Grey Court Sixth Form

Study Skills Booklet

Contents

• Introduction – So you’ve got nothing to do? • My Learning Profile • Target Setting • Effective Home Study • Learning Styles for Study • Independent Reading and Research • Ways to Remember • Note Taking Skills • Referencing • Key Writing Skills • Exams

Tasks to Complete As you go through this booklet there are a range of tasks for you to complete. The tasks you need to do are summarised below.

1. Complete ‘My Learning Profile’

2. Complete ‘Current Learning Behaviour Analysis’

3. Set three SMART targets to improve your learning at A Level

4. Complete the analysis of your environmental and physical needs for home study and make at least two changes to improve the quality of your independent study time.

5. Decide which personality type or types best describe you. Make use of at least two of the suggestions in your studies.

6. Test your reading in the ‘Pulp Friction’ skimming challenge.

7. Try out each of these memory techniques. Keep a record of the experience to judge which are the most effective for you.

8. Investigate abbreviations and symbols you could use in your note taking which are specific to the subjects you are studying.

9. Try each of the note taking styles outlined in the booklet to record your learning in the first half term.

Introduction So you’ve got nothing to do?

A Level students often say they have got nothing to do because they have done all of the work set. There is always something to do when you’re studying! Extra reading and research can really make a difference between grades, so get off the sofa and do some extra work! The list of tasks below is just a starting point and should be carried out in your Supervised Study periods. Remember – these are your qualifications. Only you will sit the exams and complete the coursework, and only you will open the results in August. Take responsibility for your own learning and ensure you can ‘be the best you can be!’ • Ensure you have a copy of the specification at the front of your folder so you can check off what you have learned, what’s been covered in lessons, where you are going next and whether there are any gaps in your understanding.

•Use your textbook O Read the chapters relevant to what’s being covered in class O Read the chapters before and after the topic being covered or anything cross-referenced in the text. This is known as ‘reading around’ the subject and will improve your understanding of the issues as well as putting your understanding in context • Use your local Library or the Library at school to find other text books and read alternative points of view or different authors’ perspectives on the same topic. • Read newspapers and find articles and current affairs issues relating to the topics covered on your courses.

•Use the Internet to find extra detail or up to date research and information (although use with caution – remember, you can’t always be sure of your sources – and never copy and paste and consider the job

done – you need to read and understand the material).

• Organise your notes, making sure they are in order (date everything) and complete. Copy up any work missed and make sure you catch up on homework tasks. • Re-read class notes and add detail to make sure you fully understand them. • Use revision techniques such as mind-mapping, making visual notes, planning exam answers, etc, as you go through the course to improve understanding. • Create a glossary of key subject-specific terms. Keep that at the front of your folder and update this regularly.

• When you get an exam answer back, read the comments and the marking from your teacher. Act upon the advice – try re-writing the answer straight away while the information is fresh in your mind.

• Get hold of past exam papers and practise, practise, practise. You don’t have to write completed answers. Plans of exam answers can be valuable as can mind maps of the detail needed for answers. • Read others’ essays and comment on them before they are handed in for final marking. • Go over notes with a highlighter after each lesson. • Summarise each lesson down to 5 key words – this is very effective, but hard to do.

• At the end of each lesson, ask the question ‘what have I learnt?’ and write a 20 word summary. •Look at your Progress Review Week targets and work on them. •Review and develop your study and exam skills. Two excellent books are ‘The Study Skills Handbook’ and ‘The Exam Skills Handbook’ both by Stella Cottrell and published by Palgrave MacMillan. These are available from the Sixth Form Office. The website www.palgrave.com/skills4study summarises the information from these books. •Think ahead – look at the information in the following pages on “Options for after Sixth Form” and do some research and planning. •Access itunesU – a branch of itunes that houses podcasts from some the world’s most prestigious universities

MY LEARNING PROFILE

What are my beliefs about learning? • It’s the pathway to future success. • It’s a means to an end for future

employment and earnings. • It makes you a more rounded

individual. • It’s what life is about

What learning experiences do I bring?

• Revision Skills • Use of on-line learning • External exam e.g. music grades • Research skills

What do I want to achieve? • Improved career prospects • Top grades • Entrance to a good university • Teacher/parental approval • Sense of personal achievement

Why did I choose these courses? • I didn’t know what else to do • They are the subjects I’m good

at/love • Parental pressure • Future career plans

What other commitments do I have? • Family commitments • Employment commitments • Out of school activities • Other study commitments

Are there any potential barriers? • Financial issues • Illness • Travel • Home support • Specific Learning difficulties

Ideas to Consider Task: Read through these

examples and complete the blank profile on the next

page

MY LEARNING PROFILE

What are my beliefs about learning?

