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    CRICOS Provider Number 00103D

    General Guide

    for the Presentation of

    Revised Edition

    January2005

    AcademicWork

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    General Guide for the Presentation of Academic Work Revised Edition Page 2 of 44CRICOS Provider Number 00103D

    Preface

    This guide describes acceptable standards for the presentation of academic work and should

    be used for all written and oral work unless specified otherwise by the lecturer in charge of

    the unit.

    As a student at the University of Ballarat, you are required to submit work for assessment as

    part of your course. Such work must be submitted at a high standard of presentation and

    content.

    This guide was first published in 1986. The 1986 edition was compiled by a University-wide

    committee and approved by the Academic Board on the 3rd of December 1986. This 2005

    edition is an updated version of a revised edition, which was published in 1995.

    A subcommittee of the Transition Committee, chaired by Deputy Vice-Chancellor (Academic

    & Research) Professor Wayne Robinson, prepared this edition.

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    Table of Contents

    1. Introduction

    1.1 The purpose of this guide1.2 Using this guide1.3 Plagiarism

    1.3.1 Definitions1.3.2 Avoiding plagiarism

    1.4 Penalties

    2. General standards of presentation2.1 Submission

    2.1.1 Method and timing2.2 Format

    2.2.1 Paper2.2.2 Folders2.2.3 Fastening2.2.4 Word processing, proofreading and spacing2.2.5 Margins and paragraphing2.2.6 Page numbering2.2.7 Length2.2.8 Footnotes

    2.3 Elements of content2.3.1 Sequence2.3.2 Title page2.3.3 Abstract, synopsis or summary2.3.4 Table of contents2.3.5 List of illustrations2.3.6 Appendices2.3.7 Acknowledgements

    2.4 Particular conventions2.4.1 Illustrations2.4.2 Units of measurement2.4.3 Locality references2.4.4 Scientific terminology

    3. General standards of writing3.1 Writing assignments3.2 Organisation

    3.2.1 General arrangement3.2.2 Chapters, headings and numbering

    3.3 Use of English3.3.1 Vocabulary3.3.2 Sentence structure3.3.3 Spelling3.3.4 Punctuation

    3.3.5 Person, tense and voice3.3.6 Subjectivity and objectivity3.3.7 Abbreviations and latinisms

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    4. Formats4.1 Essays4.2 Technical or practical reports4.3 Business or management reports

    4.4 Papers4.5 Oral presentations4.6 Computer programs4.7 Literature reviews

    5. Methods of referencing5.1 General introduction5.2 Quotations

    5.2.1 Direct quotations in general5.2.2 Short quotations5.2.3 Longer quotations

    5.2.4 Referring to titles5.3 American Psychological Association (APA)

    5.3.1 Introduction5.3.2 In-text citation5.3.3 Reference list5.3.4 Constructing entries in a reference list

    5.3.4.1 Books5.3.4.2 Journal articles (in print periodical)5.3.4.3 Electronic sources5.3.4.4 Journal articles (in Internet database)5.3.4.5 Web sites

    5.4 Australian (formerly AGPS)5.4.1 Introduction5.4.2 In-text citation5.4.3 Reference list

    5.5 Chicago5.5.1 Introduction5.5.2 Footnotes5.5.3 Bibliography

    5.6 Modern Language Association (MLA)5.6.1 Introduction

    5.6.2 In-text citation5.6.3 List of works cited5.6.4 Constructing entries for a list of works cited

    5.6.4.1 Books5.6.4.2 Journal articles (in print periodical)5.6.4.3 Electronic sources5.6.4.4 Journal articles from an Internet database/subscription

    service5.6.4.5 Professional or personal Web sites5.6.4.6 Complete scholarly project or information database

    Appendices

    Appendix I Sample abstractsAppendix II Weights and measuresAppendix III Guidelines for inclusive language

    Index

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    1. Introduction

    1.1 The purpose of this guide

    This guide outlines acceptable standards for submission of academic work at the

    University of Ballarat. Presenting work according to these standards will enhance the

    presentation and organisation of your work, thereby creating a positive impression in the

    mind of the marker.

    Using the guide will enable you to develop practical and organisational skills that are

    transferable to the workplace.

    1.2 Using this guide

    This guide should be used in conjunction with the unit description for each subject you

    undertake. The unit description will specify the requirements for each task, typically

    including topic, format, length and submission date. You are advised to read these task

    descriptions very closely. It is possible specifications other than those outlined in this

    guide may be given. If you are not clear about the specifications, you should check with

    your lecturer or tutor. Generally the requirements given in the unit description have

    priority.

    1.3 Plagiarism

    1.3.1 DefinitionsPlagiarism is the presentation of the work of another person as though it is ones

    own, without properly acknowledging that person. Plagiarism includes copying from

    any source such as a book, journal article, a Web site, and/or another students

    assignment, unless the material is presented as a quotation. It also includes

    paraphrasing, that is, putting others ideas into your own words, without

    acknowledging the source of the material.

    The University has a policy on student plagiarism that can be accessed at

    .TheUniversitys Statute 6.1 Student Discipline and Regulation 6.1 Student Discipline

    make it clear that plagiarising is a breach of student discipline and may incur a

    range of penalties.

    Intentional plagiarism is plagiarism associated with intent to deceive.

    Unintentional plagiarism is plagiarism associated with a lack of understanding of

    plagiarism or a lack of skill in referencing.

    Plagiarism is unacceptable, whether it is intentional or unintentional.

    Collusion is helping someone to plagiarise. Collusion is also unacceptable.

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    1.3.2 Avoiding plagiarismPlagiarism can be avoided by complying with the following guidelines.

    Cite the source of all ideas and information (including such things as statistics,

    graphs and drawings).

    Use appropriate referencing methods, which are presented in this guide in section

    5. Present direct quotations correctly (see 5.2).

    When you paraphrase, fully rewrite the authors idea. Do not just rearrange or

    substitute a few words. Acknowledge the source of the idea.

    Take all precautions to ensure another student cannot inappropriately copy your

    work.

    1.4 Penalties

    Academic work that is late or otherwise fails to conform to the task description

    (usually present in the unit description), or does not meet the standards in this

    guide, may be penalised by:

    not being accepted (not counted towards final assessment);

    being returned for resubmission in an acceptable form, and/or;

    a reduction in marks or grades.

    The penalty applied is at the discretion of the lecturer or school. These or other

    penalties may be applied to plagiarised work.

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    2. General standards of presentation

    2.1 Submission

    2.1.1 Method and timingAcademic work should be submitted in accordance with the methods and dates

    prescribed by individual schools, units or lecturers. In some circumstances extensions

    of time for completion of work may be granted.

    You are strongly advised to keep a copy of all pieces of assessment.

    2.2 Format

    2.2.1 PaperExcept where stated otherwise, A4 paper should be used, on one side only.

    2.2.2 FoldersFolders or covers are not essential. You may wish to check with your lecturer or tutor

    on their preferences.

    2.2.3 FasteningAll pages should be securely fastened together (and to the folder if one is used) by a

    staple or some similar fastening. Paper clips should not be used.

    2.2.4 Word processing, proof reading and spacingAll work should be word processed and carefully proofread before submission. Some

    schools or some lecturers will require written assessment to be double spaced.

    Where this is not specified single spacing is commonly accepted. The following are

    frequently single spaced:

    footnotes, with a double space between footnotes (see 2.2.8 below);

    quotations in the text, of 40 words or more (see 5.2.3 below);

    abstracts (see 2.3.3 below);

    bibliographies and/or lists of references, with a double space between entries.

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    2.2.5 Margins and paragraphingAll written work should have a margin of three to four centimetres on the left hand side

    of the page for comments and corrections. An adequate border should be left on the

    other three sides.

    A paragraph is indicated either by indenting from the margin and/or by using an extraspace.

    2.2.6 Page numberingEvery page after the cover or title page should be sequentially numbered.

    2.2.7 Length

    The prescribed length should be observed. Note carefully such requirements as notless or not more than so many words. Elements such as title page, reference list or

    appendices are not included in the word count.

    2.2.8 FootnotesThere are two ways footnotes can be used. Footnotes as a referencing style are

    discussed in Section 5.5 (Chicago style) of this guide. In some disciplines, footnotes

    may also be used for such things as acknowledgements, or providing marginal

    comments or supplementary information.

    Footnotes should be sequentially numbered through the piece of work with numerals

    above the line in the text, and grouped together at the foot of the relevant page. They

    should be separated from the body of the text with an extra space and a line ruled

    from the left margin. Most word processing packages have a footnote function.

