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BBI 2412 WRITING FOR ACADEMIC PURPOSES Semester 1, 2014/2015 COURSE MODULE (STUDENT) 1 NAMA KURSUS : WRITING FOR ACADEMIC PURPOSES (Penulisan untuk Tujuan Akademik) KOD KURSUS : BBI 2412 KREDIT : 3 (2+1) JUMLAH JAM : 120 PEMBELAJARAN PELAJAR PRASYARAT : MUET BAND 5 atau 6 ATAU Lulus BBI 2421 HASIL : Students are able to: PEMBELAJARAN 1. construct grammatically correct sentences (P4) 2. develop coherent paragraphs (C5) 3. write different types of academic essays supported with concrete ideas (CT) 4. review their own writing (A5, EM) SINOPSIS : This course covers writing paragraphs and the different types of academic essays. The course also emphasises on types of sentences, tenses, transitions, selected parts of speech, the process of drafting, revising, and editing of texts for academic purposes. (Kursus ini merangkumi penulisan perenggan dan pelbagai jenis esei akademik. Kursus ini juga menekankan jenis ayat, kala, penanda wacana, golongan kata terpilih, penyediaan draf, penyemakan semula dan penyuntingan teks untuk tujuan akademik.) 2 KANDUNGAN Jam Pembelajaran Bersemuka Kuliah Tutorial: : Review of different types of tenses 2 Review of selected grammar usage 2 Types of sentences 4 Identifying sentence errors 2 Paragraph development 2 Essay development 1 Types of academic essays 10 Unity and coherence 2 Drafting, revising and reviewing 2 Mechanics of writing 1 Jumlah 28 : Review of different types of tenses 1 Review of selected grammar usage 1 Types of sentences 1 Identifying sentence errors 2 Paragraph development 1 Essay development 2 Types of academic essays 2 Unity and coherence 1 Drafting, revising and reviewing 2 Mechanics of writing 1 Jumlah 14 3 PENILAIAN: Kerja Kursus : 70% Peperiksaan Akhir : 30% RUJUKAN: 1. Hamp-Lyons and Heasley, B. (2006). Study Writing-Course in Writing Skills for Academic Purposes. Cambridge: Cambridge University Press 2. Meyers. A. (2005). Gateways to Academic Writings. Effective Sentences, Paragraphs and Essays. New York: Pearson Education 3. Langan, J. (2005). College Writing Skills (6th. ed). New York:McGraw-Hill 4. Leonhard, B.H (2002). Discoveries in Academic Writing. Boston:Heinle & Heinle 5. Williams, J. & Evans, J.R. (2002). Getting There – Tasks for Academic Writing. New York:Harcourt Inc 6. Oshima, A. and Hogue, C. (2006). Writing Academic English (4th Edition). New York: Pearson Education Longman 4 DEPARTMENT OF ENGLISH FACULTY OF MODERN LANGUAGES AND COMMUNICATION UNIVERSITI PUTRA MALAYSIA Rancangan Pengajaran Mingguan SEMESTER 1, 2014/2015 Kod dan Nama Kursus : BBI 2412 Course Code and Title of Writing for Academic Purposes Course Kredit : 3 (2+1) Credit Penyelaras/Pensyarah : Coordinator/Lecturer Semester : Semester 1, 2014/2015 Semester Tempat dan Masa Kuliah : (Sila lihat Lampiran) Venue and Time Objektif Kursus Course Objectives : By the end of the course, students are able to: 1. construct grammatically correct sentences (P4) 2. develop coherent paragraphs (C5) 3. write different types of academic essays supported with concrete ideas (CT) 4. review their own writing (A5, EM) 5 KANDUNGAN (CONTENTS) MINGGU/ TAJUK KULIAH/TUTORIAL/AMALI BACAAN/AKTIVITI/CATATAN WEEK TOPIC OF LECTURE/TUTORIAL/PRACTICUM READINGS/ACTIVITIES/REMARKS (LAB) 1 Review of selected grammar usage Supplementary Materials p12-19 Subject-verb agreement Noun-pronoun agreement 2 Review of selected types of tenses Supplementary Materials p20-23 Verb/tense system 3 Types of sentences Unit 10 : p162-177 Textbook Simple, compound, and complex sentences 4 Types of sentences Unit 10 : p162-177 Textbook Compound-complex sentences Identifying sentence errors Unit 11 : p179-193 Textbook Fragments 5 Paragraph development Unit 1 : p1-16 Textbook Topic sentence Cause and effect paragraph Unit 6 : p94-110 Textbook Unity and Coherence Unit 2 : p18-37 Textbook Unity 6 Paragraph development Unit 1 : p1-16 Textbook Supporting sentences Cause and effect paragraph Unit 6 : p94-110 Textbook Unity and Coherence Unit 2 : p18-37 Textbook Transition signals 7 Paragraph development Test 1 Unit 1 : p1-16 Textbook Concluding sentence Cause and effect paragraph Unit 6 : p94-110 Textbook 6 Unity and Coherence Connecting words 8 Essay development Unit 2 : p18-37 Textbook Unit 4 : p56-80 Textbook Introductory paragraph Comparison/Contrast Essay Unit 7 : p111-126 Textbook Submission of assignment 1 9 Essay development Unit 4 : p56-80 Textbook Body paragraphs Comparison/Contrast Essay Unit 7 : p111-126 Textbook Drafting, writing, revising and reviewing Appendix A : p265-279 Textbook Submission of SCL 10 Essay development Concluding