What learning experiences do I bring?

What do I want to achieve?

Why did I choose these courses?

What other commitments do I have?

Are there any potential barriers?

Current learning Behaviour Analysis Rate yourself as a learner with 1 being strongly agree to

5 being strongly disagree

1 2 3 4 5

I prepare for exam effectively with a clear programme of revision

I look at all the recommended reading for my subjects

At the end of units I have books full of detailed notes

I am good at memorising factual information

I am good at extracting key information from written texts

I have a structured approach to home study

I need to apply skills in order to retain them effectively

I have a good attention span in class

I am an independent learner and good at resolving problems myself

I meet deadlines effectively

Response to Questionnaire Where did you score 3 or higher?

• I Prepare for exam effectively with a clear programme of revision:

• You need to plan your build up to assessment more carefully and methodically. Use this booklet to help you develop a system whereby you review your class notes on a regular basis to ensure that you have all the information required.

• I look at all the recommended reading for my subjects:

• Additional reading is one of the keys to success at A level. Look closely at the wider reading lists provided and discuss suitable choices with your subject teachers. Target at least one additional text for each of your As subjects

• At the end of units I have books full of detailed notes

• You must keep up to date with your note taking to be successful. Use this booklet to investigate note taking techniques which might work for you.

• I am good at memorising factual information

• There are a whole range of techniques you can use to increase your ability to remember key facts. Use this booklet to find the system or systems which works for you.

• I am good at extracting key information from written texts

• This booklet contains a set of strategies to help you access and develop notes from a variety of different texts both in class and for your independent study

• I have a structured approach to home study

• You need to have a clear strategy. What time do you work best? Where is the best place for you to study? How much time are you expected to devote to each of your subjects? What other weekly commitments will impact on your study time? Use this booklet to support your planning.

• I need to apply skills in order to retain them effectively • Are you a kinesthetic learner? Look at practical approaches for consolidating your learning. There are a range of

strategies in this booklet related to your preferred learning style. • I have a good attention span in class • You need to consider what are the key triggers which cause you to lose focus. How can you plan for these

situations in advanced so you can be proactive rather than reactive? • I am an independent learner and good at resolving problems myself • Independent learning becomes a much more significant factor at A level. Why do you struggle? Do you lack

confidence in your own ability? Do you need support with core research skills? • I meet deadlines effectively • Teachers will have high expectations of A level students. Meeting deadlines is a key indicator of your

commitment to the courses you have chosen. In some cases, failure to meet deadlines can lead to an immediate reduction in your grade or missing out on opportunities to redraft work to a higher standard.

SETTING TARGETS MODEL EXAMPLES

1. I will read one recommended additional text to support each of my AS Levels during the first half term. 2. I will create and follow a timetable for home study for my first half term to ensure a balance between my different subject requirements and my out of school commitments.

Setting Targets Review the evidence from your learner profile and questionnaire.

Set three S.M.A.R.T targets for your own development as a learner to discuss with your mentor

• Target One:

• Target Two

• Target Three:

Preparing for Effective Home Study - Environment What the research says

1. Bright diffused natural daylight is the best for study. Avoid direct sunlight as this can cause glare and lead to visual discomfort.

2. Temperature has a direct impact on performance. The ideal temperature for study is thought to be around 23-25 degrees celsius.

3. Unwanted or excessive background noise can reduce your performance. Clearly it impacts on concentration however, the stress caused by noise can impact on your brain’s ability to retain information.

4. Several studies have suggested that listening to stress reducing instrumental music can enhance performance. Mozart has been documented as helping students solving maths problems. Research has also shown that listening to music with 50 to 80 beats per minute - such as We Can't Stop by Miley Cyrus and Mirrors by Justin Timberlake - has a calming effect on the mind that is conducive to logical thought, allowing the brain to learn and remember new facts.

5. Constant interruptions have a massive impact on your ability to study effectively. It is not only our family we need to worry about; phones and the internet can also cause serious distraction.

Preparing for Effective Home Study - Environment Creating the right environment for working outside of school will be crucial to your A level success. Complete the following table to

reflect on the suitability of your current working environment and how you can improve it. If your personal circumstances mean that you struggle to find an appropriate space for home study then please discuss this with the Sixth form team so we can support

you.

