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Academic writing

style guide

image: www.freeimages.co.uk

Compiled by

NMIT Library
November 2009
CONTENTS

Introduction ............................................................................................................................................ 3

1. Writing skills ....................................................................................................................................... 4

Formatting an academic paper ........................................................................................................... 5

2. Essay writing....................................................................................................................................... 6

3. Report writing .................................................................................................................................... 8

Stage one: Planning the report .......................................................................................................... 9

Stage two: Writing the report ........................................................................................................... 10

Stage three: Report checklist ............................................................................................................ 12

4. Resume writing ................................................................................................................................ 13

5. Writing a tender ............................................................................................................................... 15

6. Glossary of terms ............................................................................................................................. 17

7. Plagiarism and attribution of work .................................................................................................. 19

8. Referencing (Harvard) ..................................................................................................................... 21

8a. In-text referencing ......................................................................................................................... 24

8b. Reference list and Bibliography ..................................................................................................... 25

9. Further information sources ............................................................................................................ 26

10. Sources ........................................................................................................................................... 29

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Introduction
This Academic Writing Style Guide has been prepared to assist Higher Education students
enrolled at NMIT. Information contained in this guide aims to assist students with report
and essay writing, Harvard referencing, and how to avoid plagiarism through correct
attribution. In addition, information is provided on preparing and adapting resumes, and
the preparation of tender documents.

Additional sources of information on academic writing and referencing are available at all
NMIT campus libraries; the library website is http://library.nmit.vic.edu.au. Should
individual or group help be required with the preparation of written work, NMIT’s Study
Skills advisors are available to assist; please telephone 9269 1372 to speak to a Study Skills
advisor.

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1. Writing skills

General guidelines
Academic papers, regardless of whether they are reports or essays, require careful planning
to ensure that all aspects of the task are included. NMIT has developed a standard
approach to assist students with preparing written documents. The guidelines below also
ensure that all papers submitted (regardless of Faculty) follow identical formats.

Developing a plan
Developing a plan or draft of your written work is the most efficient way of preparing to
write a paper. A plan can be used as a framework to guide yourself in making sure you
answer all parts of the question. It will also help you limit what you need to research. It is
sometimes useful to go back over and change your draft as you find additional or
supplementary information.
General guidelines are as follows:

Understand what is being asked of you – read the assignment carefully; clarify any
words you don’t understand; read the assessment criteria. It is critical that you are
clear about what is being asked of you or you may submit an assignment which is
irrelevant and may be penalised accordingly. Section 6 – Glossary of terms (p.16) will
help with the definitions of common directive words used in assignments

Do preliminary reading – conduct some background research on the subject;


consider some main headings and sub-headings. This will not only help with
structuring your assignment, but it will also provide information to support any
arguments or comments that you make.

Prepare a rough draft – think about the introduction; make some notes under each
heading and sub-heading; consider the conclusion. A rough draft will help you scope
out the document and will assist with the logical ordering of information

Do more thorough reading – take notes as you expand your reading; take careful
note of references (books, websites, journal articles) that you have used – these will
be needed for the bibliography, and having to backtrack later will cost you time

Write the first draft, including the introduction, body of the work and conclusion.
The first draft helps you sort out your thoughts.

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Edit the draft – check the structure and flow of the paper; check spelling and
grammar; ensure all assessment criteria are met; ensure all resources consulted are
included in the bibliography. The bibliography includes all items used to research
and write your paper and demonstrates to your teacher the breadth of resources
consulted.

Finalise and check format (see Formatting an academic paper below)

Submit the assignment – remember to include the cover sheet


Remember to keep referring back to the topic to ensure you are answering what is being asked of
you. Also take careful note of the due date of the assignment.

Formatting an academic paper


To assist lecturers with reading and marking papers, use the following criteria when formatting your
work to ensure that there are appropriate margins for assessors to record comments, and that line
spacing and font size make the document readable.