    2.3 Elements of content

    2.3.1 Sequence

    Written work will include some, if not all, of the following elements. In some specificcases you may have reason to vary the outline.

    Title page

    Abstract/synopsis/summary

    Table of contents

    List of illustrations

    Body of text

    Conclusions and/or recommendations

    Appendices

    AcknowledgementsList of references/works cited/bibliography

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    2.3.2 Title pageEach piece of written work should have a separate cover sheet or title page. Some

    schools provide assignment cover sheets. Otherwise, create a title page that includes:

    title or topic of the piece of work; your name and student number; the unit number and

    name of the unit for which the work is to be submitted; the name of the lecturer and/ortutor for whom it is written and the date submitted. If appropriate, add your tutorial

    group. In the case of group projects, list the name and student number of each

    member of the group. The title page should carry no other text, except where schools

    or lecturers require you to place the abstract on the title page.

    In most cases the lecturer will have prescribed the title of the piece of work. If

    choosing your own title be concise but precise and informative in your choice of words

    (for example Content analysis of violence in television cartoon programs for young

    children rather than Childrens television).

    2.3.3 Abstract, synopsis or summaryEssays, research papers, reports, major studies and some other assignments often

    require an abstract. Depending, at least in part, on the format of the assignment, this

    may be referred to as an abstract, synopsis, summary or executive summary. For

    example, essays and research papers are usually provided with an abstract, while a

    report usually calls for a summary. The abstract or summary should be presented on a

    separate page (unless you have been instructed to place it on the title page). It should

    be approximately 100 to 150 words in length and would normally be in connected

    prose (that is, in proper sentences). A variation on some of these requirements is

    typical of executive summaries (see below).

    An abstract or summary should summarise or prcis the content of the work. It should

    not act as a disguised table of contents or de facto introduction. For example, for

    research papers or reports the abstract or summary should outline the problem being

    investigated, the main argument and the conclusions reached. If appropriate, include

    the methods or procedures used.

    Business reports that include conclusions or recommendations intended to be acted

    upon (or executed) should be provided with an executive summary. Depending on the

    length and substance of the report, this may run to one or more pages. The executive

    summary includes the actual recommendations made in the body of the report and thereasons (in brief) why these conclusions were made. Executive summaries may be

    presented with numbered sections (as recommendations are often presented with the

    numbering used in the body of the report).

    2.3.4 Table of contentsWhere a report or research paper is organised under section or chapter headings, a

    table of contents may be called for. This should be on a separate page, should list

    each section or sub-section and appendices, and should show on which page that part

    of the work begins.

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    2.3.5 List of illustrationsWhere there are several figures, graphs, tables or other illustrations, a list of these

    should be provided on a separate page, together with their page numbers.

    2.3.6 AppendicesSupporting material that is not appropriate or convenient to include in the body of thetext should be included in your appendix or appendices. This may include samplequestionnaires, raw data, additional tables and diagrams. Material that is central toyour argument should, however, be incorporated in the body of the text wherepossible.

    Where there is more than one appendix, they should be lettered or numberedsequentially e.g. A, B, C. Appendices should be arranged in the order in which they

    are referred to in the text.

    2.3.7 AcknowledgementsPeople who have given personal assistance should have that assistance

    acknowledged; a statement of acknowledgement should be specific as to names and

    type of assistance, and should be simple and concise.

    The statement is usually presented on a separate page after the title page or before

    the bibliography or reference list.

    2.4 Particular conventions

    2.4.1 IllustrationsTables, graphs, diagrams, charts, maps, drawings, photographs or other illustrations

    may be included in academic work to support or enhance the text and in some cases

    will be specifically required. Illustrations may be included in the body of the work or inan appendix.

    An illustration should be fully self-contained or self-explanatory even where it is

    discussed in the text. That is, it must have an appropriate descriptive caption, and if

    necessary, a legend (giving scale, angle or direction of view, orientation, explanation

    of symbols, etc.). Illustrations drawn from other sources must be acknowledged using

    the appropriate bibliographic style.

    Number illustrations consecutively through the piece of work and, where there areseveral, list them in a list of illustrations (see 2.3.5 above).

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    2.4.2 Units of measureUse the International System of Units (SI units) for all data (except where other units

    are used in a document you are quoting, or are appropriate for historical reasons).

    Appendix II summarises the use of SI units.

    Numerals up to ten should be spelt out in the text. Numbers from 11 upwards are

    written in Arabic characters. However, always use words rather than figures at the

    start of a sentence.

    2.4.3 Locality referencesFor scientific work, where possible, indicate locations by reference to a national grid;

    otherwise, co-ordinate references on a map accompanying your work are acceptable.

    Informal references (such as near the 85 kilometre sign on the Western Highway)

    may be useful in the text, but are not an acceptable formal reference for scientificwork.

    2.4.4 Scientific terminologyUse of scientific terms should conform to accepted practice in the discipline. Avoid

    unnecessary jargon, especially terms from other disciplines where simple English will

    do.

    Where conventional practice permits abbreviated terms, spell out the term when you

    use it the first time with the abbreviation you use in brackets: thus Escherichia coli (E.

    coli), Geospiza magnirostris (G. magnirostris), or deoxyribonucleic acid (DNA) on

    first use, E. coli, G. magnirostris or DNA thereafter.

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    3. General standards of writing

    3.1 Writing assignments

    All academic work should be clear, concise, complete and accurate; it should be self-

    explanatory and fluent.

    All work, unless otherwise specified, should be word processed. The reader must be

    able to read it without difficulty. Work should be carefully proofread and, if necessary,

    neatly corrected. You are strongly advised to revise and edit your work. Ensure you:

    answer the question and/or address the topic;

    address the criteria for assessment;

    structure and express your work clearly;

    check spelling and grammar.

    In general, assume that the work is written for an academic reader who has in-depth

    understanding of the discipline. However, ensure that your assignment shows your

    understanding of the particular topic.

    3.2 Organisation

    3.2.1 General arrangementGenerally speaking, essays are written in connected prose - that is complete

    sentences without headings - and reports are organised under appropriate headings

    and sub-headings. Longer pieces of work are usually organised into chapters.

    Conventionally, written work has an introduction, main section and conclusion. Theintroduction orients the reader to the content of the main section. It would usually

    include information on the scope and purpose of the work, the problems to be

    addressed and may place the work in its theoretical context. The conclusion sums up

    the discussion, refers it back to the underlying theme, and notes any unresolved

    issues. Conclusions or recommendations may sometimes be listed in a separate

    section.

    The main section of the work should have an appropriate structure. The ideas

    presented should flow logically and not be scattered haphazardly throughout the work.

    Essays, reports and similar assignments must be presented in structured paragraphs.

    Indicate paragraphs clearly by indenting and/or leaving an additional line free of text.

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    3.2.2 Chapters, headings and numberingSome disciplines or schools will have specific conventions or requirements, which

    should be observed. Some specific requirements are listed in section 4.

    The practice of decimal numbering of sections and subsections (as followed in thisguide) is often used in report writing.

    3.3 Use of English

    Aim for a formal style of expression, but do not be long-winded. Write directly and

    precisely. The conventional rules and standards of English grammar should be observed.

    There are many useful guides to writing styles available in the library.

    3.3.1 VocabularyWord usage should be accurate and appropriate, avoiding tautologies (words or

    phrases repeating the same idea), colloquialisms, clichs and slang. Use simple

    English rather than big words. Terms relating to your topic must be used precisely,

    but otherwise avoid jargon.

    Current social values, and University policy, require non-discriminatory language. In

    particular avoid sexist or racist terminology. (See Appendix III.)

    3.3.2 Sentence structureMost academic work should be presented in complete sentences. Generally keep

    sentences fairly short. Break overly long sentences into short sentences. The

    number of ideas presented in each sentence should be restricted. If in doubt, one

    idea per sentence is a good rule of thumb.

    Point form is acceptable in some formats such as report formats. Introduce the points

    with a sentence or opening clause and check punctuation. Match the grammar of your

    points with the introductory sentence or clause.

    3.3.3 SpellingSpelling should be in accordance with accepted formal practice. When in doubt, use a

    dictionary. Where English and American spellings differ, the English form should be

    preferred. Use the spell check function on your word processor but be aware that it

    will not identify all errors.

    3.3.4 PunctuationConventionally accepted standards of punctuation should be observed. Commas are

    used to break up sections of a sentence where the ideas are related. (Unrelated ideas

    are best expressed in separate sentences.)