Possible Considerations Current Preference Improvements I can make

Lighting: Bright, natural, gloomy

Temperature: Warm, cool, stuffy, fresh air

Sound: Silence, music, background conversation

Posture: Desk, kitchen table, bed, sofa, floor

Workspace: Large, cramped, shared, personal, organised, cluttered

Supplies: Books, internet access, stationary

TRY THIS!

• Mozart

• Baroque music e.g. Handel’s ‘Water music’ or Vivaldi’s ‘Four Seasons’

• Relaxation CDs e.g. waterfall or rainforest sounds

• Music with 50 to 80 beats per minute.

• Switch of your phone or internet access while studying.

Preparing for Effective Home Study – Physical Needs What the research says

1. Water is essential for brain health and function. Water enhances circulation and keeps the brain from overheating.

2. The best fats to consume for increased brain function are omega-3 oils from fish, nuts, seeds and dark leafy greens. Foods such as French fries and fried meats that are loaded with trans and saturated fats can have a negative impact on your ability to study.

3. Most of us have experienced the energy boost we get from eating something that provides sugar. However, most students consume excessive sugar, even for breakfast, causing bursts of energy followed by fidgeting, headaches, trouble concentrating, or drowsiness - often in mid-morning or mid-afternoon.

Preparing for Effective Home Study – Your physical needs Just as important as your work space is your level of physical well being and physical

needs and preferences

Possible Considerations Current Preference Improvements I can make

Mobility: Sitting still, opportunities to move around regularly

Food and Drink:

Snacking during work, keeping hydrated, only eating in study breaks. Water, fruit, caffeinated/fizzy drinks, sweets and crisps

Time of day Early morning, afternoon, late evenings

Sleep Late nights, broken sleep patterns, early riser, well rested, feeling sleep deprived

Brain Breaks Regular short breaks. Long intensive study followed by long breaks. Get fresh air, watch TV, socialise

TRY THIS!

• Give yourself short, planned breaks in your study sessions.

• During breaks try to give yourself a change of scene. Move around and get some fresh air.

• Drink plenty of water and eat snacks and meals which will provide fuel for your brain.

Types of Study-What is required?

Core abilities Application in your studies

Mathematical/logical The ability to calculate, quantify, consider hypotheses and understand causation

Use flow charts to plot learning. Turn non-mathematical concepts into formulas

Musical A strong sense of rhythm, pitch, harmony and timbre.

Make up songs and rhythmic poems to summarise learning. Link songs to specific topics.

Kinaesthetic Control over your body and objects Use role play to embed learning. Make up hand signals to represent key concepts. Use drawing and create coloured index cards which you can physically organise.

Intrapersonal Awareness of your own emotions, goals, feelings and motivations.

Set clear targets and goals. Focus on the purpose of what your learning and what you want to achieve. Plan learning to suit your needs.

Spatial Accurate mental visualisation and mental transformation of images,

Make notes using graphs and mindmaps.

Verbal/Linguistic The ability to use and manipulate language either orally or in written communication

Learn through discussing the topic with another learner. Try recording yourself telling the ‘story’ of you learning.. Use metaphors and similes to explain concepts

Interpersonal The ability to understand and communicate effectively with other people.

Use group work or study. Support your learning through conversation n and debate.

Task: Decide which personality type or types best describe you. Make use of at least two of the suggestions in your studies.

Approaches to Independent Reading and Research

Step one Choose your text

Step Two: Clarify your purpose

Step Three: Select your strategy

Text book? Article? Essay?

Who is the intended audience?

What is the purpose of the text?

Has the book been recommended?

Does the style and layout work for you?

How will you record the information?

What will you need the information for?

What do you already know about the topic?

What do kind of information do you want from this material?

Select relevant material carefully

Use heading and subheadings

Identify key words Scanning

Skimming

Focused Reading

First and last paragraphs in each chapter

Look at tables, graphs and other images

Use the Index or table of contents

Read closely for key points. Process by making notes as you read.

Skim to Win

Skimming is used to quickly identify the main ideas of a text. Skimming is done at a speed three to four times faster than normal reading. People often skim when they have lots of material to read in a limited amount of time.

Use skimming when you want to see if an article may be of interest in your research. There are many strategies that can be used when skimming. Some people read the first and last paragraphs using headings, summarizes and other organizers as they move down the page or screen. You might read the title, subtitles, subheading, and illustrations. Consider reading the first sentence of each paragraph.

This technique is useful when you're seeking specific information rather than reading for comprehension. Skimming works well to find dates, names, and places. It might be used to review graphs, tables, and charts.

Try the task on the next few pages.

