STUDENT MANUAL

Levels I, II & III

The GAC Referencing Guide

Date of Issue: June 2011

Version: Four

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Table of Contents
INTRODUCTION .................................................................................................................................. I
OVERVIEW .............................................................................................................................................I
LEARNING OUTCOMES ...........................................................................................................................I
ACKNOWLEDGMENTS .............................................................................................................................I
ICONS ................................................................................................................................................... II
THE GAC REFERENCING GUIDE ................................................................................................... 1
PART A OVERVIEW ........................................................................................................................ 1
PART B INTRODUCTION TO REFERENCING ..................................................................................... 2
PART C HOW TO USE SOURCES ..................................................................................................... 4
PART D IN-TEXT REFERENCING CONVENTIONS............................................................................ 10
PART E THE REFERENCE LIST...................................................................................................... 15
PART F REFERENCE LIST CONVENTIONS ..................................................................................... 16
PART G SAMPLE REFERENCE LIST ............................................................................................... 22
PART H PRACTISE AVOIDING PLAGIARISM .................................................................................. 23
PART I RECORDING INFORMATION FROM AN ARTICLE ............................................................... 31
WORKSHEET - RECORDING INFORMATION FROM AN ARTICLE ............................................................ 35
PART J ANSWERS AND EXPLANATIONS ...................................................................................... 37
APPENDIX 1 EXAMPLES OF IN-TEXT REFERENCES AND REFERENCE LIST…………………………… 43
THE GAC GUIDELINES FOR DEALING WITH PLAGIARISM FOR STUDENTS ...................... 48
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Introduction

Overview
Welcome to the GAC Referencing Guide.

The aim of this Referencing Guide is to introduce you to the conventions of an author-date
referencing system, specifically the Harvard style of referencing.

Learning Outcomes
After you have worked through this guide, you should be able to:

• understand the need for academic referencing

• understand and apply the Harvard style of referencing
• use in-text referencing accurately and appropriately
• recognise plagiarism and know how to avoid it
• compile a reference list of your sources
• record information from an article.

Acknowledgments
The Harvard style used in this manual is as advocated by Monash University Library. Details
are available from:
Citing and referencing: How to acknowledge your sources (2006), Library online tutorials,
Monash University Library [online]. Available at:
http://www.lib.monash.edu.au/tutorials/citing/ [Accessed10 March 2011]

The following sources have also been helpful in compiling this guide but note that they each
use a different modified form of the Harvard system:
Quote, Unquote – A Guide to Harvard Referencing (2009), Skills for Learning, Leeds
Metropolitan University [online]. Available at:
http://skillsforlearning.leedsmet.ac.uk [Accessed 10 March 2011
The University of Glamorgan Guide to Harvard Referencing (no date) Learning and
Corporate Services, University of Glamorgan [online]. Available at:
http://lcss.glam.ac.uk/documents/download/721, [Accessed March 10 2011]
The BU Guide to Citation in the Harvard Style (no date), Academic Support-Library and
Learning Support, Bournemouth University [online]. Available at:
http://www.bournemouth.ac.uk/library/citing_references/citing_refs_main.html
[Accessed 10 March 2011]

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Icons
The following icons will be used as a visual aid throughout the Referencing Guide:

Icon Meaning

Information

Task

Hints and Cautions

Review

Independent Study

Language focus

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The GAC Referencing Guide

Part A Overview
Part B Introduction to Referencing
Part C How to Use Sources
Part D In-text Referencing Conventions
Part E The Reference List
Part F Reference List Conventions
Part G Sample Reference List
Part H Practise Avoiding Plagiarism
Part I Recording Information from an Article
Part J Answers and Explanations
Appendix 1 Examples of In-text Referencing and Reference List

Part A Overview
Overview This Referencing Guide introduces you to the conventions of the Harvard
style of referencing, which is an author-date referencing system.

Part B introduces the subject of referencing and explains its importance.

Parts C and D deal with in-text referencing. Part C shows you how to use
sources for in-text referencing, and Part D lists the standard conventions
for in-text referencing.

Parts E, F and G deal with the Reference List. Part E is an introduction to

the Reference List, Part F gives details of Reference List conventions and
Part G provides a sample Reference List.

Part H gives you practise in paraphrasing, summary writing, creating a

reference list and includes a quiz.

Part I provides a guide for recording information from an article.

Part J gives you answers and explanations for Parts H and I.

Appendix 1 gives you examples of both in-text and reference list formats.
NOTE
Although this guide aims to be comprehensive, the referencing
conventions listed in Parts D and F are not exhaustive. If you need further
guidance on referencing, ask your teacher or visit the following websites:

http://www.lib.monash.edu.au/tutorials/citing/
http://skillsforlearning.leedsmet.ac.uk/
http://www.bournemouth.ac.uk/library/citing_references/citing_refs_main.
html

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Part B Introduction to Referencing

Introduction
There are various styles of referencing such as Harvard, APA (American
Psychological Association), Oxford and Vancouver, all with different approaches
to referencing. In addition to these, certain professions have their own referencing
styles, such as the ASCE (the American Society of Civil Engineers) and the IEEE
(Institute of Electrical & Electronics Engineers).

Within a university, it is possible for different faculties (and sometimes even

different departments within a faculty) to use different referencing styles. It is
therefore important when you are at university that you check with your lecturers
and tutors as to which is the preferred referencing style for the subject you are
studying. It is also important that you are consistent in your referencing.

The GAC referencing style

The GAC program uses the Harvard referencing style, which is an author-date
system, for in-text referencing. This means that when you refer to a source (e.g. a
book, journal, article or website) in your written work, you MUST give the
author’s name and the date of publication in brackets after the reference. Full
details of how to apply this referencing system are given in Parts C and D.

Caution – No Footnotes
Note that footnotes are NOT used in this referencing system.

Why is referencing important?

In academic writing, it is important to acknowledge the source of any ideas that
are not your own. This is for several reasons:
• to prove the accuracy of your claims or the information you are
presenting
• to demonstrate the extent of your research
• to enable your reader to check your sources, and to follow up the
reference if they want to
• to protect yourself against charges of plagiarism – a form of cheating (see
Part C, sections C4 and C9).

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LANGUAGE FOCUS
The term ‘a citation’ (verb: to cite) is often used for ‘a reference’ and has the
same meaning.

What does referencing involve?

There are two aspects of referencing that you need to be familiar with:

• in-text referencing (see Parts C and D)

where you refer to a source (e.g. a book, journal, article or website) in
your written work;

• the reference list (see Parts E and F)

where you list full details of all the books, journals, articles and websites
you have cited in your written work. The reference list comes at the end
of your essay or report.

There are standard conventions for in-text referencing and for the Reference List
that you need to be familiar with and be able to use in your academic writing.
The conventions used in the GAC program are those of the Harvard system of
referencing as used by Monash University (Citing and referencing: How to
acknowledge your sources, 2006) and these are listed in Parts D and F.

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Part C How to Use Sources

Contents
C1 What is in-text referencing?
C2 How to write in-text references
C3 Emphasis on idea or author?
C4 What is plagiarism?
C5 Using direct quotations
a Short quotation
b Long quotation
c Useful phrases to use in quotations
C6 Grammar in direct quotations
C7 Paraphrasing a quotation
C8 Summarising a quotation
C9 Avoiding plagiarism
a Examples of plagiarism
b Acceptable paraphrase or summary

C1 What is in-text referencing?

In-text referencing is the way in which you refer to a source (e.g. a book, journal,
article or website) in the body of your written work.

The purpose of in-text referencing is to direct your reader to the source you have
used, listed in full in your Reference List (see Part E).

C2 How to write in-text references

For in-text referencing, you need to state:
• the author’s surname
• the year of publication of the book or article
• the page number.

Note that there are some exceptions to this. Full details of in-text referencing
conventions are given in Part D.

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C3 Emphasis on idea or author?

There are two ways of writing in-text referencing depending on whether you want to
give emphasis to the idea presented or to the author.

EITHER

To emphasise the idea, give the referencing details in brackets after the information
you are sourcing.

Example
Recent research indicates that insulin molecules may not be stable under certain
conditions (Smith 2003, p. 312).

OR

To emphasise the author, use the author’s surname in the flow of the text with the year
of publication and page number in brackets after the name.

