GAC Referencing Guide V5.0 April 2017

STUDENT MANUAL
Levels I, II and III
The GAC Referencing Guide
Date of Issue: April 2017

Version: 5.0
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Table of Contents
INTRODUCTION .................................................................................................................... I
OVERVIEW .............................................................................................................................. I
LEARNING OUTCOMES ............................................................................................................ I
ACKNOWLEDGMENTS ............................................................................................................. I
ICONS…………………………………………………………… .. …………………………II
THE GAC REFERENCING GUIDE .................................................................................... 1
PART A OVERVIEW ............................................................................................................ 1
PART B INTRODUCTION TO REFERENCING ........................................................................ 2
PART C HOW TO USE SOURCES ......................................................................................... 6
PART D IN-TEXT REFERENCING CONVENTIONS............................................................... 16
PART E THE REFERENCE LIST ......................................................................................... 25
PART F REFERENCE LIST CONVENTIONS ........................................................................ 27
PART G REFERENCE LIST ................................................................................................. 35
PART H PRACTISE AVOIDING PLAGIARISM...................................................................... 37
PART I RECORDING INFORMATION FROM AN ARTICLE .................................................. 50
APPENDIX I .......................................................................................................................... 56
EXAMPLES OF IN-TEXT REFERENCES AND REFERENCE LIST ............................................... 56
APPENDIX II ........................................................................................................................ 60
THE GAC GUIDELINES FOR DEALING WITH PLAGIARISM FOR STUDENTS ......................... 60
APPENDIX III ....................................................................................................................... 61
ANSWERS AND EXPLANATIONS ........................................................................................... 61
GAC Referencing Guide
Introduction
Overview
Welcome to the GAC Referencing Guide.
The aim of the GAC Referencing Guide is to introduce you to the conventions of an author-date
referencing system, specifically the Harvard style of referencing as it is used throughout the
GAC.
Learning Outcomes
After you have worked through this guide, you should be able to:
• understand the need for academic referencing

• understand and apply the Harvard style of referencing
• use in-text referencing accurately and appropriately
• recognise plagiarism and know how to avoid it
• compile an accurate Reference List of your sources
• record information from an article.
Acknowledgments
The Harvard style used in this manual is as advocated by Monash University Library. Details
are available from:
Citing and referencing: How to acknowledge your sources (2006), Library online tutorials,
Monash University Library [online]. Available at:
http://www.lib.monash.edu.au/tutorials/citing/ [Accessed 6 August 2016]
The following sources have also been helpful in compiling this guide but note that they each
use a different modified form of the Harvard system:
Harvard AGPS Referencing Guide (n.d.), Library, University of Southern Queensland

[online]. Available at: https://www.usq.edu.au/library/referencing/harvard-agps-
referencing-guide [Accessed 6 August 2016]
Harvard Referencing: The ‘In-Text’ System (n.d.), Student Support-Academic Skills,

University of New South Wales [online]. Available at:
https://student.unsw.edu.au/harvard-referencing [Accessed 6 August 2016]
Pears, R. and Shields, G. (2010), Cite Them Right: The Essential Referencing Guide, 8th ed.,
Palgrave Macmillan, US
The BU Guide to Citation in the Harvard Style (n.d.), Academic Support-Library and
Learning Support, Bournemouth University [online]. Available at:
http://www.bournemouth.ac.uk/library/citing_references/citing_refs_main.html
[Accessed 6 August 2016]
©ACT Education Solutions, Limited Page I

April 2017 Version 5.0
Icons
The following icons are used as a visual aid throughout the Referencing Guide:
Icon Meaning
Information
Task
Hints and Cautions
Review
Independent Study
Language focus
Page II ©ACT Education Solutions, Limited

Version 5.0 April 2017
The GAC Referencing Guide
Part A Overview
Part B Introduction to Referencing
Part C How to Use Sources
Part D In-text Referencing Conventions
Part E The Reference List
Part F Reference List Conventions
Part G Reference List Sample
Part H Practise Avoiding Plagiarism
Part I Recording Information from an Article
Appendix I Examples of In-text Referencing and Reference List
Appendix II The GAC Guidelines for Dealing with Plagiarism for Students
Appendix III Answers and Explanations
Part A Overview
Overview The GAC Referencing Guide introduces you to the conventions of the Harvard
style of referencing as it is used in the GAC. The Harvard Style is an author-
date referencing system used at many universities.
Part B introduces you to referencing and explains its importance.
Parts C and D focus on in-text referencing. Part C shows you how to use
sources for in-text referencing, while Part D outlines the standard conventions
for in-text referencing.
Parts E, F and G focus on the Reference List. Part E introduces you to the
Reference List, Part F explains Reference List conventions and Part G
provides a sample Reference List.
Part H gives you practise in paraphrasing, summary writing and creating a
reference list.
Part I provides you with a guide for recording information from an article.
Appendix I gives you examples of both in-text and Reference List formats.
Appendix II provides you with the GAC Policy on Dealing with Plagiarism.
Appendix III provides answers to tasks as well as some additional explanation.
Note! Although this guide aims to be comprehensive, the referencing conventions

listed in Parts D and F, as well the examples provided in Appendix I, are not
exhaustive. If you need further guidance on referencing, ask your teacher or
visit the following websites:
http://www.lib.monash.edu.au/tutorials/citing/
http://www.bournemouth.ac.uk/library/citing_references/citing_refs_main.html
https://www.usq.edu.au/library/referencing/harvard-agps-referencing-guide
https://student.unsw.edu.au/harvard-referencing
©ACT Education Solutions, Limited Page 1

Part B Introduction to Referencing
Introduction
Referencing is extremely important in academic writing and research. All
students read and refer to many academic sources when preparing and writing
papers, essays and reports. With a partner, brainstorm reasons for referring to
academic sources.
Did you list any of the following?

✓ Acknowledge the contribution of writers, researchers and
academics/experts in the field.
✓ Give credit to the writers, researchers and academics/experts in the
field.
✓ Show that you respect the writers, researchers and academics/experts
in the field.
✓ Support and strengthen your own ideas.
✓ Make your ideas more persuasive.
✓ Show that you are aware of and understand the field that you are writing
about.
✓ Allow your lecturer or tutor to check that your work is accurate.
✓ Allow your lecturer or tutor to see that you have understood and
interpreted information correctly.
✓ Allow readers of your work to trace the source of information and
perhaps to read further
By referencing correctly, you are showing that you are part of an academic
tradition and that you both understand and respect that tradition. As a part of
the tradition you are able to make use of the ideas, thoughts, arguments and
research data developed, collected and published by academics and researchers
who have worked very hard to put it all together. However, you need to go one
step further. You need to cite these sources accurately so that everyone who
reads your work knows from where and whom you gathered your ideas. The
GAC Referencing Guide will help you to develop the skills you will need to
accurately cite and reference all of your academic sources.
Page 2 ©ACT Education Solutions, Limited

Referencing Styles
There are a number of different styles of referencing including:
• Harvard
• APA (American Psychological Association)
• MLA (Modern Languages Association)
• Chicago
• Oxford
• Vancouver
All of these reference styles have different approaches to referencing. In
addition to these, certain professions have their own referencing styles, such as
the ASCE (the American Society of Civil Engineers) and the IEEE (Institute of
Electrical and Electronics Engineers).
Within a university, it is possible for different faculties, different departments

within a faculty (and sometimes even different lecturers and professors) to use
different referencing styles. It is therefore important when you are at university
that you check with each of your lecturers and tutors so that you know the
preferred referencing style for the subject you are studying.
The GAC referencing style

The GAC program uses the Harvard referencing style for in-text referencing.
This means that when you refer to an academic source (e.g. a book, journal,
article or website) in your written work, you MUST give the author’s name and
the date of publication in brackets after the reference. Full details of how to
apply this referencing system are given in Parts C and D.
Caution! No Footnotes
Footnotes are NOT used in the Harvard referencing system.
Why is referencing important?

In academic writing, it is important to acknowledge the source of any ideas that
are not your own. There are several reasons for this:
✓ to prove that your claims and the information you are presenting are
accurate
✓ to show just how much research you did
✓ to demonstrate your understanding of the field or topic
✓ to support your claims or arguments
✓ to make your research more persuasive
✓ to allow your reader to check your sources, and to follow up the
reference if they want to
✓ to protect yourself against charges of plagiarism; a form of cheating

Task 1 Read the two paragraphs below that have been adapted from an essay written
by a GAC student. What is the difference between them? Which is better and
why?
Paragraph 1
Malaria is considered to be one of the major health problems in Suriname. It is a disease caused
by the blood parasite plasmodium, which is only transmitted by infected female mosquitos of
the genus Anopheles. Malaria parasites enter the blood stream, where they infect and destroy
red blood cells. This leads to fever and flu-like symptoms, such as chills, headache, muscle
aches, tiredness, nausea, vomiting, and diarrhea, which are non-specific and therefore difficult
to diagnose. When combined with HIV or AIDS, Malaria is even more deadly, killing
approximately 584,000 people each year, with the greatest number being children. In addition,
every 60 seconds a child dies from malaria. Malaria is particularly found below an altitude of
1300 meters, and is mostly spread during nighttime from dusk until dawn. Of the five species
of human malaria parasites, Plasmodium falciparum is the most dangerous. In 2012, there were
approximately 83,922 people at risk in Suriname alone.
Paragraph 2
Malaria is considered to be one of the major health problems in Suriname. It is a disease caused
by the blood parasite plasmodium, which is only transmitted by infected female mosquitos of
the genus Anopheles. Malaria parasites enter the blood stream, where they infect and destroy
red blood cells. The destruction of these cells causes fever and flu-like symptoms, such as
chills, headache, muscle aches, tiredness, nausea, vomiting, and diarrhea. These initial
symptoms are non-specific: which they are self-reported symptoms that do not indicate a
specific disease process. This makes it difficult to diagnose (Manta, 1987). When added to HIV
or AIDS, malaria is even more deadly, killing approximately 584,000 people each year, most
of whom are children. Indeed, every 60 seconds a child dies from malaria (Rick, 2006). Malaria
is mostly found below altitudes of 1300 meters, and is mostly spread between dusk until dawn
as most female Anopheles mosquitoes are nocturnal (or nighttime) feeders. Plasmodium
falciparum is the most dangerous of the five species of human malaria parasites. (Nadia, 1987).
In 2012, there were approximately 83,922 people at risk in Suriname alone (David and Richard,
1964).
What kind of information should you reference?
You should reference ANY words, ideas, pictures, diagrams or information

taken from ANY source.
This includes: written information in books, journals, articles, newspapers,

letters, brochures both in paper copy and online. It also includes the spoken
word, whether it is in a speech, an interview, a lecture, in a film, a YouTube
video, a documentary or an advertisement. Information in word form, in
picture form, in graphical or tabular form. In other words, ANYTHING that
was produced by someone else must be referenced.

Task 2 Work with a partner and go through the list below. Decide which of these you
should reference and why.
➢ books and journal articles

➢ 'common knowledge' or folklore
➢ diagrams, illustrations, charts or pictures
➢ electronic resources such as websites
➢ evaluating or offering your own analysis
➢ face-to-face interviews
➢ films, documentaries, television programs or advertisements
➢ generally accepted facts or information
➢ lectures or speeches
➢ letters, emails, online discussion forums
➢ newspapers and magazines
➢ pamphlets or brochures
➢ personal comments or conclusions
➢ personal experiences
➢ surveys
➢ your own observations or experiment results
Language Focus
The term a citation (verb: to cite) is often used for a reference (verb: to refer) and
has the same meaning.
What does referencing involve?

There are two aspects of referencing that you need to be familiar with:
• in-text references (or citations) show where you refer to a source (e.g. a
book, journal, article or website) in your written work (see Parts C and D).
• the Reference List is where you list full details of all the books, journals,
articles and websites you have cited in your written work. The Reference
List comes at the end of your essay or report (see Parts E and F).
There are standard conventions both for in-text references and for the Reference
List. You need to be familiar with these and use them correctly in all of your
academic work. The conventions used in the GAC program are those of the
Harvard system of referencing as used by Monash University (Citing and
referencing: How to acknowledge your sources, 2006) and these are explained in
detail in Parts D and F.

Part C How to Use Sources
Contents
C1 What is in-text referencing?
C2 How do we write in-text references?
C3 Emphasis on idea or author?
C4 What is plagiarism?
C5 Using direct quotations
a) Short quotation
b) Long quotation
c) Useful phrases to use when quoting
C6 Language Focus: Grammar in direct quotations
C7 Paraphrasing the author’s words
C8 Summarising the author’s words
C9 Avoiding plagiarism
a) Examples of plagiarism
b) What is an acceptable paraphrase or summary?
C1 What is in-text referencing?

We use in-text references every time we refer to a source such as a book, a journal,
an article or a website in the body of our written work. This is how we
acknowledge the writer of the ideas that we have used in our work.
The in-text reference is the first step in the referencing process. Its main purposes
are to make the reader aware that you have used a source, as well as the name of
the person who was the original source of the ideas. This is done by writing the
name of the original writer and the year the idea was originally published. For
example, Macey (2010) claimed that … or writing the information in brackets at
the end of the reference as follows: … (Macey, 2010). This in-text information
directs the reader to the details of the source used which are listed in full in the
Reference List. The reader now has all the information they need in order to find
and evaluate the source.
C2 How do we write in-text references?

For in-text referencing, you need to state:
• the author’s surname

• the year of publication of the book or article
• (the page number if it is a direct quotation or a reference to a short, specific
part of the source)
You will learn more about in-text referencing conventions in Part D.

C3 Emphasis on idea or author?

There are two ways to write in-text referencing. Which one you use will depend on
whether you want to emphasise the idea presented or the author.
If you want to emphasise the idea, you should write the referencing details in brackets
after the information you are sourcing.
Example
Recent research indicates that insulin molecules may not be stable under certain
conditions (Smith 2003, p. 312).
OR
If you want to emphasise the author, you should write the author’s surname in the flow
of the text with the year of publication and page number in brackets after the name.
Example
According to Smith (2003, p. 312), insulin molecules may not be stable under certain
conditions.
Punctuation Note
In the examples above, you can see that:
• In the first example we put the full stop (period) after the brackets.
• In both examples we put the comma after the year of publication.
C4 What is plagiarism?
You have been introduced to plagiarism in GAC002 Academic English I: Reading and
Writing Skills. It is very important that you avoid plagiarism in all academic work, so
you will study more about it in GAC008 and GAC015.
With a partner, brainstorm the meaning of the term plagiarism.

Did you include some of these ideas?

✓ copying other people’s ideas
✓ presenting other people’s ideas as if they were your own
✓ using someone else’s ideas without an in-text reference
✓ using someone else’s ideas without including full details in the reference list
✓ using someone else’s ideas without referencing them accurately
Plagiarism is a form of cheating (sometimes called academic theft) which is a serious

academic offence and carries severe penalties. Plagiarised work usually fails.
Submitting plagiarised work may also mean that you fail the module or subject
concerned. In the most serious cases, you can be expelled from your school, university
or course.
Every educational institution has its policy on plagiarism. The GAC plagiarism policy
can be found in Appendix II of this guide.
Read the GAC plagiarism policy carefully and write three questions to check your
understanding of the policy. Then work with a partner and take turns to ask the questions
that you prepared.
You will learn some strategies that will help you to avoid plagiarism in section C9.
Credible Sources
Remember, when you use sources in your academic work, these sources must be
credible academic sources. You will find more information on appropriate sources in
the Academic Research Manual: Unit 2.