Line spacing 1.5 or double

Spacing between Double ENTER to create a clear space between paragraphs


paragraphs
Font type Use a clear font, such as Arial or Times New Roman

Font size Use 11 or 12 point

Margins: left and 2.5 – 3.0 cm


right Ensure margins on all four sides are adequate for an assessor to
comment and edit

Printout Print on one side of the paper only

Page numbers Number pages in order and staple together in the top left hand
corner

Page header Put your name, student number and date on each page

Assignment cover Attach to the front of the assignment; this must always be included
sheet to show who you are and so marks are accurately recorded

Plastic sleeves Do not place the assignment in plastic sleeves

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2. Essay writing
In addition to preparing a draft and following the correct formatting (as discussed above),
essays often require more detailed planning due to the depth of the research required.
Consider the following guidelines as you plan, research and write your essay:

Be clear about the central idea of the essay

Examine your topic. Look at the keywords. What are you being asked to write about?
Write a sentence that encapsulates your topic. A carefully thought out topic
sentence will serve two important functions. First, it will provide you, the author,
the means to stay focused on your objective. It's a lot easier to write if you know
what you are going to write about! Second, a clearly stated topic sentence will
provide readers with the tools they need to clearly understand what you have to
say.
Have you been asked to discuss, or examine, to compare or some other process?
Make sure you know the difference. (See Section 6 - Glossary of terms on page 16 for
definitions of directive words)
Brainstorm all your ideas or use a mind-map clarify your thoughts

Outline your essay into introductory, body and summary paragraphs.

Using the above ideas, prepare an outline or diagram of your ideas in relation to the
topic.
Write down what you know, and what you need to find out.
Do any research, making sure you record references for all information you have
found.
Write your topic statement. This is the one sentence statement that summarises
what you are saying in your essay.
Write the body of the essay
Each paragraph should begin with a key sentence which represents your main idea
and finish with a sentence that summarises that idea. There should be at least two
examples or facts in the body of each paragraph to support the central idea.
Write the subpoints. Remember to support your argument by evidence or logical
reasons. A strong reason logically supports your point and is specific and states the
idea clearly.
Elaborate on the subpoints with further description or explanation or discussion.
Use quotes of ideas from key resources to support your argument. Do not apologize
for what you are saying. An essay is about your opinion; just make sure you include
enough supporting material to show that you have researched your topic to form
your opinion.

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Write the introduction. Now you've written the main part of your essay you know
what to say in the opening section. Use a few sentences explaining your topic in
general terms, then gradually become more specific, until you reach your argument
or central idea.
Write the conclusion. Now you've written the rest of your essay you know what to
say in summary. These are three or four strong sentences summing up your points or
providing a final perspective on your topic. Review the main points (being careful not
to restate them exactly) or briefly describe your feelings about the topic.
Add the finishing touches, checking flow, word and sentence order, and spelling and
don't forget your bibliography (see p.23).

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3. Report writing
In addition to the General Guidelines (p.4) and Formatting an Academic Paper (p.5), reports
typically require more precise information (ie. data, statistics, methodology, etc) and, as
such, have a different formula for composition. The following guidelines will provide
additional information for submitting a professional report.

What is a report?
A structured, written document directed to interested readers in response to some specific
purpose, aim or request. This can often be an issue or problem, for which a solution needs
to be found.

Characteristics of an effective report


An effective report is:
 Appropriate to its purpose and audience
 Accurate – use current data
 Logical
 Well organised with clear section headings
 Factually based – use authoritative sources of information (eg. articles from peer-
reviewed journals) and be particularly careful when using or quoting information found
on the internet. Authoritative websites include those owned by government
departments, educational institutions and professional associations. Be wary of
websites such as Wikipedia, as anyone can add or alter information on these sites.

The format of a report


Most reports are modeled on the following structure:

 Title page
 Table of contents
 Abstract / Executive Summary
 Introduction
 Methodology
 Discussion (includes discussion and evidence)
 Conclusions
 Recommendations
 Bibliography

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Stage one: Planning the report

Step 1: Define the purpose


Read the requirement carefully

Identify keywords

Make sure you know what’s really being asked

Step 2: Define the audience


Determine your audience’s level of understanding; what is their current knowledge?