Example
According to Smith (2003, p. 312), insulin molecules may not be stable under certain
conditions.

PUNCTUATION NOTE
In the examples above, note that

• in the first example, the period (full stop) comes after the brackets
• in both examples, the comma comes after the year of publication.

C4 What is plagiarism?
Plagiarism is:
• presenting other people’s ideas as if they were your own, or
• using someone else’s ideas without referencing them fully.

Plagiarism is a form of cheating which is considered a serious academic offence and

carries severe penalties. Usually your work will be failed outright, and you may even
be failed in the module concerned.

Every educational establishment has its policy on plagiarism. The GAC plagiarism
policy is attached in the Appendix to this guide.

Strategies for helping you to avoid plagiarism are given in section C9.

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C5 Using direct quotations

A direct quotation uses the exact wording of the original text. The author’s
surname, year of publication and page number MUST be provided.

Direct quotations are often used to give definitions of terms, as in many of the
examples below.

a Short quotation
If the quotation is less than two lines long, it should be included in the body of
your writing, with the direct quote in double quotation marks. The quotation
should be inserted in the natural flow of the writing and has to fit grammatically
(see section C6 below).

Example
Plagiarism can be defined as “taking, using, and passing off as your own, the
ideas or words of another” (Citing and referencing: How to acknowledge your
sources, 2006).

b Long quotation
If the quotation is longer than two lines, the quotation should be indented, single-
spaced and in a smaller font size if possible. Quotation marks are not required.

Example
A balanced diet is one that is based on

starchy foods such as rice and pasta, with plenty of fruit and vegetables, some
protein-rich foods such as meat, fish and lentils, and some milk and dairy
foods (and not too much fat, salt or sugar).
(NHS Direct 2011)

Note that in the examples above, no page numbers can be given as these are
internet sources – see Part D.

c Useful phrases to use in quotations

Useful phrases to use with direct quotations:

Example
According to Greene (1999, p. 157), “there are many myths about marriage”,

Example
Greene (1999, p. 157) states that “there are many myths about marriage”,

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Other phrases:
argues that ...
claims that ...
points out that ...
maintains that ...
emphasizes that ...
stresses that ...

C6 LANGUAGE FOCUS - Grammar in direct quotations

When using a direct quotation, you must keep the grammar of the quotation
intact. You will need to organise the rest of your sentence around it carefully so
that your final sentence is grammatically correct.

You must NOT change the grammar of a direct quotation to fit your sentence –
on the contrary, you have to change your sentence to fit the grammar of your
quotation. If this proves difficult, it will probably be better to paraphrase the
quotation (see section C7).

C7 Paraphrasing a quotation
When you paraphrase a quotation, you keep the meaning of the original wording
but you say it in your own words. Examples are given below:

Example
Original text about the artist Delaunay:

Delaunay ... realized at once ... that by dismissing traditional perspective

Picasso and Braque had revolutionized traditional ideas of pictorial
form, and, more important from his point of view, pictorial space.
(Golding 1968, p. 149)

Paraphrase – emphasis on idea:

Delaunay was inspired by Picasso and Braque’s revolutionary use of pictorial

space (Golding 1968, p. 149).

Paraphrase – emphasis on author:

According to Golding (1968, p. 149), Delaunay was inspired by Picasso and

Braque’s revolutionary use of pictorial space.

or

Golding (1968, p. 149) argues that Delaunay was inspired by Picasso and
Braque’s revolutionary use of pictorial space.

It is important when paraphrasing that your version is not too close to the
original wording. If it is too similar to the original, this is a form of plagiarism,
even if you quote the source (see section C9 below).

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C8 Summarising a quotation

A summary conveys the main points of the original text but in a shortened form.
As with paraphrasing, it is important that you summarise in your own words. If
your wording is too close to the original, this is a form of plagiarism, even if you
quote the source (see section C9 below).

C9 Avoiding plagiarism

When writing a paraphrase or a summary, it is important that you use your own
words. If your rewritten version is too close to the original wording, you will be
accused of plagiarism. Some examples are given below in section 9b.

If you cannot rewrite the quotation so that it is sufficiently different to the

original version, it is better to stick to a direct quotation – at least that way you
are safe!

Example
Original text about the artist Delaunay:

Delaunay ... realized at once ... that by dismissing traditional perspective

Picasso and Braque had revolutionized traditional ideas of pictorial
form, and, more important from his point of view, pictorial space.
(Golding 1968, p. 149)

a Examples of plagiarism
1. Delaunay realized that Picasso and Braque had revolutionized pictorial
space (Golding 1968, p. 149).

This is plagiarism because all the words have been taken from the original (see
below) – this has not been said in the writer’s own words.

Delaunay ... realized ... that ... Picasso and Braque had revolutionized ...
pictorial space.

2. According to Golding (1968, p. 149), Delaunay realized that Picasso and

Braque had revolutionized ideas of pictorial space by dismissing traditional
perspective.

This is plagiarism because again, all the words have been taken from the original
(see below) even though the word order has been changed.

Delaunay ... realized ... that ...(by dismissing traditional perspective) ...
Picasso and Braque had revolutionized ... ideas of ... pictorial space.

3. According to Golding (1968 p. 149), Delaunay understood that by

ignoring traditional perspective, Picasso and Braque had revolutionized ...
ideas of pictorial space.

This is still plagiarism because, although some words have been changed
(‘understood’ for ‘realized’, and ‘ignoring’ for ‘dismissing’) this is still too close
to the original (see below for comparison). Much of the wording is the same as

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the original, and the word order is identical. This is NOT in the writer’s own
words.

Delaunay ... realized ... that by dismissing traditional perspective Picasso

and Braque had revolutionized ... ideas of ... pictorial space.

b Acceptable paraphrase or summary

Delaunay was inspired by Picasso and Braque’s innovative use of pictorial space
(Golding 1968, p. 149).

This version has changed the wording and the structure sufficiently to be an
acceptable paraphrase or summary of the original text. It gives the same
information in the author’s own words.

TIPS
When you find quotations or information you want to use in your written work,
it is always a good idea to

• keep a record of the original wording so that you can check

- whether your paraphrase or summary has kept the same meaning as the
original (or has unintentionally changed the meaning!), and

- how close your wording is to the original . To avoid plagiarism, if you

are paraphrasing or summarising, your wording must not be too similar
to the original version (see section C9 above).

• note full details of the source (author, year of publication, title of work,
etc. see Part F) and most importantly page number so that you can find it
again if you need to check any details later. These details are needed for
your reference list (see Parts E and F).

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Part D In-text Referencing Conventions

Contents
D1 Authors
D2 Books
D3 Journal Articles
D4 Electronic Sources

Review
For an in-text reference, you need to state:
• the author’s surname
• the year of publication of the source material
• the page number

There are some exceptions to this depending on your source material and these
differences are detailed in this section.

Tip
Although you need only the above details for in-text referencing, remember that
you will still need to keep a record of full bibliographical details for the
Reference List – see Part F.

D1 AUTHORS

a One author
When there is one author, give the author’s surname and the year of publication.

Example
Recent research indicates that insulin molecules may not be stable under these
conditions (Smith 2003, p. 312).

b Two authors
When there are two authors, give their names in the order given on the title page,
joined by ‘&’.

Example
Smoking was found to be the main cause of the problems experienced (Simpson
& White 2002, p. 145).

However, when the authors’ names are used in the body of the text, use ‘and’ to
join their names.

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Example
Simpson and White (2002, p. 145) found that smoking was the main cause of the
problems experienced.
c Three authors
Follow the conventions for two authors, but with a comma between the first two
names.

Example
Recent research indicates that genetically modified crops can be harmful to
wildlife (Lilly, Simpson & White 2003, p. 96).

In the body of the text use ‘and’:

Example
Lilly, Simpson and White (2003, p. 96) claim that genetically modified crops
can be harmful to wildlife.

d Four or more authors

When there are four or more authors, give the first author’s name followed by ‘et
al.’ in the in-text referencing. (This is an abbreviation of a Latin term ‘et alia’
meaning ‘and others’, which is why there is a full stop after ‘al.’.) You must
however quote all the author’s names in full in the Reference List (see Part F).