C5 Using direct quotations

Direct quotations are one way to use someone else’s work in your essay or report.
It is important that direct quotations are relevant to the topic and that you don’t
use them too often. Usually, a direct quotation uses the exact words of the original
text. So using too many quotations makes your work sound choppy as if more than
one person is writing it. On the other hand, well-chosen and carefully used
quotations can be an effective way to emphasise a key point or idea.
We usually use direct quotations when:

• defining a term or concept
• referring to a specific law, theory or principle
• referring to specific terminology that was invented by the author quoted
• the original wording is particularly unique, powerful or well written
When we use a direct quotation, we MUST show that it is a quotation by using

inverted commas or indents. In addition, we MUST provide the author’s surname,
year of publication and page number. Then, in the Reference List we must include
the full details of the publication.
a) Short quotation
If the quotation is less than two lines long, it should be included in the body of
your writing, with the direct quote in double inverted commas (or quotation
marks). The quotation should become part of the natural flow of the writing and
must fit grammatically (see section C6).
Examples
Plagiarism can be defined as “taking, using, and passing off as your own, the
ideas or words of another” (Citing and referencing: How to acknowledge your
sources, 2006).
The term variable cost has been used in this paper to refer to a cost “which
varies directly with changes in the level of activity over a defined period of
time” (Pierson and Ramsay 1996, p. 693).

b) Long quotation
If the quotation is longer than two lines, the quotation should be indented, single-
spaced and in a smaller font size. Quotation marks are not required.
Examples
A balanced diet is one that is based on
starchy foods such as rice and pasta, with plenty of fruit and vegetables, some protein-
rich foods such as meat, fish and lentils, and some milk and dairy foods (and not too
much fat, salt or sugar).
(NHS Direct 2011)
Huang, Wang and Ringel-Kulka concluded that
perceived peer support and self-esteem play a remarkable role in Asian American
adolescents’ life satisfaction. The contribution of gender, generation of immigration,
academic competence, and household income to life satisfaction in Asian American
adolescents, on the other hand, is negligible. Other factors such as self-rated health,
perceived neighborhood quality and parental support are important factors however
they are not a significant predictor by themselves.
(2015, p.10)
Note that if you use electronic sources, there may not be any page numbers (see
Part D).
c) Useful phrases to use when quoting

Useful phrases to use with direct quotations:
Examples
According to Greene (1999, p. 157) “there are many myths about marriage”, …
In Greene’s view (1999, p. 157) “there are many myths about marriage”, …
Greene (1999, p. 157) states that “there are many myths about marriage”, …
These phrases will also be useful.
argues that ... demonstrates that ...

claims that ... counters that ...
concludes that ... asserts that ...
suggests that ... points out that ...
states that ... maintains that ...
observes that ... emphasises that ...
explains that ... stresses that ...

C6 Language Focus - Grammar in direct quotations

When using a direct quotation, you must not change the grammar of the
quotation. You will need to organise the rest of your sentence around it
carefully so that your final sentence is grammatically correct.
You must NOT change the grammar (or spelling) of a direct quotation to fit
your sentence. On the contrary, you have to change your sentence to fit the
grammar of your quotation. If this proves difficult, it would be better to
paraphrase the quotation (see section C7).
C7 Paraphrasing the author’s words

Paraphrasing is another way to integrate an original source into your academic
essay report. You were introduced to paraphrasing in GAC002 Academic
English I: Reading and Writing Skills and will continue to develop and practice
those skills in GAC008 and GAC015.
When you paraphrase a quotation, you keep the meaning of the original text but
you say it in your own words. The advantage of paraphrasing is that you are
able to keep the tone (or voice) of your essay constant throughout. This makes
it sound as if only one person has written it. At the same time, you are
supporting your ideas with those of experts in the field.
Of course, you MUST acknowledge the original writer of the ideas with an in-
text reference in the same way that you do for quotations.
Example
Original text about the artist Delaunay:
Delaunay ... realized at once ... that by dismissing traditional

perspective Picasso and Braque had revolutionized traditional ideas of
pictorial form, and, more important from his point of view, pictorial
space.
(Golding 1968, p. 149)
Paraphrase: Emphasis on idea:
Delaunay was inspired by Picasso and Braque’s revolutionary use of pictorial

space (Golding 1968, p. 149).
Paraphrase: Emphasis on author:
According to Golding (1968, p. 149), Delaunay was inspired by Picasso and

Braque’s revolutionary use of pictorial space.
or

Golding (1968, p. 149) argues that Delaunay was inspired by Picasso and
Braque’s revolutionary use of pictorial space.
It is important when paraphrasing that your version is not too close to the
original wording. If it is too similar to the original, this is a form of plagiarism,
even if you reference the source (see section C9).
C8 Summarising the author’s words
A summary conveys the main points of the original text but in a shortened form.
The advantages of summarising are that you can keep the same tone throughout
the essay and you are able to support your ideas and arguments while at the
same leaving yourself with plenty of words left to make your own argument or
present your ideas. As with paraphrasing, it is important that you summarise in
your own words. Again, if your wording is too close to the original, this is a
form of plagiarism, even if you quote the source (see section C9).
Note In most cases in your academic studies you will use a combination of
paraphrasing and summarising.
C9 Avoiding plagiarism
When writing a paraphrase and/or a summary, it is important that you use your
own words. If your rewritten version is too close to the original wording, you
will be accused of plagiarism. Some examples are given in section C9 b).
If you cannot rewrite the quotation so that it is sufficiently different to the

original version, it might be better to use it as a direct quotation. At least that
way you are safe!
Example
Original text about the artist Delaunay:
Delaunay ... realized at once ... that by dismissing traditional

perspective Picasso and Braque had revolutionized traditional ideas of
pictorial form, and, more important from his point of view, pictorial
space.
(Golding 1968, p. 149)

a) Examples of plagiarism
Look at the following example. Is it plagiarism?
Delaunay realized that Picasso and Braque had revolutionized pictorial space
(Golding 1968, p. 149).
This is plagiarism because all the words have been taken from the original (see
below) – this has not been said in the writer’s own words.
Delaunay ... realized ... that ... Picasso and Braque had revolutionized
... pictorial space.
And this example. Is it plagiarism?

According to Golding (1968, p. 149), Delaunay realized that Picasso and
Braque had revolutionized ideas of pictorial space by dismissing traditional
perspective.
This is also plagiarism because again, all the words have been taken from the
original (see below) even though the word order has been changed.
Delaunay ... realized ... that ... (by dismissing traditional perspective)
... Picasso and Braque had revolutionized ... ideas of ... pictorial space.
And this example. Is it plagiarism?

According to Golding (1968 p. 149), Delaunay understood that by ignoring
traditional perspective, Picasso and Braque had revolutionized ideas of
pictorial space.
This is still plagiarism because, although some words have been changed
(‘understood’ for ‘realized’, and ‘ignoring’ for ‘dismissing’) this is still too
close to the original (see below for comparison). Much of the wording is the
same as the original, and the word order is identical. This is NOT in the writer’s
own words.
Delaunay ... realized ... that by dismissing traditional perspective

Picasso and Braque had revolutionized ... ideas of ... pictorial space.
b) What is an acceptable paraphrase or summary?

Now look at the following example? Is it plagiarism?
Delaunay was inspired by Picasso and Braque’s innovative use of pictorial
space (Golding 1968, p. 149).
This version is not plagiarism, it is acceptable. The wording and the structure
have been changed sufficiently to be an acceptable paraphrase or summary of

the original text. It gives the same key information but it is written in the writer’s
own words.
Tip When you find quotations or information you want to use in your written work,
it is always a good idea to:
• keep a record of the original wording so that you can check
- whether your paraphrase or summary has kept the same meaning as

the original (or has unintentionally changed the meaning!), and
- how close your wording is to the original. To avoid plagiarism, if you

are paraphrasing or summarising, your wording must not be too similar
to the original version (see section C9 above).
• note full details of the source (author, year of publication, title of work,
etc. see Part F) and most importantly page number so that you can find
it again if you need to check any details later. These details are needed
for your Reference List (see Parts E and F).
Task 3 Read the following text and the student paraphrases/summaries that follow.
Which are acceptable?
Most importantly, education should affect one as a human being in substantive ways. It
should greatly extend one’s horizons and broaden one’s perspective. It should increase
one’s appreciation of other cultures, other viewpoints, other lifestyles. It should deepen
one’s sensitivities to other people’s rights, feelings, preferences, and hopes. It should
make one more understanding and tolerant of individual differences and more capable of
settling disputes in nonviolent ways. And it should heighten one’s curiosity and
Original
inquisitiveness; as a consequence of one’s education, the world should be a far more
interesting place than it otherwise would be.
Nickerson, R.S. (2013), Technology in Education in 2020: Thinking about the Not-Distant Future, p.4, in Technology in
Education: Looking Toward 2020, edited b Nickerson, R.S. and Zodhiates, P.P. Routledge, London
According to Nickerson (2013, p. 4), it is important education should affect you as a human
being in substantial ways. It should greatly extend your horizons and broaden your
perspective. It should increase your appreciation of other cultures, other viewpoints, other
Student
lifestyles. It should deepen your sensitivities to other people and their ideas. It should make
1
you more understanding and tolerant of differences and more capable of settling
arguments. Also, it should heighten your curiosity and inquisitiveness. As a result of your
education, the world should be a far more interesting place than it otherwise would be.

Education should have an important impact on you as a person. By extending and

broadening not only your world but also your view of the world you should become more
tolerant of other cultures, lifestyles and opinions. It should make you more sensitive to
Student
other people’s rights, feelings, preferences, and hopes. It should make you understand
2
and tolerate individual differences as well as being able to resolve conflict without violence.
You should be more curious about the world. In other words, your education should make
your world a much more interesting place (Nickerson 2013, p. 4).
At its most fundamental level, education makes the world a better place. It has a
substantial impact at the most basic level. By extending an individual’s horizons and
broadening their perspectives they will be more likely to appreciate other cultures,
Student
viewpoints and lifestyles. They will become more inquisitive and willing to try new things
3
and ideas. As people become more sensitive, they will be more likely to understand and
tolerate individual differences and hence able to avoid conflict more effectively (Nickerson
2013, p. 4).
Education is central to the development of the whole person with a fully-rounded

understanding of the world we live in and our place in it. Education helps us to invite and
celebrate differences of all kinds therefore allowing us to deal with other people with
Student
compassion and understanding. Always willing to learn and try new things, discussion and
4
debate, rather than conflict and violence, become the cornerstone of communication.
Education creates a person who is a fully committed member of society (Nickerson 2013,
p. 4).

Part D In-text Referencing Conventions
Contents
D1 Authors
D2 Books
D3 Journal Articles
D4 Electronic Sources
D5 Non-English Sources
D6 Interviews or Surveys
Review
For an in-text reference, you need to state:
• the author’s surname
• the year of publication of the source material
• (the page number)
There are some exceptions to this depending on your source material and
these differences are detailed in this section.
Tip Although you need only the above details for in-text referencing, remember
that you will still need to keep a record of all the details for the Reference
List (see Part F).
D1 Authors
Note: You should only write the surname or family name when writing in-
text references. If you are unsure, check with your teacher.
a) One author
When there is one author, write the author’s surname, the year of publication
and the page numbers (if available).
Example
Recent research indicates that insulin molecules may not be stable under
these conditions (Smith 2003, p. 312).
b) Two authors
When there are two authors, write their surnames in the order given on the
title page, joined by and.

Examples
Smoking was found to be the main cause of the problems experienced
(Simpson and White 2002, p. 145).
Simpson and White (2002, p. 145) found that smoking was the main cause
of the problems experienced.
c) Three authors
Follow the conventions for two authors, but with a comma between the first
two surnames.
Examples
Recent research indicates that genetically modified crops can be harmful
to wildlife (Lilly, Simpson and White 2003, p. 96).
Lilly, Simpson and White (2003, p. 96) claim that genetically modified
crops can be harmful to wildlife.
d Four or more authors

When there are four or more authors, give the first author’s surname
followed by et al. in the in-text referencing. (This is an abbreviation of the
Latin term et alia meaning and others, which is why there is a full stop after
‘al.’.) However, you must quote all the author’s names in full in the
Reference List (see Part F).
Example
If the authors are
Robbins, S.P., Millett, B., Cacioppe, R. and Waters-Marsh, T. (2004, pp.

294-5)
cite this in your in-text referencing as:
Robbins et al. (2004, pp. 294-5) identified organisational behaviour ...
or
Forms of organisational behaviour have been identified (Robbins et al. 2004,

pp. 294-5) …

e) Referencing an author cited as a reference in your source material

Sometimes you will find information in a book that references an earlier
source. In this case, give the earlier source first, then the source in which
you found it.
Example
Research indicates that depression is brought on by stressful life events
which often involve losses, such as divorce or job loss (Brown and Harris
1978, cited in Davison and Neale 2001, p. 79).
The reader now knows that the writer’s source in this example is Davison
and Neale 2001, p. 79, which in turn refers to an earlier source, Brown and
Harris 1978, for this information.
f) No author given / Anonymous
When the author is unknown, use the name of the organisation or university,
or the title of the book or article. Note that this is often the case with
electronic sources as well as reference works such as dictionaries and
encyclopaedias.
We write the organisation or university in the same way as we would write

the author’s name. However, we write the title in italics, followed by the
year of publication and page number where available.
Examples
Vitamin B12 has a biochemical role in the synthesis of fatty acids in the
myelin sheath that surrounds nerve cells (Encyclopaedia Britannica 2002).
In the example above, a CD-ROM version of the Encyclopaedia Britannica

has been used (and this must be indicated as an electronic source in the
Reference List, see Part F), and no page number is available.
Demographic data refers to identifying characteristics of a population. This

information must be collected about each members of the sample group and
will assist in the analysis of the data collected. (ACT Education Solutions
2016, p. 36).
In the example above, the information comes from the Academic Research
Manual which is produced by the organisation called ACT Education
Solutions.

g) More than one publication by the same author
If the same author has written more than one work, distinguish between them
by the date of publication.
Example
Moore (1994, p. 134) states that ...
Moore (1999, p. 56) argues that ...
When an author has published two or more works in the same year, put them
in alphabetical order of title in the Reference List (see Part F) and use ‘a’,
‘b’ and ‘c’ etc. after the date to distinguish between them.
Example
Smith (2003a, p. 98) states that ...
According to Smith (2003b, p. 513) …
If two authors have the same surname and initial, distinguish between them
by giving their first name in full.
Example
George Brown (2001, p. 43) states that ...
Graham Brown (2001, p. 158) discovered that ...
D2 Books
a) Referencing a page
When referencing a quotation, a paraphrase or a summary of a specific piece
of text, you must write the page number after the author’s surname and year
of publication.
Example
Recent research indicates that insulin molecules may not be stable under
these conditions (Smith 2003, p. 312).
Note that there is a comma after the year of publication, and a full stop (or
period) at the end of the sentence comes after the brackets.
If the author’s surname is used in the body of the text, only the year of
publication and the page number need to be in brackets. This must come
immediately after the author’s name, with a comma separating the year and
the page number.