Determine what your audience needs to know

Step 3: Establish parameters


Determine the scope and level of detail required

Determine the length of the report and what can be covered in that length

Step 4: Gather information


Make sure the information you gather is relevant, up-to-date and factually correct

Make sure that you copy facts and figures correctly

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Stage two: Writing the report

Step 1: Write the body

Write the introduction


 The introduction puts the discussion in context, explains why the report is necessary
and gives background information on the subject matter
 It also provides supportive information including the aim, scope and limitations

Write the discussion


 The discussion is the main body of the report
 Information is arranged in the discussion using headings and subheadings. Bullet
points are also acceptable, and may make it easier for assessors to read
 The discussion describes, analyses, interprets and evaluates the procedures, data,
findings, relationships, visual material, methodology and results in the report
 The material should be presented in an order that leads logically to conclusions and
recommendations
 In writing the discussion, you should:
 Write at an appropriate level
 Organise material logically
 Use clear, concise language
 Give concrete examples

Write the conclusion


 Conclusions are drawn from evidence, analysis, interpretation and evaluation
presented in the discussion
 No new material can be introduced in the conclusion
 The conclusion should follow logically from the discussion
 The conclusion section should contain:
 Summary
 Key points
 Main findings

Write the recommendation


The recommendation section (not all reports give recommendations) should present
possible actions to be taken based on the conclusion. The conclusion is what was
found; the recommendation is what should be done about it.

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Step 2: Write the abstract / executive summary

 The abstract is also known as the executive summary or synopsis


 It is a concise summary of the essential elements of the report, from the
introduction through to the recommendations
 The abstract should be:
 Independent; able to be read on its own
 Comprehensive; covering all the main points
 Clear and concise
 Brief; 10 – 15% of the length of the report
 Written in full sentences and paragraphs
 The abstract should include a summary of:
 Purpose
 Scope
 Achievements
 Main points
 Conclusions
 Recommendations
 The pages of the abstract are usually numbered with lower case Roman numerals (i,
ii, iii, iv, etc)
 Many readers look at the abstract to find out whether to read the report

Step 3: Write the supplementary material

Write the title page


 The title page identifies the report with the following information:
 Title
 Author’s name, position and qualifications
 Authority for report
 Place of origin
 Date

Write the Table of Contents


 The Table of Contents includes:
 Section titles and major headings listed in order of appearance
 Page locations (standard page numbering begins with the
Introduction)

Write the Bibliography and Reference List


 The bibliography lists all items you used to research and write your report
 The reference lists contains only those items you have cited or referred to in your
report. Items in the reference list will also appear in the bibliography
 Use the referencing system recommended by your department

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Stage three: Report checklist

Have I fulfilled the purpose of the report?


Is the report written at a level appropriate to its audience?
Does the report contain the correct facts?
Is the report comprehensive?
Is all the included information relevant?
Is the layout and presentation appropriate?
Is the style clear, concise and professional?
Does the abstract provide an accurate summary of the report?
Does the introduction adequately introduce the discussion?
Is the discussion organised logically?
Does the conclusions section interpret, analyse and evaluate?
Are the recommendations reasonable?
Does the Table of Contents correspond with the actual contents? Are the page
numbers correct?
Have I acknowledged all sources of information through correct referencing?
Have I checked spelling, grammar and punctuation?
Have I carefully proof-read the final draft?

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4. Resume writing
A resume (also known as a CV or curriculum vitae) is a summary of your skills, experience
and education, and also provides information on how your skills may potentially meet the
requirements of a job. As potential employers may receive hundreds of resumes, it is
important that your resume makes a good first impression and contains relevant
information in a succinct format. It is said that potential employers can assess whether the
applicant is suitable for the job (and worth interviewing) in the first 45 seconds of reading
the resume. First impressions are vital, and the more organised your resume is, the better.