Example
If the authors are

Robbins, S.P., Millett, B., Cacioppe, R. & Waters-Marsh, T. (2004)

cite this in your in-text referencing as

Example
Robbins et al. (2004) identified forms of organisational behaviour ...
or
Forms of organisational behaviour have been identified (Robbins et al. 2004)…

e Referencing an author cited as a reference in your source material

Sometimes you will find information in a book that is referenced to an earlier
source. In this case, give the earlier source first, then the source in which you
found it.

Example
Research indicates that depression is brought on by stressful life events which
often involve losses, such as divorce or job loss (Brown & Harris 1978, cited in
Davison & Neale 2001).

The writer’s source in this example is Davison & Neale 2001, which quotes an
earlier source, Brown & Harris 1978, for this information.

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f No author given / Anonymous

When the author is unknown, use the title of the book or article. Note that this is
often the case with electronic sources, and also reference works such as
dictionaries and encyclopaedias.

Write the title in italics, followed by the year of publication and page number
where available.

Example
Vitamin B12 has a biochemical role in the synthesis of fatty acids in the myelin
sheath that surrounds nerve cells (Encyclopaedia Britannica 2002).

In the example above, a CD-ROM version of the Encyclopaedia Britannica has

been used (and this must be indicated as an electronic source in the reference list,
see Part F), so no page number is available.

g More than one publication by the same author

If the same author has written more than one work, distinguish between them by
the date of publication.

Example
Moore (1994, p. 134) states that ...........
Moore (1999, p. 56) argues that .............

When an author has published two or more works in the same year, put them in
alphabetical order of title in the Reference List (see Part F) and use ‘a’, ‘b’ and
‘c’ etc. to distinguish between them.

Example
Smith (2003a, p. 98) states that ......
According to Smith (2003b, p. 513) .....

If two authors have the same name and initial, distinguish between them by
giving the first name in full.

Example
George Brown (2001, p. 43) states that ............
Graham Brown (2001, p. 158) discovered that ......

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D2 BOOKS

a Referencing a page
When referencing a quotation, or paraphrasing or summarising a quotation, you
must give the page number after the author’s surname and year of publication.

Example
Recent research indicates that insulin molecules may not be stable under these
conditions (Smith 2003, p. 312).

Note that a comma comes after the year of publication, and the period (full stop)
at the end of the sentence comes after the brackets.

If the author’s surname is used in the body of the text, only the year of
publication and the page number need to be in brackets. This must come
immediately after the author’s name, with a comma separating the year and the
page number.

Example
According to Smith (2003, p. 312), insulin molecules may not be stable under
these conditions.

b Referencing the general ideas of a book

When referencing the general ideas of a book, only the author’s surname and
year of publication need to be cited.

Example
Suffering from feelings of guilt and unresolved grief (Worden 1991), she
subsequently put on a considerable amount of weight ...

In the above example, the theme of Worden’s book is dealing with grief, so the
reference here is to the whole book, rather than to a particular page.

c Edited books
An edited book is usually a collection of articles by different authors. If you are
quoting from an article in an edited book, you must use the name of the author of
the article for your in-text referencing, followed by the year of publication of the
book and the relevant page number, as for a standard in-text reference.

You will however need the editor’s details as well as the author’s for the
reference list (see Part F), so make sure you keep a note of these.

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d No date given
If there is no date, write the details as you would for a standard reference but put
‘(no date)’ after the author’s name (or title if no author, as in the example
below).
Example
According to the Citing and Referencing Guide (no date), ...

D3 JOURNAL ARTICLES
References to journal articles in the text of your writing should be treated the
same way as books. Cite the author’s surname, year of publication and relevant
page number.

D4 ELECTRONIC SOURCES
Electronic sources include articles on the internet, articles retrieved from
databases and information obtained from CD-ROMs.

References to electronic sources in the text of your writing should be treated the
same way as books. Cite the author’s surname and year of publication, and the
relevant page number if it is available – often however, electronic sources do
not provide page numbers.

If the author is unknown, follow the conventions for books – use the title in
italics followed by the year, and if available the page number.

Further details
For further details of the Harvard referencing system, see
http://www.lib.monash.edu.au/tutorials/citing/
http://skillsforlearning.leedsmet.ac.uk/

For further details of electronic referencing, see

http://www.bournemouth.ac.uk/library/citing_references/citing_refs_main.html

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Part E The Reference List

The Reference List
The Reference List (sometimes just called ‘References’) is a list giving full
details of all the sources you have cited in your writing.

The reason for giving these details is so that your reader has all the relevant
information to locate the source if they want to follow up the reference.

The Reference List comes at the end of your essay or report. If you have an
Appendix, the Reference List comes before the Appendix.

Bibliography
A bibliography is a list of all the books you have consulted for your work
but have not cited in your text. At university, tutors usually want a
Reference List with your assignments (rather than a bibliography) – they are
only interested in the books you have actually cited in your work.

Note that in the UK, the term ‘bibliography’ or ‘bibliographic references’ is

sometimes used to mean a reference list.

Creating the Reference List

Sources MUST be listed in alphabetical order of authors’ surnames and
according to the conventions set out in Part F. Pay particular attention to
punctuation.

If the author is unknown, the title of the work must be used in place of the
author’s surname and arranged in alphabetical order with the authors.

A sample reference list is provided in Part G.

PUNCTUATION - THE REFERENCE LIST

Punctuation is a crucial part of the conventions of referencing, especially in
the Reference List. You must follow the punctuation conventions detailed
in Part F.

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Part F Reference List Conventions

Contents
F1 Authors & Books
F2 Journal Articles
F3 Electronic Sources

F1 AUTHORS & BOOKS

You need the following information, in this order:

• Author’s surname and initials (or editor’s surname and initials)

• Year of publication
• Book title
• Edition (if applicable)
• Publisher’s name
• Place of publication

These details can be found on the title page of the book and the inside front
cover.

a One author
Example

Author’s Year of Book title Name of

surname and publication Edition
(in italics) Publisher
initials

Cottrell, S. (2008), The Study Skills Handbook, 3rd ed., Macmillan,

Basingstoke

Place of
publication

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PUNCTUATION - BOOKS
• Put a comma after the surname, and a period (full stop) after the
initial(s).
• The date is given in brackets followed by a comma.
• The title should be in italics and capitalised, followed by a comma.
(Alternatively, the title can be underlined.)
• If it is an edition (other than the first), use ‘2nd ed.’ or ‘6th ed.’, NOT
in italics, followed by a comma (see example above).
• The publisher’s name comes next, followed by a comma, then the
place of publication.
• If the reference is longer than one line, indent the second and third
lines so that the authors’ names are clear to read, as in the above
example. See also the sample reference list in Part G.

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b Two authors
With two authors, use ‘&’ between the two names. Keep the names in the
order they are given on the book title page.

Example
Windschuttle, K. & Elliott, E. (1999), Writing, Researching, Communication
Skills for the Information Age, 3rd ed., McGraw Hill, Sydney

c Three authors
Give all three names, with a comma after the first author’s initials, and ‘&’
between the last two names

Example
Lilly, D., Simpson, G.V. & White, K. (2003), Genetically Modified Crops,
Albion Press, New York

d Four or more authors

Although ‘et al.’ is used for in-text referencing of four or more authors (see
Part D), for the reference list you must write all the authors’ names in full.

Example
Agnew, M., Barlow, S., Pascal, L. & Skidmore, S. (1995),
Get Better Grades, Piccadilly Press, London

e No author given / Anonymous

When the author is unknown, use the title of the book or article in italics.

Example
How dangerous is obesity? (1977), British Medical Journal, No. 6069, 28th
April, p. 1115

f Referencing an author cited as a reference in your source material

When you have used an author cited in your source material in your in-text
referencing (see Part D), it is only necessary to reference your own source
material in your reference list.

Example
In-text reference:
Research indicates that depression is brought on by stressful life events which
often involve losses, such as divorce or job loss (Brown & Harris 1978, cited
in Davison & Neale 2001).

In your reference list, you only need to refer to Davison & Neale:

Davidson, G.C. & Neale, J.M. (2001) Abnormal Psychology, 8th ed., John
Wiley & Sons, New York

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g Edited books
Use the standard approach for an author, but give the editor’s surname and
initials in place of the author’s. Put (ed.) after the editor’s initials, or (eds) if
there are two or more editors.