Example
According to Smith (2003, p. 312), insulin molecules may not be stable
under these conditions.
b) Referencing the general ideas of a book or article

When referencing the general ideas of a book, only the author’s surname and
year of publication need to be cited.
Example
Suffering from feelings of guilt and unresolved grief (Worden 1991), she
subsequently put on a considerable amount of weight ...
In the above example, the theme of Worden’s book is dealing with grief, so
the reference here is to the whole book, rather than to a particular page.
c) Edited books
An edited book is usually a collection of articles or chapters by different
authors. If you are quoting from an article in an edited book, you must use
the name of the author of the particular article or chapter for your in-text
referencing, followed by the year of publication of the book and the relevant
page number, as for a standard in-text reference.
You will however need the editor’s details as well as the author’s for the
Reference List (see Part F), so make sure you make notes of these.
d) No date given
If there is no date, write the details as you would for a standard reference but
put (n.d.) after the author’s name (or title if no author, as in the example
below).
Example
According to Arts NSW (n.d.), ...
Note Some websites will have a date for particular articles or information.
However, if not, many websites include a date at the bottom of the home
page. It may be the copyright date, or it might be the date that the information
was most recently updated.

D3 Journal Articles
References to journal articles in the text of your writing should be treated
the same way as books. Cite the author’s surname, year of publication and
relevant page number.
D4 Electronic Sources
Electronic sources include articles on the internet, articles retrieved from
databases and information obtained from CD-ROMs.
References to electronic sources in the text of your writing should be treated

in the same way as books. Cite the author’s surname, the year of publication,
and the relevant page number if it is available; often however, electronic
sources do not provide page numbers.
If the author is unknown, follow the conventions for books, use the
organisation or the title in italics followed by the year, and if available the
page number.
Example
DrugSense (2016) makes it clear that…
Task 4 Read the following sections taken from a student essay on terrorism. Use the
referencing information to rewrite the section in the space provided with
appropriate in-text references.
Essay section Referencing Information

1. Professor Horgan suggests that the violent This section was paraphrased from Horgan, J.
behaviours which terrorists exhibit do not (2009) “Walking away from Terrorism”.
necessarily stem exclusively from pathology, Which was cited in “Understanding
but from a wider span of personal attributes Terrorism” by Tori DeAngelis (November
and thought processes. 2009) in the American Psychological
Association, Vol. 40, No. 10, page 60.
2. A study sought to investigate in-group This section was paraphrased from Nesdale,
exclusionary behaviour as a result of out- D., Durkin, K., Maass, A., and Griffiths, J.
group threats in its earliest stages in infancy. (2005). Threat, Group Identification, and
Children's Ethnic Prejudice. Social
Development, Vol. 14 No. 2, pages 189-205

3. A strong group identity can be established This section was paraphrased from Sherif, M.
on the basis of minimum binding factors (n.d.). “Revisiting Robbers Cave: The easy
within a particular social group - however, spontaneity of intergroup conflict”. In was
regardless of the insignificance of these cited by M. Konnikova in The Scientific
commonalties, intergroup conflict and American (2012).
aggression can result in a competitive group
setting.
4. This study found that those who identify This was paraphrased from Kruglanski, A.,
themselves as part of a collectivist society are (2009), Support for Terrorism as a Function
more inclined to support terrorist attacks of Individualistic and Collectivistic Goals. It
against an out-group, compared to those who was published in START: National
identify as having a more individualistic Consortium for the Study of Terrorism and
mentality. Responses to Terrorism.
5. Twenty-five percent of children in the • The first sentence was paraphrased from a
Middle East do not attend school, or leave United Nations, UNICEF report (2015,
before they attain a sufficient standard of April 15) called School enrolment rates up
formal education. This places them in this but 21 million children in the Middle East
high-risk category of succumbing to joining and North Africa risk missing out on an
such terrorist organisations “out of boredom education.
and desire…in pursuit of a cause they regard • The quotation comes from Hudson, R. A.
as just”. It can be assumed that in these (1999). The Sociology and Psychology of
cultures shared ideals and behaviours are Terrorism: Who Becomes a Terrorist and
conformed to by members of a group to a more Why? pages 24
significant level than those in more • The last part was paraphrased from Miller,
individualistic cultures, where emphasis is J. G., and Schaberg, L. (2003). Handbook of
placed on individual rather than group ideals. Psychology, Personality and social
psychology (pages 37-38).

6. The years of adolescence are a fundamental This paragraph was paraphrased from
time in the development of self-awareness and Abbas, T. (2007). “Disconnection and
identity, and thus is an age bracket left Exclusion: Pathways to Radicalisation?” In:
vulnerable to radicalisation, particularly Islamic political radicalism: A European
susceptible targets being those who are perspective pages 192-193.
isolated and marginalised from their
communities.
7. Terrorism has been traditionally defined as The first part of the sentence was paraphrased
the violent pursuit of political objectives, from Altier, M. B., Martin, S., and Weinberg,
however Islamic terrorism is unique in its L. B. (2014), “Religion, Political Access, and
social media prevalence, solely religious Terrorism” In: Violence, elections, and party
motivation and numerous, globally-reaching politics.
network facets.
D5 Non-English Sources
Of course, when studying the GAC you should try to use English Language
sources. However, there will be times that the information you need is only
available in another language. If the language is one which uses special
characters, such as Chinese, Korean, Thai or Arabic, then you will need to
write everything using the characters or letters used in English. References
to non-English sources in the text of your writing should be treated the same
way as books. Cite the author’s surname and year of publication, as well as
the relevant page number if it is available; often however, electronic sources
do not provide page numbers.
If the author is unknown, follow the conventions for books, use the
organisation (in this case the website name) or the title in italics followed by
the year, and if available the page number.

Examples
According to Zheng (2016, p.72), the most significant aspect of such
research is to …
Al Shamsi and Bin Khalifa (2010) stated that…
D6 Interviews or Surveys
In the GAC, you will collect and use interview data in the Social Science
and Business modules. In these cases, your interviews are your main source
of data (or evidence), so it is important that you refer to them in the body of
the text. You can either quote directly from the interviews as examples, to
provide evidence, or to help the reader to understand your interpretations
more fully. In this case, you should use quotation marks, and reference in
the same way that you would reference a quote in a book or article, except
that there is likely to be no page number.
Example
According to Interviewee 3, “After 1978 the number of people in my
neighbourhood who were unemployed increased dramatically” (2013). This
was reflected across the country at that time and was a significant factor in
the rise in crime rate.
Note: You will need to provide transcriptions or detailed summaries of your
interviews in the Appendix of your paper. You can refer to the interviewee
by name or using a code. This should be the same as the name or code you
use in the Appendix and in the Reference List.
You can also summarise or paraphrase the data and reference in the same
way that you would for a book or article.
Example
All of the buildings within a ten-kilometre radius of the epicentre of the
earthquake were completely destroyed (Tang 2015).
Note: Surveys are referenced in the same way as interviews.

Part E The Reference List
The Reference List

The Reference List (sometimes called References or Works Cited) is a list
giving full details of all the sources you have cited in your writing.
The reason for giving these details is to make sure that your reader has all
the relevant information needed to locate the source if they want to check
or follow up the reference.
The Reference List comes at the end of your essay or report.
Bibliography
A Bibliography is a list of all the books you have consulted for your work
but have not necessarily cited in your text. At university, tutors usually
want a Reference List with your assignments (rather than a bibliography)
as they are most interested in the academic sources that you have actually
cited in your work. You are most likely to write a Bibliography when you
do in-depth research at Masters or Doctoral level.
Creating the Reference List

Sources MUST be listed in alphabetical order of authors’ surnames and
according to the conventions set out in Part F. Pay particular attention to
punctuation.
If the author is unknown, the title of the work must be used in place of the
author’s surname and arranged in alphabetical order with the authors.
A sample Reference List is provided in Part G.
Punctuation: The Reference List

Punctuation is a crucial part of the conventions of referencing, especially
in the Reference List. You must follow the punctuation conventions
detailed in Part F.
Task 5 Look carefully at the following Reference List written by a student. It is

not written in the correct order. First, reorganise the Reference List in the
correct order. Then work with a partner and identify all the aspects of the
references included. What is the same/different about each reference?

Shapiro, A.L. (2015), Is the Net Democratic? Yes -- and No, Harvard University [online].
Available from: http://cyber.law.harvard.edu/shapiroworld.html [Accessed 21 May
2015]
Manyika, J., Chui, M., Bughin, J., Dobbs, R., Bisson, P. and Marrs, A. (2013), Disruptive
Technologies: Advances that will transform life, business and the global economy,
McKinsey Global Institute [online]. Available from:
http://www.mckinsey.com/business-functions/business-technology/our-
insights/disruptive-technologies [Accessed 21 June 2015]
Rouse, M. (2014), Internet, [online]. Available from:

http://searchwindevelopment.techtarget.com/definition/Internet [Accessed 21 May
2015]
Fried, I. (2015), Growing Number of Americans Rely on Cell Phones as Sole Means of
Internet Access, Recode [online]. Available from: http://recode.net/2015/04/01/growing-
number-of-americans-rely-on-cell-phones-as-sole-means-of-internet-access/ [Accessed
24 May 2015]
Lee, M.K.O and Turban, E. (2001), “A Trust Model for Consumer Internet Shopping”,
Electronic Journal of Electronic Commerce Vol. 6, No. 1, Taylor Francis [online].
Available from:
http://www.tandfonline.com/doi/abs/10.1080/10864415.2001.11044227 [Accessed
24 June 2015]
Impact of The Internet On Customer Service and Product Development Among the Cendi
Agencies (1997), Cendi User Education Working Group. Available from
https://cendi.gov/publications/inet97_2.html [Accessed 16 September 2015]
Cheung, C.M.K., Lee, M.K.O and Rabjohn, N. (2008), “The impact of electronic word-of-
mouth: The adoption of online opinions in online customer communities”, Internet
Research, Emerald Insight [online]. Available from:
http://www.emeraldinsight.com/doi/abs/10.1108/10662240810883290 [Accessed 24
June 2015]
Broadband Commission for Sustainable Development (2016), The State of Broadband 2015:
Broadband as a Foundation for Sustainable Development, Broadband Commission
[online]. Available from:
http://www.broadbandcommission.org/publications/Pages/SOB-2015.aspx
[Accessed September 2015]

Part F Reference List Conventions
Contents
F1 Authors and Books
F2 Journal Articles
F3 Electronic Sources
F4 Non-English Sources
F5 Interviews or Surveys
F1 Authors and Books

You must write the following information, in this order:
• Author’s surname and initials (or editor’s surname and initials)

• Year of publication
• Book title
• Edition (if applicable)
• Publisher’s name
• Place of publication
These details can be found on the title page of the book and the inside front
cover.
a) One author
Example
Author’s Year of Book title Edition Name of

surname publication (in italics) Publisher
and initials
Cottrell, S. (2008), The Study Skills Handbook, 3rd ed., Macmillan,

Basingstoke
Place of
publication

Punctuation: Books
• Put a comma after the surname, and a full stop (or period) after each
initial.
• The date is given in brackets followed by a comma.
• The title should be in italics and capitalised, followed by a comma.
• If it is an edition (other than the first), use ‘2nd ed.’ or ‘6th ed.’, NOT
in italics, followed by a comma (see example).
• The publisher’s name comes next, followed by a comma, then the
place of publication.
• If the reference is longer than one line, indent the second and third lines
so that the authors’ names are clear to read, as in the above example.
See also the sample Reference List in Part G.
b) Two authors
With two authors, write ‘and’ between the two names. Keep the names
in the order they are given on the book title page.
Example
Windschuttle, K. and Elliott, E. (1999), Writing, Researching,
Communication Skills for the Information Age, 3rd ed., McGraw
Hill, Sydney
c) Three authors
Write all three names, with a comma after the first author’s initials, and
‘and’ between the last two names
Example
Lilly, D., Simpson, G.V. and White, K. (2003), Genetically Modified
Crops, Albion Press, New York
d) Four or more authors

Although ‘et al.’ is used for in-text referencing of four or more authors
(see Part D), for the Reference List you must write all the authors’ names
in full.
Example
Agnew, M., Barlow, S., Pascal, L. and Skidmore, S. (1995),
Get Better Grades, Piccadilly Press, London

e) No author given
When the author is unknown, write the name of the university or
organisation, or the title (in italics) of the book or article.
Examples
How dangerous is obesity? (1977), British Medical Journal, No. 6069,

28th April, p. 1115
Center for Digital Education (2016), Guide to Choosing Digital Content
and Curriculum, e Republic, New York
f) Referencing an author cited as a reference in your source material

When you have used an author cited in your source material in your in-
text referencing (see Part D), it is only necessary to reference your own
source material in your Reference List.
Example
In-text reference:
Research indicates that depression is brought on by stressful life events
which often involve losses, such as divorce or job loss (Brown and Harris
1978, cited in Davison and Neale 2001).
In your Reference List, you only need to refer to Davison and Neale:
Davidson, G.C. and Neale, J.M. (2001), Abnormal Psychology, 8th ed.,
John Wiley and Sons, New York
g) Edited books
Use the standard approach for an author, but give the editor’s surname
and initials in place of the author’s. Put (ed.) after the editor’s initials, or
(eds) if there are two or more editors.
Example
Carter, C. and Peel, J. (eds) (1976), Equalities and Inequalities in Health,
2nd ed., Academic Press, London
If you have quoted from an article in an edited book, we start off with the
article: write the author of the article first (surname followed by a comma,
then the initial(s)) then the date in brackets followed by a comma. The
title of the article is not written in italics. instead, it is put in inverted
commas (quotation marks). We then write ‘in:’, followed by the editors’
name(s) and details as in the following example.