What to include in your resume


Personal details – your full name and contact details, including address, telephone
(including mobile) and email address

Education and training – starting with your most recent studies, make sure that you
include all training that’s relevant to the job for which you’re applying

Employment history – start with your most recent work history and work backwards
chronologically. Include your responsibilities, tasks and achievements. Your
employment history doesn’t have to be exhaustive, but it should include all
employment experiences relevant to the job

Skills – include a brief list of all your skills, such as communication, teamwork and
time management

Referees – provide a list of people who can support your application by talking about
how good you are as an employee. Include details such as their name, occupation,
company details and contact information. If you have limited employment
experience (for example, if you’re still studying), ask a teacher to be a referee.
Ensure that you ask permission before nominating people as referees.

Optional extras – you may like to include your ‘career objective’ in your resume, to
give potential employers an idea of your long-term career goals. In addition, you
may also like to list your hobbies and interests to give employers more information
about you and areas in your life where you’ve gained experiences.

Be honest! – if you lie to your prospective employer about your abilities and
experience, remember that you may be asked to perform those skills at some point
during your job.

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Checklist
Prior to sending your resume, take some time to check the following:

Proofreading – take extra care to check spelling, grammatical errors etc.

Tailoring – make sure that your resume highlights how well-suited you are to the job
for which you’re applying

Presentation – your resume should be well laid out, and in a font type and size that is
easy to read (eg. Arial, 10 or 12 point).

Tailoring your resume


It is likely that you will apply for different types of jobs, and your resume will need to be
tailored or adapted accordingly, to highlight your different strengths and experiences. In
the case of resumes, one size doesn’t fit all. Customising your resume can take time, but it
is definitely worth the effort. The following steps will give you an idea of how to do this:

Make sure that you change the position and company to which you are applying. It
sounds simple, but such an oversight can rule you out of the race before it’s even
begun.

Take a close look at exactly what the employer is looking for in a candidate, and
what the job entails. Rearrange your resume to highlight your experiences and
training most relevant to meeting those requirements.

Explain how each of your training and past employment experiences and duties are
relevant to the position for which you’re applying. Emphasize the information that
is relevant to that particular job.

Use the same vocabulary as the employer is using in the advertisement; ie. identify
the keywords and vocabulary and include these in your application.

You may like to highlight the best or most relevant parts of your training and
experience by adding a ‘qualification summary’ at the top of your resume. Place this
directly below your name and contact details but above the body of your resume.
This positioning ensures that recruiters will actually see your strengths.

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5. Writing a tender
A tender is a formal written proposal for completing a specific job as is requested by
another company. In essence, a company that needs goods or services supplied to them
requests a tender so that interested people (or companies) can place their tender in order
to win the job.

Details to include when submitting a tender


Depending on the type of job being tendered, the requesting company may provide
information such as details of the job itself and specific requirements; terms and conditions
to be met by both the company and successful tender applicant; target date for completion
of the job; and any potential safety issues. Read all the information carefully to ensure that
your response is accurate and relevant. It is also imperative that you pay particular attention
to the submission deadline.

When applying for a tender, include the following details:

Begin with a summary of how you will meet key specifications and conditions listed.
Respond to each specification and condition.

List your qualifications and experiences to justify why you are the right person for
the job. List any previous bids awarded. You may need to tailor your resume to
highlight specific training and/or experience relevant to the tender (see Tailoring
your resume, p.14)

Focus on the criteria that is important to the customer; ie. timely completion, price,
quality of work. Assure the customer that you can successfully meet these criteria.

Describe how you plan to manage the job, including scheduling and completion
deadlines.

Explain how you would be able to add value to the job if it was awarded to you

Answer the questions honestly and specifically address their requirements. This
demonstrates that you understand their needs. Be realistic in what you can deliver
but also highlight the benefits you offer.

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Checklist
Prior to submitting your tender, carefully check the document for the following:

Ensure that the tender is comprehensive and addresses all terms of the
specifications and conditions listed in the tender.

Include a cover letter and provide a listing of the contents of your document

The tender should look professional. It should be laid out clearly and spelling and
grammar should be double-checked. Use a clear font that is easy to read (for
example, Arial, 10 or 12 point).

Ensure that the tender is submitted by the due date.

