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ReferencingTheHarvardsystemAims•Understandwhatreferencingisandwhyitisimportant.•UseavarietyofwaysofintroducingHarvardreferencingwithinyourassignment.•Compileabibliography/referencelistReferencing:Definition•Takingideasorwordsfromsomethingyouhaveread,listenedtoorwatchedandputtingtheminyourassignmenttosupportyourdiscussionandanalysis.Whyreference?•Youwillnotgetalltheinformationyouneedforin-depthlearningaboutyoursubjectfromyourlecturesandseminarsalone.Researchingothersourcesgivesyouamuchwiderperspectiveandhelpsyoutoplanforseminars,lectures,assignmentsandexams.HowdoIreferenceinmyassignmenttext?•Themostimportantthingistousereferenceswithmeaning.Makesuretheyarerelevantinyourtextandyouintroducethemorcommentonwhyyouhaveusedthem.•Themainwaystoreferencearebydirectquote,paraphraseorsummary.Directquotation,paraphrasingandsummarizing.•Directquotationiswhereyoucopytextword-for-word,encloseitinquotationmarkstoshowitisadirectquoteandreferenceyoursource,includingthepagenumber.Directquotations:Example1•Example1(Theauthorisnotmentionedbeforethequote.)Groupworkisimportantwhenencouragingstudentstousecriticalthinkingbecause,‘discussionreallydoesplayanabsolutelyvitalpartinthedevelopmentofthinking’(Cowley,2004:8).Directquotations:Example2•Example2(Theauthor’snameappearsnaturallyintheflowofyourtext.)•AccordingtoCowley(2004:8)‘discussionreallydoesplayanabsolutelyvitalpartinthedevelopmentofthinking’.Directquotations:Example3•Sometimesyoumightnotwanttouseanentiredirectquoteandyoueitherwanttomissoutafewwordsfromasentenceorinsertawordofyourowntomakethequoteflow.Youcandothisasfollows:•Example3(3dotsshowwordsomittedandsquarebracketsarethestudent’sownwords,inserted,tomakethemeaningflow.)•Itisimportanttogetstudentsinthe‘rightmoodtothink’[by]‘gainingtheirattention’...’encouragingthemtoconcentrate’[andby]‘thinkingcarefullyabouttheatmosphereintheroom’(Cowley,2004:8).Paraphrasing•Paraphrasingiswhereyoutakethemeaningfromasourceandexpressitinyourownwords.Youhavestillusedtheideasorexamplesfromthesource,soyoumustreferenceit.Youdonotneedquotationmarksorthepagenumberforthismethodusuallybutyoumustaddthepagenumberifyouarereferringtoamodel,tableordiagram,incaseyourtutorneedstocheckit.Paraphrasing(cont.)•Youdonotneedtoaddpagenumberswhenyouparaphraseorsummariseanauthor’sideasorwork(butyoumustaddpagenumbersifyouarereferringtoamodelordiagram-incaseyourtutorneedstocheckit).Also,makesureyoudonotchangethemeaningoftheinformationwhenyouparaphraseit.Paraphrasing:Example1•Example1:•Ifwewantourstudentstoengageintheprocessesinvolvedincriticalthinking,itiscrucialtoprovidetheopportunityforgroupdiscussionandtheexchangeofideas(Cowley,2004).Paraphrasing:Example2•Example2:•Cowley(2004)arguesthatifwewantourstudentstoengageintheprocessesinvolvedincriticalthinking,itiscrucialtoprovidetheopportunityforgroupdiscussionandtheexchangeofideas.Summarising•Summarisingiswhereyoureferbrieflytothemainideafromaparticularsource,forexample:•Dean(2002)haswrittenextensivelyontheneedforkeenobservationbyteacherswhenmanagingaclassroom.SingleAuthor:DirectQuote•Examplesintext•‘Theeffectivecriticalthinkeremploysanumberofdifferenttechniquesduringthethinkingprocess’(Cowley,2004:114).•Cowley(2004:114)suggeststhat,‘theeffectivecriticalthinkeremploysanumberofdifferenttechniquesduringthethinkingprocess’.Directquote:REMEMBER•Ifadirectquoteislongerthan2lines,separateitfromthetextwithacolonandindentit.Usesinglelinespacingforthequote.Youdon’tneedtoputquotationmarksaroundit;yourtutorcantellitisaquotebythelayoutandsourcedetails.SingleAuthor:Paraphrase•Exampleintext:Cowley(2004)believesthatcriticalthinkingisnotjustaboutoneskill:itisaboutusingawholerangeofcreativethinkingtechniques.Ithasbeenarguedthatcriticalthinkingisnotjustaboutoneskill:itisaboutusingawholerangeofcreativethinkingtechniques(Cowley,2004).MultipleAuthors•Fortwoauthors,givebothnames.•Exampleintext:•SpringerandDeutsch(1998:3)arguethat,‘theleftbrainandtherightbrainarenotidenticalintheircapabilitiesororganizations’.•Exampleinbibliography:•Springer,S.&Deutsch,G.(1998)LeftBrainRightBrain:PerspectivesfromCognitiveNeuroscience.5thed.NewYork:W.H.Freeman&Company.MultipleAuthor’s(cont.)•Don’tforgettoputtheedition,ifitisn’tafirstedition.•Formorethantwoauthors,useetal.(whichisLatinfor‘andothers’)inyourassignmenttext:•Chaffey,etal.(2003:85)statethatthosewithoutaccesstotheInternetoftenexperience‘socialexclusion’.•Chaffey,D.,Mayer,R.,Johnstone,K.&Ellis-Chadwick,F.(2003)InternetMarketing:Strategy,ImplementationandPractice.2nded.Harlow:PrenticeHall.SecondaryCitation•Ifyoufindavaluablepieceofinformationfromoneauthorcited(i.e.mentionedorusedasanexample)inanotherauthor’swork,andyoucannotaccesstheoriginalwork,referenceitasfollows:•Oliver(citedinVella,2001:42)describeshowlearnersneedto,‘constructknowing’.Bythis,hemeansthatinordertounderstandandlearnnew‘concepts,skillsorattitudes’alearnerneedstoapplythemtorealexamplesoftheirown.•Itcouldbearguedthatlearnersneedto,‘constructknowing’.Thismeansthatinordertounderstandandlearnnew‘concepts,skillsorattitudes’,alearnerneedstoa