Example
Information about Information
the article about the book
Blaxter, P. (1976), “Social Health and class inequalities”, in: Carter, C.

and Peel, J. (eds.) (1976), Equalities and Inequalities in Health,
2nd ed., Academic Press, London
h) More than one publication by the same author

If the same author has written more than one work, put the Reference List
in the order of the date of publication, starting with the earliest.
Example
Moore, H. (1996), ...
Moore, H. (1999), ...
Moore, H. (2003), ...
When an author has published two or more works in the same year, put
them in alphabetical order of title and use ‘a’, ‘b’ and ‘c’ etc. to
distinguish between them.
Example
Smith, C. (2003a), Before Time Forgot, Albion Press, New York
Smith, C. (2003b), Kingdoms and Palaces of the Orient, Albion Press,
New York
Smith, C. (2003c), Terrible Tales of an Invertebrate, Albion Press, New
York
If two authors have the same name and initial, distinguish between them
by giving the first name in full
Example
Brown, George (2001), ...
Brown, Graham (2001), ...
F2 Journal Articles
You must include the following information in order:
• Author’s surname and initials
• Year of publication
• Title of the article
• Title of the journal
• Volume number (vol.) and issue number (no.) of the journal
• Date or month of publication (if applicable)
• Page numbers of the article (p. = page, pp. = pages)

Example
Furlong, M. and Smith, J. (1994), “The broader system begins with the
workplace”, ANZ Journal of Family Therapy, vol. 15, no. 4, pp.
197-207
Punctuation: Journals
This follows the same rules as for book references apart from the
following:
• The article title should be in double inverted commas and not
italicised, followed by a comma (after the inverted commas).
• The journal title should be italicised, followed by a comma.
• Write ‘vol’ followed by a full stop ( period), the volume number
and then a comma. (Example: vol. 42,)
• Write ‘no’ followed by a full stop (period), the issue number and
then a comma. (Example: no. 3,)
• Write ‘pp’ followed by a full stop (period) and then the page
numbers. (Example: pp. 27-30)
If you are accessing a journal via a database, see the entry for electronic
sources.
F3 Electronic Sources
When referencing electronic sources, you need to provide:
• Author’s surname and initials

• Year of publication (see copyright notice at end of article/page)
• Title of article
• Title of electronic journal or website
• Publisher and place of publication, if available
• Page numbers, if given
as well as
• Electronic medium (online, database or CD-ROM)
• URL (internet address) if applicable
• Date you accessed the information

Example
Authors’ Year of Title of Title of

surnames publication article (in journal (in
and initials quotation italics)
marks)
Farrell, D. and Lund, S. (2006), “Putting China’s Capital to Work”, Far

Eastern Economic Review [online]. Available from:
http://www.feer.com/articles1/2006/0605/free/p005.html
[Accessed 26 May 2011]
Electronic URL Date of

medium access
Note Punctuation: Electronic Sources

Punctuate as you do for book references, except for:
• After the publisher and place of publication, put electronic
medium in square brackets followed by a full stop (period).
• If it is an online source, then put ‘Available from:’ followed by
the internet address, then the date of access in square brackets.
• Write the month in full so there is no ambiguity – in the US, the
month is usually given first, whereas in the UK and Australia, the
month is usually given second.
For example: 3/4/11 – in UK and Australia is 3 April 2011, but
in USA is 4 March 2011.
Electronic source - No author named

Often with electronic sources, no author is named. In this case, reference
the title of the article as indicated below.
Examples
Australian Red Cross (2016), Preserving priceless history. Available
from:http://www.redcross.org.au/preserving-priceless-
history.aspx [Accessed October 5 2016]
The Secrets of Palladio's Villa (2004) Available from:

http://www.boglewood.com/palladio/analysis.html [Accessed October
5 2016]

Electronic source – journal article accessed via online database

If you access a journal article via a database, give the journal details as you
would for a paper source, but then give the details of the database. In the
example below, PubMed is an online database.
Example
Tanskanen, A., Hibbeln, J.R., Tuomilehto, J., Uutela, A., Haukkala,
A.,Viinamaki, H., Lehtonen, J. and Vartiainen, E. (2001), “Fish
consumption and depressive symptoms in the general population in
Finland”, Psychiatr Serv, vol. 52, no. 4, pp. 529-531. Accessed via
PubMed [online].
Cautio If there is no date or author for an electronic source, it would be wise to

n consider whether or not to use the source. It may not be a credible academic
source.
There is more information on credible academic sources in the Academic
Research Manual Unit 2.
If you are unsure, then check with your teacher or a librarian.
F4 Non-English Sources
Although you should try to use only sources written in English, there will
be times when your source is only available in another language. This will
be the case when you use local data to answer local questions.
If you use a reference that is not in English, then you will need to add some
additional information. The reference should be written following the
normal procedure for that source as outlined above. The title should be
written in the original language, then translated into English. The
translation is put in square brackets but is not in italics.
Example
Webb, D. and Andre, C. (2008), Statistiques economiques a court terme
[Short-term economic statistics], Presses Universitaires de France, Paris,
France
If the source you are using is in a non-English script, such as Chinese,
Korean, Thai, Arabic or Japanese, the process is similar to the above, with
just one more step. The source must be written in the characters or letters
used in English; this is called transliteration.
Example
Liu, W. (2012), Guanyu LibQual+ tushuguan fuwu zhiliang pingjia yu
shizheng yanjiu [An empirical analysis of library service quality evaluation
based on the LibQual+]. Gaoxiao Tushuguan Gongzuo, Vol. 20, No. 5, pp.
32-36

Note! It is not always acceptable to use non-English sources, especially if it is not

an official translation. Make sure that you check the policy for your class
or faculty with your lecturer, tutor or librarian.
F5 Interviews and Surveys

In the Social Science and Business modules, you will conduct interviews
in order to find information that you will use in your academic paper or
report. You must make sure that all interviewees are included in your
Reference List as they are a source of information or data.
In your Reference List add a second section with the subheading
Interviewees. Then reference each interviews as follows:
Name of interviewee (or provide a code if they don’t wish to be
named), time, date and place of interview.
The references are written in alphabetical order.
Example
Cam Tu Luong: Grandmother of Nguyen Tu Luong XXX. Interviewed at
Daiichi Hotel on 1 March 2016 at 12.30 pm in Ha Noi, Vietnam.
Note: Surveys are referenced in the same way as interviews.
Task 6 A GAC student conducted six interviews for a Social Science assignment.
They wrote the information in a table. Rewrite the information to form a
correct reference list.
First Family Code Relationship/ Date of Time of Place of

Name(s) Name Position interview interview interview
Ryan Grauwd 027 Local contractor 3rd July 12.45 pm GMA
A 2016 Contractors,
Kuala Lumpur,
Malaysia
027 Builder 4th July 3.00 pm Café Marley,
B 2016 Kuala Lumpur,
Malaysia
Gabriel Baptista 027 Architect 3rd July 4.15 pm Baptista and Co,
C 2016 Kuala Lumpur,
Malaysia
Vincent Kolf 027 House owner, 3rd July 9.00 am Sultan
D grandfather of 2016 Sulaiman Road,
Student Kuala Lumpur,
Malaysia
027 Builder 4th July 10.30 am Café Marley,
E 2016 Kuala Lumpur,
Malaysia
Ruth Chen 027F Electrician 5th July 11.15 am Café Marley,
2016 Kuala Lumpur,
Malaysia

Part G Reference List Sample
The Reference List is a vital part of your academic work and must be written
accurately.
Study the sample Reference List below. What do you notice?
Reference List
Academic Skills Centre (2011), University of Canberra [online]. Available from:

http://www.canberra.edu.au/studyskills [Accessed 16 February 2011]
Agnew, M., Barlow, S., Pascal, L. and Skidmore, S. (1995), Get Better Grades, Piccadilly
Press, London
Buzan, T. (1993), The Mind Map Book, BBC Publications, London
Carey, M.F. and McCardle, M. (2011), “Can an Observational Field Model Enhance Critical
Thinking and Generalist Practice Skills?”, Journal of Social Work Education, vol.
47, no. 2, pp. 357-366 [online]. Available from:
http://cswe.metapress.com/content/?k=a+framework [Accessed 27 May 2011]
Cottrell, S. (2001), Teaching Study Skills and Supporting Learning, Palgrave, Basingstoke
Cottrell, S. (2008), The Study Skills Handbook, 3rd ed., Macmillan, Basingstoke
Drew, S. and Bingham, R. (1997), The Student Skills Guide, Gower, Aldershot
Heaton, B. and Dunmore, D. (1992), Learning to Study in English, Macmillan, London
Marshall, L. and Rowland, F. (1993), A Guide to Learning Independently, Longman

Cheshire, Melbourne
Orr, F. (1992), Study Skills for Successful Students, Allen and Unwin, St Leonards
University of Canberra (2001), Learning Independently, University of Canberra [online].

Available from: http://www.canberra.edu.au/studyskills [Accessed 25 April 2011]
University of St Thomas (2002), Study Guides and Strategies, University of St Thomas

[online]. Available from: http://www.iss.stthomas.edu/studyguides [Accessed 16
February 2011]
Waters, M. and Waters, A. (1995), Study Tasks in English, CUP, Cambridge

Willing, K. (1989), Teaching How to Learn: Learning Strategies in ESL, Macquarie

University, Sydney
Windschuttle, K. and Elliott, E. (1999), Writing, Researching, Communication Skills for the
Information Age, 3rd ed., McGraw Hill, Sydney
You should have noticed that the Reference List:

➢ is in alphabetical order
➢ is consistent
➢ follows the same rules for each source
➢ has the same information in the same order for each source
➢ has the same punctuation for each source
➢ is indented after the first line
Caution! Remember, the Reference List must be written on a new page and comes
at the end of your academic paper.

Part H Practise in Avoiding Plagiarism
Contents
H1 Practise paraphrasing and Summarising
H2 Practise organising a Reference List
H3 Practice using in-test references and writing a Reference List
H4 Plagiarism quiz
Following are some activities to practise what you have studied in this
manual. Example answers are found in Appendix III.
H1 Practise Paraphrasing
Task 7 Read the original text below written by William Chubb in 2006 and
found on page 163 of his book entitled “Volcanoes”, and then look at
the imaginary student’s paraphrase below it. Make comments about it
with a partner.
The Earth has volcanoes because it is hot inside. In some places it is

hot enough to turn solid rock into liquid rock. Geologists call the liquid
rock magma. The magma rises towards the surface because it is less
dense than the surrounding rock (like a hot air balloon rising through
the cooler air). If the magma reaches the surface it is called lava and
lava accumulates to make a volcano.
Student’s paraphrase:
Volcanoes are formed because the earth is hot inside, so hot that it can
turn solid rock into liquid rock and this liquid rock is called magma.
The magma is raised toward the surface of the earth because it is less
dense than the surrounding rock. The magma will be called lava when
it reaches the surface and then it accumulates to make a volcano.
(p.163 How volcanoes form by Rudolf Chubb 2006,)
Your Comments
You can see this student has tried to change the wording but not
sufficiently. There are still some words and phrases that are the same in
both the original and the paraphrase such as ‘is hot inside’. The structure

is virtually the same and too many words and phrases are the same or too
close to the original. Also the source is cited incorrectly.
Underline all the words and phrases which are the same in the original
and in the student sample.
Task 8 Write your own paraphrase of the original text on volcanoes.
1. Read the original and make sure you understand the main ideas
2. Make notes
3. Write down the key words which cannot be changed
4. Cover the original and rewrite using your own words
Hint! In this example, the following generally agreed words that are acceptable
in a paraphrase:
magna, volcano, lava, surface, liquid and solid.
Task 9 Write a paraphrase of the following text which is an excerpt of a

description of the Great Barrier Reef from a government website.
2. Make notes
The Great Barrier Reef is the only living organic collective visible from Earth's orbit.
The Great Barrier Reef, off the east coast of Australia, is one of the wonders of the
natural world - it is the world's largest coral reef ecosystem. It was declared a World
Heritage area in 1981 and added to the National Heritage List in 2007.
The reef is scattered with beautiful islands and idyllic coral cays and covers more than
300,000 square kilometres. The Great Barrier Reef system consists of more than 3000
reefs which range in size from 1 hectare to over 10,000 hectares in area. Dunk Island
is one of more than 600 islands of the Great Barrier Reef.
Human activity in the Reef areas has led to increased pollutants and the reef has
suffered damage. Protecting the Reef is the responsibility of the Marine Park Authority.
In 2003, the previous Australian Government and Queensland Governments, in
partnership with a wide range of industry and community groups, developed the Reef
Water Quality Protection Reef Plan (the Reef Plan) as a combined effort to protect the
Reef.
Great Barrier Reef (2016), Australian Government [online]. Available from: Http://www.australia.gov.au/about-
australia/australian-story/great-barrier-reef [Accessed 22 September 2016]
Task 10 Write a summary paraphrase of the following text which is an excerpt of

an argument against compulsory attendance at school. This time include
a direct quotation from the original. Make the direct quotation part of a
sentence. Be careful to organise the rest of your sentence around the

quotation to ensure the grammar is correct. You must keep the grammar
of the original intact. Your summary should be 1/3 of the size of the
original.
2. Make notes
4. Choose the section you want to include as a direct quotation. It
should be a section which includes phrases
TEXT/ ARTICLE: An Argument Against Compulsory Education
Education in the US is truly in trouble. Many students in elementary school lack basic numeracy
and literacy skills and the standardised test scores of students leaving secondary school have
dropped over the last few years. One main cause of this situation is that children are forced to
attend school even if they do not want to. Government law decrees that it is compulsory for
children between the ages of 5 to 14 to attend school. In my opinion mandatory attendance laws
should be abolished and only those who want to learn should attend school. This will surely
improve the standard of education.
Having students who do not want to learn in a school pollutes the educational atmosphere. These
students are often disruptive and teachers waste many hours disciplining them or providing
unwelcome help rather than providing quality education for the serious ones. Because education
is compulsory, the ultimate consequence of bad behaviour- expulsion - is denied the government
schools. Instead students are passed from grade to grade until they are old enough to leave. Most
likely they are awarded a high school diploma whether they do acceptable work or not.
Private schools do not have this problem as they are at liberty to fail or dismiss students because
they know these same students can attend government schools. Private schools can concentrate on
providing quality education for those whose personal and academic behaviour follow the
educational mission of the school. Compulsory education hampers the ability of government
schools to enforce legitimate educational and disciplinary policies for those students who do not
want to learn.
Abolition of attendance laws would reap many benefits.
First the quality of education would improve because teachers could concentrate on providing
quality education. Students would realise that a school is a serious place to which one goes to learn.
To attend classes would be treated as a privilege and all who attended would have the same goal.
Second public esteem for schools would increase. They would not be treated as child minding
institutions but regarded instead as important places in which future generations are formed.

Third students who have no aptitude for learning would be identified early. These students could
be directed into other areas of vocation and teachers could focus attention on the serious students.
They would not have to award false grades and they would no longer have to pass their failures on
to the next class.
Fourth the cost of enforcing compulsory education would be eliminated. Imagine how costly it is
to track students who play truant. Despite efforts to enforce the law, the number of school age
students who are frequently absent from school is estimated to be almost 15% in the larger cities
(Rubins 2005, p.68). This money could be better spent on providing resources for those who wish
to learn or providing institutions more suited to non-academic students.
Schools should be for educating the next generations and at present they are only pretending to be.
Schools have tried to have an all-encompassing functionality and be all things to all people.
Unfortunately, they have failed badly at what they were originally created to do. Abolishing
compulsory education would bring them one step closer to the goal of providing quality education
to functional children.
Crusove, G. (2007) “An Argument Against Compulsory Education” Daily Standard, 27 March, USA
Notes and Summary
1. Is this a good argument? Briefly explain why or why not.
2. Make your notes here. You may wish to use bullet points.