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6. Glossary of terms
Prior to researching or writing an essay or report, it is imperative that you understand what is being
asked of you. The following directive words describe how you should approach a topic:

Analyse - this requires an answer that takes apart an idea, concept or statement in order to
consider the elements it comprises. Answers of this type should be very methodical and logically
organised.

Argue - an argument means to make clear or prove. You must have a particular point of view and
provide an answer to the question using evidence.

Assess - this involves a judgment about an idea or subject. You may need to state whether the idea
or subject being discussed is valuable or relevant after acknowledging points for and, against it. Your
judgment should be influenced by other authors' views as well as your own opinion of the merits of
an idea or subject.

Compare - this requires an answer that sets items side by side and shows their similarities and
differences. A balanced (fair, objective) answer is expected.

Contrast - this requires an answer that points out only the differences between two or more
topics.

Criticise – to pass a judgement based on assessment of both good points and limitations

Define – to give to the exact meaning or definition

Describe - this requires you to describe the attributes or characteristics of a subject.

Discuss - this requires an answer which explains an item or concept, and then gives details about it
with supporting information, examples, points for and against, and explanations for the facts put
forward from various points of view. This can be one of the most difficult types of essay question.

Evaluate – to study and assess an argument or proposition and make a judgement after looking at
the advantages and disadvantages

Examine – to investigate or research the topic

Explain – to make the meaning clear, looking in particular and reasons, causes and effects

Illustrate / Demonstrate - this requires an answer that consists mainly of examples to


demonstrate or prove the subject of the question. It is often accompanied with further instructions.

Interpret - very similar to the task word Explain. An interpretation involves explaining what your
subject means. In an essay of this type, you should examine the key components of a topic or idea
and give an overall judgment or evaluation of it.

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Investigate - search, study and carefully survey all areas of the subject.

Justify - this requires an answer that gives only the reasons for a position or argument. Note,
however, that the proposition to be argued may be a negative one. Remember, it should convince
the reader about your point of view.

Mind map – a diagram used to represent ideas and words linked to, and arranged around, a central
key word or idea. The use of a mind map can be useful to encourage a brainstorming approach to
planning a report or essay

Outline – to summarise the main ideas supported by secondary evidence

Prove – to convince your reader using logical arguments

Review – to go over or summarise, looking at important areas and criticising where necessary

Summarise – to give a brief account of the main points, leaving out detail and example

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7. Plagiarism and attribution of work

What is plagiarism?
To plagiarise means to use the words or ideas of another person in a way that represents
them to the reader or listener as being your own original work. If you do not give any
indication that the work is that of another person then the reader or listener must assume
that you are saying it is your work.

How can plagiarism be avoided?


All students have the responsibility to adhere to the highest standards of integrity in the
preparation and submission of work for assessment. Students submitting work for
assessment must fully acknowledge all sources of information or support used in the
preparation of the work. All students are required to reference sources of information used
in the preparation and completion of work; this practice is called attribution. At NMIT, the
Harvard system is used for referencing work.

The principles of integrity apply to any kind of work submitted for assessment, including
text-based work, music, choreography, visual presentations, art works, and designs. As part
of NMIT’s educational support services, Faculty Librarians are available to assist students to
avoid plagiarism through sound referencing practices and use of text-matching software
where available.

Why are plagiarism and attribution important?


 The author of words and/or creator of ideas deserves, as a matter of fairness, to be
acknowledged for his or her work. It takes time and hard work to complete their
work and it is dishonest for another person to come along and steal that work by
saying it is their work.
 If you use the work of others as your own you are also cheating yourself. In the
Australian academic system the emphasis is on researching other people’s work to
set up a foundation and then building on that foundation with your own work. The
process of doing this is where the learning lies. By avoiding this work you miss the
learning involved.
 It is not fair to others in your class if you get a good assessment based on the work of
others while they struggle to ensure that it is their own work that is assessed

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 Professionals in the area of study are concerned to ensure that what people write
can be seen as their own work so that the area can be advanced. You will come
across journals in which people publish their work. Most academic journals have
referees who look at the work to ensure that it is up to the standards expected.
These are called refereed journals. Plagiarism causes work to be unreliable and
threatens proper development of knowledge.
 The study that you undertake is towards a qualification that should equip you to
work in a particular field. If a student has cheated his or her way through to
completion it is highly likely that they will not be competent to work in the area.
Clients, workers, industry and/or the profession will be worse off if this happens.
 NMIT makes assessments that are accepted throughout Australia. If a student has
cheated to gain that assessment, the reputation of NMIT is threatened and the
national system of recognition of employability skills is weakened.