Example
Carter, C. & Peel, J. (eds) (1976), Equalities and Inequalities in Health, 2nd
ed., Academic Press, London

If you have quoted from an article in an edited book, put the author’s name
and article title in the Reference List as follows, using ‘in:’ before the editors’
names:

Blaxter, P. (1976), Social Health and class inequalities, in: Carter, C. & Peel,
J. (eds) (1976), Equalities and Inequalities in Health, 2nd ed.,
Academic Press, London

h More than one publication by the same author

If the same author has written more than one work, arrange the reference list
in the order of the date of publication, starting with the earliest.

Example
Moore, H. (1996) ..........
Moore, H. (1999) ..........
Moore, H. (2003) ..........

When an author has published two or more works in the same year, put them
in alphabetical order of title and use ‘a’, ‘b’ and ‘c’ etc. to distinguish
between them.

Example
Smith, C. (2003a), Before Time Forgot, Albion Press, New York
Smith, C. (2003b), Kingdoms and Palaces of the Orient, Albion Press, New
York
Smith, C. (2003c), Terrible Tales of an Invertebrate, Albion Press, New
York

If two authors have the same name and initial, distinguish between them by
giving the first name in full

Example
Brown, George (2001) .............
Brown, Graham (2001) ............

F2 JOURNAL ARTICLES
You need:
• Author’s surname and initials
• Year of publication
• Title of the article
• Title of the journal

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• Volume number (vol.) and issue number (no.) of the journal

• Date or month of publication (if applicable)
• Page numbers of the article (p. = page, pp. = pages)

Example
Furlong, M. & Smith , J. (1994), “The broader system begins with the
workplace”, ANZ Journal of Family Therapy, vol. 15, no. 4, pp. 197-207

PUNCTUATION – JOURNALS
As for book references apart from the following:
• The article title should be in double inverted commas and not
italicised, followed by a comma (after the inverted commas).
• The journal title should be italicised, followed by a comma.
• Write ‘vol’ followed by a period (full stop), the volume number and
then a comma. (Example: vol. 42,)
• Write ‘no’ followed by a period (full stop), the issue number and then
a comma. (Example: no. 3,)
• Write ‘pp’ followed by a period (full stop) and then the page
numbers. (Example: pp. 27-30)

If you are accessing a journal via a database, see the entry under electronic
sources.

F3 ELECTRONIC SOURCES
For electronic sources, you need to provide:

• Author’s surname and initials

• Year of publication (see copyright notice at end of article)
• Title of article
• Title of electronic journal or website
• Publisher and place of publication, if available
• Page numbers, if given
plus
• Electronic medium (online, database or CD-ROM)
• URL (internet address) if applicable
• Date you accessed the information

Example
Authors’ Year of Title of article Title of
surnames and publication (in quotation journal (in
initials marks) italics)

Farrell, D. & Lund, S. (2006). “Putting China’s Capital to Work” Far

Eastern Economic Review [Online]. Available from:
http://www.feer.com/articles1/2006/0605/free/p005.html [Accessed
26 May 2011]

Electronic Date of
URL access
medium

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PUNCTUATION – ELECTRONIC SOURCES

As for book references, except for:
• After the publisher and place of publication, put electronic medium in
square brackets followed by a period (full stop).
• If it is an online source, then put ‘Available from:’ followed by the
internet address, then the date of access in square brackets.
• Write the month in full so there is no ambiguity – in the US, the
month is usually given first, whereas in the UK and Australia, the
month is usually given second.

Example
3/4/11 – in UK and Australia is 3 April 2011, but in USA is 4 March
2011.

Electronic source - No author named

Often with electronic sources, no author is named. In this case, reference the
title of the article as indicated below.

Example
Learning Independently (2006), University of Canberra [online]. Available
from: http://www.canberra.edu.au/studyskills/learning/independent
[Accessed 23 May 2011]

Encyclopaedia Britannic (2002), Britannica Australia, Sydney [CD-ROM]

Electronic source – journal article accessed via online database

If you access a journal article via a database, give the journal details as you
would for a paper source, but then give the details of the database. In the
example below, PubMed is an online database.

Example
Tanskanen, A., Hibbeln, J.R., Tuomilehto, J., Uutela, A., Haukkala,
A.,Viinamaki, H., Lehtonen, J. & Vartiainen, E. (2001), “Fish
consumption and depressive symptoms in the general population in
Finland”, Psychiatr Serv, vol. 52, no. 4, pp. 529-531, April. Accessed
via PubMed [online]

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Part G Sample Reference List

References
Agnew, M., Barlow, S., Pascal, L. & Skidmore, S. (1995), Get Better Grades, Piccadilly
Press, London

Buzan, T. (1993), The Mind Map Book, BBC Publications, London

Carey, M.F. & McCardle, M. (2011) “Can an Observational Field Model Enhance Critical
Thinking and Generalist Practice Skills?”, Journal of Social Work Education, vol. 47,
no. 2, pp. 357-366 [online]. Available from:
http://cswe.metapress.com/content/?k=a+framework [Accessed 27 May 2011]

Cottrell, S. (2008), The Study Skills Handbook, 3rd ed., Macmillan, Basingstoke

Cottrell, S. (2001), Teaching Study Skills and Supporting Learning, Palgrave, Basingstoke

Drew, S. & Bingham, R. (1997), The Student Skills Guide, Gower, Aldershot

Heaton, B. & Dunmore, D. (1992), Learning to Study in English, Macmillan, London

Learning Independently (2001), University of Canberra [online]. Available from:

http://www.canberra.edu.au/studyskills [Accessed 25 April 2011]

Marshall, L. & Rowland, F. (1993), A Guide to Learning Independently,

Longman Cheshire, Melbourne

Academic Skills Centre (2011), University of Canberra [online]. Available from:

http://www.canberra.edu.au/studyskills [Accessed 16 February 2011]

Orr, F. (1992), Study Skills for Successful Students, Allen & Unwin, St Leonards

Study Guides and Strategies (2002), University of St Thomas [online]. Available from:
http://www.iss.stthomas.edu/studyguides [Accessed 16 February 2011]

Waters, M. & Waters, A. (1995), Study Tasks in English, CUP, Cambridge

Willing, K. (1989), Teaching How To Learn: Learning Strategies in ESL, Macquarie

University, Sydney

Windschuttle, K. & Elliott, E. (1999), Writing, Researching, Communication Skills for the
Information Age, 3rd ed., McGraw Hill, Sydney

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Part H Practise Avoiding Plagiarism

Contents
H1 & H2 Practise paraphrasing
H3 Practise summarising
H4 Practise organising a reference list
H5 Plagiarism quiz

Following are some activities to practise what you have studied in this
manual. Example answers are found in Part J.

H1 Practise Paraphrasing

1 Read the original text below written by William Chubb in 2006 and
found on page 163 of his book entitled “Volcanoes”, and then look
at the imaginary student’s paraphrase below it. Make comments
about it with a partner.

The Earth has volcanoes because it is hot inside. In some places it

is hot enough to turn solid rock into liquid rock. Geologists call
the liquid rock magma. The magma rises towards the surface
because it is less dense than the surrounding rock (like a hot air
balloon rising through the cooler air). If the magma reaches the
surface it is called lava and lava accumulates to make a volcano.

Student’s paraphrase :

Volcanoes are formed because the earth is hot inside, so hot that
it can turn solid rock into liquid rock and this liquid rock is called
magma. The magma is raised toward the surface of the earth
because it is less dense than the surrounding rock. The magma
will be called lava when it reaches the surface and then it
accumulates to make a volcano. (p.163 How volcanoes form by
Rudolf Chubb 2006,)

Your Comments

You can see this student has tried to change the wording but not
sufficiently. There are still some words and phrases that are the same in
both the original and the paraphrase such as ‘is hot inside’. The
structure is virtually the same and too many words and phrases are the
same or too close to the original. Also the source is cited incorrectly.

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2 Underline all the words and phrases which are the same in the
original and in the student sample.

H2 Practise paraphrasing

Write your own paraphrase of the original text on volcanoes.

First
o Read the original and make sure you understand the main ideas
o Make notes
o Write down the key words which cannot be changed
o Cover the original and rewrite using your own words

Hint!
In this example, words that are acceptable in a paraphrase are:
magna, volcano, lava, surface, liquid and solid.

