Incorporating evidence into academic writing

Learning Skills Group

Incorporating evidence into academic writing

Overview of this workshop

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This module will focus on: 1.  Acknowledging sources appropriately in

assignments 2.  Quoting, paraphrasing and summarising 3.  Incorporating different ‘voices’ and using

reporting verbs 4.  Using appropriate referencing styles

COPYRIGHT © LEARNING & TEACHING CENTRE I LEARNING SKILLS GROUP 2015

1] Acknowledging sources appropriately in assignments All information from other sources used whether in the form of quotes, paraphrases or summary points must be acknowledged. Acknowledgement may be in the form of: 1.  In-text citation + reference list 2.  Footnotes or endnotes

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Acknowledgement involves: 1.  Accurate referencing style and format 2.  Accurate representation of original ideas 3.  Appropriate use of sources 4.  High quality evidence use (relevant & reliable evidence)


Types of evidence that can be used for supporting a theory/idea/viewpoint:


Academic honesty and scholarship: -developed and demonstrated through the research and production of assignments Why is it important? What is the MQ policy? ‘One of the University’s objec7ves is to produce ethically and socially aware graduates, capable of applying the skills and knowledge they have developed at University to all aspects of their lives, as well as to their academic work. Academic dishonesty undermines the integrity of the University’s academic awards and assessment processes, and damages the University’s reputa7on. It also reduces the effec7veness of a student’s 7me at the University.’ (hGp://www.mq.edu.au/policy/docs/academic_honesty/policy.html)


Task 1: Read the definitions of dishonest academic behaviours. Match the definition with the appropriate terms below. Deception Fabrication Plagiarism Sabotage


Watch Macquarie University library training video ‘Acknowledging the words and ideas of others’ http://www.youtube.com/watch?v=QXlo98z_yFs Creative Commons website (search for shared images & music) http://search.creativecommons.org



2] Quoting, paraphrasing & summarising What is the difference between: a quote, a paraphrase, a summary ?


2] Quoting, paraphrasing & summarising A quote is a replication of the exact wording of the source materials. A paraphrase is a detailed restatement of the source materials in your own words. The paraphrase should maintain the original meaning but the wording and sentence structure should be changed. A summary is a condensed version of a passage written in your own words. It contains only the most important ideas.


Quotation

•  Why do we use quotes? Effective if used selectively but do not use it too often. •  Is it necessary to use the actual words? •  How do I add a quote? Put quotations marks around ALL the exact words and include page number. •  Two types of quotes:

1. short quotes “….” 2. long quotes “………………………………………”


Author's original text: Since 2003, the ‘legacy carriers’ Qantas and Air New Zealand have faced competition on most of the trans-Tasman routes from one or both of the new entrants. In September of that year the large international airline Emirates took up what are called ‘fifth freedom rights’ to operate on four routes; three between Auckland and the major Eastern seaboard Australian cities, and one between Christchurch and Melbourne (later Changed to Christchurch – Sydney). Source text: Hazledine, T 2008, 'Competition and competition policy in the trans-Tasman Air Travel Market', Australian Economic Review, vol. 41, no. 4, pp. 337-348. (Harvard referencing style)


Example of a short quote: Hazeldine (2008) states that, “Since 2003, the ‘legacy carriers’ Qantas and Air New Zealand have faced competition on most of the trans-Tasman routes from one or both of the new entrants” (p. 337). (A quote can be a sentence or part of a sentence.)


Example of a long quote: The research inves7gated the effects of recent changes to the interna7onal airline industry as an example of compe77on policy. In no7ng recent major changes Hazeldine (2003) stated that:

Since 2003, the ‘legacy carriers’ Qantas and Air New Zealand have faced compe77on on most of the trans Tasman routes from one or both of the new entrants. In September of that year the large interna7onal airline Emirates took up what are called ‘fi]h freedom rights’ to operate on four routes; three between Auckland and the major Eastern seaboard Australian ci7es, and one between Christchurch and Melbourne (later Changed to Christchurch – Sydney) (p.337).