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8. Referencing (Harvard)

What is referencing?

Referencing is a system used to identify and acknowledge the ownership or source of words,
information or ideas that you have used in your assignment. The Harvard system is one of
the most common techniques for referencing.

You must reference in your assignment when you:

Quote another person's words exactly


Copy tables, figures or diagrams
Paraphrase by putting someone else's ideas into your own words
Summarise by providing a short description of someone else's ideas

You need to acknowledge sources both within the text of your paper (in-text referencing)
and at the end of your paper in a reference list and/or bibliography.

Why reference?

Referencing is essential to:

Avoid plagiarism. You must acknowledge any ideas or information you have used
from other writers. If you do not, you are giving the impression that another
person's words or ideas are your own. This is called plagiarism. Plagiarism carries
heavy penalties.
Verify the information you are using. Using other people's ideas and information
will help you to validate the arguments and / or statements you are making in your
assignment.
Follow up on information. Readers of your assignment may wish to follow up on the
subject you are writing about by consulting some of the sources you used to
research your assignment.

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Harvard referencing examples

Books
The details required, in order, are:

Name of author(s), editor(s), compiler(s) or organisation responsible


Year of publication
Title (in italics with minimal capitalisation)
Edition (if other than first, edition abbreviated to edn)
Publisher
Place of publication

Examples:

Mollison, M 2003, Producing videos: a complete guide, 2nd edn, Allen & Unwin, Crows Nest,
NSW.

Department of Employment, Education & Training 1988, Cables, conduits and busbars,
AGPS, Canberra.

Article
The details required, in order, are:

Name of author(s) of the article


Year of publication
Title of article (in single quotation marks and minimal capitalization)
Title of periodical (italicised)
Volume number
Issue number
Page number(s)

Example:

Rowley, J 2003, ‘Action research’, Education and training, vol. 45, no. 3, pp. 131-138.

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Multimedia

Multimedia includes CD-ROMs, videos, DVDs, films, television and radio programs. The
details required, in order, are:

Title (italicised)
Date recorded
Format (for example CD-ROM, video recording, DVD, television program etc)
Publisher
Place of recording

Example:

49 up 2005, DVD, Grenada Television, England.

Electronic resources – articles and webpages

Electronic resources may include electronic journals, both from databases or the Internet,
and other web resources. The details required are the same as for print resources plus:

The date you viewed the information


The web address (or URL) or the name of the database from which the information
was retrieved.

Examples:

Australian Information and Library Association 2006, Statement on information literacy for
all Australians, ALIA, viewed 9th September 2009,
http://alia.org.au/policies/information.literacy.html

Hawawini, G 2005, ‘The future of business schools’, Journal of management development,


vol. 24, no. 9, pp. 770-782, viewed 9th September 2009, retrieved from Emerald
Management Xtra College.

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8a. In-text referencing

In-text referencing is used to acknowledge where someone else's words, thoughts or ideas
have been used in your work. In-text referencing can refer to either direct quotations or
paraphrases.

For paraphrasing, you need two pieces of information: the author(s) surname and the date
of publication.
Example:
Figures should be simple for maximum impact (Smyth, 2004).

If there are more than 3 authors, list only the first mentioned author followed by 'et al.'
which means 'and others'.
Example:
The state of Melbourne’s public transport infrastructure is dismal (Rix et al. 2002)

If there is no identifiable author, use the title of the work instead. The title should be
italicised.
Example:
Moran allows 2 months for the design and prototyping of a new product (Manufacturing
and the product cycle: a case study of Moran furniture 2006)

For direct quotes, paraphrasing or summaries you also require page number(s). In addition,
direct quotes require quotation marks to be placed around the beginning and end of the
passage.
Example:
‘Figure captions should be as concise as possible’ (Smyth 1994, p. 90).