Task One: Spend two minutes skim reading the text (don’t cheat!) then answer the questions which follow.

Skimming Task - Pulp Friction Every second, one hectare of the world's rainforest is destroyed. That's equivalent to two football fields. An area the size of New York City is lost every day. In a year, that adds up to 31 million hectares -- more than the land area of Poland. This alarming rate of destruction has serious consequences for the environment; scientists estimate, for example, that 137 species of plant, insect or animal become extinct every day due to logging. In British Columbia, where, since 1990, thirteen rainforest valleys have been clearcut, 142 species of salmon have already become extinct, and the habitats of grizzly bears, wolves and many other creatures are threatened. Logging, however, provides jobs, profits, taxes for the govenment and cheap products of all kinds for consumers, so the government is reluctant to restrict or control it. Much of Canada's forestry production goes towards making pulp and paper. According to the Canadian Pulp and Paper Association, Canada supplies 34% of the world's wood pulp and 49% of its newsprint paper. If these paper products could be produced in some other way, Canadian forests could be preserved. Recently, a possible alternative way of producing paper has been suggested by agriculturalists and environmentalists: a plant called hemp. Hemp has been cultivated by many cultures for thousands of years. It produces fibre which can be made into paper, fuel, oils, textiles, food, and rope. For centuries, it was essential to the economies of many countries because it was used to make the ropes and cables used on sailing ships; colonial expansion and the establishment of a world-wide trading network would not have been feasible without hemp. Nowadays, ships' cables are usually made from wire or synthetic fibres, but scientists are now suggesting that the cultivation of hemp should be revived for the production of paper and pulp. According to its proponents, four times as much paper can be produced from land using hemp rather than trees, and many environmentalists believe that the large-scale cultivation of hemp could reduce the pressure on Canada's forests. However, there is a problem: hemp is illegal in many countries of the world. This plant, so useful for fibre, rope, oil, fuel and textiles, is a species of cannabis, related to the plant from which marijuana is produced. In the late 1930s, a movement to ban the drug marijuana began to gather force, resulting in the eventual banning of the cultivation not only of the plant used to produce the drug, but also of the commercial fibre-producing hemp plant. Although both George Washington and Thomas Jefferson grew hemp in large quantities on their own land, any American growing the plant today would soon find himself in prison -- despite the fact that marijuana cannot be produced from the hemp plant, since it contains almost no THC (the active ingredient in the drug). In recent years, two major movements for legalization have been gathering strength. One group of activists believes that ALL cannabis should be legal -- both the hemp plant and the marijuana plant -- and that the use of the drug marijuana should not be an offense. They argue that marijuana is not dangerous or addictive, and that it is used by large numbers of people who are not criminals but productive members of society. They also point out that marijuana is less toxic than alcohol or tobacco. The other legalization movement is concerned only with the hemp plant used to produce fibre; this group wants to make it legal to cultivate the plant and sell the fibre for paper and pulp production. This second group has had a major triumph recently: in 1997, Canada legalized the farming of hemp for fibre. For the first time since 1938, hundreds of farmers are planting this crop, and soon we can expect to see pulp and paper produced from this new source.

1. The main idea of paragraph one is: A. ? Scientists are worried about New York City. B. ? Logging is destroying the rainforests. C. ? Governments make money from logging. D. ? Salmon are an endangered species. 2. The main idea of paragraph two is: A. ? Canadian forests are especially under threat. B. ? Hemp is a kind of plant. C. ? Canada is a major supplier of paper and pulp. D. ? Canada produces a lot of hemp. 3. The main idea of paragraph three is: A. ? Paper could be made from hemp instead of trees. B. ? Hemp is useful for fuel. C. ? Hemp has been cultivated throughout history. D. ? Hemp is essential for building large ships. 4. The main idea of paragraph four is: A. ? Hemp is used to produce drugs. B. ? Many famous people used to grow hemp. C. ? It is illegal to grow hemp. D. ? Hemp is useful for producing many things. 5. The main idea of paragraph five is: A. ? Hemp should be illegal because it is dangerous. B. ? Recently, many people have been working to legalize hemp. C. ? Hemp was made illegal in 1938. D. ? Marijuana is not a dangerous drug.