paragraph Unit 4 : p56-80 Textbook Comparison/Contrast Essay Unit 7 : p111-126 Textbook Drafting, writing, revising and reviewing Appendix A : p265-279 Textbook Test 2 11 12 Referencing APA format in writing Supplementary Materials p24-28 Argumentative Essay Unit 9 : p142-160 Textbook Mechanics of writing 7 Drafting, writing, revising and reviewing Appendix A : p280-289 Textbook Identifying errors Parallelism 13 Chapter 11 : p179-193 Textbook Argumentative Essay Unit 9 : p142-160 Textbook Mechanics of writing Appendix B : p280-289 Textbook Identifying errors Unit 11 : p179-193 Textbook Comma splices Submission of SCL 14 Argumentative Essay Unit 9 : p142-160 Textbook Drafting, writing, revising and reviewing Appendix A : p265-279 Textbook Identifying errors Unit 11 : p179-193 Textbook Run-on sentences Submission of assignment 2 * This course schedule is only a guideline and is subject to change when necessary. PENILAIAN/ EVALUATION: 1. Coursework : 70% a) Test 1 : 10% b) Test 2 : 20% c) SCL : 10% d) Assignment 1 : 10% e) Assignment 2 : 20% 2. Final examination : 30% : 100% TOTAL 8 TEKS WAJIB (JIKA PERLU) CLASS TEXT (IF REQUIRED) Oshima, A. and Hogue, C. (2006). Writing Academic English (4th Edition).New York: Pearson Education Longman RUJUKAN/REFERENCES : 1. Folse, K. et.al. (2010). Great Writing 4: Great Essays, Third Edition. Heinle Cengage Learning 2. Hamp-Lyons. and Heasley, B. (2006). Study Writing- Course in Writing Skills for Academic Purposes. Cambridge: Cambridge University Press 3. Meyers, A. (2005). Gateways to Academic Writings. Effective Sentences, Paragraphs and Essays. New York: Pearson Education 4. Langan, J. (2005). College Writing Skills (6th. ed). New York:McGraw-Hill. 5. Leonhard, B.H (2002). Discoveries in Academic Writing. Boston: Heinle & Heinle. 6. Williams, J. & Evans, J.R. (2002). Getting There-Tasks for Academic Writing. New York: Harcourt Inc. PERINGATAN PENTING (JIKA ADA): IMPORTANT REMINDERS (IF ANY) For this course you will meet your lecturers 3 hours a week. Refer to the Rancangan Pengajaran Mingguan above for the topics for the week. 1. You will not be allowed to take the final exam if your attendance is less than 80%. 2. All MCs and other excuse letters must be submitted before the 5th of the following month. 3. You must not miss any tests or examinations. 4. There will not be a re-sit for any tests/examinations without a valid MC or excuse letter (subject to lecturer’s discretion). 5. All assignments must be submitted before or latest on the deadlines set. 6. Late assignments will either be rejected or receive a penalty of 10% deduction from the total marks given (subject to lecturer’s discretion). 9 DESCRIPTION OF COURSEWORK (70%) Test 1 (10%) - Week 6 Duration: 1 hour Types of questions: Subject-Verb agreement Noun-pronoun agreement Verb/Tense system Simple, compound, complex, and compound-complex sentences Test 2 (20%) - Week 10 Duration : 1 hour 30 minutes Types of questions: Writing appropriate topic sentences Locating irrelevant sentence(s) in a given paragraph Error identification in sentence(s) Paragraph writing Assignment 1 (10%) - Week 8 Students are required to write a cause and effect paragraph of 150-200 words. Marks will be awarded for each process of writing (outline, first draft, peer evaluation, second draft, self evaluation, and final draft). Assignment 2 (20%) - Week 14 Students are required to write an argumentative essay of approximately 500 words. Marks will be awarded for each process of writing (outline, first draft, peer evaluation, second draft, self evaluation, and final draft). 10 SCL (10%) Paragraph Writing (5%) - Submission Week 9 Write one compare and contrast paragraph of 150-200 words using the point-by-point organisation. Choose any of the following topics: 1. Food 2. Culture 3. Technology Find one newspaper article based of any of the topics listed below Write one cause and effect paragraph of 150-200 words using block organisation: 1. Environment 2. Current issue 3. Entertainment 4. Health and lifestyle Online Activity (5%) - Submission Week13 Students are required to complete ONE exercise from each of the websites below based on the focus provided. Print out the exercises together with the answers and scores. Staple all the 5 exercises together and submit them in Week 13. No Websites Focus 1. http://www.usingenglish.com/handouts/ Tenses 2. http://grammar.ccc.commnet.edu/grammar/quizzes/combining_quiz2.htm Types of sentences 3. http://grammar.ccc.commnet.edu/grammar/cgishl/quiz.pl/fragments_quiz.htm Fragments and Run- Ons 4. http://grammar.ccc.commnet.edu/grammar/cgishl/quiz.pl/fragments_quiz.htm