Turn to Part J and check your answers

H3 Practise Summary Writing

Write a summary or a paraphrase of the following text which is an

excerpt of an argument against compulsory attendance at school. This
time include a direct quotation from the original. Make the direct
quotation part of a sentence. Be careful to organise the rest of your
sentence around the quotation to ensure the grammar is correct. You
must keep the grammar of the original intact. Your summary should be
1/3 of the size of the original.

1 Read the original and make sure you understand the main ideas
2 Make notes
3 Write down the key words which cannot be changed
4 Choose the section you want to include as a direct quotation. It
should be a section which includes phrases
5 Cover the original and rewrite using your own words

TEXT/ ARTICLE: An Argument Against Compulsory Education

Education in the US is truly in trouble. Many students in elementary school lack basic numeracy
and literacy skills and the standardised test scores of students leaving secondary school have
dropped over the last few years. One main cause of this situation is that children are forced to

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attend school even if they do not want to. Government law decrees that it is compulsory for
children between the ages of 5 to 14 to attend school. In my opinion mandatory attendance laws
should be abolished and only those who want to learn should attend school. This will surely
improve the standard of education.

Having students who do not want to learn in a school pollutes the educational atmosphere. These
students are often disruptive and teachers waste many hours disciplining them or providing
unwelcome help rather than providing quality education for the serious ones. Because education
is compulsory, the ultimate consequence of bad behaviour- expulsion - is denied the government
schools. Instead students are passed from grade to grade until they are old enough to leave. Most
likely they are awarded a high school diploma whether they do acceptable work or not.

Private schools do not have this problem as they are at liberty to fail or dismiss students because
they know these same students can attend government schools. Private schools can concentrate
on providing quality education for those whose personal and academic behaviour follow the
educational mission of the school. Compulsory education hampers the ability of government
schools to enforce legitimate educational and disciplinary policies for those students who do not
want to learn.

Abolition of attendance laws would reap many benefits.

First the quality of education would improve because teachers could concentrate on providing
quality education. Students would realise that a school is a serious place to which one goes to
learn. To attend classes would be treated as a privilege and all who attended would have the
same goal.

Second public esteem for schools would increase. They would not be treated as child minding
institutions but regarded instead as important places in which future generations are formed.

Third students who have no aptitude for learning would be identified early. These students could
be directed into other areas of vocation and teachers could focus attention on the serious
students. They would not have to award false grades and they would no longer have to pass their
failures on to the next class.

Fourth the cost of enforcing compulsory education would be eliminated. Imagine how costly it is
to track students who play truant. Despite efforts to enforce the law, the number of school age
students who are frequently absent from school is estimated to be almost 15% in the larger cities
(Rubins 2005, p.68). This money could be better spent on providing resources for those who
wish to learn or providing institutions more suited to non-academic students.

Schools should be for educating the next generations and at present they are only pretending to
be. Schools have tried to have an all-encompassing functionality and be all things to all people.
Unfortunately they have failed badly at what they were originally created to do. Abolishing
compulsory education would bring them one step closer to the goal of providing quality
education to functional children.

Written by George Crusove, 27th March 2007. Published in “Letters to the Editor” section of the Daily Standard
newspaper, USA.

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Notes and Summary

1. Is this a good argument? Briefly state why or why not. (You will
come back to this article in Part I)

2. Make your notes here. You may wish to use bullet points.

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3. Write the summary from your notes here.

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H4 Organising a Reference List

Following is a list of resources a student used to write a research report.

The student has noted names and authors randomly. Write it correctly.
Remember to follow the punctuation conventions for writing a
reference list.

Dubuque, 10: Kendall-Hunt Quicksilver: Adventure Games,

Initiative Problems, Trust Activities, and a Guide to Effective
Leadership. by Rohnke, K. and Butler, S. 1995

1992, Communication and Interpersonal Relationships. Haney,

W.V. Homewood IL: Richard D. Irwin Inc

Chris Wallace wrote in 2003 Critical Reading in Language

Education, MacMillan, UK (the publisher)

Cambridge, UK. Developing Reading Skills, Grellet, F. 1999,

Cambridge Language Teaching Library,

Families, Labour and Love: Family diversity in a changing world,

written by Michael Baker, in 2001 publisher Allen & Unwin,
Sydney.

The article An Intensive Look at Intensity and Language Learning

on pages 106-133 in the journal called TESOL Quarterly. It was in
volume 34 number 1 and the authors were Laura Collins and Joanna
White.

On the Internet I accessed on May 27th, 2011 the next 2 sites:

http://unstats.un.org/unsd/demographic/products/socind/inc-
eco.htm for
Indicators on Income and Social; Activity ( 2010 ) from the United
Nations Statistical Division,

and
http://www.managementhelp.org/plan_dec/bus_plan/bus_plan.htm
for
Business Planning ( 2010 )
Free Management Library [online].

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H5 Quiz on Plagiarism

Work with a partner. Answer Yes or No to the following questions.

Justify your choice and if you have answered ‘Yes’ to any, say what
you could do to avoid plagiarism. The correct answers can be found in
Part J.

1. In your high school English class you wrote an essay about the
advantages of studying abroad. You see there is a similar topic on
the GAC essay assessment and so you hand in the same essay to
your GAC teacher. Is it plagiarism?

YES NO
Reason:

2. You are working on a power point presentation for the oral

presentation you are giving on motion pictures. You decide to use a
quote from the Film Fatal Attraction. Is it plagiarism?

YES NO
Reason:

3. You decide that the best way to illustrate your point about the film
is to include a video clip from the film. Is it plagiarism?

YES NO
Reason:

4. Your teacher says some really interesting things in today’s business

class and you want to use it in your research report. Is it
plagiarism?

YES NO

Reason:

5. You are conducting an investigation on volcanoes. You search

“google” and find the site,
http://volcanoes.usgs.gov/images/pglossary/volcano.php

You read,

Active volcano
Scientists usually consider a volcano active if it is currently

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erupting or showing signs of unrest, such as unusual earthquake

activity or significant new gas emissions.

Dormant volcano
Dormant volcanoes are those that are not currently active (as
defined above), but could become restless or erupt again.

You think that really this could be defined as “common knowledge”.

You think there is not much more you could say to explain these terms
so you copy them into your investigation. Is it plagiarism?

YES NO
Reason:

6. You are writing an essay about pollution and look on the Internet
for information. You find a very good site but it is in your own
language, not English. You translate it into English and include it
as part of your essay. Is it plagiarism?

YES NO

Reason:

7. You read the following in an article and decide to use it as it is in

your essay.

In 2006, Rothman conducted research into levels of

noise pollution and found that in one famous street in
Mexico city the noise levels at 4 different times of the
day were 3 times higher than the recommended decibel
level.

Is it plagiarism?
YES NO

Reason:

8. You use some pictures from MS Word “Clip art” to illustrate your
oral presentation. Is it plagiarism?

YES NO

Reason:

Refer to Part J for explanations and answers.

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Part I Recording Information from an Article

Introduction By the time you reach Levels II and III of the GAC, you will be
expected to have advanced research skills and be analytical of your
sources. Part I shows you one way of taking notes whilst being
critically analytical about the articles you select. It includes ways
for you to record all the essential details, evaluate the reliability and
usefulness of the article as well as record possible quotations or
paraphrases that you might like to use. Using a table like the one
on page 34 is one way you can do it.

Following is a breakdown of the sections of the table with what you

should include in each.

Preliminary This is the basic article information. When you have scanned the
Information article and decided that you may use it, complete the following
details. You might not use it in the end but you cannot use any
information unless you have these essential details.

Write the title of the article here. Titles will tell you a lot about the
content of the article: where ,when, what (subject),who, why and
how and, sometimes, something about the author’s approach or
Title:
interpretation
E.g. A Critical Analysis Of The Events Leading Up To The Election Of the
Present Government.

Write down the author(s) of the paper. If you know their

Author(s):
qualifications and discipline, make a note of those too.

Where and when was this article published? If you have found it in a
data base or on the internet, find the original source of the article if
you can. Where the article is published can give credibility to the
Source:
material. For example an article about Allergies will have more
credibility if it is published in a medical journal and within the last
year.