Scanning Scanning is a fast reading technique. It's a way of reading to look for specific information in a text. Scanning can be used to look up a phone number, read through the small ads in a newspaper, or for browsing TV schedules, timetables, lists, catalogues or web pages for information. For these tasks you don't need to read or understand every word. Scanning is often confused with skimming, but is in fact a distinct reading strategy involving rapid but focused reading of text, in order to locate specific information, e.g. looking for particular details such as dates, names, or certain types of words. It is processing print at a high speed while looking for answers to specific questions. When you scan, you must begin with a specific question which has a specific answer. Scanning for information in this way should be both fast and accurate. How to use it 1.Start at the beginning of the passage. 2.Move your eyes quickly over the lines, looking for key words related to the information you want to find. 3.Stop scanning and begin reading as soon as you find any of the key words you're looking for. When to use it 1.When one needs to find a particular or specific piece of information. 2.When one only needs to extract specific details from a text. 3.When studying or looking to find specific information from a book or article quickly as there is not always time to read every word. ◦For example: ■The "What's on TV" section of your newspaper. ■A train / airplane schedule ■A conference guide Tips 1.Don't try to read every word. Instead let your eyes move quickly across the page until you find what you are looking for. 2.Use clues on the page, such as headings and titles, to help you. 3.In a dictionary or phone book, use the 'header' words to help you scan. You can find these in bold type at the top of each page. 4.If you are reading for study, start by thinking up or writing down some questions that you want to answer. Doing this can focus your mind and help you find the facts or information that you need more easily. 5.Many texts use A-Z order. These include everyday materials such as the phone book and indexes to books and catalogues. 6.There are many ways to practise scanning skills. Try looking up a favourite recipe in the index of a cookbook, search for a plumber in your local Yellow Pages, or scan web pages on the Internet to find specific information.

How to Remember

• Mnemonic

• Repetition

• Chunking

• Overlearning

• Meaningfulness

• Interference

• Calm State

Task: Try out each of these memory techniques. Keep a record of the experience to judge which are the most effective for you.

Techniques How to use it

Mnemonic Create phrases to remember key facts and vocabulary e.g. Fact Cats Prefer Mice Very Well Fried Fat, Carbohydrate, Protein, Minerals, Vitamins, Water, Fibre

Repetition 1.Create rhymes which you can repeat. 2. Record yourself reading out key notes and then play them back. 3. Write notes out several times – each time reducing the content down further to essential facts to learn.

Chunking Break information down into headed lists, tables or mind maps to support easier visual recall.

Over-Learning Review notes on a daily, weekly and monthly basis to embed learning in your longer term memory.

Meaningfulness If possible. connect the information to your personal interests. Link learning to: favourite pieces of music, football teams, places you’ve visited.

Interference Take breaks between topics and try to space out topics which are very similar. For example it is best not to follow learning German vocabulary with French vocabulary as it could ‘interfere; with retention.

Calm State Look back on the section ‘Preparation for Home Study’ for effective learning to take place you need to create the right environment.

Note Taking-General Rules

1. Don't write down every word The whole point of note taking is to be able to summarise information in a different, shorter form to use later. Therefore if you try to write down every word of a teacher or book then you will soon get behind and lose the thread of what is being presented to you. 2. Decide what is important Listen/look out for key phrases such as ‘the most important factor is...' which is like a large signpost directing you to the fact that a vital piece of information is coming up and instructs you to ready your pen to take a note of it. The author or teacher you are working with will have their own particular style and phrases that you should look out for, so become familiar with their signposts. 3. Be an active listener/reader It is easy to drift off and lose the thread of a lecture or written argument, so try some of these tips to help keep your concentration. sit in the front of the room • sit up straight • look at the speaker • react to what is being said • ask questions and listen to the answers • identify the main idea (what's the most important point of the lecture?) • listen for major details (what supports the main point?) • note the key words, especially if they are unfamiliar • paraphrase the information when writing it down 4. Use symbols and abbreviations When you take notes you will not have time to write in full sentences, and sometimes the information comes so thick and fast that you cannot even write full words. Develop your own set of symbols and abbreviations. Some obvious ones are + or & for ‘and'; = for equals. Other examples seen less often are w/ for ‘with' or wch for ‘which'. There will be subject specific short hands that you can use too.

Great note-taking takes practice. You have to find a method that works for you, and that may change depending on the class that you’re in (for example, a science class versus a humanities class).

Useful Common Abbreviations

Useful Common Symbols

e.g. For example i.e. That is, that means etc and the rest… NB Important note p Page para Paragraph Ch Chapter Info Information Cd could Wd would Govt. Government Educ. Education Impt Important Devt Development C19 Nineteenth century

& + and + plus greater than/more than < smaller than/less than = is the same as/equal to this lead to/causes w/o without

Task : Investigate other abbreviations and symbols you could use which are specific to the subjects you are studying

5. Use colours

For extra clarification and to improve your active listening/reading techniques make sure you use different coloured

inks when taking notes. You can show different themes and approaches by changing to a different

colour for example. This is especially useful if you will need your notes later for report writing or revising for exams.

