switched on: transition to higher education – day 2 a foundation course for new jmc academy...

Switched On:

Transition to Higher Education – Day 2A foundation course for new JMC Academy students

©

Switched On

Welcome!Academic Writing

Session 1 - Paraphrasing, quoting and referencing

Session 2 - Paragraph structure

http://prezi.com/9gtufbwjr829/?utm_campaign=share&utm_medium=copy

Using the Literature

Sources of information can include: books, journals, newspapers, websites etc.

Academic writing (and speaking) aims to always be based on research that can be trusted.

The emphasis is on the credibility and reliability of sources and information.

There are several factors to consider when we evaluate the reliability of sources.


How do we decide if a source is reliable or not? Is the information subjective or objective? Where has it been published? What evidence is provided that it is objective? Is it based on research? If so, how was the research conducted? Is there possible bias? Do several sources agree on the results? Think: based on these criteria – which sources

are more likely to be reliable? Why?


So, it is essential to use objective evidence found through research (the literature) to support our academic writing. BUT

There are strict rules governing how we do this so that we are not guilty of plagiarism.

What is it?When do you need to do it?What type do we use?What are references used for?Why do you need to reference?Where do you reference?How do you reference?

Referencing


It is essential to learn the skills for how to use the literature in your own work.

Plagiarism is a form of cheating which is penalised. It occurs when:

Words, sentences, paragraphs, ideas, information, images, sound, etc. are copied from the original; AND No acknowledgement (in-text citation) is given for the original author

Avoid plagiarism by:

1.Using Paraphrases and Quotes

2.Acknowledging the original words/ideas by providing an in-text citation

Activity:Find one example of a quote and one example of a paraphrase in the reading you have. What are the similarities and differences?

Avoid plagiarism by:

1.Using Paraphrases and Quotes

2.Acknowledging the original words/ideas by providing an in-text citation

Activity:Find one example of a quote and one example of a paraphrase in the reading you have. What are the similarities and differences?

Using the Literature: Quoting

Use the exact words in quotation marks Harvard: single quotation marks

Indicate if small changes are made to: make the quote fit in grammatically with

your own words or if words are left out because they are not

relevant to your purpose. words and punctuation excluded before

and after the quote do not need to be indicated

Include an in-text citation:

a. Who – author’s family name(s)

b. When – year it was published

c. Where – page number

Use the exact words in quotation marks Harvard: single quotation marks

Indicate if small changes are made to: make the quote fit in grammatically with

your own words or if words are left out because they are not

relevant to your purpose. words and punctuation excluded before

and after the quote do not need to be indicated

Include an in-text citation:

a. Who – author’s family name(s)

b. When – year it was published

c. Where – page number

Examples (varied formatting = better style)Ting, Musa and Mah (2014) claim that ‘when students…who plagiarise are not penalised, this creates the environment for more unethical practices’ (p. 74).ORTing, Musa and Mah (2014, p.74) argue that ‘when students…who plagiarise are not penalised, this creates the environment for more unethical practices’.OR‘When students…who plagiarise are not penalised, this creates the environment for more unethical practices’ (Ting, Musa & Mah 2014, p.74).

Examples (varied formatting = better style)Ting, Musa and Mah (2014) claim that ‘when students…who plagiarise are not penalised, this creates the environment for more unethical practices’ (p. 74).ORTing, Musa and Mah (2014, p.74) argue that ‘when students…who plagiarise are not penalised, this creates the environment for more unethical practices’.OR‘When students…who plagiarise are not penalised, this creates the environment for more unethical practices’ (Ting, Musa & Mah 2014, p.74).


Activity 2:

From Extract A:

• Select from the literature: to suit your purpose

• Write as a quote• Cite


Activity 2:

Example quotes (yours may have a differently formatted citation or reporting verb:

• ‘Male students cope better with academic stress by making the most of leisure activities’ (McEwan 2013, p.198).

or• According to McEwan (2013) ‘male students

cope better with academic stress by making the most of leisure activities’ (p.198).

