Translate This Page
Humor:
Teacher: You missed school yesterday, didn’t you?
Pupil: Not very much!
Dear visitor,
الذى فى الاعلى
Introduction:
Knowing how to reference is important not only
for students studying in English- speaking
countries, but also for those who might want
to publish in English-medium journals.
As English language teachers, we need to take
the lead in designing a coherent referencing
curriculum to enable our students to authoritatively
quote and paraphrase so they are better equipped
to achieve their academic goals.
There are at least two approaches you might take
when teaching students the citation norms in your
discipline. You might focus primarily on avoiding
plagiarism and producing appropriately
formatted in-text citations and reference lists;
alternatively, you might use a discussion of citation
norms as an opportunity to help students become
more aware of how those norms function
rhetorically within your scholarly community.
The former might be preferable if you have limited
time available, while the latter can allow for deeper
understanding of how to interpret and produce key
scholarly moves.
Even first-year students generally know that they
should cite others’ work in order to avoid
plagiarizing. However, undergraduates at all
levels don’t necessarily understand:
a. How to integrate in-text citations properly.
b. How to format reference lists and understand
the logic behind the formatting rules.
c. How to determine what kind of sources they
are working with (ex: should they consider a
compact disc a “cd-rom” or a “sound recording”?)
and where to locate key identifying information
to cite (ex: how can they tell which is the volume
number and which is the issue number in a
scholarly article?)
d. That “patchwork plagiarism,” or the cobbling
together of snippets gathered from many
sources, is plagiarism.
e. What counts as common knowledge in your
discipline and what needs to be cited.
Furthermore, students often see citation norms as
arbitrary rules that they must follow only to avoid
getting in trouble for plagiarizing. Yet, honoring
disciplinary citation norms also helps scholars
perform several other crucial tasks that students
might not immediately recognize:
f. Providing research aid to those studying
similar questions.
g. Establishing credibility—showing that one
has read and understood key works.
h. Drawing attention to the contributions of others.
i. Signaling original contributions—citing work by
others in order to highlight what is new in one’s
own.
The First Lesson:
The first lesson in teaching students how to
separate voices is to teach them to distinguish
between quoting and paraphrasing. The goal is
to show students that voices should not be
melded together.First, have the students read
the definitions.
They seem straightforward, and the students
will likely say they understand. Then, have the
students determine whether each of the quotes
would be acceptable to use in a paper. Next, have
the students determine whether the paraphrases
could be used in a paper.
1-The first example is a typical instance of an
unacceptable paraphrase; the sentence is largely
the words of the original, with some omitted.
2-The second example “corrects” this by putting
the omitted words back in, yielding an
unattributed quote.
3-The third example changes most of the main
words in the sentence but preserves the structure.
Even students who recognize the first two as
unacceptable are surprised by the fact that the
third is also unacceptable.
2-The second lesson:
Introducing a source:
The goal of this lesson is to give students some
language to separate voices in their writing. Begin
by explaining that the first time they mention a
source in a paper, they must introduce it by
including the author’s last name and the date
of publication.
Then, explain that writers include information to
help their readers understand why and how they
are using the source.
This part of the lesson requires texts that the
students have read and will write about. Second,
have the students consider how to give an overview
of the texts. Students should determine whether it
is helpful to include the titles or not.
Have the students summarize the purpose, main
point, or topic of the source text in their own words.
Finally, have the students practice writing
introductory sentences that include the author,
date, and text overview for each source.
Lesson 3:
Patch-writing
The goals of this lesson are to have students think
about their writing processes and their use of
patch-writing, and to make suggestions for
composing acceptable paraphrases.
First, prepare a handout with excerpts from a text
the students have read. Then include examples
of patch-writing based on these readings from
student writing from previous classes.
Lesson 4:
How references function:
The goal of this lesson is to show students that
referencing places authors in a discourse
community and helps construct their authority.
Lesson 5:
Cultural differences:
The goal of this lesson is to encourage students
to talk about their past writing experiences,
discuss quoting and paraphrasing, and clarify
cultural differences in writing and referencing
styles.
Prepare a handout with a quote from a student
that reflects a culturally different way of
constructing textual authority.
Research involves using other people's ideas and
work to develop your own conclusions. You must
acknowledge all of the sources you have used.
When you have an accurate
reference:
If you try to pass off someone else's work as your
own, that is plagiarism.
If your work contains plagiarized content,
you may be penalized by:
Plagiarism may be accidental or deliberate.
Classroom activities can be designed to discourage
plagiarism and to help students identify the rhetorical
value of citations. The exercises below correspond
to the problems listed above. The first exercise (a)
may be the most helpful if your goal is to teach
students how to format in-text citations and
reference lists properly.
a. Walk students through a published journal
article in your field. Ask them to describe the
in-text citations they see. When—if ever—are
authors’ names introduced within sentences
(“According to Brown and White…”)? And when
are they tucked into parentheses “(Brown and
White, 1999)? Help them interpret the significance
of these differences.
b. Ask students to describe and interpret the
patterns they see in a reference list or bibliography.
What characteristics appear first? What appears
second? Why might these things appear in the
order they do?
c. Give students a selection of sources to cite,
along with a citation guide. Ask them to produce,
individually or in groups, a properly formatted
reference list. Make sure some of sources are
unusual—compact discs, comic strips, data from
a government web site—and that others lack
explicit labels for key identifiers such as volume
or issue number. Help students figure out how
to cite these works as questions arise.
e. Provide a set of facts, concepts, or arguments,
including some that should be documented and
others that count as common knowledge. Ask
the students, individually or in groups, to decide
which is which and explain why.
f. Give students a specific research question to
address. Provide a single, relevant article that
includes at least two relevant references as a
starting point and ask them to generate a list of
10-15 other possible resources by working their
way through a “tree” of reference lists that
branches off from the original two.
g. Ask students to choose a field in which they
consider themselves experts. (This doesn’t have
to be academic. Excellent soccer skills or a
thorough knowledge of Beatles trivia could serve
the purpose.) What lack of knowledge would
prevent them from taking others seriously in
this realm, and why?
Share with them some key texts or ideas that
play a crucial role in establishing your own
respect for other scholars. What omissions
would prevent you from taking others seriously,
and why?
h. Talk to students about your own academic
genealogy—the scholars to whom you are
indebted. How do you fit into a larger picture
of scholarly exchange? How do you
acknowledge your academic debts in your
own writing?
i. Walk your students through a paragraph or
two of a published text from your field. Note
the signaling moves that convey transitions
between acknowledging research contributions
of the past (“As Brown and White noted in
1992…”) to original contributions the writers
make in the present study (“To that end, I/we
propose…”).
Introduction to the linguistics of English.
What is Linguistics?
What is Morphology?
What is Syntax?
What is Phonetics?
What is Phonology?
What is Semantics?
What is Pragmatics?
What is Neurolinguistics?
What is Sociolinguistics?
What is Language Acquisition?
What is Historical Linguistics?
Classification of Languages
Other Resources:
1-) Cultures
2-) Prepositions
.
3-Englisgh Grammar
4-Contact me
Linguistics Bibliography
External Links:
1-Other Idioms
2-British slang
3-Australian slang
4-American slang
5-What is "Linguistics"?
6-British and Australian slang
7-American and Australian slang
8-Stress in English
9- (Proverbs) page
Make a free website with Yola