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Their purpose is also to demonstrate support for your own ideas, points of view and findings, and perhaps to show ex-
amples or evidence.
Quotations should not be overused: your own writing is more important. However, when you do include quota-
tions they should be acknowledged with the correct reference conventions and listed at the end of your writing. It is
important to acknowledge the source of the quotations otherwise you may be accused of plagiarism.
Quotations
When referring to a book or article, the normal procedure is to give the author’s surname, the year of publication
in brackets, and the page numbers if necessary. The full reference is then given at the end of the text.
There are two basic ways of using quotations.
1. Quotations marks (inverted commas) are put around the author’s actual words, which are then incorporated in
the text: this is often used for short quotations, e.g.
Academic writers need to be cautious in their claims. In this respect, vague language is important as ‘it allows
claims to be made with due caution, modesty, and humility’ (Hyland, 1994 : 241)
2. The quotation is indented (it may be in a different type size or style; the quotation marks are usually omitted):
this is normally used for longer quotations (three or more lines), e.g.
Jordan (1977 : 240) also draws attention to the necessity for being careful:
A feature of academic writing is the need to be cautious in one’s claims and statements. In other words, you may
indicate your certainty and commitment in varying degrees.
10. Define the purposes of using quotations in the following sentences:
a. support for an argument or point of view
b. exemplification of the point being made
c. introduction of a point or viewpoint
d. explanation of a point, item, etc
1. According to G. Cook, there are ‘two approaches to language: sentence linguistics and discourse analysis’
(Cook 1999: 12).
2. For example, they argue that ‘ learning strategies have to be learned in exactly the same way as other complex
cognitive skills’ (O’Malley, Chamot 1990: 52).
3. Thus, in contrast to American structuralist views on language, language was viewed as purposeful activity re-
lated to goals and situations in the real world. “The language which a person originates … is always expressed for a
purpose” (Frisby 1957: 16).
4. R. Anderson explains that ‘the move from declarative to procedural knowledge takes place in three stages: 1)
the cognitive stage; 2) the associative stage; 3) the autonomous stage’ (Anderson 1985: 232).
References and bibliographies
References, at the end of research report, for example, are arranged in alphabetical order (A-Z) of the author's sur-
name or . If more than one reference is given by the same author, then the earlier dated reference will appear first. If
two or more references by the same author appear in the same year, they will be labelled in sequence with letters (a, b,
c, etc.) after the year. References to one author are normally listed before those of joint authorship of the same author.
There are differences between references to books and references to journals.
Table 4.1. Bibliographic details required
Book Journal
Author(s) – surname, first
name initials
Author(s) – surname, first name initials
Year of publication (in
brackets)
Year of publication (in brackets)
Title and subtitle of book
(underlined or in italics)
Title of article
Edition Title of journal (underlined or in italics)
Place of publication Volume
Publisher Part/ issue
Page numbers (preceded by ‘p.’ for page or
‘pp.’ for pages)
11. Mark the following as either references to books or references to journals.
1. Hamp-Lyons, L. and K.B. Courter (1984). Research Matters. Cambridge: Newbury House.
2. Saunders, M.N.K. and Lewis, P. (1997). Great ideas and blind alleys? A review of the literature on starting re-
search. Management Learning, 28:3, 283-99.
3. Hartley, J. and C..K. Knapper (1984). Academics and their Writing. Studies in Higher Education, 9(2).
4. Smith, F. (1982). Writing and the Writer. London: Heinemann Educational.
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