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    A semicolon functions like a weak full stop when the decision is made not to split ideas

    into separate sentences. A semicolon is also used to separate items in a list. A colon

    is used where what follows is a list or a clarification of the earlier part of the sentence.

    3.3.5 Person, tense and voiceIt is conventional in academic writing to write in the third person, past, passive: forinstance, It was determined that the precipitate was neutral, rather than I

    determined that the precipitate was neutral. In this convention, the writer refers to

    himself/herself as the writer, the author, or by some similar turn of phrase. This

    convention, which conforms to traditional scholarly publishing practice, is becoming

    less common. However, in general avoid the use of I.

    3.3.6 Subjectivity and objectivityMost essay and report writing requires the objective presentation of data and ideas,

    with logical argument and conclusions. Except where specifically asked for subjective judgements or impressions, you should be objective, and not allow subjectivity

    (including personal beliefs or feelings) to colour your writing. Sometimes you will be

    asked for your conclusions or opinions, and these should always be clearly expressed

    as such. Avoid such over-generalisations as It is obvious that... or As everybody

    knows. Common sense or universal knowledge is not academic evidence.

    3.3.7 Abbreviations and latinismsAbbreviations in the text should be avoided. Certainly avoid such shorthand

    abbreviations as & (for and), 18C (for eighteenth century), and ditto marks.

    Although such abbreviations as e.g. (for for example) and i.e. (for that is) are

    widely used, generally opt for the spelt out, English form. (For some exceptions to this

    rule, see 2.4.2 and 2.4.4 above.) Where abbreviations are part of normal conversation

    (such as ACT, UN or WTO) spell out the term when you use it the first time with

    the abbreviation following in brackets; for example: United Nations (UN) on first use,

    UN thereafter.

    Although some Latin terms such as supra (for above) and infra (for below) are

    common on some documents, prefer the English alternatives unless specifically

    required otherwise.

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    4. Formats

    4.1 Essays

    Essay format is typically used to discuss an idea or topic. It is written in connected prose.

    Generally, headings, point form and illustrations are not used. Usually your lecturer will

    be looking for evidence of your ability to select and use sources critically, to formulate

    you own views, to argue and draw conclusions in a logical and coherent way, and to write

    clearly. Essay format is most commonly used in the humanities, the arts and the social

    sciences

    4.2 Technical or practical reports

    Reports of this type document experimental or other research method. Reports are

    usually presented with an abstract or summary. The body of the report should conform to

    the IMRAD outline (Introduction, Method, Results and Discussion).

    (i) Introduction: clearly states the problem being studied, its scientific context

    and/or theoretical background, and the hypothesis or hypotheses being tested.

    You may be required to include a review of the literature on the topic (see 4.7

    below).

    (ii) Method: has two or three sections, depending on the topic:

    (a) Subjects: precisely who or what the subjects were, the characteristics of

    the sample, and its relationship to the population being studied;

    (b) Materials and equipment: a description of the materials, chemicals, tests,

    etc., and of the equipment or apparatus used;

    (c) Procedures: how the experimental or survey work was carried out, and

    how the data was collected and analysed.

    These sections should contain sufficient information to permit replication of the

    study; protocols, questionnaires or sample survey forms may be included as

    appendices (see 2.3.6 above).

    (iii) Results: is a factual and concise summary of observations, measurements

    and statistical tests if appropriate. It will normally include tables or graphs.

    There should be sufficient data to support the Discussion section. Note that the

    Results section is purely descriptive: any discussion or conclusions are

    reserved for a separate.

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    (iv) Discussion: evaluates and interprets data reported in the Results section.

    You should not introduce new data here. Indicate whether your data supportthe hypothesis, and relate your findings to those of previous studies (which will

    probably have been noted in the Introduction). Note any flaws or special

    features of your study which may have influenced your findings; if you cannot

    explain your findings, say so. Draw any conclusions and, if appropriate, make

    any recommendations, including recommendations for further research. It is

    often desirable to list conclusions and recommendations in a separate section.

    You may need to check with your lecturer as to whether your task requires

    Ethics approval.

    4.3 Business or management reports

    Reports of this type are used to present information and (usually) make

    recommendations on a situation or problem. Typically, business report format requires

    you to collect information and analyse it according to one or more theoretical frameworks.

    The conventional outline is IBCAR (Introduction, Body, Conclusion and

    Recommendations).

    (i) Introduction: clearly states the problem being studied, the purpose andscope of the report, and the sources of information used.

    (ii) Body: should be organised under headings appropriate to the topic, andshould cover:

    a statement, in detail of the problem and its background;

    a description of the investigation;

    a statement, in detail, of the data or facts collected; and

    an analysis of the findings and results.

    (iii) Conclusion and Recommendations: may be one or two sections as

    appropriate. Conclusions should arise clearly from the data given in the body,

    and you should explain why one conclusion is preferred to another; new data

    or ideas should not be introduced here.

    Note that while the headings Introduction, Recommendations and Conclusion are

    typically used, the term Body is never used as a heading.

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    4.4 Papers

    You may be asked to write in a format that is neither essay nor report format. Examples

    include a tutorial or research paper. In these cases headings are frequently used. Pay

    particular attention to task requirements and check with your lecturer or tutor if unsure.

    4.5 Oral presentations

    An oral presentation may be an individual or group task. The following guidelines should

    be used.

    Consider who your audience will be.

    Ensure the talk is audible to everyone in the room.

    Ensure the you have appropriate visual material such as overhead transparencies

    or PowerPoint slides.

    PowerPoint slides and transparencies should be clearly visible to all people in the

    room.

    Give your audience sufficient time to read visual material.

    The talk should not be read word for word from a written page; you should makesome attempt to speak directly to your audience. If the exact text is important,

    consider providing it as a handout.

    If you provide a handout to accompany your presentation, it should include the

    same information that appears on the title page of an assignment (see 2.3.2).

    If you use a whiteboard, prepare the board in advance if possible. Avoid talking

    with your back to the audience.

    Try to avoid distracting mannerisms (such as fiddling with a pen or standing on

    one leg).

    Normally you will be assessed on standard of presentation as well as content. Take

    every opportunity to observe and analyse what makes oral presentations work best, and

    apply those observations to your own practice. Pay particular attention to things such as

    scheduled date of presentation, and prescribed time limit.

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    4.6 Computer programs

    Computer programs may be submitted in hard copy or soft copy form. Soft copy

    submission will usually be made using removable digital media (floppy disk/CD/DVD) orvia email. Submissions must include available source code. Email submissions should

    request that receipt of the submission be acknowledged.

    Any hard copy submissions should be submitted on computer printout stationery, but

    should have a title page (see 2.3.2 above) and any additional text required. Unless

    indicated otherwise, the program should include both a listing, a sample run, and

    instructions for use and installation of the program.

    4.7 Literature reviews

    A review of the literature on a topic may be a separate assignment or part of the

    introduction to another piece of written work. A literature review should give a written

    overview of the published knowledge on a topic. It should not be merely a series of

    annotations on separate books or articles. A literature review should include:

    a summary of the arguments or findings of the key thinkers or researchers in the

    field;

    a comparison and/or reconciliation of these arguments or findings;

    your conclusions on the state of knowledge or opinion on the topic;

    a note of apparent gaps in the literature with a summary of needs for further

    research;

    an explanation of how your investigation will contribute to the state of knowledge

    where your review is part of a longer piece of work.

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    5. Methods of referencing

    5.1 General introduction

    Generally academic work is heavily dependent on the findings or ideas of others. As a

    matter of intellectual honesty and scholarly integrity you must say where ideas,

    information, or arguments come from, regardless of whether you are quoting directly,

    paraphrasing, or simply mentioning or using data from that source. To do otherwise is

    plagiarism, which is a serious academic offence (see 1.3).

    The basic principle of bibliographic citation is to provide sufficient detail to permit your

    reader to identify and retrieve the item accurately and readily. There are two key

    approaches to referencing: notes (footnoting or endnoting) and in-text citation (often

    referred to as the author-date or Harvard system).

    This guide offers four alternative standards for reference and citation:

    APA (American Psychological Association)

    Australian (formerly AGPS) (author-date system)

    Chicago (footnoting system)

    MLA (Modern Language Association)

    You should use only one style in any piece of written work. Your school or lecturer is

    likely to specify a particular style.

    Each of these styles has its own detailed manual, which is available in the University

    library. These manuals will specify particular requirements for all elements of

    presentation. However, unless otherwise specified, the following general standards of

    presentation can be used for quotations.