Analysis of Try to determine something about the purpose, audience, and

Information content of the article before you start reading in depth. You should
also determine its method of organisation; for example, is it
argumentation (giving an opinion), exposition (explaining an idea
or a study), making a comparison or presenting facts and data?
Look for clues in the title and/or subtitles, the acknowledgements
(if any), the first foot/end note, and the author's biographical note
(sometimes with the article, sometimes compiled separately).

What does the article seem to be about? Refer to the title and look at
the first couple of paragraphs which should give you a clue. Some
Subject: disciplines include an abstract that precedes the text. This will
summarise the article's subject/content.

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Why do you think this article has been written by the author? What
is its method of organisation? Is it offering new information? Is it
arguing for or against something? Is it giving an opinion of some
Purpose:
event or fact or trend? You'll usually find clues to the answer to
these questions in the first paragraph. That is where authors usually
try to show why their article is useful and worth reading.

Who is this article written for? Experts? The general public?

Students? Knowing who the authors are addressing can help you
decide how to approach the article. If the authors are addressing an
Audience: expert audience, the style will probably be academic and may have
lots of jargon. There probably won’t be as many explanations or
background information. If the audience is the general public, there
may be more basic detail.

Where is the author getting the basic information? Is it mostly from

other books or articles? Is it based on interview or survey data?
Sources: This will give you an idea of the purpose of the article. It will also
give you other sources to refer to if you need more information.

Primary Start reading. If the article has a labelled introduction, you should
Details find the author's statement of purpose, or thesis statement, before
the end of that section. You should also be able to tell what
evidence the author is going to use to support the position. The
author may also explain the limits on the article, for example, the
time, the location, the extent of the information that's going to be
used, the theories (if any) that are going to be applied. You should
also be able to tell what the author's point of view is in the
introduction and in the first paragraph.

Write out the thesis statement as you find it in the article. It is

sometimes only one sentence; sometimes two or three. It might be
quite obvious: "This paper will argue. . ." or subtle, giving only a
Thesis: statement of the interpretation followed by some indication of the
evidence that will support that position. If it is factual it should give
an overview of the information which will follow. If relevant to the
article, make a note of the author’s point of view.

Look at what limits the topic. Is it just about one geographic area or
over a certain time? Is it restricted to a particular group of people
or a particular scientific fact? Here you will also consider what the
Limits:
author doesn’t mention; for example, the article is about Studying
Abroad but it focuses on the costs of studying overseas but not
culture shock.

Make notes of the evidence the author uses to support the argument.
Evidence: This section will form the bulk of your summary and will be in point
form. Consider using a table or bullet points.

Quotations or Use this space to write down sections of the article which you think
Sections for may be useful in your assignment. Make sure you write them down

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Paraphrasing: exactly as they are found in the article and note what page they are
on. You will need to document this when you use them in your work.
If the sections are too long, you may wish to just make a note of the
page and paragraph. E.g. “Good point about xxxxxxx, p 41, par. 5,
sentences 2 - 4”.
You may not use them as direct quotations but paraphrase them
instead. Whichever you decide you still need to include these details
in-text in your assignment, as shown previously in Part C of this
guide.

Presentation Keep reading but take note of how the author is presenting his
and information to make it fit into the argument. At this stage of the
Argumentation exercise, you should look up any unfamiliar words, concepts and
jargon. The last few paragraphs of the article should tidy up the
discussion; show how it all fits together, where more research is
needed, and how this article has advanced knowledge; that is, the
implications of the article.

Use this space to note the words, concepts and jargon you had to
Concepts/Words: look up. Did the author use his/her own terms, or use common
terms?

The conclusion should include all the arguments or points in the

article. The author’s summary should be a good way to check that
Conclusion:
you have included all the main ideas which you have listed in the
evidence section.

This is where you might note what the argument might mean in a
larger context. Who might find it useful? Would anyone change the
Implications:
way they work, or approach an issue if they read this article? What
difference has it made for you?

Evaluation Now that you've finished reading, consider your personal reaction to
it: not only "Did I like it?", "It was hard to read," or "It was
boring/interesting,". This, along with the work in the other steps, is
the basis for a critical evaluation of the article. Even if you don't
know anything about the topic, you can make some judgements about
the article and how well the author presented the case. Does it have a
high academic standard in terms of writing, presentation,
organization, source citation, etc.?

This is where you note your personal reaction to the article. Your
comments might be one or two words, or might be longer.
Personal Reaction:
Remember, too, that these notes will allow you to quickly review the
article later on.

If the article is presenting an issue or an argument, consider

whether the author’s point of view is persuasive and convincing. Did
Strength of Case: you feel, at any time, that the author was just hoping you'd agree? If
the article is presenting information or facts, consider whether all
the facts have been presented and are relevant.

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Independent Use the template on the following page to make your own analysis
Study of an article. You might like to practise first with a partner using the
article about compulsory education on page 24 of this guide.

I1 Discuss your analysis with a partner.

• Did you find the exercise useful?

• What bits did you find very useful?
• Will you use this method again?

If you would make changes to the template, what would you do?

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Worksheet - Recording Information from an Article

Preliminary information

Title:

Author(s):

Source:

Analysis of Information

Subject:

Purpose:

Audience:

Sources:

Primary Details

Thesis:

Limits:

Evidence:

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Quotations or sections for

paraphrasing:

Presentation and Argumentation

Concepts/Words:

Conclusion:

Implications:

Evaluation

Personal Reaction:

Strength of Case:

Adapted from:
Graham, A. (1998) The Annotated Sheet: A Guide to Filling Out the Record Sheet [Online]. Available from:
http://www.yukoncollege.yk.ca/~agraham/guides/aguide.htm [Accessed 14 June 2011]

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Part J Answers and Explanations

Answers

H1 The words and phrases in the paraphrase are too close to the original.
The source has been acknowledged but does not have the correct format
for an in text reference. In the student’s text there should only be the
author’s surname and the year of publication (refer to Part C).The full
name of the book, author and other details should be included in the
reference list.

The similarities are shown underlined in the original and in italics in the
student paraphrase.

Original

The Earth has volcanoes because it is hot inside. In some places it is

hot enough to turn solid rock into liquid rock. Geologists call the
liquid rock magma. The magma rises towards the surface because it
is less dense than the surrounding rock (like a hot air balloon rising
through the cooler air). If the magma reaches the surface it is called
lava and lava accumulates to make a volcano.

Student paraphrase:

Volcano is formed because the earth is hot inside, so hot that it can
turn solid rock into liquid rock and this liquid rock is called magma.
The magma is raised toward the surface of the earth because it is
less dense than the surrounding rock. The magma will be called
lava when it reaches the surface and then it accumulates to make a
volcano.

H2 Example Paraphrase

A volcano is formed when the extreme heat in the core of the earth melts
rock and turns it into “magna” which is the rock in a liquid form.
Because this liquid form is not as thick or heavy as the neighbouring
rocks, it ascends to the surface and an eruption occurs. The liquid rock
which comes out is now known as lava and as this solidifies, it builds up
the volcano. (Chubb, 2006, p. #)

H3 Example Summary

George Crusove argues for the abolition of compulsory attendance laws

for primary and secondary schools. First he criticises the present situation
and then gives four positive effects which would result from the abolition
of compulsory attendance laws. His main argument is that education is
for those who wish to learn and that including those who don’t want to
learn “pollutes the educational atmosphere” (Crusgove, 2007, p. #). He
argues that government schools should have the same rights as private

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schools. Private schools can expel or get rid of problem students who
take up teachers’ time depriving dedicated students of focussed
education. With compulsory education laws in place, government schools
are obliged to include all children regardless of their behaviour or
academic ability. He claims that students are passed from one year level
to the next whether or not they have passed.

Crusgove then mentions four benefits of removing the laws. First, he

says that quality of education would advance with students regarding
school “as a serious place to which one goes to learn” (Crusgove, 2007,
p. #). Those students lacking will or aptitude would be removed. Second,
schools would be given the respect they deserve and regarded more
highly by the public instead of as “child minding institutions” (Crusgove,
2007, p. #). The next positive effect relates to the amount of money saved
by not having to chase malingerers. The money could be used, he says, to
benefit those wishing to learn or by “providing institutions more suited to
the non-academic students” (Crusgove, 2007, p. #).

