Referencing

Referencing / Citation

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Reference list refers to the way it would be

cited in your reference list or bibliography when

using the 'Cite Them Right' Harvard style.

In-text citation refers to the way that a work

would be cited either in the body of the text or in

footnotes when using 'Cite Them Right' Harvard

style.

Elements to include:

Author of paper.

Year of publication (in round brackets)

Title of paper (in single quotation marks)

Title of conference proceedings: subtitle (in italics)

Location and date of conference.

Place of publication: Publisher.

Page references for the paper.

Difference Between Citation and Reference (with Comparison Chart) - Key Differences

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.

Overview

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.

General Considerations

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.

4-The fourth example is the only acceptable

paraphrase. It is longer than the previous one.

Point out that this is because it is much easier

to paraphrase a chunk of text than a single

sentence.

Preparing your assignments? University referencing guide for beginners | Parent24

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.

Parenthetical Citations: APA & MLA Examples - Wordvice

Why is referencing important?

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:

you can find an information source again quickly

and easily your lecturers and tutors can find the

source of the information you used in your

assignments .

other people reading your work can find the

source of the information you can share

information without the need to give a copy of

the source you acknowledge the effort made

by the original author, who may have spent

years creating that source of information, or

finding the facts.

What is plagiarism?

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:

having to resubmit your assignment

being marked down

failing your assignment

failing your course.

Plagiarism may be accidental or deliberate.

Exercises

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…”).