    5.2 Quotations

    5.2.1 Direct quotations in generalA quotation is an exact reproduction of an authors words. It should be reproduced as

    originally printed, except:

    where certain words are omitted (as irrelevant or superfluous), when the

    omission should be indicated with three periods (full-stops) at that point in the

    quotation;

    where certain words are added to clarify or explain a point, when the added

    words should be placed in square brackets;

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    where you wish to draw attention to an error or to inappropriate expression in

    the text, when you may add after the offending word(s) the word sic in

    parentheses.

    Do not alter or correct spelling and punctuation in quotations.

    Examples:

    Salaries are computedfrom tables provided by the employing authorities.

    Such provisions do not exist in the [Australian] Constitution.

    Sampling was carried out on Firday (sic) and Saturdays.

    Omissions and interpolations should be made in a way that results in an acceptable

    sentence structure.

    In quoting poetry, the line structure of the original should be preserved: do not present

    poetry in prose form.

    All quotations should be fully acknowledged (see 5.3, 5.4, 5.5 and 5.6). Note, you

    should not over use quotations.

    5.2.2 Short quotationsShort quotations, that is, quotations of fewer than 40 words, should be incorporated

    into the body of the text, preserving an acceptable sentence structure, and enclosed in

    quotation marks. The following sentence is an example. As Emerson says, by

    necessity, by proclivity, and by delight, we all quote.

    5.2.3 Longer quotationsQuotations of 40 words or more should be set apart from the main text. All lines of the

    quotation are indented approximately five spaces. The quotation is single-spaced in a

    font one point smaller than the text. No quotation marks are used.

    5.2.4 Referring to titlesWhen a title is referred to in the text, use the exact title, in italics.

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    5.3 American Psychological Association (APA) style

    The following information is based on guides provided by the University library. For more

    information and examples you may refer to the Web based guide at:

    . Additional guidelines will begiven in the next edition of this guide.

    5.3.1 IntroductionThe APA (American Psychological Association) style is widely accepted in the

    physical, natural and social sciences, and more recently in the humanities. APA style

    uses the author-date system (otherwise known as the Harvard system) which

    comprises brief in-text citations and a comprehensive list of references. The APA style

    is detailed in the 5th edition of the Publication manual of the American Psychological

    Association(2001). This can be found in each of the University of Ballarat campus

    libraries.

    5.3.2 In-text citationThe following excerpt illustrates the APA style in practice.

    Students making the transition to higher education are known to experience difficulties in

    coming to terms with the standard of work required of them (Krause, 2001, p. 156). One problem

    that often causes significant feelings of anxiety amongst students is that of plagiarism, which

    academics can usually detect quite easily (Salusinszky, 2004), and the correlating emphasis that

    they place on correct citing and referencing of information sources. The essence of this problem,

    neatly crystallised by Anderson and Poole (2001), is that in scholarly writing, it is nearly always

    essential to refer to the work of others (p. 16). Devlin (2004) proffers this advice about paraphrasing:

    When you summarise the main ideas . . . from someone else in your own words, you are

    also expected to clearly acknowledge that someone else first wrote about the ideas you

    have summarised. Giving proper references shows that you have read the appropriate

    literature and are well informed. (p. 23)

    A recommended solution to the problems that students experience is for academic staff to

    provide specific instruction to help them recognise when plagiarism occurs (Landau, Druen, & Arcuri,

    2002). There is also a role for librarians to provide guidance that assists students to determine the

    appropriate citation style to use, generally in the form of guides and tutorials (Freimer & Perry, 1986).

    This excerpt is from a journal article being prepared for publication by R Counsel and M Staley, University of Ballarat.

    In practice, highlighting is not used. It is used in the above example to draw your

    attention to the in-text citations, which are included in the following reference list.

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    5.3.3 Reference listThe reference list is designed to provide information to enable each source that you

    have cited in text to be identified. According to the Publication manual of the American

    Psychological Association(2001, p. 216), it should: appear on a separate page, under the heading 'References' ;

    be double spaced, and entries should have a hanging indent;

    contain references listed alphabetically by the surname of the first author/editor,

    or by the title if no author/editor is given.

    In practice, the highlighted information would not be provided in a reference list.

    References

    Anderson, J., & Poole, M. (2001).Assignment and thesis writing (4th ed.). Milton, QLD, Australia:

    John Wiley & Sons. Book by two authors, later edition, published outside USA

    Devlin, M. (2004).Avoiding plagiarism and cheating: A guide for students at Swinburne University

    of Technology. Retrieved January 7, 2005, from Swinburne University of Technology Web site:

    http://www.swin.edu.au/corporate/Webmanager/plagiarism/plagiarism_guide.pdf

    Document published on a universitys Web site

    Freimer, G. R., & Perry, M. M. (1986). Student problems with documentation.Journal of Academic

    Librarianship, 11, 350-354. Retrieved December 8, 2004, from ERIC database.

    Journal article in online database accessed via the WWW

    Krause, K. (2001). The university essay writing experience: A pathway for academic integration

    during transition.Higher Education Research & Development, 20, 147-168.

    Journal article in print periodical/serial held in UB Library

    Landau, J. D., Druen, P. B., & Arcuri, J. A. (2002). Methods for helping students avoid plagiarism.

    Teaching of Psychology, 29(2), 112-115. Retrieved December 8, 2004, from Academic Search

    Premier database. Journal article in online database accessed via the WWW

    Salusinszky, I. (2004, April 26). There's nothing novel about faking originality. The Australian, p. 10.

    Retrieved January 24, 2005, from Australia/New Zealand Reference Centre database.

    Newspaper article in online dbase accessed via the WWW

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    5.3.4 Constructing entries in a reference listIn the sections below, the paragraphs in bold give the elements required for each

    entry and the order and format in which they appear. Then an example is given in

    regular font.

    5.3.4.1BooksObtain this information from the title page, exactly as it appears:

    Authors Surname, Initials. (Year of Publication). Title (Edition and/orVolume number if relevant). Place of Publication [City and Country ifoutside US]: Name of Publisher.

    OShea, R.P. (2000). Writing for psychology: An introductory guide for students(3rd ed.). Sydney, Australia: Harcourt Brace.

    If no author listed:

    Title (Edition and/or Volume number if relevant). (Year of Publication).Place of Publication [City and State if within US]: Name of Publisher.

    Publication manual of the American Psychological Association(5th ed.). (2001).Washington, DC: American Psychological Association.

    5.3.4.2Journal articles (in print periodical)Authors Surname, Initial. (Year). Title of Periodical, Volume number, Pagenumber/s.

    Best, C. J., Cummins, R. A., & Sing, K. L. (2000). The quality of rural andmetropolitan life. Australian Journal of Psychology, 52, 69-74.

    5.3.4.3 Electronic sourcesCitation references to electronic sources should follow the format similar to thatfor printed sources (author, title, date, etc.), with the addition of informationabout retrieval. The retrieval statement should identify the date of retrieval(where applicable) and the source / URL.

    5.3.4.4Journal articles (in Internet database)The basic retrieval statement for journal articles accessed via the World Wide

    Web (WWW) is:

    Retrieved [month, day, year] from the [name of] database.

    Farr-Wharton, Y. (1997). Translating policy into practice: The teaching andlearning experience. Assessment & Evaluation in Higher Education, 22, 211+.Retrieved February 26, 2001, from the Academic Search Elite database.

    5.3.4.5 Web sitesThe basic retrieval statement for specific documents on a Web site is:

    Retrieved [month, day, year] from [URL]

    Electronic references. (n.d.). Retrieved December 13, 2001, from

    http://www.apastyle.org/elecref.html

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    5.4 Australian (formerly AGPS) style

    The following information is based on the guide provided by the University library. For

    more information and examples you may refer to the Web based guide at:

    . Additional guidelines will begiven in the next edition of this guide.

    5.4.1 IntroductionThe Australian style manual, previously published by the AGPS (Australian

    Government Publishing Service), presents three methods of citation: the

    documentary-note system (using footnotes or endnotes), the Vancouver system

    (using numerals) and the recommended author-date system (otherwise known as the

    Harvard system). The author-date system, also used by both the APA and Chicago

    manuals, is widely accepted in the physical, natural and social sciences. It comprises

    brief in-text citations and a comprehensive list of references. The Australian style is

    detailed in the Style manual for authors, editors and printers6th ed. 2002. This can be

    borrowed from each of the UB campus libraries.