H4 Organising a Reference List

Answer
References

Baker, M. (2001), Families, Labour and Love: Family diversity in a

changing world, Allen & Unwin, Sydney

Business Planning (2010), Free Management Library [online ].

Available from:
http://www.managementhelp.org/plan_dec/bus_plan/bus_plan.ht
m [Accessed 27 May 2011 ]

Collins, L. & White, J. (2011) “An Intensive Look at Intensity and

Language Learning”, TESOL Quarterly, vol. 47, no. 1, pp. 106-
133

Grellet, F. (1999), Developing Reading Skills, Cambridge Language

Teaching Library, Cambridge, UK

Haney, W.V. (1992), Communication and Interpersonal Relationships,

Richard D. Irwin Inc., Homewood IL
Indicators on Income and Economic Activity (2010), United Nations
Statistics Division [online]. Available from:
http://unstats.un.org/unsd/demographic/products/socind/inc-
eco.htm [ Accessed 27 May 2011 ]

Rohnke, K. & Butler, S. (1995), Quicksilver: Adventure Games,

Initiative Problems, Trust Activities, and a Guide to Effective
Leadership, Dubuque, 10: Kendall-Hunt

Wallace, C. (2003), Critical Reading in Language Education,

MacMillan, UK

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H5 Plagiarism Quiz

Answers

1. It’s called self-plagiarism or multiple submission, and it’s not

allowed unless you have the permission of the instructor.

How do you fix the plagiarism problem?

In most cases, you are expected to produce new work for every module
or subject that you take. However, you may ask your professors/teachers
about their individual policies regarding multiple submissions. You
would also want to be sure that your high school essay addressed all
parts of the GAC assignment!

2. Yes, unless you provide an acknowledgment somewhere in your

slide show of the source of the painting. While it is not a breach of
copyright to use such a captured image for educational purposes for one
class, it may be a violation to use the image in a setting with a larger
audience.

How do you fix the plagiarism problem?

Get in the habit of adding a list of acknowledgments to every

presentation. You should also include sources for images and video.

3. No, unless you try to pass off the film as your own work.

How do you fix the plagiarism problem?

The important point is to let your audience know the source of the video
you’re showing. You can do this by telling the audience what film it is.
Don’t show too much of it otherwise the bulk of your presentation will
be someone else’s work.

4. Yes. You must always acknowledge the use of any ideas that are not
your own.

How do you fix the plagiarism problem?

Take good notes, record the date, and cite the lecturer in your
assignment. Talk with your teacher or tutor to find some sources that you
can read and cite.

5. Yes unless you acknowledge the source of your information.

How do you fix the plagiarism problem?

You could either use direct quotations, that is put the definitions in
quotation marks to indicate they are the exact words from the original
text, or else you could paraphrase the definitions. Either way you would
still need to acknowledge your source both as an in-text reference and in
your Reference List.

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6. Yes. Plagiarism applies to ideas as well as words.

How do you fix the plagiarism problem?

You would include details of your source in the Reference list and say
that you have translated it.

Note Be wary of using online translation services which translate word for
word and do not allow for grammar or syntax.

7. Yes

How do you fix the plagiarism problem?

First you would need to know Rothman’s credentials in order to justify

the inclusion of his results. You could write something like:

The research of Rothman an audiologist at the X hospital is referred to in

the article “How loud is too loud?” by Bernstein.

You could then write the paragraph as a direct quotation (in quotation
marks) or paraphrase it. The bibliographic details of the article would go
into your reference list.

8. No. Clip art can be used without acknowledging the source.

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Sample Answer for: Recording Information from an Article:

Compulsory Education

Preliminary information
An Argument Against Compulsory Education
Title:

George Crusove
Author(s):

Published in the “Letters to the Editor” section of the Daily Standard Newspaper,
USA. 27th March 2007.

The credibility of this article is low. The author does not tell us his qualification to
Source:
speak on the topic. The article is not published in an academic education journal – it
is published in an opinion section of a daily newspaper (a tabloid) to which any
person can send in articles for publication,

Analysis of Information
The author argues that mandatory education should be abolished and that only those
who want to learn should attend school. He claims this will increase the quality of
Subject:
education for determined and purposeful children.

The method of organisation is argumentation. The author wants to persuade people

Purpose:
to think as he does.

General public, readers of the newspaper. The author does not make any claims as to
Audience: why his article is useful.

The author uses only one source, Rubins 2005 p. 68, and because there is no
reference list we cannot see all the details. But given that the article is written to a
newspaper we would not really expect to see more. In the first paragraph where the
Sources: author states that “is compulsory for children between the ages of 5 to 14 to attend
school”, he does not need to put a source because this is “common knowledge” in
the USA.

Primary Details
“In my opinion mandatory attendance laws should be abolished and only those who
want to learn should attend school. This will surely improve the standard of
Thesis: education.”
(End of paragraph 1)

• Only about school children in USA

• Doesn’t discuss curriculum
Limits: • Doesn’t have a counter argument, i.e. He does not refute any opposite
arguments

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Authors arguments:
1. Lazy students pollute the educational atmosphere
• disruptive
• can’t be expelled
• get diplomas anyway
2. Private schools can expel because students can attend government ones
→ better quality of education at these schools

Benefits of abolition of laws

Evidence: 1. quality of education would improve
2. public esteem for schools would increase
3. students who have no aptitude for learning would be identified early and channelled
elsewhere
4. cost of enforcing compulsory education would be eliminated
↓
5. provide resources
- for motivated children
- for vocational schools

For example:

Quotations or sections for Good phrase “pollutes the educational atmosphere” par 2, line 1.
paraphrasing: Students may choose others.

Presentation and Argumentation

These will vary.

Concepts/Words:

The author reiterates his thesis statement.

Abolishing compulsory education would bring them one step closer to the goal of
Conclusion:
providing quality education to motivated children.

Answers and impressions will vary.

Implications:

Evaluation

Answers will vary.

Personal Reaction:

It is a simple argument. His arguments would have been more convincing if the author
had drawn on data, facts and examples for support. Also, the lack of a counter argument
Strength of Case: weakened the case. As a writer you need to acknowledge that you have carefully
considered the other side of the argument but rejected it as being unsound.

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Appendix 1………… Examples of In-text References and Reference List

Format In-Text - Direct Quotations In-Text - Paraphrasing a Quotation Reference List

Book (Printed)
One author According to Cottrell (2008, p. 29) According to Cottrell (2008, p. 29)…… Cottrell, S. (2008), The Study Skills Handbook, 3rd ed.,
“…” Macmillan, Basingstoke
Two authors Windshuttle and Elliot (1999, p. 79) … (Windshuttle & Elliot 1999, p. 79) Windschuttle, K. & Elliott, E. (1999), Writing,
agree that “.” Researching, Communication Skills for the
Information Age, 3rd ed., McGraw Hill, Sydney
Three authors Lilly, Simpson and White (2003, p. …(Lilly, Simpson & White 2003, p. 267) Lilly, D., Simpson, G.V. & White, K. (2003), Genetically
267) claim “…” Modified Crops, Albion Press, New York
Four or more Agnew et.al (1995, p. 95) states “…” Agnew et.al (1995, p. 95) states that … Agnew, M., Barlow, S., Pascal, L. & Skidmore, S. (1995),
authors Get Better Grades, Piccadilly Press, London
Edited book Carter and Peel (ed.) ( 1976, p. 224) …(Carter and Peel (ed.)1976, p. 224) Carter, C. & Peel, J. (eds) (1976), Equalities and
believe that “…” Inequalities in Health, 2nd ed., Academic Press,
London
Anonymous In How dangerous is obesity? (1977, In How dangerous is obesity?(1977, How dangerous is obesity? (1977), British Medical
p.7) obesity is defined as ”…” p.49) it is argued that … Journal, No. 6069, 28th April, p. 1115
2 or more “...” (Smith 2003a, p. 32) Smith (2003a, p. 32) discusses … Smith, C. (2003a), Before Time Forgot, Albion Press,
books by the New York
same author Smith, C. (2003b), Kingdoms and Palaces of the Orient,
in the same Albion Press, New York
year Smith, C. (2003c), Terrible Tales of an Invertebrate,
Albion Press, New York
Article in an Blaxter (1976, p. 72) states that” …” Blaxter (1976, p. 72) claims that ... Blaxter, P. (1976), “Social Health and class inequalities”,
edited book in: Carter, C. & Peel, J. (eds) (1976), Equalities and
Inequalities in Health, 2nd ed., Academic Press,
London

