Referencing Workshop for FSW Students 2005

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Referencing Workshop for FSW Students 2005

• By
• Dr. Deena Mandell, FSW
• Emmy Misser, Writing Centre

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In this workshop we will talk about

• Proper use of sources
• Linking this to literature reviews
• Writing resources for referencing
• Giving you easy, practical exercises

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Why do we cite sources?

• Who has made this point in the existing
  literature on the subject?
• How do people build on each others thinking or
  findings?
• How do people respond to each others thinking or
  findings?

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Other Reasons for citing

• To demonstrate that you have done some homework
• To demonstrate that you have a handle on the
  issues in your area of interest and on how others
  have approached it
• Acknowledge other peoples work
• Lead and interested reader to a source where s/he
  can learn more or check out your interpretation

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Why do we cite sources?

• To invite readers into the ongoing dialogue of
  ideas
• that is the basis for all academic discourse
• Misser, Emmy.Why we cite sources in academic
  papers http//www.wlu.ca/writing/handouts/cite.pd
  f

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• Student text Is this text academic? Blue
  quotation
• Hood explains that ancestorship in Africa and
  the Caribbean effectively joins what one scholar
  called three communities a community of
  obligation, in that there are duties and respect
  expected of the earthly survivors, a community of
  interdependence between the ancestors and the
  family and community and a community of cosmic
  continuity in that neither the spirit human nor
  the life-death relationship ends with this
  earthly life but rather continues in the heavens
  of the divinities and ancestors(234). With this
  in mind, ancestors are considered role models for
  Santeros people because they represent what
  people of the Cuban Santeria want to become after
  their life. Not all people can be ancestors. Hood
  says that, Ancestors are a divine community of
  the noble and exemplary dead existing between
  those living on this earth and those no longer
  living on this earth. Not all who die become
  ancestors. In order to be a worthy candidate for
  ancestorship one needs to have led an exemplary
  life, to have been infertile, and to have not
  died of particular tabooed illnesses or
  conditions (219-220) Since ancestors are
  respected and honored, people of the Cuban
  Santeria want to become these spirits in the
  afterlife. Once a person fits these criteria,
  they join the number of those whose former
  natural relationships to family and community
  have been endowed with an a-natural status (Hood
  220). It is also known that when someone dies,
  it is usually the god, Olodumare and other
  ancestors that make this judgment, which is why
  it is so important to respect, and worship these
  ancestors. Hood explains, the deceased are
  deified as ancestors absorbing the attributes of
  an original divinity this happened to Shango,
  principal divinity in the cult of Shango in
  Yoruba, who is thought to have been a human king
  who took on attributes of Jakuta, the original
  divinity of thunder and the sun in that religion
  (220). As a member of the Cuban Santeria, it is
  obvious why one would want to come back in place
  of a respected and honorable king or queen.

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This text is not academic because

• The student writes through her sourcesuses the
  sources to speak for her
• Does not use her sources to support of her thesis
• Leans heavily on just one source
• Quotes excessively (paraphrase and summary are
  not used)
• Demonstrates no intellectual processing or
  higher-order thinking skills
• Shows no awareness of the readers expectations
• Shows no authorial voice

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Common Features of Good Academic Writing

• The writing is voiced
• As readers we sense the presence of a writer
  writing
• Addressing us
• Taking responsibility for our understanding
• Ushering us through the text
• Voice does not rely on 1st or 2nd person
  address
• The writer often uses cues and transitions to
  maintain and direct attention Gottschalk and
  Hjortshoj (10)

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• Original
• "The big picture is about knowledge building
  each piece of reported research adds to the
  collective construction of knowledge. Research
  serves as the foundation on which new
  contributions to knowledge are built. Without
  citation, there is no reliable and organized
  system for knowledge building, no mortar for
  securing the foundation (Walker and Taylor,
  1998, p. 9).

• Paraphrase
• Walker and Taylor (1998, p. 9) emphasize that
  the real reason why we cite sources we have
  consulted is to contribute to the creation of
  shared knowledge. The research of others is the
  base on which new understanding is established.
  If we did not cite the work of others, there
  would be no accepted method "for knowledge
  building".