    5.4.2 In-text citationThe following excerpt illustrates the author-date citation system in practice.

    Students making the transition to higher education are known to experience difficulties in coming to

    terms with the standard of work required of them (Krause 2001, p. 156). One problem that often

    causes significant feelings of anxiety amongst students is that of plagiarism, which academics can

    usually detect quite easily (Salusinszky 2004), and the correlating emphasis that they place oncorrect citing and referencing of information sources. The essence of this problem, neatly crystallised

    by Anderson and Poole (2001, p. 16), is that in scholarly writing, it is nearly always essential to refer

    to the work of others. Furthermore, some advice about paraphrasing indicates that:

    When you summarise the main ideas . . . from someone else in your own words, you are

    also expected to clearly acknowledge that someone else first wrote about the ideas you

    have summarised. Giving proper references shows that you have read the appropriate

    literature and are well informed (Devlin 2004, p. 23).

    A recommended solution to the problems that students experience is for academic staff to provide

    specific instruction to help them recognise when plagiarism occurs (Landau, Druen & Arcuri 2002).

    There is also a role for librarians to provide guidance that assists students to determine the

    appropriate citation style to use, generally in the form of guides and tutorials (Freimer & Perry 1986).

    This excerpt is from a journal article being prepared for publication by R Counsel, Information Services, and M Staley, Student Services,

    University of Ballarat.

    In practice, highlighting is not used. It is used in the above example to draw your

    attention to the in-text citations, which are included in the following reference list.

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    5.4.3 Reference listThe reference list is designed to provide information to enable each source that you

    have cited in text to be identified. According to the Australian manual (2002, p. 189), it

    should:

    appear at the end of a work, under the heading 'References' ; contain references listed alphabetically by the surname of the first author/editor,

    or by the title if no author/editor is given.

    In addition, it can be assumed that the reference list should:

    have a space between each entry and entries should be withouta hanging indent.

    In practice, the highlighted information would not be provided in a reference list.

    References

    Anderson, J & Poole, M 2001,Assignment and thesis writing, 4th edn, John Wiley & Sons, Milton,Qld. Book by two authors, later edition

    Devlin, M 2004,Avoiding plagiarism and cheating: A guide for students at Swinburne University of

    Technology, Higher Education Division, Swinburne University of Technology, Hawthorn, Vic.,

    viewed 7 January 2005, . Document published on a universitys Web site

    Freimer, GR & Perry, MM 1986, Student problems with documentation,Journal of Academic

    Librarianship, vol. 11, pp. 350-4, ERIC database, viewed 8 December 2004, . Journal article in online database accessed via the WWW

    Krause, K 2001, The university essay writing experience: A pathway for academic integration during

    transition,Higher Education Research & Development, vol. 20, pp. 147-68.

    Journal article in print periodical/serial held in UB Library

    Landau, JD, Druen, PB & Arcuri, JA 2002, Methods for helping students avoid plagiarism,

    Teaching of Psychology, vol. 29, no. 2, pp. 112-15, Academic Search Premier database, viewed 8

    December 2004, . Journal article in online database

    Salusinszky, I 2004, There's nothing novel about faking originality,Australian, 26 April, p. 10,

    Australia/New Zealand Reference Centre database, viewed 24 January 2005, . Newspaper article in online dbase accessed via the WWW

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    5.5 Chicago style

    The following information is based on the guide provided by the University library. For

    more information and examples, you may refer to the Web based guide at:. Additional guidelines

    will be given in the next edition of this guide.

    5.5.1 IntroductionPublished by the University of Chicago Press, the manual presents two methods of

    citation: the author-date system (otherwise known as the Harvard system), and the

    notes system using footnotes and/or endnotes. The notes system is widely accepted

    in literature, history and the arts. It comprises numbers inserted in the text, referring to

    short bibliographic citations, which are fully described in a bibliography. The Chicago

    style is detailed in the Chicago manual of style15th ed. 2003. This can be borrowed

    from each of the UB campus libraries.

    5.5.2 FootnotesThe following excerpt (from a journal article being prepared for publication by R Counsel and

    M Staley, University of Ballarat) illustrates the Chicago footnote system in practice.

    Students making the transition to higher education are known to experience difficulties in

    coming to terms with the standard of work required of them. 1 One problem that often causes

    significant feelings of anxiety amongst students is that of plagiarism, which Imre Salusinszky

    contends can usually be detected quite easily by academics,2

    and the correlating emphasis that theyplace on correct citing and referencing of information sources. The essence of this problem, neatly

    crystallised by Anderson and Poole, is that in scholarly writing, it is nearly always essential to refer

    to the work of others.3 Furthermore, some advice about paraphrasing indicates that:

    When you summarise the main ideas . . . from someone else in your own words, you are

    also expected to clearly acknowledge that someone else first wrote about the ideas you

    have summarised. Giving proper references shows that you have read the appropriate

    literature and are well informed.4

    A recommended solution to the problems that students experience is for academic staff to

    provide specific instruction to help them recognise when plagiarism occurs.5 There is also a role for

    librarians to provide guidance that assists students to determine the appropriate citation style to use,

    generally in the form of guides and tutorials.6

    1Krause, University Essay Writing Experience, 156.

    2

    Salusinszky, Faking Originality, 10.3Anderson and Poole,Assignment and Thesis Writing, 16.

    4 Devlin, Avoiding Plagiarism and Cheating, 23.5

    Landau, Druen and Arcuri, Avoid Plagiarism, 113.6

    Freimer and Perry, Student Problems with Documentation, 354.

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    In practice, highlighting is not used. It is used in the above example to draw your

    attention to the in-text citations, which are included in the following bibliography.

    5.5.3 BibliographyThe bibliography is designed to provide information to enable each source you have

    cited briefly in footnotes to be identified. According to the Chicago manual (2003), it

    should:

    appear at the end of a work, under the heading Bibliography;

    be double spaced, and entries should have a hanging indent;

    contain references listed alphabetically by the surname of the first author/editor,

    or by the title if no author/editor is given.

    Bibliography

    Anderson, Jonathan, and Millicent Poole.Assignment and Thesis Writing. 4th ed. Milton, QLD:

    Wiley, 2001. Book by two authors, later edition, published outside USA

    Devlin, Marcia. Avoiding Plagiarism and Cheating: A Guide for Students at Swinburne University

    of Technology. Higher Education Division, Swinburne University of Technology, 2004.

    http://www.swin.edu.au/corporate/Webmanager/plagiarism/plagiarism_guide.pdf (accessed

    January 7, 2005). Document published on a universitys Web site

    Freimer, Gloria R., and Margaret M. Perry. Student Problems with Documentation.Journal of

    Academic Librarianship 11, no. 6 (1986): 350-54. http://www.epnet.com/ (accessed December

    8, 2004). Journal article in online database accessed via the WWW

    Krause, Kerri-Lee. The University Essay Writing Experience: A Pathway for Academic Integration

    During Transition.Higher Education Research & Development20, no. 2 (2001): 147-68.

    Journal article in print periodical/serial held in UB Library

    Landau, Joshua D., Perri B. Druen, and Jennifer A. Arcuri. Methods for Helping Students Avoid

    Plagiarism. Teaching of Psychology 29, no. 2 (2002): 112-15. http://www.epnet.com/

    (accessed December 8, 2004). Journal article in online database via the WWW

    Salusinszky, Imre. There's Nothing Novel About Faking Originality.Australian, April 26, 2004:

    10. http://www.epnet.com/ (accessed January 24, 2005).

    Newspaper article in online dbase accessed via the WWW

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    5.6 Modern Language Association style (MLA)

    The following information is based on the guides provided by the University library. For

    more information and examples you may refer to the Web based guide at:. Additional guidelines will be

    given in the next edition of this guide.

    5.6.1 IntroductionThe MLA (Modern Language Association of America) style is widely used in the

    humanities, particularly languages and literature. MLA style comprises brief

    parenthetical citations in the text and a comprehensive works-cited list. The MLA style

    is detailed in the MLA Handbook for Writers of Research Papers 6th ed. 2003. This

    can be borrowed from each of the UB campus libraries.

    5.6.2 In-text citationThe following excerpt (from a journal article being prepared for publication by R Counsel and

    M Staley, University of Ballarat) illustrates the MLA documentation style in practice, giving the

    authors name and page number from where the idea has been quoted or paraphrased.