Subject Verb Agreement 5. http://www.buowl.boun.edu.tr/students/Paragraph%20Writing%20Exercises.ht Paragraph m#Exercise_6 Developme nt 11 SUPPLEMENTARY NOTES CHAPTER 1: GRAMMAR Week 1 – 4 Subject-Verb Agreement Source: Smalley, R., Ruetten, M. & Kozyrev, M. (2001). Refining Composition Skills: Rhetoric and Grammar. Boston: Heinle & Heinle Publishers The verb of the sentence must agree in number with its subject. Singular subjects take singular verbs and plural subjects take plural verbs. The agreement pattern for the present tense is as follows: SINGULAR PLURAL First person I want to go to a movie We want to go to a movie Second person You want You want Third person He wants They want She wants It wants As you can see, the form of the verb is the same for all persons except for the third-person singular. Here the verb adds an -s (or -es in some cases) in order to agree with the subject. In addition to the pronouns given, the subject could be any singular noun for which you could substitute those pronouns. Exceptions to this pattern are the verbs to be and have, which change in other persons as well. 12 TO BE HAVE SINGULAR PLURAL SINGULAR PLURAL First person I am We are I have We have Second person You are You are You have You have Third person He is They are He has They have She is She has It is It has In order to make the verb agree in number with its subject, you must first determine which noun or pronoun is the subject of the sentence. There are several instances when the subject may not be apparent. 1. Sometimes the subject is separated from the verb by intervening words, phrases, or clauses. a) Preposition phrase I. The student by the window likes to talk. S II. V The cars in the parking lot have their windows open. S V b) Adjective clauses often come between the main subject and verb of a sentence. Note that there are instances of subject-verb agreement in this case. The main subject and verb of the sentence must agree and the verb in the adjective clause must agree with its antecedent, or the word before the relative pronoun. MAIN SUBJECT RELATIVE VERB MAIN VERB live next door like to sing PRONOUN The girls that 13 2. Sometimes subjects and verbs are reversed. a) Sentence beginning with there have reversed word order. I. There are a lot of the students here for the test. V II. S There is a man waiting to see you. V S b) Sometimes subjects and verbs are reversed for stylistic purposes. I. Here comes the plane! V II. S Hardest hit by the tragedy was the mother of the family. V S After you have determined which noun in the sentence is the subject, you must decide if it is singular or plural. Most nouns in English become plural by adding an -s to the noun: SINGULAR PLURAL girl girls 1. Some nouns change their form in order to indicate plural: SINGULAR PLURAL man men woman women child children 14 The plural form of these nouns – men, women, children, people – agree like this: a) The people dislike the commercials on television. S V b) The children play football every evening. S V 2. Some nouns, called collective nouns, are usually considered singular, but may, in some cases, could be considered plural. These nouns take a singular verb when they refer to a group as a unit. Note the collective nouns (italicized) and the singular verbs (bold) in the following sentences. a) My family writes to me every month. b) Our class wants to go to the museum. c) The team of our school wears red and white jerseys. d) The faculty elects a senate every year. e) The committee needs to have another meeting. These nouns may take plural verbs when they refer to individuals or parts of the group. However, this is more formal and less common usage. Note theses examples: a) The faculty disagree on certain parts of the issue. b) The committee argue among themselves concerning the best course of action. Note: You can clarify these sentences by using the word members as the subject: The members of the faculty disagree on certain parts. The members of the committee argue among themselves concerning the best course of action. 3. Nouns that are plural in form but singular in meaning take singular verbs. These nouns include news, politics, economics, electronics, physics, and athletics. a) The news on television is not very complete. b) Economics is an interesting field of study. 