Discussion: Is it appropriate to present this information as a short or long quote?


Paraphrase

Paraphrasing can be done by: •  Keeping core terminology but changing every day words (use synonyms e.g., concept à idea; change verbs to nouns, e.g., develop à development; change nouns to adjectives, e.g., motivation à motivated) •  Change the order of information •  Change the sentence structure (Paraphrases are used for short sections e.g., 2-3 sentences. For long sections, summarise ideas.)


Task 2: Paraphrase the following sentences. Little research has been published investigating the experiences of physical and emotional support for children with disabilities in the Australian school context. The aim of this phenomenological study was to explore how children with disabilities experienced support when they were bullied at school. Source: Bourke & Burgman, 2010, p. 359.


Summary

Summarising can be done by: •  Identifying all the main ideas but eliminating details. •  Restructuring the passage to highlight the main points in your own words. •  Clarifying any links or relationships needed. •  Establishing a link between your argument or claim, and the summary given.


Task 3: Summarise the following sentences. Little research has been published investigating the experiences of physical and emotional support for children with disabilities in the Australian school context. The aim of this phenomenological study was to explore how children with disabilities experienced support when they were bullied at school. Source: Bourke & Burgman, 2010, p. 359.


1.  How long should a summary be? •  no set formula, consider : complexity of the text & level of detail needed to provide an effective representation •  remember to provide an interpretation of ideas that suit your purpose 2. Should page no. be given for paraphrases/summaries? •  a debate over whether page number is necessary •  consider if the reader needs to check on particular item

of information


3] Incorporating different ‘voices’ & using reporting verbs What are ‘voices’ in academic writing? •  different ways of indicating ideas from other sources.

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1. Direct voice direct quota7on

2. Indirect voice author-‐prominent paraphrase

3. External voice informa7on-‐prominent paraphrase

4. Own voice your own ideas (not from outside sources, no in-‐text cita7on needed)

Task 4a: Which type of voice is used in this text? Text A: A significant increase in the number of people losing their homes since the great financial crisis (GFC) has alarmed leading community support agencies who have called on the government to prioritise spending initiatives and implement action as a matter of urgency (Costello, 2010; Red Cross, 2010; Langton & Dodson, 2011).


Use external voice when: •  making a general point / setting out established information from an authority. For example, data from an institutions such as the ABS / CSIRO. •  demonstrating the information (either fact or opinion) is widely known or established by citing one or several sources.


Task 4b: Which type of voice is used in this text?

Text B: We can gain access to different kinds of information in today’s world. However, not all the information is reliable for academic writing. Brick (2012) suggested five reliability tests to evaluate academic sources. They include an assessment of the authority, audience, transparency, objectivity and currency of the text.


Use indirect voice when: •  acknowledging that ideas and information have been taken from a source and it is presented in the form of a paraphrase or as a summary •  the source is significant such as a recognized authority e.g., influential researchers in a discipline such as Halliday on grammar, Flannary on climate change, an agency or institution (UNESCO, WHO, OECD, Macquarie University).


Task 4c: What are the two types of voices used in this text?

Text C: Kieseker and Marchant (1999) defined workplace bullying as ‘an abuse of coercive power by either individuals in the internal workplace or external clients’ (p. 63). As no clear definition of this term has been provided elsewhere in the literature, their definition will be used in this essay.


Is my own voice important? •  It is essential to express your own thinking based on the reading and research you have conducted. •  The sources you incorporate into your text are used to support your argument and claims made in response to the assigned task. Your response can show your ability to: •  interpret sources •  frame an argument or position •  develop your case with explanation and justification


Academic phrase bank Different sentence structures to refer to outside sources: http://www.phrasebank.manchester.ac.uk/referring-to-sources/

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Using reporting verbs: 1.  Relating to research (investigate, study, observe, find, examine) e.g., Smith (1999) investigated the causes of water pollution. e.g., Jones (2010) studied the effects of cyber bullying on the emotional development of teenagers.