6. Revise your notes as soon as possible

Do not simply take your notes and then file them away and forget about them. The best use of your notes is to read over them a short time after and perhaps re-write them again, more neatly or in a different order, depending on how or why you want to use them. This will help you to use the information actively and it will stay in your memory for longer.

7. Be consistent

If you are listening to an hour-long lecture, don't be tempted to take a lot of notes for the first 10 minutes and nothing at all for the rest of the session. Make sure you pace yourself and gather information consistently throughout the lecture. A good lecturer will provide quality information throughout their lecture slot, so don't lose concentration.

8. Improve your handwriting

Do not be so immersed in note taking that you forgot to notice that your

handwriting has become unreadable! Remember to write or type clearly and

legibly throughout, however tired your hand becomes.

Cue Column Note Taking Column

Write the key words and questions here. Place them next to the appropriate section of text.

Record: During the lesson use the note taking column to record the lecssonusing simple sentences. 2. Questions: As soon after class as possible, formulate questions based on the notes in the right-hand column. Writing questions helps to clarify meanings, reveal relationships, establish continuity, and strengthen memory. Also, the writing of questions sets up a perfect stage for exam-studying later.

3. Recite: Cover the note taking column with a sheet of

paper. Then, looking at the questions or cue-words in

the question and cue column only, say aloud, in your

own words, the answers to the questions, facts, or ideas indicated by the cue-words. 4. Reflect: Reflect on the material by asking yourself questions, for example: “What’s the significance of these facts? What principle are they based on? How can I apply them? How do they fit in with what I already know? What’s beyond them? 5. Review: Spend at least ten minutes every week reviewing all your previous notes. If you do, you’ll retain a great deal for current use, as well as, for the exam

Summary Section – Summarise learning after class here.

Method 1: Cornell Note Taking System

Method 2: The Charting Method

How? Advantages Disadvantages When to use it?

Set up your paper in columns and label appropriate headings.

Helps pull out the most relevant information.

Can be a hard system to learn to use.

If you’ll be tested on facts and relationships.

The headings could be categories covered in the lesson

Also reduces the amount of writing necessary.

You need to know the content that will be covered during the Lesson before it begins.

If content is heavy and presented quickly – such as a history course with dates, people, events, etc.

Insert information (words, phrases, main ideas, etc) into the appropriate category.

Provides easy review for memorizing facts and studying comparisons and relationships.

If you want to get an overview of the whole course on one big paper.

Method 3: The Mapping Method

How does it work?

Supports active participation

Develops critical thinking

Shows Links between ideas

Easy to combine with use of colours and symbols

A visual way to track learning New knowledge and research can be added later.

Easy To break ideas down into sections

Task: Try each of the note taking styles to record your learning in the first half term.

Harvard Referencing Quick Guide What is referencing? Referencing is a system used in the academic community to indicate where ideas, theories, quotes, facts and any other evidence and information used to undertake an assignment, can be found. Why do I need to reference my work?

To avoid plagiarism, a form of academic theft. Referencing your work correctly ensures that you give appropriate credit to the sources and

authors that you have used to complete your assignment. Referencing the sources that you have used for your assignment demonstrates that you have undertaken wide-ranging

research in order to create your work. Referencing your work enables the reader to consult for themselves the same materials that you used.

What do I need to reference? All the information that you have used in your assignment will need to be acknowledged. It is essential to make a note of all the details of the sources that you use for your assignment as you go long.

Type of Resource

Format Bibliography Example In text Example

Book

FAMILY/SURNAME, Initials. (Publication year in brackets) Book title - italicised or underlined. Series title and volume if applicable. Edition – if not the first. Place of publication: publisher.

NEVILLE, C. (2010) The Complete Guide to Referencing and Avoiding Plagiarism. 2nd Ed. Maidenhead: Open University Press.

Neville (2010) argues that... “Quotation” (Neville, 2010, p.76)

Chapter

in an Edited Book

FAMILY/SURNAME, Initials of the author writing the chapter. (Publication year in brackets) Title of chapter. In: FAMILY/SURNAME, Initials. of author or editor of book (ed.) or (eds.). Book title - italicised or underlined. Series title and volume if applicable. Edition – if not the first. Place of publication: Publisher.