4. When words such as each, either, neither, one, everybody, and everyone are used as subjects, they take singular verbs. a) Neither wants to finish the work. b) Each of us has a good idea. c) Everybody in our class wants to go to the play. d) One of them has to do it. 15 5. When words such as all, any, half most, none, and some are used as subjects, they can take either singular or plural verbs, depending on the context. a) All of the people dislike the new tax. b) All of the money is gone. 6. A sentence that has two subjects joined by and requires a plural verb. a) My sister and my father watch television every night. b) The company and the bank disagree about the loan. 7. Singular subjects joined by either....or, or neither...nor usually take a singular verb. a) John or Paul buys groceries for the family every week. b) Either the president or the vice president answers every letter. c) Neither anger nor happiness ever shows on his face. If one of the subjects is singular and the other is plural, the verb agrees with the one closest to the subject. a) Mr. Smith or his sons go every day to pick up the mail. b) Neither the students not the teacher understands the new schedule. Exercise 1 Underline the subject (or compound subject) and then select the verb that agrees with it. 1. Everyone in the rural areas (has/have) experienced problems with hand phones. 2. Your loyalty over the years and your support (has/have) meant a great deal to us. 3. Shelters for problematic teenagers (offer/offers) a wide variety of services. 4. The main source of income for Brunei (is/are) oil and pitch. 5. The chances of your being promoted (is/are) excellent. 6. There (was/were) a Pizza Hut discount card and a free-lunch-voucher struck to the refrigerator. 7. Neither the professor nor his assistants (was/were) able to solve the mystery of the blue fire in the toilet. 8. Many hours at the driving range (has/have) led us to design golf balls with GPS locators in them. 9. The story performers (was/were) surrounded by children and adults eager to see magical tales. 10. Every year, during the school holiday, the smoke from the barbeque (fills/fill) the sky. 16 Noun/Pronoun Agreement Source : Langan, J. (2000). College Writing Skills (5th. ed). Boston: McGraw-Hill Nouns name persons, places, or, things. Pronouns are words that take the place of nouns. In fact, the word pronoun means “for a noun”. Pronouns are shortcuts that keep you from unnecessarily repeating words in writing. Here are some examples of pronouns: a) Eddie left his camera on the bus. (His is a pronoun that takes the place of Eddie’s.) b) Elena drank the coffee even though it was cold. (It replaces coffee.) c) As I turned the newspaper’s damp pages, they disintegrated in my hands. (They is a pronoun that takes the place of pages.) There are two common mistakes people make with pronouns. The rules are: 1. A pronoun must agree in number with the word or words it replaces. 2. A pronoun must refer clearly to the word it replaces. Exercise 2 Underline the correct word in parentheses. 1. Neither of the potential buyers had really made up (her, their) mind. 2. Not one of the new cashiers know what (they, he) should be doing. 3. Each of these computers has (its, their) drawbacks. 4. Anyone trying to reduce (his or her, their) salt intake should avoid canned and processed foods. 5. If anybody calls when I’m out, tell (him, them) I’ll return in an hour. 6. Each of the girls may choose one prize for (her, their) own. 7. I asked at the body shop how quickly (they, the shop employees) could fix my car. 8. The coaches told each member of the football team that (his, their) position was the most important in the game. 9. Darlene tried to take notes during the class, but she didn’t really understand (it, the subject). 10. The school children felt (he, they) were unlucky enough to be caught in the storm. 17 Pronoun Agreement A pronoun must agree in number with the word or words it replaces. If the word a pronoun refers to is singular, the pronoun must be singular; if that word is plural, the pronoun must be plural. (Note that the word a pronoun refers to is known as the antecedent.) a) Marie showed me her antique wedding band. b) Students enrolled in the art class must provide their own supplies. In the first example, the pronoun her refers to the singular word Marie. In the second example, the pronoun their refers to the plural word Students. Indefinite Pronouns The following words are always singular. one nobody each anyone anybody either everyone everybody neither someone somebody If a pronoun in a sentence refers to one of these singular words (also known as indefinite pronouns), the pronoun should be singular. a) Somebody left her shoulder bag on the back of the chair. b) One of the busboys just called and said he would be an hour late. c) Everyone in the club must pay his dues next week. Each underlined pronoun is singular because it refers to an indefinite pronoun. There are two important points to be remembered about indefinite pronoun. 