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No publication “…” (Brown, no date) Brown (no date) admits that… Brown, S. ( no date) B. B. Bernard, Sunshine Press,
date London
Author “…” (Brown & Harris, 1978, cited in Research indicates that …(Brown & Davison, G.C. & Neale J.M. (2001), Abnormal
quoted in Davison & Neale 2001, p. 26). Harris, 1978, cited in Davison & Neale Psychology, 8th ed., John Wiley, New York
another book 2001, p. 26).
eBook (Electronic Book)
One author Flick (2009, p. 127) notes “…” Flick (2009, p. 127) mentions the idea Flick, U., (2009) An Introduction to qualitative
that… research, 4th ed., Sage, [online]. Available from:
http://books.google.com.au/books?id=sFv1oWX2D
oEC [Accessed 11 May 2011]
Corporate or “…” (UNESCO 2011, p. 27) UNESCO (2011, p. 27) reports UNESCO, (2011) The Hidden Crisis: armed conflict and
institutional Education; EFA global monitoring report, 2011,
author UNESCO, Paris [online]. Available from:
http://unesdoc.unesco.org/ulis/cgi-
bin/ulis.pl?catno=190743&gp=1&mode=e&lin=1
[Accessed 11 May 2011]

Journal Articles
Article from Tanskanen et al (2001, p. 530) report Tanskanen et al (2001, p. 530) discuss Tanskanen, A., Hibbeln, J.R., Tuomilehto, J., Uutela, A.,
an electronic the”…” the notion that … Haukkala, A.,Viinamaki, H., Lehtonen, J. &
database Vartiainen, E. (2001), “Fish consumption and
depressive symptoms in the general population in
Finland”, Psychiatr Serv, vol. 52, no. 4, pp. 529-531,
April. Accessed via PubMed [online]
Article from a Gulliver (2010, p. 726) defines According to Gulliver (2010, p. 726)… Gulliver, T. (2010)” Immigrant Success Stories in ESL
printed success as “…” Textbooks”, TESOL Quarterly, vol. 44 no. 4,
journal – one December 2010, pp. 725-745
author
Article from a Furlong and Smith (1994, p. 198) Furlong and Smith (1994, p. 198) claim Furlong, M. & Smith , J. (1994), “The broader system
printed make the claim that “…” that … begins with the workplace”, ANZ Journal of

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journal – two Family Therapy, vol. 15, no. 4, pp. 197-207

or three
authors
Article from a “…” (Hartshorn et. al. 2010, p. 88) Hartshorn et. al. (2010, p. 88)discuss Hartshorn, K. James; Evans, Norman W.; Merrill, Paul F.;
printed the effect of … Sudweeks, Richard R.; Strong-Krause, Diane;
journal – four Anderson, Neil J. (2010), “Effects of Dynamic
or more Correction Feedback on ESL Writing Accuracy”,
authors TESOL Quarterly, vol. 44, no. 1, March 2010, pp.
84-109
Newspapers or Magazines
Newspaper or “…” (New York Times 1992, p. 28) … (New York Times 1992, p. 28) New York Times (1992) “Picking up the bills”, New York
magazine Times, 4 June, p. 28
article
Newspaper or According to Bilton (2011) “…” Bilton (2011) argues that … Bilton, N., (2011) Paper Computers: The Next Big Thing,
magazine The New York Times, 11 May, [online]. Available
article from a from:
website http://bits.blogs.nytimes.com/2011/05/11/next-
up-in-technology-paper-
computers/?ref=technology [Accessed 11 May
2011]
Other Sources
Government “…” (National Center for Health National Centre for Health Statistics National Center for Health Statistics (2011) Health,
Report Statistics 2011, p. 17) (2011, p. 17) reports that … United States, 2010 [online]. Available from:
http://www.cdc.gov/nchs/hus/description.htm
[Accessed 9 May 2011]
Blog “… “ (Transport Security According to the Transport Security Transport Security Administration (2011), TSA Officers
Administration 2011) Administration (2011) … React Quickly to Devastating Tornado Touchdown
at St. Louis Lambert Airport, Webblog 3rd May
[online]. Available from: http://blog.tsa.gov/
[Accessed 11 May 2011]

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Wiki “…” (Infoteach 2007) Infoteach (2007) compares … Infoteach, (2007), Learning_outcomes [Online].
Available from:
http://infoteach.org/wiki/doku.php/learning_outc
omes. [Accessed 10 May 2011]
Dictionaries Shorter Oxford English Dictionary … (Shorter Oxford English Dictionary Shorter Oxford English Dictionary (2007) 6th ed.,
(2007, p. 69) defines “…” 2007, p. 69) Oxford; Oxford University Press
Online Is defined as “…” (Oxford Advanced … (Oxford Advanced Learners Dictionary Oxford Advanced Learners Dictionary Online (2011)
Dictionary Learners Dictionary Online 2011) Online 2011) Oxford University Press [online]. Available from:
http://www.oxfordadvancedlearnersdictionary.co
m/ [Accessed 11 May 2011]
GAC course ACT Education Solutions, (2011 p. … (ACT Education Solutions 2011, p. 20), ACT Education Solutions, (2011), The GAC Referencing
materials 20) states “…” Guide, Sydney, ACT Education Solutions
Podcasts “…” (Geach 2011) Geach (2011) discusses … Geach, J.E., (2011) The Lost Galaxies [Podcast].
Scientific American, 11th April [Online]. Available
from:
http://www.scientificamerican.com/article.cfm?id
=the-lost-galaxies [Accessed 11 May 2011]
Online image “…” (Scienceblogs 2006) The image on Scienceblogs (2006) Scienceblogs (2006) Polar Bear [Online image] [online].
conveys the idea that … Available from:
http://scienceblogs.com/strangerfruit/polar-
bear.jpg [Accessed 11 May 2011]
An article or “…” (Richard 2004) Richard (2004) discusses the notion Richard, A.C., (2004) The Money Trail: Europe Can Do
paper taken that… More to Shut Down Terrorist Funds, International
from an Herald Tribune, March 19, 2004 [online]. Available
electronic from: ABI/Inform Global database [Accessed 28
database April, 2006]

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Document or “…” (Citing and referencing: How to Citing and referencing: How to Citing and referencing: How to acknowledge your
article from a acknowledge your sources 2006) acknowledge your sources (2006), sources (2006), Library online tutorials, Monash
website outlines … University Library [online]. Available at:
http://www.lib.monash.edu.au/tutorials/citing/
[Accessed 10 March 2011]

Website “…” (Study Abroad 2011) Study Abroad (2011) illustrates … Study Abroad (2011) Education Dynamics [online].
Available at: http://www.studyabroad.com/
[Accessed 11 May 2011]

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THE GAC GUIDELINES FOR DEALING WITH PLAGIARISM

FOR STUDENTS

Plagiarism:
If plagiarism is detected in an assignment or assessment event, you will be asked to resubmit.
The maximum mark possible for resubmission is 55%. If you resubmit work that contains
plagiarism, you will receive a fail.

Using source materials

You are expected to research and use source materials in your essays. You should be aware
that when you paraphrase source materials into your own words, and/or use direct or indirect
quotations, you MUST acknowledge the sources by using the recommended GAC referencing
system. The Harvard system is easy to learn and use. If you do not acknowledge your sources,
then your work is plagiarised. You must also include a reference list, with authors listed
alphabetically, at the end of the assignment.

Identification of plagiarism in assignments/assessments

Teachers/markers will undertake internet research to identify and verify plagiarism as it
occurs in their students’ work.

How much source material can be used?

As a rule of thumb, no more than 10% of the assignment/assessment event should be
quotations from a source document. Longer extracts are only acceptable if they are absolutely
critical to the development of the argument.

It is most important that if you include quotations, you must comment on and make their
relevance to the essay explicit.

Any assignment containing more than 10% quotation will be returned to you. You may or
may not be able to resubmit, depending on the circumstances.

There are exceptions where it is necessary to include more than 10%. Your teacher will make
that determination.

There is no acceptable minimum level of plagiarism that will go unpenalised.

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