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• Original
• "The big picture is about knowledge building
  each piece of reported research adds to the
  collective construction of knowledge. Research
  serves as the foundation on which new
  contributions to knowledge are built. Without
  citation, there is no reliable and organized
  system for knowledge building, no mortar for
  securing the foundation" (Walker and Taylor,
  1998, p 9.).

• Summary
• Walker and Taylor (1998) point out that the real
  purpose of citation is to create a shared
  knowledge base.
• http//www.wlu.ca/writing/handouts/usesources.pdf

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Please paraphrase
12
Please summarize
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• Find examples of summary, paraphrase and quote
• Where does the Kristeva citation stop and the De
  Stefano citation begin?
• 4. Kristeva (1981) argues that only men can put
  in jeopardy their symbolic position, because only
  they are subjects with a position to subvert. As
  men have had their Enlightenment, they can more
  easily afford a sense of decentered self and a
  humbleness regarding the truth of their claims,
  but for women to adopt such a position would
  weaken further what has never been strong (De
  Stefano 1990, p. 75). Indeed, one cannot
  deconstruct something that has never been fully
  granted, whereas men have not been denied that
  status of subject (Braidotti 1987, p. 237). Thus
  I would argue, along with Best and Kellner (1991,
  p. 208), that certain strands of postmodern
  theory can be used to deconstruct ideologies of
  male domination.

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• Shows summary, paraphrase and quote
• 4. Kristeva (1981) argues that only men can put
  in jeopardy their symbolic position, because only
  they are subjects with a position to subvert
  (summary). As men have had their Enlightenment,
  they can more easily afford a sense of decentered
  self and a humbleness regarding the truth of
  their claims, but for women to adopt such a
  position would weaken further what has never been
  strong (De Stefano 1990, p. 75) (Paraphrase).
  Indeed, one cannot deconstruct something that has
  never been fully granted, whereas men have not
  been denied that status of subject (Braidotti
  1987, p. 237) (Paraphrase). Thus I would argue,
  along with Best and Kellner (1991, p. 208), that
  certain strands of postmodern theory can be used
  to deconstruct ideologies of male domination
  (Quotation).

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Some Organizational Options

• Idea-focused such as
• research objective
• the problem or issue you are discussing
• Researcher-focused
• Developmental or Chronology-focused

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(No Transcript)
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Placement of Citations

• Place citations in sentences and paragraphs so
  that it is clear which material has come from
  which sources
• Use pronouns and transitions to help you indicate
  whether several sentences contain material from
  the same source or from different sources
• Smythe (1990) found that positioning influences
  ventilation. In his study of 20 ICU patients, he
  used two methods to. . . . However, his findings
  did not support the work of Karcher (1987) and
  Atley (1989) who used much larger samples to
  demonstrate that . . .
• http//www.wisc.edu/writing/Handbook/DocAPACitatio
  ns_Place.html

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Use markers

• Attribute ideas, fact, and words clearly to the
  source
• Use markers (words, phrases, pronouns)
  indicating that you are referring to somebody
  elses work
• Use concept markers to show that the
  citationfocusing on a conceptis continuing
  from sentence to sentence
• The next slide shows an extended summary that
  establishes a theory before the student proceeds
  to argue against it (classic argument structure)

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• Oscar Lewis, the originator of the culture of
  poverty theory, explains the concept in some
  detail in his book La Vida. He emphasizes the
  necessity of looking to the group, for example, a
  slum community, rather than the individual, in
  order to understand this theory. As well, he
  stresses the distinction between poverty itself
  and the culture of poverty. Lewis clearly
  states that not all poor practice a culture of
  poverty and a particular set of conditions is
  necessary (Lewis xlii). These conditions include
  a dominant class that stresses the possibility of
  upward mobility for all (a level playing field)
  and that views the poor as inferior, as
  explanation for their position. Also necessary is
  a general lack of organized groups devoted to the
  promotion of change among the poor sector. If
  these conditions are not met, there is not a
  culture of poverty present (Lewis xlii). On an
  individual level, Lewis lists several traits
  typical of poor people falling under this theory.
  Among others, these include...

