributed results from other research

38. 38 Plagiarism It can involve relatively small amounts of material: E.g. mosaic plagiarism The amount of material is not in itself significant Both large-scale and minor plagiarism are �academic offences�, and will be punished! The disciplinary process is � rightly! � severe Zero coursework mark Meeting with HoD Problems with personal references/career progression (1,3,4)

39. 39 Academic dishonesty and science There is a particular need to observe academic integrity and avoid plagiarism in science �Honesty in reporting data and ideas is an essential tenet of the scientific world� (1) Where malpractice occurs: Unfair career advantage may be gained Funds for research may be misappropriated Where malpractice is revealed: Further research based on the compromised material will be damaged Reputations are tarnished Careers are damaged Funds for e.g. medical advances may be removed

40. 40 Academic dishonesty and science Note that malpractice includes using fraudulent data, as well as stealing others� work Fraudulent data = Data wholly or partially made up (fabricated) Data �tweaked� to support a result or hypothesis Inconvenient/contradictory data that is removed to support a result or hypothesis

41. 41 Academic dishonesty and science Example - fabrication Involves J.Subdo, Norwegian Radium Hospital, Oslo A paper in The Lancet on non-steroidal anti-inflammatory drugs (NSAIDs) and cancer has been retracted Research carried out by Subdo appears to have been fabricated The author�s career has been severely damaged (5)

42. 42 Plagiarism Plagiarism can be intentional E.g. collusion; buying an essay from an on-line essay-bank Very often plagiarism is unintentional E.g. Bad practice in note-taking where you confuse words, information and data from your source material with your own words�fragments of unacknowledged material pop up in your writing, mixed with your own language (mosaic plagiarism)

43. 43 Plagiarism Bad practice: where plagiarism occurs �Direct copying� (1,3,4) of any material Missing in-text citations Unacknowledged paraphrasing Unacknowledged summaries �Unattributed reproduction of tables and figures� (1,3,4) Collusion Duplication

44. 44 Plagiarism Good practice: ways to avoid plagiarism �Direct copying� (1,3,4) Any actual words from source material that you use must be accompanied by an in-text citation, and a reference in the reference list They must appear as a quotation Exception: words and phrases that are common knowledge Make sure your assignment notes separate your words, and the words of your sources (In scientific writing, how often do you need to use an actual quotation?) Missing in-text citations Wherever your writing has a direct engagement with your sources, an in-text citation must appear, and a reference in the reference list

45. 45 Plagiarism Unacknowledged paraphrasing Where you express part of someone�s �argument�/research in your own words Paraphrasing is fine if accompanied by in-text citation, and a reference in the reference list Unacknowledged summaries Where you summarise the whole of someone�s �argument�/research in your own words Summarising is fine if accompanied by in-text citation, and a reference in the reference list

46. 46 Plagiarism �Unattributed reproduction of tables and figures� (1,3,4) All tables and figures reproduced in your work must be attributed, i.e. accompanied by an in-text citation, and a reference in the reference list Re-interpreting and redrawing tables and figures is fine, provided the source is attributed, i.e. accompanied by in-text citation, and a reference in the reference list (Note that judicious re-interpretation and re-drawing of figures and tables is actively encouraged on the Final Year Project as a means of demonstrating real knowledge & understanding [1])

47. 47 Plagiarism Collusion Never take another student�s work and present it as your own Where you are required to work with others to produce a shared document (collaboration), each person�s contribution must be identified If there are elements of your final year project that do involve others, the distinctive contributions must be shown

48. 48 Plagiarism Duplication If you have written on/produced research on a topic before, you must never re-present it without acknowledgement Note that you can plagiarise yourself! But not if you have the agreement of your module convenor to use earlier work; and give an in-text citation, and a reference in the reference list If this is relevant to your final year project, then earlier work must be properly referenced

49. 49 Plagiarism Note that the central issue in all the above instances of good practice, avoiding plagiarism, is a sound knowledge of the relevant referencing system This allows you to insert correct in-text citations, and produce a correct reference list The referencing system you are required to adopt for the Final Year Project is a numeric system The referencing process is described in the Guidelines (1) Detailed guidelines for numeric referencing are also provided by the Vancouver referencing system

50. 50 Referencing Numeric/Vancouver referencing is straightforward once you start using it At every in-text citation you provide a number In superscript 1 or parenthesis (1) New in-text citations have a new number At the end of your text, you provide a numbered reference list with bibliographical information Numbers correspond to in-text citations, and are in the same order therefore

51. 51 Referencing Example [taken from Guidelines (1)] In-text citation: "Studies in a variety of species, from insects to mammals, demonstrate the remarkable fidelity with which growth cones of developing neurons project to and recognise their synaptic targets (1). Reference list (1) Goodman, C.S., Shatz, C.J. (1993) Developmental mechanisms that generate precise patterns of neuronal connectivity. Cell 72: 77-98.

52. 52 Referencing Further information: The Academic Integrity webpages http://www.kent.ac.uk/uelt/ai/ Curtin University of Technology http://library.curtin.edu.au/referencing/index.html Project Guidelines (1) Staff in Biosciences

53. 53 Final points� Don�t be nervous of using sources! Learn how to reference properly Observe academic integrity through good practice Seek guidance on the referencing process if you need to Consult the Department Consult the Student Learning Advisory Service www.kent.ac.uk/uelt/learning Read actively and strategically, employing a variety of techniques Read critically!

54. 54 GOOD LUCK�. For the Final Year Project

55. 55 Reference list Department of Biosciences (2007) Guidelines for Preparing Final Year Project Reports. Faculty of Science, Technology and Medical Studies: The University of Kent 2. The Unit for the Enhancement of Learning and Teaching, The University of Kent. (2007) Academic Integrity. [published 2007; cited 2008 January] Available from http://www.kent.ac.uk/uelt/ai/students/index. html 3. Department of Biosciences (2007) Biomedical Sciences Stage2/3 Handbook. Faculty of Science, Technology and Medical Studies: The University of Kent

56. 56 Reference list 4. Department of Biosciences (2007) Biochemistry/Biology/Forensic Biology Stage2/3 Handbook. Faculty of Science, Technology and Medical Studies: The University of Kent 5. Pincock,S (2006) Lancet Study Faked - Investigation to probe all research conducted by scientist accused of fabricating results from 900 research participants [published 16th January 2006; cited 2008 January]. Available from http://www.the-scientist.com/news/display/22952/ 6. Centre for Excellence in Teaching and Learning in Applied Undergraduate Research Skills, the University of Reading [CETL-AURS] (2007) Engage in Research: The interactive resource for bioscience students [published 2007; cited 2008 January] Available from http://www.engageinresearch.ac.uk/index.html