3. Write the summary from your notes here.

H2 Organising a Reference List
Task 11 Study the list of resources that a student used to write a research report.
The student has noted the information, but it is disorganised. Write the
Reference List correctly according to the GAC requirements. Remember
to follow the punctuation conventions for writing a Reference List
Dubuque, 10: Kendall-Hunt Quicksilver: Adventure Games, Initiative Problems,

Trust Activities, and a Guide to Effective Leadership. by Rohnke, K. and Butler, S.
1995
1992, Communication and Interpersonal Relationships. Haney, W.V. Homewood

IL: Richard D. Irwin Inc.
Chris Wallace wrote in 2003 Critical Reading in Language Education, MacMillan,

UK (the publisher)
Cambridge, UK. Developing Reading Skills, Grellet, F. 1999, Cambridge

Language Teaching Library,
Families, Labour and Love: Family diversity in a changing world, written by

Michael Baker, in 2001 publisher Allen and Unwin, Sydney.
The article An Intensive Look at Intensity and Language Learning on pages 106-
133 in the journal called TESOL Quarterly. It was in volume 34 number 1 and the
authors were Laura Collins and Joanna White.
On the Internet I accessed on May 27th, 2011 the next 2 sites:
http://unstats.un.org/unsd/demographic/products/socind/inc-eco.htm for
Indicators on Income and Social; Activity (2010) from the United Nations
Statistical Division,
and
http://www.managementhelp.org/plan_dec/bus_plan/bus_plan.htm for
Business Planning (2010)
Free Management Library [online].

H3 Using in-text references and writing a Reference List
Task 12 Read the following extract from an early draft of an essay written by a
GAC student. The Reference List has also been included. You will see
that the writer has not yet completed the referencing. All of the
information is included in the draft; however, the in-text citations and
the reference list need to be written in the correct format.
When people consider censorship of the Internet they immediately think of recent censorship
laws created to censor material that breaks copyright law. However, in reality, Internet
censorship means to block information on the Internet from the public. This is most commonly
visible on websites that are identified with illegal material. However, recently, governments
have been designing laws that censor not only the illegal material on the Internet, but also
material that governments do not want the public to know about, or material that reflects ideas
that are against the national view or values. One example of this is the decision by the Minister
of Telecommunications and Information in India to require that web providers pre-screen
content to identify and block anything offensive to the country’s religious sensitivities. (Note:
this was paraphrased from an article by Mannika Chopra.) As a result of such activities, many
people have started to protest the idea of censoring the Internet, claiming that this is an abuse
of authoritarian power. The battle over free expression on Internet has been an ongoing battle
with many solid arguments favouring, and opposing Internet censorship.
Interestingly, the public has begun to protest against recent government decisions to create
new laws to regulate information on the Internet. In the United States, the people had become
aware of the SOPA (Stop Online Piracy Act), an act that “would allow a private party to go
straight to a website's advertising and payment providers and request they sever ties.” (Note:
this was written by Rob Waugh.) According to those against this bill, it would harm their
freedom of speech. Therefore, on the 17th of January 2012, many websites blacked out in order
to protest against this act. (Note: this was paraphrased from an article written by Amy
Goodman.)
It is important to note, however, that in discussing Internet censorship many people

immediately think of the negative view. They focus on governments that try to block or hide
information. Internet censorship, however, can also have positive effects. There is material on
the Internet that is being censored all the time. This includes websites that promote illegal
pornography, acts of terrorism, illegal gambling, hate crimes, or any kind of illegal trafficking.
(Note: this is paraphrased from the article written by David Prakash Kumar.) Without these
materials being censored, those with corrupt minds could easily make use this type of material,
and without proper tracking technology, would not be caught. Also, such material could have
a serious negative impact on young people who could be taken advantage of.

Reference List
In 2012 Rob Waugh wrote an article called US Senators withdraw support for anti-piracy bills
as 4.5 million people sign Google's anti-censorship petition in the online edition of the Daily
Mail. I read the article at http://www.dailymail.co.uk/sciencetech/article-2088860/SOPA-
protest-4-5m-people-sign-Googles-anti-censorship-petition.html on 25/06/2012.
Mannika Chopra wrote an article called Policing the Internet in India which was published on
the website called Committee to Protect Journalists. I don’t know when it was published. The
web address is http://www.cpj.org/blog/2011/12/policing-the-internet-in-india.php and I
looked at it on 9th March in 2012.
Amy Goodman published an article called The Sopa blackout protest makes history in the
online version of the Guardian in 2012. I looked at this article on April 10th, 2012 at the web
address http://www.theguardian.com/commentisfree/cifamerica/2012/jan/18/sopa-blackout-
protest-makes-history
David Prakash Kumar published an article called Internet: Uses and benefits for all in 2009.
The website is called saching.com and I looked at it at
http://www.saching.com/Article/Internet---Uses-and-benefits-for-all/2629 on 10th March in
2012
The website called RT published an article called Internet providers to start policing the web
in 2012. I looked at the website at http://rt.com/usa/news/internet-providers-year-sherman-661/
on the 21st March in 2012.
Task 13 Read the following extract from an early draft of an essay written by a
GAC student. The Reference List has also been included. You will see
that while the writer has not yet completed the referencing. All of the
information is included in the draft; however, you will need to rewrite
in-text citations and the reference list in the correct format.
One main cause of water pollution in Paramaribo is because “…the waste water in Suriname
is not treated before it is discharged through sewers into creeks, canals and rivers. In
residential areas, household waste water containing much organic material is discharged in
the gutters.” (This comes directly from Water Pollution.) Other causes of water pollution
by Paramaribo’s households are pesticides, oil spills, plastic and personal care and
household products. (This is paraphrased from Water Resources Assessment of Suriname.)
Water pollution not only exists in Paramaribo alone, but also throughout Suriname. It has
a major impact on humans, animals and plants. (This has been paraphrased from Types of
Water pollution.) Humans, animals and plants will eventually die when exposed to too
much contamination. When humans drink polluted water, they can get infectious diseases
like hookworm, amoebiasis and typhoid. (This has been paraphrased from Pollution Effects
on Humans, Animals, Plants and the Environment). Swimming or being exposed to highly
contaminated water can cause rashes, ear aches, respiratory infections, vomiting, diarrhea,
stomach aches, cancer, disruptions of reproductive and development hormones as well as
damage to the heart, liver and kidneys. (This has been paraphrased from Pollution Effects
on Humans, Animals, Plants and the Environment.) Water pollution also has extremely
dangerous effects on animals. Pollutants can change the chemical compositions of the cells

of aquatic animals. These changes can have negative effects on respiration, growth, and
reproduction and development of aquatic organisms. (This has been paraphrased from
Effects of Water Pollution.). Because of the rapid bloom of algae in water, eutrophication
occurs. (This has been paraphrased from Eutrophication.) Plastic products can entangle
aquatic life; from small fish in the gutters to sea turtles in the oceans. Finally, non-aquatic
animals can have the same effect as humans. Plants, both aquatic and terrestrial plants, may
absorb pollutants from contaminated water and pass them to animals and humans that eat
the plants. Also, disruptions in photosynthesis can occur in aquatic plants. (This has been
paraphrased from Pollution Effects on Humans, Animals, Plants and the Environment.)
This paper suggests two main ways to alleviate the problem of water pollution in
Paramaribo. In 2008, no waste water treatment plant existed in Suriname. Two years later
in 2010, the Fernandes Bottling Company, was the first company in Suriname that build a
waste water treatment facility for their company. (This was paraphrased from the article
Fernandes Bottling Company Builds Wastewater Plant.) In the past, there was a major
waste water treatment plant in Flora, Paramaribo which has been allowed to fall into disuse.
(This has been paraphrased from Water Resources Assessment of Suriname.) These
comprised the beginning of the treatment of waste water in Paramaribo and Suriname.
However, if the Surinamese government wants to help with the prevention of water
pollution, the Surinamese government should invest in at least one major water treatment
plants. No information was immediately available on how much money was needed to
facilitate this water treatment plant.
The second major way to address the water pollution problem is to raise awareness in the
population about the seriousness of the problem and what individuals can do to help solve
this problem. In many cities around the world, decision makers have invested in public
awareness campaigns to get their citizens to take positive action in a situation like this. The
most important thing Surinamese citizens can do is to stop throwing litter onto the streets
of Paramaribo. The overuse of plastic containers, plastic bags and plastic bottles has
become a serious problem for Paramaribo. Other countries have recognized the problem of
overused plastic and have taken measures to solve it. The authorities need to follow this
example. Surinamese can use reusable bags when they go to the stores. They can also work
together with Suriname Waste Management (SUWAMA) and recycle PET plastic bottles.
(This is paraphrased from Waste Water Treatment Plant (WWTP) Specificities.)
Reference List
Mr R. Leeflang wrote Fernandes Bottling Company Builds Wastewater Plant on the Dwtonline
website in 2008. I read it on March 16th, 2012 at
http://dwtonline.com/website/nieuws.asp?menuid=39&id=40464
The article called Effects of Water Pollution comes from the website of the same name. I looked
at http://www.effectsofwaterpollution.com/ on 18/04/2012.

The article called Pollution Effects on Humans, Animals, Plants and the Environment was
published on the online DEP SSA Wiki. I read it at
http://depssa.ignou.ac.in/wiki/images/0/0b/Effects_of_Pollution.pdf on April 19th 2012
Environment Statistic was published by the Algemeen Bureau voor de Statistiek [General
Bureau of Statistics] in 2008. I used information from page 44. The book was published in
Paramaribo, Suriname.
On April 18th, 2012 I read Waste Water Treatment Plant (WWTP) Specificities on the Fernandes
Bottling Company N.V. webpage. I found it at
http://www.fernandesbottling.com/web/content/17/fernandes-goes-green-2
I read Water Pollution on the National Institute for Environment and Development in Suriname
website. I found it at http://www.nimos.org/smartcms/default.asp?contentID=617 on
13/03/2012.
I found the article called “Water Pollution, Environmental Degradation and Disasters” in the
Statistics: Graphs and Maps section of the UN Water website. I read it on March 16th, 2012 at
http://www.unwater.org/statistics_pollu.html I don’t know when it was published.
United States Southern Command published Water Resources Assessment of Suriname in 2001.
I read page 11 of the website on 18/04/2012. I found the website at this address
http://www.sam.usace.army.mil/en/wra/Suriname/Suriname%20Water%20Resources%20Asse
ssment.pdf
Eutrophication was published on the online Water Pollution Guide. I don’t know when it was
published. I read the information at http://www.water-pollution.org.uk/eutrophication.html on
April 18 in 2012.
The article called Types of Water Pollution was published on the Energy Saving Site. I read it
on April 18th 2012 at
http://www.energysavingsite.info/pollution/types_and_effects_of_water_pollution.php

H4 Plagiarism Quiz
Work with a partner. Answer Yes or No to the following questions.

Justify your choice and if you have answered ‘Yes’ to any, say what you
could do to avoid plagiarism. The correct answers can be found in
Appendix III.
1. In your high school English class, you wrote an essay about the advantages of studying
abroad. You see there is a similar topic on the GAC essay assessment and so you hand in
the same essay to your GAC teacher. Is it plagiarism?
YES NO
Reason:
2. You are working on a power point presentation for the oral presentation you are giving on
the impact of motion pictures on social responsibility today. You decide to use a quote from
the film Blood Diamond. Is it plagiarism?
YES NO
Reason:
3. You have been working on a research report for your Social Science class. You copy and
paste a graph from an online journal article that shows some interesting information. Is it
plagiarism?
YES NO
Reason:
4. You are finalising your GAC001 PowerPoint on endangered animals. You decide to include
a video clip that you downloaded from YouTube that shows conditions of one endangered
species living in a zoo. Is it plagiarism?
YES NO
Reason:
5. Your teacher says some really interesting things in today’s business class and you want to
use these in your research report. Is it plagiarism?
YES NO
Reason:
6. You have been working on a report of the field trip for GAC023. You find a great picture
of a food web so you copy and paste it into your report. Is it plagiarism?
YES NO
Reason:

7. You are conducting an investigation on volcanoes. You search “google” and find the site,
http://volcanoes.usgs.gov/images/pglossary/volcano.php
You read,
Active volcano
Scientists usually consider a volcano active if it is currently erupting or showing signs of
unrest, such as unusual earthquake activity or significant new gas emissions.
Dormant volcano
Dormant volcanoes are those that are not currently active (as defined above), but could
become restless or erupt again.
You think that really this could be defined as “common knowledge”. You think there is not much
more you could say to explain these terms so you copy them into your investigation. Is it
plagiarism?
YES NO
Reason:
8. You are writing an essay for GAC and you find a website where past GAC students have
uploaded their essays. You decide to use the essay. Is it plagiarism.
YES NO
Reason:
9. You are writing an essay about pollution and look on the Internet for information. You find
a very good site but it is in your own language, not English. You translate it into English
and include it as part of your essay. Is it plagiarism?
YES NO
Reason:
10. You read the following in an article and decide to use it as it is in your essay.
In 2006, Rothman conducted research into levels of noise pollution and found
that in one famous street in Mexico City the noise levels at 4 different times of the
day were 3 times higher than the recommended decibel level.
Is it plagiarism?
YES NO
Reason:

11. You have many deadlines at the moment and haven’t quite finished your research report.
Your friend has let you copy some of their report so that you can finish on time. You
change it a little bit so you are using your words. Is it plagiarism?
YES NO
Reason:
12. You have been working with a group to collect data for your science research report. Your
group decides that they will work together to write the report, even though it is supposed
to be an individual report. Is it plagiarism?
YES NO
Reason:
13. You use some pictures from MS Word “Clip art” to illustrate your oral presentation. Is it
plagiarism?
YES NO
Reason:

Part I Recording Information from an Article

Introduction By the time you reach Levels II and III of the GAC, you will be
expected to have advanced research skills and be analytical of your
sources. Part I shows you one way of taking notes whilst being
critically analytical about the articles you select. It includes ways for
you to record all the essential details, evaluate the reliability and
usefulness of the article as well as record possible quotations or
paraphrases that you might like to use. Using a table like the one
below is one way you can do it.
Following is a breakdown of the sections of the table along with

what you should include in each section.
Preliminary This is the basic article information. When you have scanned the
Information article and decided that you may use it, complete the following
details. You might not use it in the end but you cannot use any
information unless you have these essential details.
Write the title of the article here. Titles will tell you a lot about the
content of the article: where, when, what (subject), who, why and how
and, sometimes, something about the author’s approach or
Title:
interpretation
E.g. A Critical Analysis of The Events Leading Up To The Election Of
the Present Government.
Write down the author(s) of the paper. If you know their qualifications
Author(s):
and discipline, make a note of those too.
Where and when was this article published? If you have found it in a
data base or on the internet, find the original source of the article if
you can. Where the article is published can give credibility to the
Source:
material. For example, an article about Allergies will have more
credibility if it is published in a medical journal and within the last
year.
Analysis of Try to determine something about the purpose, audience, and content
Information of the article before you start reading in depth. You should also
determine its method of organisation; for example, is it
argumentation (giving an opinion), exposition (explaining an idea or
a study), making a comparison or presenting facts and data? Look
for clues in the title and/or subtitles, the acknowledgements (if any),
the first foot/end note, and the author's biographical note (sometimes
with the article, sometimes compiled separately).