MARSHALL, W. A. (1975) The Child as a Mirror of his Brain’s Development. In SANTS, J. & BUTCHER, H. J. (eds.). Development Psychology. Aylesbury, Bucks: Hazell Watson & Viney Ltd.

As noted by Marshall (1975).... “Quotation” (Marshall, 1975, p.76)

E Book

FAMILY/SURNAME, Initials. (Publication year in brackets) Book title - italicised or underlined. [Online] Series title and volume if applicable. Edition - if not the first. Place of publication: Publisher. Available from – URL. [Accessed: date].

SADLER, P. (2003) Strategic Management.[Online] Sterling. VA Kogan Page. Available from: http://www.netlibrary.com/reader/. [Accessed: 6th May 2012].

Sadler (2003) argues that........ “Quotation” (Sadler, 2003, p.18)

Films

Title - in italics or underlined. (Year of distribution in brackets) Material type. Directed by – name of director(s). [Format of source in square brackets] Place of distribution: Distribution company.

Chicken Run. (2000) Animated Film. Directed by Peter Lord and Nick Park. [VHS] UK: Pathe Distribution. Requiem for a Dream. (2000) Film. Directed by Darren Aronofsky. [DVD] UK: Momentum Pictures.

If you refer to a film in the body of your work, the title will need to be underlined or placed in italics: ...the animation movement (Chicken Run, 2000) ...this is highlighted by Harry’s character in the film Requiem for a Dream (2000).

Type of Resource

Format Bibliography Example

In text Example

Journal

Article on-line

If you are referencing a journal from an online database service which is password accessible only i.e. EBSCO you can shorten the URL to the home page of the database service. If you are accessing a journal article directly and for free from the internet, you will need the entire URL. Author(s) of article’s FAMILY/SURNAME, Initials. (Publication year in brackets) Title of article. Title of journal - italicised or underlined. [Online in square brackets] Name of Database the article is from if appropriate. Volume number (Part number/month in brackets). p. followed by the page numbers of the article. Available from: URL. [Accessed: followed by the date viewed in square brackets].

WILSON, J. (1995) Enter the Cyberpunk librarian: future directions in cyberspace. Library Review. [Online] Emerald Database 44 (8). p.63-72. Available from: http://www.emeraldinsight.com. [Accessed: 30th January 2012].

Wilson (1995) argues that..... “Quotation” (Wilson, 1995, p.66)

Journal Article Printed

Author(s) of article’s FAMILY/SURNAME, Initials. (Publication year in brackets) Title of article. Title of journal - italicised or underlined. Volume number (Part number/month in brackets). p. followed by the page numbers of the article.

TREFTS, K. & BLACKSEE, S. (2000) Did you hear the one about Boolean Operators? Incorporating comedy into the library induction. Reference Services Review. 28 (4). p.369-378.

Trefts and Blacksee (2000) argue that.... “Quotation” (Trefts and Blacksee, 2000, p.376)

Type of Resource

Format Bibliography Example

In Text Example

Newspaper

online

Author(s) of article’s FAMILY/SURNAME, Initials. (Publication year in brackets) Title of article. Title of Newspaper - italicised or underlined. [Online in square brackets] Name of Database article is from if appropriate. Day and month of the article. Page number of the article if applicable. Available from: URL. [Accessed: followed by the date viewed in square brackets].

RANDERSON, J. (2008) Researchers find fish that can count up to four. The Guardian. [Online] 26th February. p.14. Available from: http://theguardian.co.uk. [Accessed: 22nd May 2012].

Randerson (2008) argues that..... “Quotation” (Randerson, 2008, p.14

Website

Author of website FAMILY/SURNAME, Initials or WEBSITE name if no author is available. (Year - in brackets) Title of website in italics or underlined. Any numbers if necessary or available if website is part of a series. [Online in square brackets] Available from: URL. [Accessed: followed by date in square brackets].

BBC NEWS. (2008) Factory gloom worst since 1980. [Online] Available from: http://news.bbc.co.uk/1/hi/business/7681569.st m. [Accessed: 19th June 2012].