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• Listening to the Voices of Individuals With
  Disabilities ( a study)
• Where does the last citation start? Is there a
  marker?
• 1. Despite discussions among social workers that
  we need to teach, conduct research, and practice
  from a strengths perspective (Saari, 1992
  Saleebey, 1992 Weick, 1993), the results of the
  present study indicate that we have not fully
  incorporated this approach into our practice
  activities when dealing with persona with a
  disability. The roles and functions that guide
  social workers in their interactions with
  individuals with disabilities¹ and their families
  have served historically to engender dependence
  and to diminish self-advocacy, growth, and
  empowerment (Alexander Tompkins-McGill, 1987
  Burack, 1991 Gliedman Roth, 1980). Clearly,
  many social workers have supported the efforts of
  disability activists and advocates to discourage
  the use of labels and diagnoses as a primary
  means to identify and define persons with
  disabilities. To this extent, social work focus
  on strengths and empowerment has joined with a
  call for the recognition of the skills,
  capabilities, and rights to self-determination
  and self-directed empowerment of persons with
  disabilities. The characteristics that emerge
  from this linkage of ideas are dependent, in
  part, upon prior expectations of social workers
  and the sense of self-expectancy and
  self-efficacy fostered in their relationship with
  comsumers with disabilities (Garland Adkinson,
  1987 Kirsch, 1986 Raines, 1989).

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• Listening to the Voices of Individuals With
  Disabilities ( a study)
• 1. Despite discussions among social workers that
  we need to teach, conduct research, and practice
  from a strengths perspective (Saari, 1992
  Saleebey, 1992 Weick, 1993), the results of the
  present study indicate that we have not fully
  incorporated this approach into our practice
  activities when dealing with persona with a
  disability. The roles and functions that guide
  social workers in their interactions with
  individuals with disabilities¹ and their families
  have served historically to engender dependence
  and to diminish self-advocacy, growth, and
  empowerment (Alexander Tompkins_McGill, 1987
  Burack, 1991 Gliedman Roth, 1980). Clearly,
  many social workers have supported the efforts of
  disability activists and advocates to discourage
  the use of labels and diagnoses as a primary
  means to identify and define persons with
  disabilities. To this extent, social work focus
  on strengths and empowerment has joined with a
  call for the recognition of the skills,
  capabilities, and rights to self-determination
  and self-directed empowerment of persons with
  disabilities. The characteristics that emerge
  from this linkage of ideas are dependent, in
  part, upon prior expectations of social workers
  and the sense of self-expectancy and
  self-efficacy fostered in their relationship with
  consumers with disabilities (Garland Adkinson,
  1987 Kirsch, 1986 Raines, 1989).

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Citing Sources in your Papers

• APA uses the author-date method of citation
• Cite sources when you 
• quote
• paraphrase
• use another author's  ideas or findings
• Every source cited in your essay must have an
  accompanying entry in the Reference List
• Every entry in your Reference List must be cited
  at least once in your essay
• http//www.hswriting.ca/handouts/apacite.asp

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Paraphrasing Sources

• You must cite sources whenever you take ideas or
  findings from them, even if you don't actually
  quote them
• Paraphrasing means putting the ideas found in
  your sources into your own words
• All paraphrases require citation  in
  parentheses, provide the following
• the surname of the author or authors
• the year of publication
• the page number is not required, but is
  encouraged
• http//www.hswriting.ca/handouts/apacite.asp

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Writing Resources on Plagiarism and Citation

• The Graduate Calendar
• see the section on Academic Misconduct and
  Plagiarism
• Wilfrid Laurier Writing Centre
• Why we cite sources in academic
  papershttp//www.wlu.ca/writing/handouts/cite.pdf
  