    Students making the transition to higher education are known to experience difficulties in

    coming to terms with the standard of work required of them (Krause 156). One problem that often

    causes significant feelings of anxiety amongst students is that of plagiarism, which Imre Salusinszky

    contends can usually be detected quite easily by academics (10), and the correlating emphasis that

    they place on correct citing and referencing of information sources. The essence of this problem,

    neatly crystallised by Anderson and Poole, is that in scholarly writing, it is nearly always essential to

    refer to the work of others (16). Furthermore, some advice about paraphrasing indicates that:

    When you summarise the main ideas . . . from someone else in your own words, you are

    also expected to clearly acknowledge that someone else first wrote about the ideas you

    have summarised. Giving proper references shows that you have read the appropriate

    literature and are well informed (Devlin 23).

    A solution to the problems that students experience, recommended by Landau, Druen and

    Arcuri (113), is for academic staff to provide specific instruction to help them recognise when

    plagiarism occurs. There is also a role for librarians to provide guidance that assists students to

    determine the appropriate citation style to use, generally in the form of guides and tutorials (Freimer

    and Perry 354).

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    In practice, highlighting is not used. It is used in the above example to draw your

    attention to the in-text citations, which are included in the following list of work cited.

    5.6.3 List of works citedThe list of works cited is designed to provide information to enable each source thatyou have cited in text to be identified. According to the MLA Handbook (145-47), it

    should:

    appear on a separate page, under the heading 'Works Cited;

    be double spaced, and entries should have a hanging indent;

    contain references listed alphabetically by the surname of the first author/editor,

    or by the title if no author/editor is given.

    Works Cited

    Anderson, Jonathan, and Millicent Poole. Assignment and Thesis Writing. 4th ed. Milton, QLD:

    Wiley, 2001. Book by two authors, later edition, published outside USA

    Devlin, Marcia. Avoiding Plagiarism and Cheating: A Guide for Students at Swinburne University

    of Technology. Swinburne University of Technology. 2004. 7 Jan. 2005 .

    Document published on a universitys Web site

    Freimer, Gloria R., and Margaret M. Perry. Student Problems with Documentation. Journal of

    Academic Librarianship 11 (1986): 350-54. ERIC. EBSCOhost. U of Ballarat Lib. 8 Dec. 2004.

    Journal article in online database accessed via the WWW in UB Library

    Krause, Kerri-Lee. The University Essay Writing Experience: A Pathway for Academic Integration

    During Transition. Higher Education Research & Development 20 (2001): 147-68.

    Journal article in print periodical/serial held in UB Library

    Landau, Joshua D., Perri B. Druen, and Jennifer A. Arcuri. Methods for Helping Students Avoid

    Plagiarism. Teaching of Psychology 29.2 (2002): 112-15. Academic Search Premier.

    EBSCOhost. U of Ballarat Lib. 8 Dec. 2004. Journal article in online database

    Salusinszky, Imre. There's Nothing Novel About Faking Originality. The Australian 26 April 2004:

    10. Australia/New Zealand Reference Centre. EBSCOhost. U of Ballarat Lib. 24 Jan. 2005.

    Newspaper article in online database accessed via the WWW in UB Library

    In practice, the highlighted information would not be provided in a list of works cited.

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    5.6.4 Constructing entries in a list of works citedIn the sections below, the paragraphs in bold give the elements required for each

    entry and the order and format in which they appear. Then an example is given in

    regular font.

    5.6.4.1BooksObtain this information from the title page, exactly as it appears:

    Authors Surname, First names/Initials. Title. Edition and/or Volumenumber if relevant. Place of Publication: Name of Publisher [abbreviated],Year of Publication.

    Griffith, Kelley. Writing Essays About Literature: A Guide and Style Sheet 5 th ed.Fort Worth: Harcourt, 1998.

    If no author listed:

    Title.Edition and/or Volume number if relevant. Place of Publisher, Year ofPublication.

    Style manual for authors, editors and printers. 5th ed. Canberra: AGPS, 1994.

    5.6.4.2Journal articles (in print periodical)

    Authors Surname, First names/Initials. Title of Article. Title of PeriodicalVol number (Year): Page number/s.

    Saint-Amour, Paul K. Oscar Wilde: Orality, Literary Property, and Crimes ofWriting. NineteenthCentury Literature 55 (2000): 59-91.

    5.6.4.3 Electronic sourcesCitation references to electronic sources should follow the format similar to thatfor printed sources (author, title, date, etc.), with the addition of informationabout retrieval.

    The retrieval statement should identify the date of retrieval (where applicable)and the source/URL.

    5.6.4.4 Journal article from an Internet database/Subscription

    serviceThe retrieval statement for a journal article accessed via the WWW is:

    Authors Surname, First names/Initials. Title of Article Title of Journal.Volume number. Issue number (Year of Publication): Number range or totalnumber of pages. Name of Database. Name of Service. Name and City ofLibrary. Date of access .

    Hassall, Anthony J. A Tale of Two Countries: Jack Maggs and Peter CareysFiction. Australian Literary Studies. 18.2 (1997): 8 pp. Academic SearchElite. EBSCOhost. U of Ballarat Lib., Ballarat, Vic. 19 April 2001.

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    5.6.4.5 Professional or personal Web sitesThe retrieval statement for professional or personal site is:

    Authors Surname, First names/Initials. Title [or description such as Homepage]. Name of institution / organisation associated with the site. Date of

    access .

    Modern Language Association. 19 Apr. 2001 .

    5.6.4.6 Complete scholarly project or information databaseThe retrieval statement for a scholarly project is as follows:

    Title. Editor. Version number. Date of publication/latest update. Name ofsponsoring institution / organisation. Date of access .

    Voice of the Shuttle: Web Page for Humanities Research. Ed. Alan Liu. 18 Apr.2001. U of California, Santa Barbara. 19 April 2001 .

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    Appendix I

    Sample abstractsPlease note this appendix has not been updated for this revised edition.

    Three sample abstracts are reprinted below. They are shown here to give an indication of

    expectations of good abstract writing.

    Abstract 1

    Experiment 1 SC614 - inorganic chemistry

    Title: Synthesis of a Copper Complex Followed by Full Characterization.

    Abstract:

    An intensely royal-blue complex of copper and ammonia was prepared by the action

    of excess 2M ammonia solution on a solution of copper sulphate. The solid product

    was isolated by filtration.

    Qualitative analysis of this solid showed the presence of: copper (tests with NaOH,

    NH3, KI, Fe and Cupron Reagent), ammonia (treated with NaOH and test gas by

    smell and with litmus) and sulphate (white precipitate with Ba+).

    Quantitative analysis gave the following composition:

    Cu: 24.09% (electrochemical precipitation on Pt cathode)

    NH3: 25.83% (Kjeldahl method)

    SO4: 36.42% (gravimetric by BaSO4 precipitation)

    H20: 13.66% (by difference)

    Conclusion: formula of the complex is [Cu(NH3)4]SO42H20. The synthesis

    produced a uniform, free flowing, intensely blue powder shown to be

    reasonably pure product by quantitive analysis.

    Care should be taken in handling all copper compounds as they are

    known to be toxic. The procedure for isolating the product could be

    improved by using a smaller volume of more concentrated ammonia

    solution in the precipitation step.

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    Abstract 2

    Experiment 10 SM513 Metallurgy

    Title: The Heat Treatment of Steel

    Abstract:

    The effects of tempering temperature and time on the tensile properties, hardness

    and microstructure of a 1040 steel water-quenched after austenitising at 870oC

    were investigated. As the tempering was increased from 200 - 400 - 6500C, or

    the time at these temperatures increased from 15 - 60 minutes, the tensile strength

    and hardness decreased while the ductility increased.

    Increasing the tempering temperature and time both increased the tendency for the

    as-quenched martensite to transform to the more stable ferrite and spheroidisedcarbide microstructure.

    The controlled heat treatment of 1040 steel by quenching and tempering therefore

    provides a convenient method of ensuring that the steel will have the correct

    microstructure and mechanical properties to meet the job specifications.

    Abstract 3

    A number of state-registered nurses (163) in two large Melbourne hospitals were

    surveyed by questionnaire to obtain data about nurses information-seeking

    behaviour.

    The results confirmed the findings from the literature: nurses have regular

    information needs for (in descending order of importance) clinical reasons

    (especially drug information and patient management), continuing education and

    keeping up, training others, meeting patients information needs, and other

    purposes.

    Information sources most used were (in descending order of importance) nursing

    and non-nursing professional colleagues, medical records, private collections, and

    ward libraries. Only 31% ever used hospital or other libraries even where thosesources could have provided answers to otherwise unanswered questions. Tertiary-

    trained nurses were significantly (at 0.25) more likely than hospital-trained nurses to

    use libraries. Age and length of experience were not significant variables.

    The report concludes with recommendations for nurse educators and

    administrators, medical librarians, and researchers.