What does the article seem to be about? Refer to the title and look at
the first couple of paragraphs which should give you a clue. Some
Subject: disciplines include an abstract that precedes the text. This will
summarise the article's subject/content.
Why do you think this article has been written by the author? What is
its method of organisation? Is it offering new information? Is it
arguing for or against something? Is it giving an opinion of some
Purpose:
event or fact or trend? You'll usually find clues to the answer to these
questions in the first paragraph. That is where authors usually try to
show why their article is useful and worth reading.
Who is this article written for? Experts? The general public?

Students? Knowing who the authors are addressing can help you
decide how to approach the article. If the authors are addressing an
Audience: expert audience, the style will probably be academic and may have
lots of jargon. There probably won’t be as many explanations or
background information. If the audience is the general public, there
may be more basic detail.
Where is the author getting the basic information? Is it mostly from

other books or articles? Is it based on interview or survey data? This
Sources: will give you an idea of the purpose of the article. It will also give you
other sources to refer to if you need more information.
Primary Start reading. If the article has a labelled introduction, you should
Details find the author's statement of purpose, or thesis statement, before the
end of that section. You should also be able to tell what evidence the
author is going to use to support the position. The author may also
explain the limits on the article, for example, the time, the location,
the extent of the information that's going to be used, the theories (if
any) that are going to be applied. You should also be able to tell what
the author's point of view is in the introduction and in the first
paragraph.
Write out the thesis statement as you find it in the article. It is

sometimes only one sentence; sometimes two or three. It might be
quite obvious: "This paper will argue. . ." or subtle, giving only a
Thesis: statement of the interpretation followed by some indication of the
evidence that will support that position. If it is factual it should give
an overview of the information which will follow. If relevant to the
article, make a note of the author’s point of view.

Look at what limits the topic. Is it just about one geographic area or
over a certain time? Is it restricted to a particular group of people or
a particular scientific fact? Here you will also consider what the
Limits:
author doesn’t mention; for example, the article is about Studying
Abroad but it focuses on the costs of studying overseas but not culture
shock.
Make notes of the evidence the author uses to support the argument.
Evidence: This section will form the bulk of your summary and will be in point
form. Consider using a table or bullet points.
Use this space to write down sections of the article which you think
may be useful in your assignment. Make sure you write them down
exactly as they are found in the article and note what page they are
on. You will need to document this when you use them in your work.
Quotations or If the sections are too long, you may wish to just make a note of the
Sections for page and paragraph. E.g. “Good point about xxxxxxx, p 41, par. 5,
Paraphrasing: sentences 2 - 4”.
You may not use them as direct quotations but paraphrase them
instead. Whichever you decide you still need to include these details
in-text in your assignment, as shown previously in Part C of this
guide.
Presentation Keep reading but take note of how the author is presenting the
and information to make it fit into the argument. At this stage of the
Argumentation exercise, you should look up any unfamiliar words, concepts and
jargon. The last few paragraphs of the article should tidy up the
discussion; show how it all fits together, where more research is
needed, and how this article has advanced knowledge; that is, the
implications of the article.
Use this space to note the words, concepts and jargon you had to look
Concepts/Words:
up. Did the author use his/her own terms, or use common terms?
The conclusion should include all the arguments or points in the

article. The author’s summary should be a good way to check that you
Conclusion:
have included all the main ideas which you have listed in the evidence
section.
This is where you might note what the argument might mean in a
larger context. Who might find it useful? Would anyone change the
Implications:
way they work, or approach an issue if they read this article? What
difference has it made for you?

Evaluation Now that you've finished reading, consider your personal reaction to
it: not only "Did I like it?", "It was hard to read," or "It was
boring/interesting,". This, along with the work in the other steps, is the
basis for a critical evaluation of the article. Even if you don't know
anything about the topic, you can make some judgements about the
article and how well the author presented the case. Does it have a high
academic standard in terms of writing, presentation, organization,
source citation, etc.?
This is where you note your personal reaction to the article. Your
comments might be one or two words, or might be longer. Remember,
Personal Reaction:
too, that these notes will allow you to quickly review the article later
on.
If the article is presenting an issue or an argument, consider whether

the author’s point of view is persuasive and convincing. Did you feel,
Strength of Case: at any time, that the author was just hoping you'd agree? If the article
is presenting information or facts, consider whether all the facts have
been presented and are relevant.
Independent Use the template on the following page to make your own analysis of
Study an article. You might like to practise first with a partner using the
article about compulsory education (Task 10).
Task 14 Discuss your analysis with a partner.
• Did you find the exercise useful?

• What bits did you find very useful?
• Will you use this method again?
If you would make changes to the template, what would you do?

Worksheet - Recording Information from an Article
Preliminary information
Title:
Author(s):
Source:
Analysis of Information
Subject:
Purpose:
Audience:
Sources:
Primary Details
Thesis:
Limits:
Evidence:

Quotations or sections for

paraphrasing:
Presentation and Argumentation
Concepts/Words:
Conclusion:
Implications:
Evaluation
Personal Reaction:
Strength of Case:
Adapted from:
Graham, A. (1998), The Annotated Sheet: A Guide to Filling Out the Record Sheet [Online]. Available from:
http://www.yukoncollege.yk.ca/~agraham/guides/aguide.htm [Accessed 14 June 2011]

Appendix I
Examples of In-text References and Reference List
Format In-Text - Direct Quotations In-Text - Paraphrasing a Quotation Reference List

Book (Printed)
One author According to Cottrell (2008, p. 29) According to Cottrell (2008, p. 29)…… Cottrell, S. (2008), The Study Skills Handbook, 3rd ed.,
“…” Macmillan, Basingstoke
Two authors Windshuttle and Elliot (1999, p. 79) … (Windshuttle and Elliot 1999, p. 79) Windschuttle, K. and Elliott, E. (1999), Writing,
agree that “.” Researching, Communication Skills for the
Information Age, 3rd ed., McGraw Hill, Sydney
Three authors Lilly, Simpson and White (2003, p. …(Lilly, Simpson and White 2003, p. Lilly, D., Simpson, G.V. and White, K. (2003),
267) claim “…” 267) Genetically Modified Crops, Albion Press, New
York
Four or more Agnew et.al (1995, p. 95) states “…” Agnew et.al (1995, p. 95) states that … Agnew, M., Barlow, S., Pascal, L. and Skidmore, S.
authors (1995), Get Better Grades, Piccadilly Press,
London
Edited book Carter and Peel (ed.) ( 1976, p. 224) …(Carter and Peel (ed.)1976, p. 224) Carter, C. and Peel, J. (eds) (1976), Equalities and
believe that “…” Inequalities in Health, 2nd ed., Academic Press,
London
No author In How dangerous is obesity? (1977, In How dangerous is obesity?(1977, How dangerous is obesity? (1977), British Medical
p.7) obesity is defined as ”…” p.49) it is argued that … Journal, No. 6069, 28th April, p. 1115
2 or more “...” (Smith 2003a, p. 32) Smith (2003a, p. 32) discusses … Smith, C. (2003a), Before Time Forgot, Albion Press,
books by the New York
same author in
the same year Smith, C. (2003b), Kingdoms and Palaces of the Orient,
Albion Press, New York
Smith, C. (2003c), Terrible Tales of an Invertebrate,

Albion Press, New York

Article in an Blaxter (1976, p. 72) states that” …” Blaxter (1976, p. 72) claims that ... Blaxter, P. (1976), “Social Health and class inequalities”,
edited book in: Carter, C. and Peel, J. (eds) (1976), Equalities
and Inequalities in Health, 2nd ed., Academic Press,
London
No publication “…” (Brown, n.d.) Brown (n.d.) admits that… Brown, S. (n.d.), B. B. Bernard, Sunshine Press, London
date
Author quoted in “…” (Brown and Harris, 1978, cited Research indicates that …(Brown and Davison, G.C. and Neale J.M. (2001), Abnormal
another book in Davison and Neale 2001, p. 26). Harris, 1978, cited in Davison and Neale Psychology, 8th ed., John Wiley, New York
2001, p. 26).
eBook (Electronic Book)

One author Flick (2009, p. 127) notes “…” Flick (2009, p. 127) mentions the idea Flick, U., (2009), An Introduction to qualitative research,
that… 4th ed., Sage, [online]. Available from:
http://books.google.com.au/books?id=sFv1oWX2D
oEC [Accessed 11 May 2011]
Corporate or “…” (UNESCO 2011, p. 27) UNESCO (2011, p. 27) reports UNESCO, (2011), The Hidden Crisis: armed conflict and
institutional Education; EFA global monitoring report, 2011,
author UNESCO, Paris [online]. Available from:
http://unesdoc.unesco.org/ulis/cgi-
bin/ulis.pl?catno=190743&gp=1&mode=e&lin=1
Journal Articles
Article from an Tanskanen et al (2001, p. 530) report Tanskanen et al (2001, p. 530) discuss Tanskanen, A., Hibbeln, J.R., Tuomilehto, J., Uutela, A.,
electronic the”…” the notion that … Haukkala, A.,Viinamaki, H., Lehtonen, J. and
database Vartiainen, E. (2001), “Fish consumption and
depressive symptoms in the general population in
Finland”, Psychiatr Serv, vol. 52, no. 4, pp. 529-
531, April. Accessed via PubMed [online]

Article from a Gulliver (2010, p. 726) defines According to Gulliver (2010, p. 726)… Gulliver, T. (2010), “Immigrant Success Stories in ESL
printed journal – success as “…” Textbooks”, TESOL Quarterly, vol. 44 no. 4,
one author December 2010, pp. 725-745
Article from a Furlong and Smith (1994, p. 198) Furlong and Smith (1994, p. 198) claim Furlong, M. and Smith , J. (1994), “The broader system
printed journal – make the claim that “…” that … begins with the workplace”, ANZ Journal of
two or three Family Therapy, vol. 15, no. 4, pp. 197-207
authors
Article from a “…” (Hartshorn et. al. 2010, p. 88) Hartshorn et. al. (2010, p. 88)discuss the Hartshorn, K. J., Evans, N. W., Merrill, P. F., Sudweeks,
printed journal – effect of … R. R., Strong-Krause, D., Anderson, N. J. (2010),
four or more “Effects of Dynamic Correction Feedback on ESL
authors Writing Accuracy”, TESOL Quarterly, vol. 44, no. 1,
March 2010, pp. 84-109
Newspapers or Magazines
Newspaper or “…” (New York Times 1992, p. 28) … (New York Times 1992, p. 28) New York Times (1992), “Picking up the bills”, New York
magazine article Times, 4 June, p. 28
Newspaper or According to Bilton (2011) “…” Bilton (2011) argues that … Bilton, N., (2011), Paper Computers: The Next Big Thing,
magazine article The New York Times, 11 May, [online]. Available
from a website from:
http://bits.blogs.nytimes.com/2011/05/11/next-up-
in-technology-paper-computers/?ref=technology
Other Sources
Government “…” (National Center for Health National Centre for Health Statistics National Center for Health Statistics (2011), Health,
Report Statistics 2011, p. 17) (2011, p. 17) reports that … United States, 2010 [online]. Available from:
http://www.cdc.gov/nchs/hus/description.htm
Dictionaries Shorter Oxford English Dictionary … (Shorter Oxford English Dictionary Shorter Oxford English Dictionary (2007), 6th ed.,
(2007, p. 69) defines “…” 2007, p. 69) Oxford; Oxford University Press
Online Is defined as “…” (Oxford Advanced … (Oxford Advanced Learners Oxford Advanced Learners Dictionary Online (2011),
Dictionary Learners Dictionary Online 2011) Dictionary Online 2011) Oxford University Press [online]. Available from:
http://www.oxfordadvancedlearnersdictionary.com/

GAC course ACT Education Solutions (2011 p. … (ACT Education Solutions 2011, p. ACT Education Solutions, (2011), The GAC Referencing
materials 20) states “…” 20), Guide, Sydney, ACT Education Solutions
Podcasts “…” (Geach 2011) Geach (2011) discusses … Geach, J.E., (2011), The Lost Galaxies [Podcast].
Scientific American, 11th April [online]. Available
from:
http://www.scientificamerican.com/article.cfm?id=t
he-lost-galaxies [Accessed 11 May 2011]
Online image “…” (Scienceblogs 2006) The image on Scienceblogs (2006) Scienceblogs (2006), Polar Bear [Online image]
conveys the idea that … [online]. Available from:
http://scienceblogs.com/strangerfruit/polar-bear.jpg
An article or “…” (Richard 2004) Richard (2004) discusses the notion Richard, A.C., (2004), The Money Trail: Europe Can Do
paper taken from that… More to Shut Down Terrorist Funds, International
an electronic Herald Tribune, March 19, 2004 [online]. Available
database from: ABI/Inform Global database [Accessed 28
April, 2006]
Document or “…” (Citing and referencing: How to Citing and referencing: How to Citing and referencing: How to acknowledge your
article from a acknowledge your sources 2006) acknowledge your sources (2006), sources (2006), Library online tutorials, Monash
website outlines … University Library [online]. Available at:
http://www.lib.monash.edu.au/tutorials/citing/
[Accessed 10 March 2011]
Website “…” (Study Abroad 2011) Study Abroad (2011) illustrates … Study Abroad (2011), Education Dynamics [online].
Available at: http://www.studyabroad.com/

Appendix II
The GAC Guidelines for Dealing with Plagiarism for Students
Plagiarism:
If plagiarism is detected in an assignment or assessment event, you will be asked to resubmit.
The maximum mark possible for resubmission is 55%. If you resubmit work that contains
plagiarism, you will receive a fail.
Using source materials

You are expected to research and use source materials in your essays. You should be aware
that when you paraphrase source materials into your own words, and/or use direct or indirect
quotations, you MUST acknowledge the sources by using the recommended GAC
referencing system. The Harvard system is easy to learn and use. If you do not acknowledge
your sources, then your work is plagiarised. You must also include a Reference List, with
authors listed alphabetically, at the end of the assignment.
Identification of plagiarism in assignments/assessments

Teachers/markers will undertake internet research to identify and verify plagiarism as it
occurs in their students’ work.
How much source material can be used?

As a rule of thumb, no more than 10% of the assignment/assessment event should be
quotations from a source document. Longer extracts are only acceptable if they are
absolutely critical to the development of the argument.
It is most important that if you include quotations, you must comment on and make their
relevance to the essay explicit.
Any assignment containing more than 10% quotation will be returned to you. You may or
may not be able to resubmit, depending on the circumstances.
There are exceptions where it is necessary to include more than 10%. Your teacher will
make that determination.
There is no acceptable minimum level of plagiarism that will go unpenalised.