Using the Literature: Paraphrasing

To paraphrase & use an author’s idea you will need to:◦ Read the extract/sentence/idea ◦ Determine what you understand it to mean◦ Keep any necessary disciplinary terminology◦ Write the paraphrase for your own purpose (to answer your question/topic) and in your own words◦ Check original to make sure you have kept the same idea and not used too many words.◦ Include an in-text citation:

Who, When & Where (Author Date & Page)

To paraphrase & use an author’s idea you will need to:◦ Read the extract/sentence/idea ◦ Determine what you understand it to mean◦ Keep any necessary disciplinary terminology◦ Write the paraphrase for your own purpose (to answer your question/topic) and in your own words◦ Check original to make sure you have kept the same idea and not used too many words.◦ Include an in-text citation:

Who, When & Where (Author Date & Page)

Note: You should use no more than ONE short quote (less than 40 words) per page in a short essay. Most of your claims will be paraphrased.

Audience

1212

Activity: Below is an extract from page 74 of Ting, Musa and Mah’s article and a paraphrase written to explain their argument on the importance of students understanding ethics in academic work.

Activity: Below is an extract from page 74 of Ting, Musa and Mah’s article and a paraphrase written to explain their argument on the importance of students understanding ethics in academic work.


Original

When students are taught citation and referencing conventions… the mechanics get more attention than respect for the intellectual property of others and plagiarism as a theft of words and ideas.

Paraphrase

Ting, Musa and Mah (2014, p.74) argue that although citation and referencing rules are often emphasised, students are not taught to think of plagiarism as stealing intellectual property.

1313

Make sure you understand the claim or idea you have selected.

Change the order of the information/sentence

structure of the original claim

Keep discipline-specific words/specialised vocabulary

Re-write the claim using your

own words/synonyms

.

Re-write the claim using your

own words/synonyms

.

Provide an in text citation (author year of publication, page).


14


14

Below is an extract from the literature - they are the exact words used by the authors:Little has been written about students from Asian cultures being more prone to plagiarism because of different interpretations of plagiarism and intellectual property in these cultures.

Why would the following be seen as examples plagiarism?

1 Little has been written about students from Asian cultures being more prone to plagiarism because of different interpretations of plagiarism and intellectual property in these cultures (Ting, Musa & Mah 2014, p.76).

?

2 There has been little research done on students from Asian cultures being more prone to plagiarism due to differing understanding of plagiarism and intellectual property in these cultures (Ting, Musa & Mah 2014, p. 76).

?

3 There has been little research on how students from Asian cultures may have a different understanding of intellectual property and how this may lead them to commit plagiarism more frequently.

?


15


15


Activity 3

• Select from the literature for your purpose• Paraphrase• Cite

16


16


Activity 3

Example paraphrases (yours may be different):

• Morgan claims that female students get higher grades than male students, on average (as cited in McEwan 2013, p.198).

orWith regard to grades, female students outperform male students on average (Morgan, as cited in McEwan 2013, p.198).

Stage 5: The Reference List

A reference list is:

•on a new page•alphabetical•at the end of the assignment.

A reference list contains:•full bibliographic details for all sources cited in the assignment

You do not need to memorise referencing style and formatting - learning to use the JMC Style Guide (Harvard) is an essential skill.

The Reference List (an example)

Reference List

Brandt, C 2009, Read, research, and write. Academic skills for ESL students in higher education, Sage Publications, London, UK.

Butler, G & Hope, T, 2007, Manage your mind, 2nd edn, Oxford University Press, New York, USA. Entwistle, N & Entwistle, D 2003, ‘Preparing for examinations. The interplay of memorizing and understanding, and the development of knowledge objects’, Higher Education Research & Development, vol. 22, no.3, pp.19-41. http://www.tandfonline.com Media watch 2011, television program, ABC 1, Sydney, 12 September.

Word of Mouth Marketing Association 2010, WOMMA: Word of Mouth Marketing Association, Chicago, viewed 23 August 2011, <http://womma.org/main.

Note: formatting must be accurate – use the JMC Style Guide

Drafting Sections – Body paragraphs

The Body paragraphs of an essay are structured to present information in a clear, logical and convincing manner:

Topic Sentence

Background Sentence/sClaim from the literature (cited)

Explanation or exampleClaim from the literature (cited)

Explanation or example

Linking sentence to the next topic

Body Paragraph exampleStudents with weak English are not able to paraphrase effectively because they do not have sufficient vocabulary to draw on and this may result in more cases of plagiarism. Many universities in English speaking countries have a high proportion of international students who hope to gain an internationally recognised qualification and these students may have English language difficulties. Ting, Musa and Mah (2014) suggest that lack of language proficiency is often seen as leading some students to commit plagiarism (p.76). In other words, paraphrasing requires students to understand the text and then be able to use synonyms to change the words whilst retaining the original meaning which is often difficult for second language students. LoCastro and Masuko (1997) support this point by claiming that ‘Japanese students writing…in English revealed that they did very little of their own writing but relied on unattributed quotations and paraphrases’ (p.53). This suggests that plagiarism may be the norm with university students who struggle with English and that these students are plagiarising in order to cope with the demands of their study. Similarly, even new English speaking students with little understanding of the academic skills may be more likely to plagiarise.