1. In the last example, if everyone in the club was a woman, the pronoun would be her. If the club had women and men, the pronoun would be his or her. a) Everyone in the club must pay his or her dues next week. Some writers follow the traditional practice of using his to refer to both women and men. Some now use his or her to avoid an implied sexual bias. To avoid using his or the somewhat awkward his or her, a sentence can often be rewritten in the plural: b) Club members must pay their dues next week. 18 2. In informal spoken English, plural pronouns are often used with the indefinite pronouns. Many people would probably not say: a) Everybody has his or her own opinion about the election. Instead, they would likely to say: b) Everybody has their own opinion about the election. Here are other examples: c) Everyone in the choir must buy their robes. d) Everybody in the line has their ticket ready. e) No one in the class remembered to bring their books. In such cases, the indefinite pronouns are clearly plural in meaning, and using them helps people avoid the awkward his or her. In time, the plural pronoun may be accepted in formal speech or writing. Until then, however, you should use the grammatically correct singular form in your writing. Exercise 3 Edit the following sentences to eliminate problems with subject-verb agreement. If a sentence is correct, write correct, write “correct” after it. 1. One of the main reasons for elephant poaching are the profits received from selling the ivory tusks. 2. Not until my interview with the Dean were other possibilities opened to me. 3. A number of participants in the conference was aware of the importance of joining the discussion. 4. Batik cloth from Terengganu, blue and white ceramics from Kota Tinggi, and a shelled lamp from Langkawi has made Ziana’s room the talk of the dorm. 5. The board of directors, ignoring the wishes of the neighborhood, has voted to allow further development. 6. Chicken Pox is a contagious childhood disease. 7. Azlin’s first days in the dormitory was grueling. 8. Neither the intruder nor his companions was ever seen again. 9. Ramu is the only one of the many applicants who has ability to step into this job. 10. People who are sent to prison for drunk-driving get what he deserves. 19 Verb/Tense System Source : Smalley, R., Ruetten, M. & Kozyrev, M. (2001). Refining Composition Skills: Rhetoric and Grammar. Boston: Heinle & Heinle Publishers The Present Progressive Tense 1. The progressive is used to describe a single action that is in progress at a specific moment, usually the moment of speaking or writing. a) Samson is studying the lesson right now. b) The people are cheering wildly! 2. The present progressive may also be used to describe an action in progress over a long period of time, even though the action may not be taking place at the moment of speaking or writing. This action, however, is perceived as temporary. a) David is attending the University of California. (He may be on vacation at the moment of speaking, but he is still a registered student there.) b) She is writing her first novel. (The pen may not be in her hand at this precise moment, but the activity is going on during the present time span and will end at some time in the future.) 3. The present progressive can be used to express a future option, especially when that action is in the near future. Usually, you need adverbials of time to clarify that the present progressive is indicating future time. a) Next week he is giving his first demonstration. b) The ship is arriving this afternoon at three o’clock. c) We are taking the exam later this afternoon. 4. The present progressive can also express the beginning, progression, or end of an action in the present time. a) It is beginning to get hot. b) It is starting to rain again. c) My writing is getting worse. 20 Note: The verb to be is rarely used in the progressive because it describes a general state of being. There are rare instances, however, when you do use the verb to be in the progressive. a) My child is being obnoxious right now. Please excuse him. In this instance, the progressive is used because the meaning is, “My child is acting obnoxiously right now.” The child is not generally obnoxious. The Present Perfect Tense The present perfect tense (has/have + past participle) indicates a state or action that started in the past and continues to the present moment. It indicates that state or action is relevant to the present time. The duration of the state or action is often indicated or implied. a) Since