Appendix III
Answers and Explanations
Task 1 Suggested Answer
The contents of both paragraphs are the same. However, the information
in paragraph one has not been referenced at all. In other words, we don’t
know where it comes from of even if it is accurate. The writer might have
made it up! On the other hand, the inclusion of specific citations in
paragraph two makes it far more academic. We know exactly where the
information comes from and it can be checked for accuracy,
appropriateness and reliability.
Task 2 Suggested Answers
books and journal articles Yes, the words and ideas belong to the
writer of the book or article.
'common knowledge' or folklore No, these ideas are communal.
diagrams, illustrations, charts or pictures Yes, the diagrams etc. and ideas belong
to the creator.
electronic resources such as websites Yes, the words and ideas belong to the
writer or creator.
evaluating or offering your own analysis No, these are your own ideas.
face-to-face interviews Yes, the words and ideas belong to the
interviewee.
films, documentaries, television programs or Yes, the words and ideas belong to the
advertisements writer or creator.
generally accepted facts or information No, these ideas are universal and
communal.
lectures or speeches Yes, the words and ideas belong to the
speaker.
letters, emails, online discussion forums Yes, the words and ideas belong to the
writer(s).
newspapers and magazines Yes, the words and ideas belong to the
writer(s).
pamphlets or brochures Yes, the words and ideas belong to the
writer(s).
personal comments or conclusions No, these words and ideas belong to you.
personal experiences No, these words and ideas belong to you.
surveys Yes, the words and ideas belong to the
person surveyed.
your own observations or experiment results No, these words and ideas belong to you.

Most importantly, education should affect one as a human being in substantive Original
ways. It should greatly extend one’s horizons and broaden one’s perspective. It
should increase one’s appreciation of other cultures, other viewpoints, other
lifestyles. It should deepen one’s sensitivities to other people’s rights, feelings,
preferences, and hopes. It should make one more understanding and tolerant of
individual differences and more capable of settling disputes in nonviolent ways.
And it should heighten one’s curiosity and inquisitiveness; as a consequence of
one’s education, the world should be a far more interesting place than it otherwise
would be.
Nickerson, R.S. (2013), Technology in Education in 2020: Thinking about the Not-Distant Future, p.4, in
Technology in Education: Looking Toward 2020, edited b Nickerson, R.S. and Zodhiates, P.P. Routledge,
London
According to Nickerson (2013, p. 4), it is important education should affect you as Student 1
a human being in substantial ways. It should greatly extend your horizons and
broaden your perspective. It should increase your appreciation of other cultures, Copying. Just a
other viewpoints, other lifestyles. It should deepen your sensitivities to other few words
people and their ideas. It should make you more understanding and tolerant of changed
differences and more capable of settling arguments. Also, it should heighten your
curiosity and inquisitiveness. As a result of your education, the world should be a
far more interesting place than it otherwise would be.
Education should have an important impact on you as a person. By extending and Student 2
broadening not only your world but also your view of the world you should become
more tolerant of other cultures, lifestyles and opinions. It should make you more Some words and
sensitive to other people’s rights, feelings, preferences, and hopes. It should make grammar changed
you understand and tolerate individual differences as well as being able to resolve but mostly the
conflict without violence. You should be more curious about the world. In other same as the
words, your education should make your world a much more interesting place original
(Nickerson 2013, p. 4).
At its most fundamental level, education makes the world a better place. It has a Student 3
substantial impact at the most basic level. By extending an individual’s horizons Patchwork
and broadening their perspectives they will be more likely to appreciate other plagiarism – some
cultures, viewpoints and lifestyles. They will become more inquisitive and willing sections of the
to try new things and ideas. As people become more sensitive, they will be more original are mixed
likely to understand and tolerate individual differences and hence able to avoid with the students’
conflict more effectively (Nickerson 2013, p. 4). writing

Education is central to the development of the whole person with a fully-rounded Student 4
understanding of the world we live in and our place in it. Education helps us to
invite and celebrate differences of all kinds therefore allowing us to deal with other Appropriate
people with compassion and understanding. Always willing to learn and try new paraphrase
things, discussion and debate, rather than conflict and violence, become the
cornerstone of communication. Education creates a person who is a fully
committed member of society (Nickerson 2013, p. 4).
Professor Horgan suggests that the violent behaviours which terrorists exhibit do
not necessarily stem exclusively from pathology, but from a wider span of personal
attributes and thought processes (Horgan, 2009 cited in DeAngelis, 2009 p.60).
A study sought to investigate in-group exclusionary behaviour as a result of out-

group threats in its earliest stages in infancy (Nesdale et. al. 2005, pp. 189-205).
A strong group identity can be established on the basis of minimum binding factors
within a particular social group - however, regardless of the insignificance of these
commonalties, intergroup conflict and aggression can result in a competitive group
setting (Sherif, n.d. cited in Konnikova, 2012).
Kruglanski’s 2005 study found that those who identify themselves as part of a
collectivist society are more inclined to support terrorist attacks against an out-
group, compared to those who identify as having a more individualistic mentality
Twenty-five percent of children in the Middle East do not attend school, or leave
before they attain a sufficient standard of formal education (United Nations,
UNICEF, 2015). This places them in this high-risk category of succumbing to
joining such terrorist organisations “out of boredom and desire…in pursuit of a
cause they regard as just” (Hudson, 1999, p. 24), it can be assumed that in these
cultures shared ideals and behaviours are conformed to by members of a group to
a more significant level than those in more individualistic cultures, where emphasis
is placed on individual rather than group ideals (Miller and Schaberg, 2003, pp.
37-38).
The years of adolescence are a fundamental time in the development of self-

awareness and identity, and thus is an age bracket left vulnerable to radicalisation,
particularly susceptible targets being those who are isolated and marginalised from
their communities (Abbas 2007, pp. 192-193).
Terrorism has been traditionally defined as the violent pursuit of political
objectives (Atlier, Martin and Weinberg, 2014), however Islamic terrorism is
unique in its social media prevalence, solely religious motivation and numerous,
globally-reaching network facets.

Task 5
Broadband Commission for Sustainable Development (2016), The State of Broadband 2015:
Broadband as a Foundation for Sustainable Development, Broadband Commission
[online]. Available from:
http://www.broadbandcommission.org/publications/Pages/SOB-2015.aspx [Accessed
September 2015]
Cheung, C.M.K., Lee, M.K.O and Rabjohn, N. (2008), “The impact of electronic word-of-
mouth: The adoption of online opinions in online customer communities”, Internet
Research, Emerald Insight [online]. Available from:
http://www.emeraldinsight.com/doi/abs/10.1108/10662240810883290 [Accessed 24
June 2015]
Fried, I. (2015), Growing Number of Americans Rely on Cell Phones as Sole Means of Internet
Access, Recode [online]. Available from: http://recode.net/2015/04/01/growing-
number-of-americans-rely-on-cell-phones-as-sole-means-of-internet-access/
Impact of The Internet On Customer Service and Product Development Among the Cendi
Agencies (1997), Cendi User Education Working Group. Available from
https://cendi.gov/publications/inet97_2.html [Accessed September 2015]
Lee, M.K.O and Turban, E. (2001), “A Trust Model for Consumer Internet Shopping”,
Electronic Journal of Electronic Commerce Vol. 6, No. 1, Taylor Francis [online].
Available from:
http://www.tandfonline.com/doi/abs/10.1080/10864415.2001.11044227 [Accessed 24
June 2015]
Manyika, J., Chui, M., Bughin, J., Dobbs, R., Bisson, P. and Marrs, A. (2013), Disruptive
Technologies: Advances that will transform life, business and the global economy,
McKinsey Global Institute [online]. Available from:
http://www.mckinsey.com/business-functions/business-technology/our-
insights/disruptive-technologies [Accessed 21 June 2015]
Rouse, M. (2014), Internet, [online] Available from:

http://searchwindevelopment.techtarget.com/definition/Internet [Accessed 21 May
2015]
Shapiro, A.L. (2015), Is the Net Democratic? Yes -- and No, Harvard University [online].
Available from: http://cyber.law.harvard.edu/shapiroworld.html [Accessed 21 May
2015]


Interviewees
027E: Builder interviewed at Café Marley on 4th July 2016 at 3.00 pm in
Kuala Lumpur, Malaysia
027E: Builder interviewed at Café Marley on 4th July 2016 at 10.30 am in
Kuala Lumpur, Malaysia
Baptiste, Gabriel: Architect, interviewed at GMA Contractors on 3rd July
2016 at in Kuala Lumpur, Malaysia
Chen, Ruth: Electrician, interviewed at Café Marley on 5th July 2016 at
11.15 am in Kuala Lumpur, Malaysia
Ryan, Grauwde: Local contractor, interviewed at GMA Contractors on
3rd July 2016 at 12.45 pm in Kuala Lumpur, Malaysia
Kolf, Vincent: House owner, Grandfather of Student at Sultan Sulaiman
Road on 3rd July 2016 at 9.00 am in Kuala Lumpur, Malaysia
Task 7 The words and phrases in the paraphrase are too close to the original. The
source has been acknowledged but does not have the correct format for an
in text reference. In the student’s text there should only be the author’s
surname and the year of publication (refer to Part C). The full name of the
book, author and other details should be included in the Reference List.
The similarities are shown underlined in the original and in italics in the
student paraphrase.
Original
The Earth has volcanoes because it is hot inside. In some places it is

hot enough to turn solid rock into liquid rock. Geologists call the
liquid rock magma. The magma rises towards the surface because it
is less dense than the surrounding rock (like a hot air balloon rising
through the cooler air). If the magma reaches the surface it is called
lava and lava accumulates to make a volcano.
Student paraphrase:
Volcano is formed because the earth is hot inside, so hot that it can
turn solid rock into liquid rock and this liquid rock is called magma.
The magma is raised toward the surface of the earth because it is less
dense than the surrounding rock. The magma will be called lava
when it reaches the surface and then it accumulates to make a
volcano.

Task 8 Suggested Paraphrase
A volcano is formed when the extreme heat in the core of the earth melts
rock and turns it into “magna” which is the rock in a liquid form. Because
this liquid form is not as thick or heavy as the neighbouring rocks, it
ascends to the surface and an eruption occurs. The liquid rock which
comes out is now known as lava and as this solidifies, it builds up the
volcano. (Chubb, 2006, p. #)
Task 9 Suggested Paraphrase
The Great Barrier Reef is located off the east coast of Australia, and is
considered a natural wonder. It is the world's largest coral reef ecosystem
and is spread over an area that is around the size of Vietnam, and is made
up of more than 3000 reefs and 600 islands. It has been a World Heritage
area since 1981, and in 2007, it was added to the National Heritage List.
Unfortunately, humans have caused pollution to increase, resulting in
significant damage. Today, the Marine Park Authority is responsible for
the reef, and works with government and non-government organisations
to make sure that the Reef Water Quality Protection Reef Plan enforced
and the reef is protected for the future (Great Barrier Reef 2016).
Note: there are a number of words that cannot be changed in this article,
as they are titles and names. This makes it even more important that you
vary the grammar and order of ideas as much as possible.
Task 10 Suggested Paraphrase Summary
George Crusove argues for the abolition of compulsory attendance laws

for primary and secondary schools. First he criticises the present situation
and then gives four positive effects which would result from the abolition
of compulsory attendance laws. His main argument is that education is for
those who wish to learn and that including those who don’t want to learn
“pollutes the educational atmosphere” (Crusgove, 2007, p. #). He argues
that government schools should have the same rights as private schools.
Private schools can expel or get rid of problem students who take up
teachers’ time depriving dedicated students of focussed education. With
compulsory education laws in place, government schools are obliged to
include all children regardless of their behaviour or academic ability. He
claims that students are passed from one year-level to the next whether or
not they have passed.
Crusgove then mentions four benefits of removing the laws. First, he says
that quality of education would advance with students regarding school “as
a serious place to which one goes to learn” (Crusgove, 2007, p. #). Those
students lacking will or aptitude would be removed. Second, schools
would be given the respect they deserve and regarded more highly by the
public instead of as “child minding institutions” (Crusgove, 2007, p. #).

The next positive effect relates to the amount of money saved by not
having to chase malingerers. The money could be used, he says, to benefit
those wishing to learn or by “providing institutions more suited to the non-
academic students” (Crusgove, 2007, p. #).
Task 11 Organising a Reference List
Answer
References
Baker, M. (2001), Families, Labour and Love: Family diversity in a

changing world, Allen and Unwin, Sydney
Business Planning (2010), Free Management Library [online ]. Available

from:
http://www.managementhelp.org/plan_dec/bus_plan/bus_plan.ht
m [Accessed 27 May 2011 ]
Collins, L. and White, J. (2011), “An Intensive Look at Intensity and

Language Learning”, TESOL Quarterly, vol. 47, no. 1, pp. 106-
133
Grellet, F. (1999), Developing Reading Skills, Cambridge Language

Teaching Library, Cambridge, UK
Haney, W.V. (1992), Communication and Interpersonal Relationships,

Richard D. Irwin Inc., Homewood IL
Indicators on Income and Economic Activity (2010), United Nations
Statistics Division [online]. Available from:
http://unstats.un.org/unsd/demographic/products/socind/inc-
eco.htm [ Accessed 27 May 2011 ]
Rohnke, K. and Butler, S. (1995), Quicksilver: Adventure Games,

Initiative Problems, Trust Activities, and a Guide to Effective
Leadership, Dubuque, 10: Kendall-Hunt
Wallace, C. (2003), Critical Reading in Language Education, MacMillan,

UK

When people consider censorship of the Internet they immediately think of recent
censorship laws created to censor material that breaks copyright law. However, in
reality, Internet censorship means to block information on the Internet from the public.
This is most commonly visible on websites that are identified with illegal material.
However, recently, governments have been designing laws that censor not only the
illegal material on the Internet, but also material that governments do not want the public
to know about, or material that reflects ideas that are against the national view or values.
One example of this is the decision by the Minister of Telecommunications and
Information in India to require that web providers pre-screen content to identify and
block anything offensive to the country’s religious sensitivities (Chopra n.d.). As a
result of such activities, many people have started to protest the idea of censoring the
Internet, claiming that this is an abuse of authoritarian power. The battle over free
expression on Internet has been an ongoing battle with many solid arguments favouring,
and opposing Internet censorship.
Interestingly, the public has begun to protest against recent government decisions to
create new laws to regulate information on the Internet. In the United States, the people
had become aware of the SOPA (Stop Online Piracy Act), an act that “would allow a
private party to go straight to a website's advertising and payment providers and request
they sever ties” (Waugh 2012). According to those against this bill, it would harm their
freedom of speech. Therefore, on the 17th of January 2012, many websites blacked out
in order to protest against this act (Goodman 2012).
It is important to note, however, that in discussing Internet censorship many people

immediately think of the negative view. They focus on governments that try to block or
hide information. Internet censorship, however, can also have positive effects. There is
material on the Internet that is being censored all the time. This includes websites that
promote illegal pornography, acts of terrorism, illegal gambling, hate crimes, or any
kind of illegal trafficking (Kumar 2009). Without these materials being censored, those
with corrupt minds could easily make use this type of material, and without proper
tracking technology, would not be caught. Also, such material could have a serious
negative impact on young people who could be taken advantage of.
Reference List
Chopra, M. (n.d.), Policing the Internet in India, Committee to Protect Journalists [online].
Available at: http://www.cpj.org/blog/2011/12/policing-the-internet-in-india.php
Goodman, A. (2012) The Sopa blackout protest makes history, The Guardian
[online].Available at:
http://www.theguardian.com/commentisfree/cifamerica/2012/jan/18/sopa-blackout-
protest-makes-history [Accessed April 10 2012]

