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Use of sources

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Edited by Patrick Andrews, Sunday, 7 Aug 2022, 11:34

I have been marking a lot of work recently - about 70 EMAs and a large number of final TMAs.  Something that strikes me is issues around use of sources and referencing.

One issue is that many students overquote and some even seem to think that there is only a need to reference if they quote.  This seems a quite ineffective way of referring to knowledge of the course.  The references are often too wordy for the point they need to make.  Sometimes they do not make sense out of context - e.g. writing "now" or even "yesterday" when the student's work is about the situation a few years later. 

Another issue is that many students put a full stop before a reference when the reference finished the sentence.  Sometimes students even put a full stop before and after a reference.  This seems to suggest that they consider the reference as being apart from the rest of the sentence rather than an integral part of the text. 

These perhaps suggest that there need to be new ways of presenting how sources are used in academic contexts.

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Using sources - observing processes in face to face teaching

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Edited by Patrick Andrews, Saturday, 21 Sep 2019, 12:12

I have recently finished teaching on a pre-sessional course and I was intrigued by some of the ways some students were using sources.

One aspect I noticed was that many students tended to put a full stop before references that should have been at the end of sentences.  I notice that this is also common with students on online courses.  This seems to suggest a mindset that regards the reference as being separate from the rest of the sentence (and perhaps the text).

This is perhaps reinforced by the way that some students inserted references after they had drafted quite extensively.  This is something that I do not really see in my teaching of online students as I tend to only read the final products (the TMAs) although LB170 allows for some reading of drafts.  Again, this seems to suggest a lack of integration with the text. 

I wonder if the problem is that there is too much emphasis on the mechanics of referencing rather than the purposes and opportunities.  Referring to sources allows a writer to be able to show that they are aware of how what they write relates to what others have written and that academic texts are often dialogues with the ideas of previous writers.

I mentioned some of the points in a twitter thread that begins at https://twitter.com/patrickelt/status/1174635019555487744

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Quoting and paraphrasing

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Edited by Patrick Andrews, Tuesday, 17 Jul 2018, 23:12

I have been marking quite a large number of TMAs for L185 (EAP Online) and LB170 (Communication Skills for Business and Management) and notice that many students only reference when they quote something from a source.  I suppose this is a common misconception that references are only needed when the exact words are used.  Perhaps this is compounded by the way that sometimes students are asked to write from a limited number of sources that they know I, as the marker, has read.  They also have to use a great deal of material from these sources and it can perhaps seem unclear where the reference would go - at the end of each sentence, at the end of a paragraph, at the end of several paragraphs?  Considering how to be more effective in raising awareness will be an important aspect of teaching on these courses next year.

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