Topic sentence

Background sentence

Claim (paraphrased with citation)

Explanation

Second claim – building evidence (quoted and cited)

Explanation

Link to the next topic in the following paragraph, showing how the topics relate (building argument)

The structure of an essay

IntroductionTopic

Background(do this later)Thesis/Argument

Body Paragraph

Body Paragraph

Body Paragraph

ConclusionSummarise argument

Link to Background(do this later)

Reference ListAlphabetical list of all sources cited in the

essay using Harvard Referencing style (see the JMC Style Guide)

• Begin your plan with the thesis statement.• It outlines the argument of your essay and the main

points you will discuss – one per body paragraph.

• Select the best main points from your research – each of these will be the topic of a body paragraph.

• The first sentence of each body paragraph is called a topic sentence – it states the specific topic and the position you will argue on that topic in that paragraph.

• Include the supporting evidence from your research to back up your argument (aim for 2 sources per paragraph at least).

• Summarise your argument – main points (in order) and position (what you argued).

• In the body of the essay, in-text citations are provided – this basic information leads the reader to the reference list where the full reference is provided.

Value Judgements

Be concise. Maximize the information you can provide within your word limit. If you ‘waste words’ you show that you have not done enough research or are not able to communicate well.

Be tentative. Academically, fact is very rare. Show that you recognise that your argument is a well supported position, not fact, by avoiding overstatement; instead use tentative language such as ‘This may mean that…’ or ‘This suggests that…’ or ‘Evidence suggests that…’

Be objective. For your argument to be convincing it must be based on strong evidence – research, not opinion. We show this by: avoiding personal pronouns (I, me, my, we, our, etc.) instead, use the passive voice eg. If you plagiarise you will loose marks. Plagiarism may result in marks being lost.

22

Using academically appropriate language.

It is all about communicating clearly and convincingly

Activity: Body Paragraph

Write a body paragraph using the extracts from the literature provided.• Use the structure provided –

this organises information logically and is suitable for all genres of academic writing.

Value Judgements

1. Topic sentence - identify the topic and position you will discuss

2. Provide background - explain what it is (definition) and/or why it matters

3. Evidence – use the literature to support position

4. Explain, give example and/or elaborate (rich detail)

5. Evidence – a second supporting source

6. Explain, give example and/or elaborate

7. Link to the next topic.

24

Writing a body Paragraph

Body Paragraph exampleFemale students appear to have better time management skills than male students. University students have many assessment deadlines to meet and these have to be balanced with social and family commitments. In order to manage these responsibilities well, Brown suggests managing time by goal setting and prioritising (2009, p.174). Smith argues that these behaviours are used more effectively by female students who make lists, plan and use diaries to organise their time (as cited in McEwan 2013, p.198). Traditional methods of planning at university include, for example, the use of weekly and semester planners. This gender difference is further explained by Brown who identifies that male students are more likely to spend their time on activities such as ‘gaming, television, sports and internet [which] may be… a causal factor in gender differences in time management’ (2009, p.174). McEwan (2009, p.198) suggests that this may, however, have some advantages, as male students tend to suffer less from stress while they study.

Topic sentence

Background sentence

Claim (paraphrased with citation)

Example

Second claim – building evidence (quoted and cited)

Explanation and/or Link to the next topic, showing how the topics relate (building argument)

Recap of Today – Academic Writing

To succeed you need to:• Base all academic writing and speaking on

research• Support your ideas with evidence from

reputable, reliable and credible sources• Make sure you know how to format quotes and

paraphrases• Use the JMC style Guide for referencing your

assignments• Paragraph structure organises ideas logically so

that they can be understood• Essay and report structure is also about

organising ideas logically – you will work on this tomorrow with Chris

switched on: transition to higher education – day 2 a foundation course for new jmc academy...

Documents