my arrival here six months ago, I can say I have been pleasantly surprised. (The duration of time here is from the arrival until the present.) b) My hometown has changed from a friendly small town into a busy modern suburb. (Although the duration of time is not stated, it is implied—from the tine I lived there until the present.) The present perfect tense is also used to indicate an action that has been completed at some indefinite time in the past, usually in the recent past. a) The president has signed the bill into law. (No specific time of the signing is given, but it was probably recently). The present perfect tense is used as well to indicate that an action that occurred in the past has the capability of happening again. a) I have had three headaches today. (This person will probably have another one). b) There have been six hijackings this week. (It is possible that there will be another hijacking) 21 The Future Continuous Source: Cheong, L., Lun, N. & Yap, A. (1991). English Grammar and Usage (2nd Ed.). Singapore: Federal Publications The Future Continuous tense is used to express something that will be continuing or going on at some point of time in the future. Here the auxiliary shall or will is followed by the infinitive form of be and then by the present participle form of the verb: 1. I shall be doing my work when you come in afterwards, so do not disturb me then. 2. He will be training daily from next week for the coming championships. 3. She is not working hard now, but she will be doing so as soon as she recovers from her illness. In sentences 2 and 3 but not in 1, the verb may be changed into the simple future tense without altering the meaning too greatly. Future Perfect Like all perfect tenses, the Future Perfect refers to a completed action, the effect of which is seen even after it is completed. This tense is used to express an action that is not completed now, but will already be completed at some point of time in the future: 1. By the time his friend comes, Tom will have left the house. (Tom is at the house now, but the friend who should be visiting him is taking a long time to come. It is obvious that before his friend arrives, Tom will have already gone away after waiting in vain. When the friend comes, it will be too late for him to see Tom.) 2. I shall have finished reading this book by Saturday. 3. At the end of the holiday they will have become very exhausted. We note that sentence 1 cannot be changed to the simple future. Sentences 2 and 3 can be put into the simple future, but then the meanings of the sentences will be different. I shall finished reading this book by Saturday, stresses the definite completion of the action (reading) before the specified time (until Saturday) is up. At the end of the holiday they will become exhausted, which is quite different in meaning from the original sentence: At the end of the holiday they will have become very exhausted. 22 This sentence means that ‘they’ will get more and more exhausted during the course of the holiday, and by the time they reach the end of it they will already be very exhausted. Exercise 4 Revise any sentences to correct errors in verb forms and verb tenses. 1. The concert begin tonight at 8:00. 2. In the past, fast food restaurants deny any connection between their food and health problems. 3. There is nothing in the world that TV has not touch on. 4. I am wanting to register for an aerobic class next semester. 5. By the end of this semester, students will be test on their understanding of the subject. 6. The benefits of eating fruits and vegetable have been promoting by health care providers. 7. By the time he was forty-one, Da Vinci had paint more than half of the gallery. 8. A serious tragedy was happened at the corner of Seri Serdang’s Main Street and UPM last night. 9. My brother has been gone to Kopitiam’s restaurant ever since we moved to this neighbourhood. 10. I have ate Middle East food only once before. 23 REFERENCING Referencing is telling the reader where you (the writer) attained the information that you are writing. 1. In order to avoid plagiarism, it is important that referencing is done correctly. PLAGIARISM – can be defined as taking another person’s idea and using them as your own. This is a serious offence. Importance of Referencing 1. To distinguish your own ideas from those of someone else. 6. To enable readers to find useful background information. 2. To cite different point of views. IMPORTANCE OF REFERENCING 5. To refer to other research that leads up to your study. 3. To validate the information you are presenting in your write up. 4. To avoid plagiarism. 