Using reporting verbs: 2. Relating to discourse (e.g., conclude, point out, suggest, argue, show, state, propose, describe) a. Brown (2009) points out that there are four stages in the process of adaptation to a new culture. b. Preston (1999) argues that the effects of cultural shock can be minimised by adequate support provided to expatriates during the settling-in period.


Using reporting verbs: 3. Relating to evaluation (e.g., contend, assume, assert) a. The author assumes that tax refunds will lead to an increase in consumer spending. b. Brown (2011) contends that privatisation of water supplies will improve the management of water resources.


Task 5: Decide whether the reporting verbs are neutral (n) or evaluative (e). 1.  Describe 2.  Claim 3.  Argue 4.  Reject 5.  Outline 6.  Assume 7.  Discuss


Task 6: Explain the difference in meaning in the following sentences. a.  The World Bank states that privatisation of water supplies will reduce corruption and mismanagement. b. The World Bank assumes that privatisation of water supplies will reduce corruption and mismanagement. c. The World Bank argues that privatisation of water supplies will reduce corruption and mismanagement.


Task 7: You can express your voice through the use of tenses. Compare the use of tenses in these sentences. Discuss how you can indicate your attitude by using tenses. 1a. Traditional behaviourists believe that language learning is the result of imitation, practice, feedback on success, and habit formation. 1b. Traditional behaviourists believed that language learning is the result of imitation, practice, feedback on success, and habit formation.


2a. Clark (2002) points out global warming is caused by increasing concentrations of greenhouse gases produced by human activities. 2b. Clark (2002) has pointed out that global warming is caused by increasing concentrations of greenhouse gases produced by human activities. 2c. Clark (2002) pointed out global warming is caused by increasing concentrations of greenhouse gases produced by human activities.


4] Using appropriate referencing styles 1.  Author-date referencing systems (e.g., Harvard, American Psychological Association /APA) a.  in-text citation in the body of the paper b.  a reference list at the end of the paper giving full bibliographic details for each in-text citation See examples here: http://libguides.mq.edu.au/content.php?pid=459099&sid=3759394 http://libguides.mq.edu.au/content.php?pid=459099&sid=3759396


2. Footnote/Documentary-note style (e.g., Oxford) a.  in-text citation (using a superscript number, generally at the end of a sentence) b. a list of footnotes at the bottom of the page (known as endnotes if they appear at the end of a chapter/section) c. a bibliography at the end of the paper giving details of each source and other materials consulted See examples here: http://libguides.mq.edu.au/content.php?pid=459099&sid=3759400


3. Number-sequence style (e.g., Vancouver) a.  in-text citation in the body of the paper, using consecutive numbers in parentheses b. a numbered reference list at the end of the paper See some examples and other referencing styles: http://libguides.mq.edu.au/content.php?pid=459099&sid=3759458


1.  Which referencing style should I use? 2.  What is the difference between a reference list and a bibliography? 3. How should the references in a reference list be arranged? 4. What is secondary citation? 5. Do you have any other questions?


Secondary citation •  acknowledging ideas from one source which has been cited in another source Principles: •  acknowledge the source of the original idea •  acknowledge the location where you found the idea.


Example: Genres are defined as ‘staged, goal-oriented social processes’ (Martin, 1998 as cited in Woodward-Kron, 2005, p. 26). (Note: Since you have read Woodward-Kron 2005 but not Martin 1998, only put Woodward-Kron 2005 in your reference list)


1. Identify the genre of the academic sources because the formatting style is different for different genres. 2. Pay attention to details (commas, spacing, quotation marks, italics) 3. Follow style guides via MQ library website http://libguides.mq.edu.au/content.php?pid=459099&sid=3758848 4. Follow printed style manuals: Pocket Guide to APA Style Concise rules of APA style 5. View online tutorials


Reference

Brick, J. (2012). Academic culture: A student’s guide to studying

at university. Sydney: Na7onal Centre for English Language Teaching and Research, Macquarie University.


Documents

Incorporating evidence into academic writing