• How to use sources and avoid plagiarism Summary,
  Paraphrase, Quotation, Integration of sources,
  and Examples of plagiarismhttp//www.wlu.ca/writi
  ng/handouts/usesources.pdf
• APA Web Site
• http//www.apastyle.org
• University of Toronto Health Sciences
• http//www.hswriting.ca/handouts/apacite.asp
• University of Wisconsin
• http//www.wisc.edu/writing/Handbook/DocAPA.html

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References

• Bernard-Donals, M. (2004). Review Truth and
  method What goes on in writing classes, and how
  do we know? College English, 66, 335-243.
• Booth, W. C., Colomb, G., G., Williams, J., M.
  (1995). The craft of
• research. Chicago The University of Chicago
  Press.
• Elbow, P. (2002). Reflections on academic
  discourse How it relates to freshmen and
  colleagues (1991). In C. R. Russel R. L.
  McDonald (Eds.), Teaching writing (pp. 95-120).
  Carbondale and Edwardsville Southern Illinois
  University Press.
• Gilson, S., F., Bricout, J., C., Baskind, F.,
  R. (1998). Listening to the voices of
  individuals with disabilities. Families in
  Society The Journal of Contemporary Human
  Services, March-April ,188-195.
• Gottschalk, K. Hjortshoj, K. (2004). The
  elements of teaching writing A resource for
  instructors in all disciplines. Boston
  Bedford/St. Martins.
• Pease, B. (1999). Deconstructing
  masculinitydeconstructing men. Dealing with
  diversity and difference. In B. Pease J. Fook
  (Eds.), Transforming social work practice (pp.
  97-109). Australia Allen Unwin.

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References

• Swales, J. (1990). Genre analysis English in
  academic and research settings. New York
  Cambridge University Press.
• Swales, J Feak, C. F. (1994). Academic writing
  for graduate students A course for nonnative
  speakers of English. Ann Arbor The University
  of Michigan Press.
• Swales, J Feak, C. F. (1994). Academic writing
  for graduate students Commentary. Ann Arbor
  The University of Michigan Press.
• The American Psychological Association (2001).
  APA Publication Manual (5th ed.). Washington,
  DC American Psychological Association.
• Walker,J., R., Taylor, T. (1998). The Columbia
  guide to online style. New York Columbia
  University Press.
• Yeh, S.S. (1998). Empowering education Teaching
  argumentative writing to cultural minority
  middle-school students. Research in the Teaching
  of English. 33, 49-83.

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• Cited in alphabetical order
• There has been considerable debate about the
  implications of these interrogations for the
  feminist project of the emancipation of women
  (Hirschman, 1992 Nicholson, 1990 Scott, 1988
  Spelman, 1988 Weedon 1987).
• Cited in chronological order
• There has been considerable debate about the
  implications of these interrogations for the
  feminist project of the emancipation of women
  (Scott 1988 Spelman 1988 Weedon, 1987
  Nicholson 1990 Hirschman 1992)
• Cited in order of relative importance (used in
  the original)
• There has been considerable debate about the
  implications of these interrogations for the
  feminist project of the emancipation of women
  (Weedon 1987 Spelman 1988 Nicholson 1990 Scott
  1988 Hirschman 1992).
• APA page reference
• The men of white feminism have too often been
  white, middle-class men, for women who wanted
  equality with men did not seek equality with
  non-white men (Phelan,1991, p.128).
• Alternative style page reference (used in the
  original)
• The men of white feminism have too often been
  white, middle-class men, for women who wanted
  equality with men did not seek equality with
  non-white men (Phelan 1991 128).

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Reader expectations

• Development, Organization, Focus and Clarity
• Definite, well-qualified claim or proposal
• Strong, developed, well-organized supporting
  arguments
• Responds to major objections and alternatives
• Key terms, ideas and connections are defined,
  elaborated and illustrated to avoid
  misinterpretations
• Sentences build on each other through connecting
  ideas
• Wording is clear, concise, and consistent
• Voice Mature voicedefined as appropriate,
  sophisticated, audience-centered vivid language
  full of conviction
• Conventions Virtually error free
• -Stewart Yeh