Internet providers to start policing the web (2012), RT [online]. Available at:
http://rt.com/usa/news/internet-providers-year-sherman-661/ [Accessed 2 March 2012]
Kumar D.K. (2009), Internet: Uses and benefits for all, Saching [online]. Available at:
http://www.saching.com/Article/Internet---Uses-and-benefits-for-all/2629 [Accessed10
March 2012]
Waugh, R. (2012), U.S. Senators withdraw support for anti-piracy bills as 4.5 million people
sign Google's anti-censorship petition, Daily Mail [online]. Available at:
http://www.dailymail.co.uk/sciencetech/article-2088860/SOPA-protest-4-5m-people-
sign-Googles-anti-censorship-petition.html [Accessed 25 June 2012]
One main cause of water pollution in Paramaribo is because “…the waste water in Suriname
is not treated before it is discharged through sewers into creeks, canals and rivers. In
residential areas, household waste water containing much organic material is discharged in
the gutters” (Water Pollution n.d.). Other causes of water pollution by Paramaribo’s
households are pesticides, oil spills, plastic and personal care and household products
(United States Southern Command 2001, p. 11).
Water pollution not only exists in Paramaribo alone, but also throughout Suriname. It has
a major impact on humans, animals and plants (Types of Water pollution). Humans,
animals and plants will eventually die when exposed to too much contamination. When
humans drink polluted water, they can get infectious diseases like hookworm, amoebiasis
and typhoid (Pollution Effects on Humans, Animals, Plants and the Environment n.d.).
Swimming or being exposed to highly contaminated water can cause rashes, ear aches,
respiratory infections, vomiting, diarrhoea, stomach aches, cancer, disruptions of
reproductive and development hormones as well as damage to the heart, liver and kidneys
(Pollution Effects on Humans, Animals, Plants and the Environment n.d.). Water
pollution also has extremely dangerous effects on animals. Pollutants can change the
chemical compositions of the cells of aquatic animals. These changes can have negative
effects on respiration, growth, and reproduction and development of aquatic organisms
(Effects of Water Pollution n.d.). Because of the rapid bloom of algae in water,
eutrophication occurs (Eutrophication n.d.). Plastic products can entangle aquatic life;
from small fish in the gutters to sea turtles in the oceans. Finally, non-aquatic animals can
have the same effect as humans. Plants, both aquatic and terrestrial plants, may absorb
pollutants from contaminated water and pass them to animals and humans that eat the plants.
Also, disruptions in photosynthesis can occur in aquatic plants (Pollution Effects on
Humans, Animals, Plants and the Environment n.d.).
This paper suggests two main ways to alleviate the problem of water pollution in
Paramaribo. In 2008, no waste water treatment plant existed in Suriname. Two years later
in 2010, the Fernandes Bottling Company, was the first company in Suriname that build a
waste water treatment facility for their company (Leeflang 2008). In the past, there was a
major waste water treatment plant in Flora, Paramaribo which has been allowed to fall into

disuse (United States Southern Command 2001, p. 11). These comprised the beginning
of the treatment of waste water in Paramaribo and Suriname. However, if the Surinamese
government wants to help with the prevention of water pollution, the Surinamese
government should invest in at least one major water treatment plants. No information was
immediately available on how much money was needed to facilitate this water treatment
plant.
The second major way to address the water pollution problem is to raise awareness in the
population about the seriousness of the problem and what individuals can do to help solve
this problem. In many cities around the world, decision makers have invested in public
awareness campaigns to get their citizens to take positive action in a situation like this. The
most important thing Surinamese citizens can do is to stop throwing litter onto the streets
of Paramaribo. The overuse of plastic containers, plastic bags and plastic bottles has
become a serious problem for Paramaribo. Other countries have recognized the problem of
overused plastic and have taken measures to solve it. The authorities need to follow this
example. Surinamese can use reusable bags when they go to the stores. They can also work
together with Suriname Waste Management (SUWAMA) and recycle PET plastic bottles
(Waste Water Treatment Plant (WWTP) Specificities n.d.).
Reference List
Algemeen Bureau voor de Statistiek [General Bureau of Statistics] (2008), Environment
Statistic, Paramaribo, Suriname.
Effects of Water Pollution (n.d.), Effects pf Water [online]. Available at:

http://www.effectsofwaterpollution.com/ [Accessed 18 April 2012]
Eutrophication (n.d.), Water Pollution Guide [online]. Available at: http://www.water-

pollution.org.uk/eutrophication.html [18 April 2012]
Leeflang, R. (2008), Fernandes Bottling Company Builds Wastewater Plant, Dwtonline

[online]. on Avaliable at:
http://dwtonline.com/website/nieuws.asp?menuid=39&id=40464 [Accessed 16 March
2012]
Pollution Effects on Humans, Animals, Plants and the Environment (n.d.), DEP SSA Wiki
[online]. Available at:
http://depssa.ignou.ac.in/wiki/images/0/0b/Effects_of_Pollution.pdf [Accessed 19 April
2012]
Types of Water Pollution (n.d.), Energy Saving [online]. Available at:

http://www.energysavingsite.info/pollution/types_and_effects_of_water_pollution.php
[Accessed 18 April 2012]
UN (n.d.), “Water Pollution, Environmental Degradation and Disasters” in Statistics: Graphs

and Maps, UN Water [online]. Available at: http://www.unwater.org/statistics_pollu.html
United States Southern Command (2001), Water Resources Assessment of Suriname [online].
Available at:

http://www.sam.usace.army.mil/en/wra/Suriname/Suriname%20Water%20Resources%2
0Assessment.pdf [Accessed 18 April 2012]
Waste Water Treatment Plant (WWTP) Specificities (n.d.), Fernandes Bottling Company N.V.
[online]. Available at: http://www.fernandesbottling.com/web/content/17/fernandes-
goes-green-2 [Accessed April 18 2012]
Water Pollution (n.d.), on the National Institute for Environment and Development in Suriname
[online]. Available at: http://www.nimos.org/smartcms/default.asp?contentID=617
H4 Plagiarism Quiz
Answers
1. 1. Yes. This is called self-plagiarism or multiple submission, and it’s not

allowed unless you have the permission of the instructor. In the GAC, it is
not acceptable.
How do you fix the plagiarism problem?
As a general rule, you are expected to produce new work for every module
or subject that you take.
2. 2. No. If you use the quote and reference it both on the slide where it is
used and in the reference list, then it is not plagiarism.
Get in the habit of adding a list of acknowledgments to every presentation.

You should also include sources for images and video.
3. Yes. You must acknowledge the graph both in-text and in the reference
list.
You should not be copying graphs and tables from other sources unless
they uniquely address the research question. Instead, you should use the
information and data that you collect to construct your own original graph
or table. This has the added advantage of being an exact reflection of your
research question as well as your thesis statement.
4. No. If you use the video and reference it both on the slide and in the
reference list, then it is not plagiarism.
The important point is to let your audience know the source of the video
you’re showing. You should do this on the same slide where you include

the html link to the video. Don’t show too much of it otherwise the bulk of
your presentation will be someone else’s work. In most cases, external
sources such as a video clip is not counted in the presentation time.
5. Yes, this is plagiarism. You must always acknowledge the use of any
ideas that are not your own.
Take good notes, record the date, and cite the lecturer in your assignment.
Talk with your teacher or tutor to find some sources that you can read and
cite.
6. Yes. You must acknowledge the food web both in-text and in the
reference list AND the food web MUST apply specifically to the exact
species and the exact location of your field trip.
You should not be copying images from other sources unless they uniquely
address the research question. Instead, you should use the information and
data that you collect to construct your own original food web. This has the
added advantage of being an exact reflection of your research question as
well as the location of your field trip.
7. Yes, this is plagiarism as it is not common knowledge, but specialist

knowledge. Su, you must acknowledge the source of your information.
You could either use direct quotations, that is put the definitions in
quotation marks to indicate they are the exact words from the original text,
or else you could paraphrase the definitions. Either way you would still
need to acknowledge your source both as an in-text reference and in your
Reference List.
8. Yes. This is plagiarism. You have stolen not only the ideas but also the
words from another student.
Your purpose in studying is to learn new ideas and skills. It is important

that you do this by doing your own research and writing your own paper.
9. Yes. Plagiarism applies to ideas as well as words.
You would include details of your source in the Reference List as shown
in this guide and say that you have translated it.

Caution! Generally speaking, a personal translation is not acceptable. However, we

do understand that the sources you have at your school may be limited so
we will accept personal translations of work that is specific to your region
such as when you need local or regional information in your Social Science
or Business reports. You should not use translated materials if an
alternative is available in English.
Be wary of using online translation services which translate word for word
and do not allow for grammar or syntax. This will quickly be identified as
plagiarism.
10. Yes.
First you would need to know Rothman’s credentials in order to justify the
inclusion of his results. You could write something like:
The research of Rothman an audiologist at the X hospital is referred to in

the article “How loud is too loud?” by Bernstein.
You could then write the paragraph as a direct quotation (in quotation
marks) or paraphrase it. The bibliographic details of the article would go
into your Reference List.
11. Yes. This is plagiarism as you have used someone else’s work without
acknowledging it.
Use the time management skills and the semester planner that you studied
in Level 1 to make sure that you manage your time and your deadlines
effectively.
12. Yes. This is plagiarism as you have written as a group when the
assessment requires individual work.
By all means conduct the research as a group and share your raw data.
However, when it is time to write your report or essay you need to go away
and work alone. It is advisable not to look at another group member’s
mapper until after it has been submitted. This way you can be sure that you
have not copied unconsciously (without realising).
13. No. Clip art can be used without acknowledging the source.
Task 14 Sample Answer for: Recording Information from an Article:

Compulsory Education
Preliminary information
An Argument Against Compulsory Education
Title:

George Crusove
Author(s):
Published in the “Letters to the Editor” section of the Daily Standard Newspaper, USA. 27th
March 2007.
The credibility of this article is low. The author does not tell us his qualification to speak on
Source:
the topic. The article is not published in an academic education journal – it is published in
an opinion section of a daily newspaper (a tabloid) to which any person can send in articles
for publication,
Analysis of Information
The author argues that mandatory education should be abolished and that only those who
want to learn should attend school. He claims this will increase the quality of education for
Subject:
determined and purposeful children.
The method of organisation is argumentation. The author wants to persuade people to think
Purpose:
as he does.
General public, readers of the newspaper. The author does not make any claims as to why
Audience: his article is useful.
The author uses only one source, Rubins 2005 p. 68, and because there is no Reference
List we cannot see all the details. But given that the article is written to a newspaper we
would not really expect to see more. In the first paragraph where the author states that “is
Sources:
compulsory for children between the ages of 5 to 14 to attend school”, he does not need to
put a source because this is “common knowledge” in the USA.
Primary Details
“In my opinion mandatory attendance laws should be abolished and only those who want
to learn should attend school. This will surely improve the standard of education.”
Thesis:
(End of paragraph 1)
• Only about school children in USA

• Doesn’t discuss curriculum
Limits:
• Doesn’t have a counter argument, i.e. He does not refute any opposite arguments
Authors arguments:
1. Lazy students pollute the educational atmosphere
• disruptive
• can’t be expelled
• get diplomas anyway
2. Private schools can expel because students can attend government ones
→ better quality of education at these schools
Benefits of abolition of laws

Evidence: 1. quality of education would improve
2. public esteem for schools would increase
3. students who have no aptitude for learning would be identified early and channelled
elsewhere
4. cost of enforcing compulsory education would be eliminated
↓
5. provide resources
- for motivated children
- for vocational schools

For example:
Quotations or sections for Good phrase “pollutes the educational atmosphere” par 2, line 1.
paraphrasing: Students may choose others.
Presentation and Argumentation
These will vary.

Concepts/Words:
The author reiterates his thesis statement.

Abolishing compulsory education would bring them one step closer to the goal of
Conclusion:
providing quality education to motivated children.
Answers and impressions will vary.

Implications:
Evaluation
Answers will vary.

Personal Reaction:
It is a simple argument. His arguments would have been more convincing if the author
had drawn on data, facts and examples for support. Also, the lack of a counter argument
Strength of Case: weakened the case. As a writer you need to acknowledge that you have carefully
considered the other side of the argument but rejected it as being unsound.


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STUDENT MANUAL

Levels I, II and III

The GAC Referencing Guide

Date of Issue: April 2017

ACT Education Solutions, Limited

• understand the need for academic referencing

Harvard AGPS Referencing Guide (n.d.), Library, University of Southern Queensland

Harvard Referencing: The ‘In-Text’ System (n.d.), Student Support-Academic Skills,

©ACT Education Solutions, Limited Page I

Hints and Cautions

Page II ©ACT Education Solutions, Limited

The GAC Referencing Guide

Appendix III provides answers to tasks as well as some additional explanation.

Note! Although this guide aims to be comprehensive, the referencing conventions

©ACT Education Solutions, Limited Page 1

Part B Introduction to Referencing

Did you list any of the following?

Page 2 ©ACT Education Solutions, Limited

Within a university, it is possible for different faculties, different departments

The GAC referencing style

Why is referencing important?

©ACT Education Solutions, Limited Page 3

What kind of information should you reference?

You should reference ANY words, ideas, pictures, diagrams or information

This includes: written information in books, journals, articles, newspapers,

Page 4 ©ACT Education Solutions, Limited

➢ books and journal articles

What does referencing involve?

©ACT Education Solutions, Limited Page 5

Part C How to Use Sources

C1 What is in-text referencing?

C2 How do we write in-text references?

• the author’s surname

You will learn more about in-text referencing conventions in Part D.

Page 6 ©ACT Education Solutions, Limited

C3 Emphasis on idea or author?

With a partner, brainstorm the meaning of the term plagiarism.

©ACT Education Solutions, Limited Page 7

Did you include some of these ideas?

Plagiarism is a form of cheating (sometimes called academic theft) which is a serious

Page 8 ©ACT Education Solutions, Limited

C5 Using direct quotations

We usually use direct quotations when:

When we use a direct quotation, we MUST show that it is a quotation by using

©ACT Education Solutions, Limited Page 9

A balanced diet is one that is based on

(NHS Direct 2011)

Huang, Wang and Ringel-Kulka concluded that

c) Useful phrases to use when quoting

These phrases will also be useful.

argues that ... demonstrates that ...

Page 10 ©ACT Education Solutions, Limited

C6 Language Focus - Grammar in direct quotations

C7 Paraphrasing the author’s words

Delaunay ... realized at once ... that by dismissing traditional

Paraphrase: Emphasis on idea:

Delaunay was inspired by Picasso and Braque’s revolutionary use of pictorial

Paraphrase: Emphasis on author:

According to Golding (1968, p. 149), Delaunay was inspired by Picasso and