…as reported by the BBC (2008) “Quotation” (BBC, 2008)

Useful phrases for academic writing Here are suggestions for using words and phrases which could improve your academic writing structure and style significantly. 1. INTRODUCTION This essay will deal with the following aspects of the question... The aim of this essay is ...... 2. GIVING AN OVERVIEW OF THE ESSAY CONTENT In order to link.... with ...., the background to ... will be briefly outlined. The first part of the analysis will examine.... The second part of this analysis will consider... The final level of the analysis consists of... 3. MAKING A POINT It is clear/ noticeable that... It is necessary/ important/ useful/ interesting/to note/point out/ highlight/ emphasise that 4. EMPHASIS MARKERS show clearly what you think is most important but allow you to avoid personal language such as 'I think' Adjectives: main, crucial, important, significant, key, essential Nouns: focus, element, concept, theory, aspect, part, idea, point, argument, discussion, debate Verbs: to emphasise, to summarise, to focus, to highlight Examples: The key aspect of this argument is The most crucial point made so far It is worth noting that Another relevant point is that 5. INTRODUCING A NEW IDEA Turning now to the question of Bearing in mind the previous points, Having considered (X) With regard to As far as ....... is concerned

7. CITING RESEARCH It has been found that Research has shown that 8. MAKING HYPOTHESES If, then Assuming that 9. STATING CONDITIONS Given that Provided that Granted that If it is the case that& then, 10. GIVING EXAMPLES For example/instance In this situation/case To illustrate 11. ADDING INFORMATION Again/ besides/ equally important/ in addition/ further/ furthermore/ moreover It must also be noted/ remembered that 12. DISCUSSION MARKERS On the one hand, on the other hand Although it may be true that....however Whilst it is generally agreed that There exists a contradiction between ..... and Those in favour of/ Supporters/Advocates of Those opposed to/ Critics of 13. RE-PHRASING In other words To put it another way That is to say

14. EVALUATIVE LANGUAGE. This is used to show more clearly what you think about different points. Do you already use these words? Could you use them more? Positive adjectives: remarkable, innovative, complex, interesting, profound, comprehensive, powerful, rigorous, systematic, useful, sensitive, reliable, logical, Negative adjectives: flawed, modest, unsatisfactory, inadequate, limited, restricted Nouns: synthesis, survey, topic, study, review, history, concept, area, theme, overview, analysis, system Verbs: explain, discuss, study, present, describe, bring into focus, consider, explore, illuminate, introduce, analyse, constitute Examples: The UNO has published an interesting survey... It presents a useful concept... However, the study is limited in that... 15. REPEATING In general, DON'T! Try to organise your writing so that you stick to one point at a time. But if you must, you can use phrases such as: To return to an earlier point As noted before/above 16. SUMMING UP Briefly, we can say/ it can be said that To sum up Hence/therefore/accordingly/ consequently The evidence suggests, therefore In general what this means/ suggests/ indicates is It is clear from the above that 17. CONCLUSION To conclude/In conclusion,

Abandon Abstract Academy Accommodate Accompany Accumulate Accurate

Achieve Acknowledge Acquire Adapt Adequate Adjacent Adjust

Administrate Adult Advocate Affect Aggregate Aid Albeit

Allocate Alter Alternative Ambiguous Amend Analogy Analyse

Annual Anticipate Apparent Append Appreciate Approach Appropriate

Approximate Arbitrary Area Aspect Assemble Assess Assign

Assume Assure Attach Attain Attitude Attribute Author

Authority Automate Available Aware Behalf Benefit Bias

Bond Brief Bulk Capable Capacity Category Cease

Challenge Channel Chapter Chart Chemical Circumstance Cite

Civil Clarify Classic Clause Code Coherent Coincide

Collapse Colleague Commerce Comment Commodity Communicate Community

Compatible Compensate Compile Complement Complex Component Compound

Comprehensive Comprise Compute Conceive Concentrate Concept Conclude

Concurrent Conduct Confer Confine Confirm Conflict Conform

Consent Consequent Considerable Consist Constant Constitute Constrain

Construct Consult Consume Contact Contemporary Context Contract

Contradict Contrary Contrast Contribute Controversy Convene Converse

Convert Convince Cooperate Coordinate Core Corporate Correspond

Couple Create Credit Criteria Crucial Culture Currency

Cycle Data Debate Decade Decline Deduce Define

Definite Demonstrate Denote Deny Depress Derive Design

Despite Detect Deviate Device Devote Differentiate Dimension

Diminish Discrete Discriminate Displace Display Dispose Distinct

Distort Distribute Diverse Document Domain Domestic Dominate

Draft Drama Duration Dynamic Economy Edit Element

Eliminate Emerge Emphasis Empirical Enable Encounter Energy

Enforce Enhance Enormous Ensure Entity Environment Equate

Equip Equivalent Erode Error Establish Estate Estimate

Ethic Ethnic Evaluate Eventual Evident Evolve Exceed

Selecting Vocabulary: Academic Word List