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    Appendix IIWeights and measures

    1. General rules

    Use of units for weights and measures should be in accordance with the International

    System of Units (SI). The final authority is Australian Standard AS1000-1979: The

    International System of Units (SI) and its Application, on which this Appendix is based.

    SI units should always be used except when:

    (i) quoting from a source which uses other units,

    (ii) other units are clearly more appropriate (usually for historical reasons), or

    (iii) you are instructed otherwise.

    2. Some important units

    (Note that the following list of standard and derived units is not complete; it includes only

    a selection of those most commonly used.)

    Quantity Unit Name Symbol

    Length metre m

    Mass kilogram kg

    Electric current ampere A

    Time second s

    Thermodynamic temperature kelvin K see note (i) below

    Luminous intensity candela cd

    Plane angle radian rad see note (ii) below

    Frequency hertz Hz

    Force newton N

    Pressure, stress pascal PaEnergy, work joule J

    Power watt W

    Potential difference volt V

    Note:

    (i) For practical purposes the degree Celsius (symbol = 0C) is preferred; the degree

    Celsius is equal in magnitude to the kelvin and they may be derived from each

    other using the formula: TC = T TK where TC is temperature Celsius, T is

    thermodynamic temperature, TK = 273.15K.

    (ii) For practical purposes other well-established measures of plane angles may be

    preferred: degree, minute, and second (symbols = o, ,).

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    The following non-SI units are accepted by the Australian standards as permissible due to

    their widespread use and practical importance.

    Quality Unit Name Symbol Notes

    Area hectare ha 1ha = 10,000 m2

    Volume, capacity litre L or l prefer L where l might be

    confused with the number 1

    Mass tonne t 1 t = 1,000kg

    Time day, hour, d, h,

    minute min

    3. Multiples of SI units

    (Prefixes are prescribed for factors from 1018 to 10-18; the following list includes only a

    selection of those most commonly used.)

    Factor Prefix Symbol Examples

    103 kilo k km; kPa

    106 mega M MW

    109 giga G GHz

    10-2 centi c cm see note below

    10-3 milli m mg; mV

    10-6 micro A

    10-9 nano n ns; nm

    Note: avoid using centi- where practicable; prefer mm to cm and mL to cm3.

    These prefixes are combined with the unit name and the resulting multiple is written as

    one word (thus, millimetre, megawatt). The symbols are combined as one symbol (thus,

    mm, MW, kJ). Only one prefix should be used in formatting a multiple of a derived unit

    (thus, km/s, kilometres per second rather than mm/s, millimetres per microsecond); the

    prefix should be attached to the numerator rather than the denominator (thus, mm/s

    rather than m/ks).

    4. Writing unit names and symbols

    In the body of the text you should use the unit name rather than the symbol. Unit names

    should always start with a lower-case letter, except for the degree Celsius, or at the

    beginning of a sentence. Names of units are written in the plural when the value is

    greater than one.

    Symbols should be used in tables, graphs, formulae, etc. Symbols are written in lower-

    case except for those derived from personal names, which are capitalised: see the

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    examples in the table above. Symbols are never pluralised and should be written without

    a period (full stop); leave a space between the value and the symbol.

    Examples

    In text: In tables:

    The average current is 0.75 ampere. Current = 0.75 A

    seventy millimetres in length . 70 mm

    Use a period (full stop) for product of quantities in symbols and a slash for their division

    (thus, N.m, m/s). Do not use this method in the text, however (thus, metres per

    second).

    5. Gross numerals

    The use of million (thousand x thousand or 106) is widespread and permitted by the

    Australian standard. Because of differences between U.S. and Australian practice avoid

    using billion (Aust = 1012; U.S. = 109), trillion (Aust = 1018; U.S. = 1012), etc. In scientific

    work prefer the use of exponential notation (for example, 6.022 x 1023).

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    Appendix III

    Guidelines for inclusive language

    Accepted current practice requires that you write in a way that does not appear to reflect bias

    or prejudice, on the basis of such characteristics as gender, culture, disability, sexual

    orientation, age or religion. Sometimes this requires careful thought, since traditional ways of

    writing or speaking in English reflect a deeply-entrenched bias which can be offensive.

    The following guidelines are designed to assist in the choice of acceptable language.

    1. Where possible, avoid the use of man

    The use of man to denote people, or, the human species, can appear to exclude, or

    subordinate, women. Rephrasing is usually possible. For example, instead of:

    mankind use human beings, people, or society

    the average man the average person

    chairman chair

    Avoid the suffix -man in occupation titles. For example, instead of:

    storeman use stores officer

    policeman police officer

    2. Avoid the pronoun he

    Traditionally, the male pronoun was used generically for all people, which implied a

    subordinate status for women. Therefore, alternatives to the use of generic he, his and

    him should be used. In some cases the pronoun can be omitted: a staff members

    seniority can be judged from salary. In some cases the sentence can be written in the

    plural: lecturers should display their timetables on the door. In some areas, especially in

    more formal writing, sentences can be made impersonal: the holder of an unreturned

    library book will not be permitted to borrow further. In some cases, both pronouns can beused: he or she or her or his.

    3. Avoid gratuitous mention of specific characteristics

    It is not acceptable to draw attention to a persons specific characteristics such as sex,

    sexual orientation, religion, race, age, weight or disability if it has no relevance to the

    context. For example, it may not be appropriate to refer to a male nurse or a female

    judge. These references are appropriate only when such characteristics are a relevant

    issue.

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    4. Be consistent

    Be consistent in the way you refer to people. If you use one form of phrasing when

    writing about men, use the same form when writing about women. For example, only usethe word girls if you would use boys in the same context. Inconsistency can be

    particularly objectionable when a condescending attitude is implied as when someone

    refers to the girls in the office (rather than the staff in the office). Another example is in

    the use of title: use titles or first names in all cases.

    5. Use Ms for preference

    As a general rule, use Ms as the title for women, rather than Miss or Mrs (except

    where some other title such as Dr is appropriate). Logically, there is no reason to imply

    marital status for women when we do not do so for men. However, some women may

    prefer to be known by the more traditional forms.

    6. Vary word order

    Traditional word order in English follows a conventional pattern that subordinates women:

    thus, we are used to reading about he and she, men and women, husbands and

    wives, boys and girls. If you find such a pattern developing in your writing, change the

    order to provide variety.

    7. Take care when quoting

    The rules for scholarly quotation elsewhere in this guide should be followed. However, if

    direct quotation introduces an unnecessary or inappropriate bias, consider paraphrasing

    rather than quoting directly.

    In following these guidelines (which are not comprehensive) you should understand that

    what is important is not rigid application or a token practice; rather it is the spirit of the

    law that is being advocated. Be thoughtful about the language you use to ensure that all

    people are treated fairly through the words you use. Equally, still try to avoid convoluted

    expressions and strive for clear and simple language.

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    Index

    Note: This index has not been comprehensively updated for this edition.

    Entries in this index refer to paragraph numbers not page numbers.

    References to Appendices are shown as A.I, A.II, etc.