24 Referencing Process 1. Locate an information resource. 2. Read the information. 3. Summarizing/Paraphrasing /Direct Quoting. 5. Write your reference according to APA style. 4. Record details about the source. Note: Your referencing should be done according to the APA (American Physiological Association) style (6th edition). How to use the APA referencing style When quoting directly or indirectly from a source, the source must be acknowledged in the text by author name and year of publication. If quoting directly, a location reference such as the page number or paragraph number is also required. 1. In text citation (Quotes/Paraphrasing) a. Direct quotation Use quotation marks and include page numbers. Samovar and Porter (1997) point out that "language involves attaching meaning to symbols" (p.188). Alternatively: "Language involves attaching meaning to symbols" (Samovar & Porter, 1997, p.188). A quotation of 40 or more words should be formatted as a freestanding, indented block of text without quotation marks. Note the location of the final full stop. Weston (1948) argues that: One of the most important phases of our special guests was to get information that would throw light on degeneration of the facial pattern that occurs so often in our modern civilization. This has its expression in the narrowing and lengthening of the face and the development of crooked teeth. (p. 174) If you quote from online material and there are no page numbers (e.g. HTML based document), use the paragraph number (para.) instead. "Prevalence rates of antenatal major and minor depression have been estimated in communitybased studies to range from 7% to 15% of all pregnancies" (Grote, Swartz, Geibel & Zuckoff, 2009, para. 2). 25 b. Indirect quotation/paraphrasing Attaching meaning to symbols is considered to be the origin of written language (Samovar & Porter, 1997). N.B. Page numbers are optional when paraphrasing, although authors are encouraged to include them, especially when it assists the reader to locate the reference in long pieces of text (Publication Manual, p. 171). c. Citations from a secondary source Arnett (as cited in Claiborne & Drewery, 2010) suggests there is an emerging adult stage in the lifespan of humans, covering young people between the ages of 18 and 25 years. N.B. List Claiborne & Drewery in your reference list, not Arnett. 2. References list At the end of your assignment, you are required to provide the full bibliographic information for each source cited in text. Start the list of References on a new page at the end of your assignment References must be listed in alphabetical order by author. References should use the hanging indent format List of References There are several types of references used in order to validate the information in your research. Among them, the most important ones are ; a) Books b) Journals c) Magazines d) Newspaper Methods in Referencing (APA Style) Books - Online ( E book ) The details needed to cite this source would be ; a) Author(s) name b) Year of publication c) Title of book 26 d) Website address Author, A.A.( year of publication ).Title of the book. Retrieved Month date, from website address Example: Aiman.M.(2010).Speaking Skills. Retrieved March 16, 2010 from http://www.speakingskills.com Books - Print As for books in print, there are several addition information required such as ; a) Subtitle ( in the book) b) Location ( where the book was printed) c) Publisher Author,A.A.(year of publication).Title of the book. Title of the chapter. Location: Publisher. Example: Nair,M.(2010).Rules in Love. Communicating Love. Malacca: Kancil Press. Magazine Article- Online The details needed to cite this source would be ; a) Author(s) name b) Year of Publication c) Title of article d) Magazine title e) Volume Number ( issue number) f) Page numbers g) Website address 27 Author, A. (year, month of publication). Title of article. Magazine Title, volume number (issue number), page. Retrieved Month date, year from URL Example: Naim, A. (2010, January). Integrated care is nothing new for these psychologists. Monitor on Psychology, 41. Retrieved March 19, 2009 from www.apa.org/monitor Magazine Article- Print The details and writing style is the similar with the above EXCEPT there is no website address. Author, A. A. (year, month of publication). Title of article. Magazine Title, volume number(issue number), page-page. Example: Wilson, D. S., & Wendy, E. O. (2007, November 3). Survival of the selfless. NewScientist, 196(2628), 42-46. NOTE: For citations styles not included in this brief guide, access the APA website for more information. 28