    A

    A4 Paper 2.2.1

    APA style 5.3

    Abbreviations , scientific terminology 2.4.4

    , when to avoid 3.3.7Abstracts 2.3.3

    , samples of A. II

    Acknowledgements 2.3.7

    , in footnotes 2.2.8

    , of illustrations 2.4.1

    , of sources 5

    American Psychological Association (APA) style 5.3

    American spelling 3.3.3

    American units of size A. II

    Ampersand , avoidance of 3.3.7

    APA style 5.3

    Appendices 2.3.6

    Assistance , acknowledgement of 2.3.7

    Audibility 4.5

    Australian (formerly AGPS) 5.4

    Authors , using APA 5.3.2; 5.3.3

    , using Australian (formerly AGPS) style 5.4.2; 5.4.3

    , using Chicago 5.5.2; 5.5.3

    , using MLA 5.6.2; 5.6.3

    Avoiding plagiarism 1.3.2

    B

    Billion , use of A.II

    Books ,citing of (APA) 5.3.4.1

    ,citing of (MLA) 5.6.4.1

    Borders 2.2.5

    Business reports 4.3

    C

    Captions 2.4.1Chapters 3.2.2

    Charts 2.4.1

    Chicago style 5.5

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    Citation 5

    , using APA 5.3

    , using Australian (formerly AGPS) 5.4

    , using Chicago 5.5

    , using MLA 5.6Clarity of writing 3.1

    Cliches 3.3.1

    Co-authors APA. 5.3.3

    Australian (formerly AGPS) 5.4.3

    Chicago 5.5.3

    MLA 5.6.3

    Colloquialisms 3.3.1

    Computer programs 4.6

    Conclusion 3.2.1; 4.2; 4.3

    Constructing entries in a reference list 5.3.4; 5.6.4

    Contents , list of 2.3.4Co-ordinates in map references 2.4.3

    Copies , number of 2.1

    Copying (plagiarism) 1.3

    Correct English 3.3

    Corrections 2.2.4

    Cover sheets 2.3.2

    Covers 2.2.2

    D

    Data , presentation of 2.3.6; 2.4.1

    Date , in citations (APA) 5.3.2

    (Australian formerly AGPS) 5.4.2

    Dates due 2.1

    Decimal numbering of paragraphs 3.2.2

    Diagrams 2.4.1

    Discussion sections (reports) 4.2

    Ditto marks , avoidance of 3.3.7

    Documentation , program 4.6

    Double spacing 2.2.4

    Drawings 2.4.1

    E

    E.g. , avoidance of 3.3.7

    Electronic sources , referencing (APA) 5.3.4.3

    , referencing (Australian - formerly AGPS) 5.4.3

    , referencing (Chicago) 5.5.3

    , referencing (MLA) 5.6.4.3

    Elements of content 2.3

    , sequence 2.3.1

    , title page 2.3.2, abstract, synopsis or summary 2.3.3

    , table of contents 2.3.4

    , list of illustrations 2.3.5

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    , appendices 2.3.6

    , acknowledgements 2.3.7

    English language 3.3

    Equipment section , reports 4.2

    Essays 1.2; 3.2.1; 4.1Experimental reports 4.2

    Extensions of time 2.1

    F

    Fastening of pages 2.2.3

    First person , use of 3.3.5

    Folders 2.2.2

    Footnotes , bibliographic 5.5.3

    , non-bibliographic 2.2.8

    Format 2.2.4

    G

    Gender neutral language A.III

    General introduction to referencing 5.1

    Grammar 3.3.4

    Graphs 2.4.1

    Grid references 2.4.3

    H

    Handing in work 2.1

    Handouts , in oral presentations 4.5

    Harvard system of referencing 5.3; 5.4

    Headings 3.2.2

    I

    I , use of 3.3.5

    I.e. , avoidance of 3.3.7

    IBCAR outline (reports) 4.3Illustrations 2.4.1

    , lists of 2.3.5

    Imperial weights and measures 2.4.2

    IMRAD outline (reports) 4.2

    Indentation , in bibliographies 5.5.3

    , of paragraphs 2.2.5

    Infra , avoidance of 3.3.7

    International System of Units 2.4.2; A.II

    In-text citation , APA 5.3.2

    , Australian (formerly AGPS) 5.4.2

    , MLA 5.6.2Introduction 3.2.1; 4.2; 4.3

    ISU Units 2.4.2; A.II

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    J

    Jargon 2.4.4; 3.3.1

    Journal articles (in print periodical) , reference list (APA) 5.3.4.2

    , reference list (MLA) 5.6.4.2

    L

    Laboratory reports A.I

    Late submission , penalties for 1.4

    Latinisms 3.3.7

    Layout 2.2

    , of bibliographies 5.5.3

    Legends (to illustrations) 2.4.1

    Legibility 3.1

    Length of written work 2.2.7, penalties for 1.4

    Line-spacing 2.2.4

    Lists , of contents 2.3.4

    , of illustrations 2.3.5

    , of references 5.3.3; 5.4.3

    5.5.3; 5.6.3

    Literature reviews 4.2; 4.7

    Locality references 2.4.3

    Long quotations 5.2.3

    M

    Management reports 4.3

    Maps 2.4.1

    , locality references to 2.4.3

    Margins 2.2.5

    Materials sections (reports) 4.2

    Measures , weights and 2.4.2; A.II

    Methods sections (reports) 4.2

    Methods and timing 2.1.1

    Metric units 2.4.2; A.IIMillion , use of A.III

    Modern Language Association 5.6

    N

    National grid map references 2.4.3

    Non-sexist language A.III

    Notes , non-bibliographic 2.2.8

    Numbering 3.2.2

    Numerals 2.4.2

    O

    Oral presentations 4.5

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    Ordering 2.3.1; 3.2

    Organisation , logical 3.2

    Overhead transparencies 4.5

    P

    Page clips 2.2.3

    Page numbering 2.2.6

    Paper sizes 2.2.1

    Papers 4.4

    Paragraphs , indentation of 2.2.5

    , numbering of 3.2.2

    , writing of 3.3.4

    Passive voice , use of 3.3.5

    Penalties 1.4

    Periodical articles , citing of (APA) 5.3.3, citing of (Australian - formerly AGPS) 5.4.3

    , citing of (Chicago) 5.5.3

    , citing of (MLA) 5.6.3

    Person , first 3.3.5

    , third 3.3.5

    Personal Web sites , referencing (MLA) 5.6.4.5

    Photographs 2.4.1

    Pictures 2.4.1

    Place of publication ,APA 5.5.3.2

    ,Chicago 5.5.4.2

    Plagiarism 1.3

    , definition of 1.3.1

    , avoiding plagiarism 1.3.2

    Practical reports 4.2

    Present tense , use of 3.3.5

    Procedures sections , reports 4.2

    Programs , computer 4.6

    Proofreading 2.2.4; 3.1

    Punctuation 3.3.4

    Purpose of this guide 1.1

    Q

    Quantity , units of A.II

    Questionnaires in appendices 2.3.6

    Quotations 5.2

    R

    Raw data in appendices 2.3.6

    Reading of oral presentations 4.5

    Recommendations sections 2.3.1; 4.3References , lists of 5.3.3

    , map grip 2.4.3

    Referencing 5

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    Reference list , APA 5.3.3

    , Australian(formerly AGPS) 5.4.3

    , Chicago 5.5.3

    , MLA 5.6.3

    Referring to titles 5.2.4Report writing , definition of 1.2

    , management 4.3

    , scientific 4.2

    Reports , business 4.3

    , laboratory 4.2

    , numbering in 3.2.2

    , practical 4.2

    , technical 4.2

    Research reports 4.2

    Results sections (reports) 4.2

    Reviews of the literature 4.2

    S

    S.I. Units 2.4.2; A.II

    Scientific report , writing 4.2

    , terminology 2.4.4

    Sections , numbering of 3.2.2

    Seminar presentations 4.5

    Sentence structure 3.3.2

    Sequence 2.3.1; 3.2

    Single-spacing 2.2.4

    Short quotations 5.2.2

    Slang 3.3.1

    Spacing 2.2.4

    Speaking in public 4.5

    Specific names 2.4.4

    Spelling 3.3.3

    Stapling 2.2.3

    Stationery 2.2.1

    Subjectivity 3.3.6

    Subjects, sections (reports) 4.2Submission of work 2.1

    , methods and timing 2.1.1

    Subsections , numbering of 3.2.2

    Summaries 2.3.3

    Supra , avoidance of 3.3.7

    Survey questionnaires , in appendices 2.3.6; 4.2

    Symbols for SI Units A.II

    Synopsis 2.3.3

    , samples of A.I

    System International (SI) Units 2.4.2; A.II

    T

    Tables 2.4.1

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    , in appendices 2.3.6

    , of contents 2.3.4

    , of illustrations 2.3.5

    Tautology 3.3.1

    Technical reports 4.2, terminology 2.4.4

    Tense 3.3.5

    Terminology , scientific 2.4.4

    Third person , use of 3.3.5

    Timing of submission of work 2.1.1

    Title page 2.3.2

    Transparencies, overhead 4.5

    Trillion , use of A.II

    Tutorial presentations 4.5

    U

    Units of weights and measures 2.4.2; A.II

    Usage , English 3.3

    Using this guide 1.2

    V

    Visual aids , in speaking 4.5

    Vocabulary 3.3.1

    Voice , passive, use of 3.3.5

    , speaking 4.5

    WWeb page , citation (APA) 5.3.2

    , citation (Australian - formerly AGPS) 5.4.2

    , citation (Chicago) 5.5.2

    , citation (MLA) 5.6.2

    Web sites , referencing (APA) 5.3.3; 5.3.4.5

    , referencing Australian - formerly AGPS) 5.4.3

    , referencing (Chicago) 5.5.3, referencing (MLA) 5.6.3; 5.6.4.5

    Weights and measures 2.4.2; A.II

    Writing assignments 3.1

    , organisation 3.2

    , use of English 3.3

    Word processing 2.2.4