Author names may be integrated into the text of your assignment, followed by the year of
publication in parentheses.
Example:
Smyth (2004) maintains that the main advantage of a figure is its visual impact.

The full details of each reference are given at the end of your assignment in the reference
list and/or bibliography.

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8b. Reference list and Bibliography

The words 'bibliography' and 'reference list' are often used interchangeably, however they
are different.

A reference list contains only the details of items you have referenced in your
assignment.
A bibliography includes all items you used to research and write your assignment
even if they are not directly referenced in your paper.

Both bibliographies and reference lists are placed at the end of your work and arranged
alphabetically by author, or where no author is given, by title. The most important rule in
referencing is to be consistent.

It is important you consult with your teacher to determine whether a reference list or
bibliography is required.

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9. Further information sources
The following resources may assist you with academic writing, and preparing resumes and
tenders. All the books listed below are available in the NMIT Library network, and are only a
selection of what is available. The websites provide more detailed information on the
relevant subjects.

Academic writing
Cite/write 2009, Queensland University of Technology, viewed July 30th 2009,
<http://www.citewrite.qut.edu.au/write/essayquestions.jsp>

Colonna, M & Miller, J 2005, Reason to write: strategies for success in academic writing,
advanced, Oxford University Press, New York.
Held at: Epping 808.0428 COL

Essay or report? 2009, Monash University, viewed 9th September 2009,


<http://www.monash.edu.au/lls/llonline/quickrefs/06-essay-report.xml >

Hamp-Lyons, B, Hamp-Lyons, L & Heasley, B 2006, Study writing: a course in writing skills for
academic purposes, 2nd edn, Cambridge University Press, Cambridge.
Held at: Epping 808.066 HAM

Report writing FAQs 2009, University of New South Wales, viewed 9th September 2009,
<http://www.lc.unsw.edu.au/onlib/report.html >

Rolls, N & Wignell, P 2007, Communicating at university: skills for success, Charles Darwin
University Press, Darwin.
Held at: Epping 808.02 ROL

Rosen, L 2006, The academic writer’s handbook, Pearson Longman, New York.
Held at: Fairfield 808.042 ROS

Soles, D 2009, The essentials of academic writing, 2nd edn, Wadsworth Cengage Learning,
Australia.
Held at: Preston 808.042 SOL

Summers,
J & Smith, B 2006, Communication skills handbook, 2nd edn, Wiley, Milton, Qld.

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Dianne Wisth
Veit, R & Gould, C 2009, Writing, reading and research, 8th edn, Wadsworth Cengage
Learning, Boston, MA.
Held at: Preston 808.042 VEI
Writing skills 2009, Curtin University of Technology, viewed 9th September 2009,
<http://learningcentre.curtin.edu.au/skills/writing_skills.cfm>

Referencing
Amiry, N & Haaq, D 2004, Avoiding plagiarism [digital video disc], Schlessinger Media,
Wynnewood, PA.
Held at: Greensborough MM 808 AVO
Referencing 2009, NMIT Library, viewed 10th September 2009 <
http://library.nmit.vic.edu.au/cgi-bin/spydus.exe/MSGTRN/OPAC/REFERENCE >

Resume writing
Breitenmoser, K & Preston, L 2008, Job application: looking good on paper [digital video
disc], VEA, Bendigo, Vic.
Held at: Preston MM 650.142 JOB

Brown, L 2007, Resume writing made easy: a practical guide to resume preparation and job
search, 8th edn, Pearson/Prentice Hall, Upper Saddle River, NJ.
Held at: Fairfield 650.14 BRO

Collins, C & Harding, B 2006, Powerful resumes [digital video disc], VEA, Bendigo, Vic.
Held at: Preston MM 650.14 POW

How to write a resume 2009, Youth Central, viewed 9th September 2009,
<http://www.youthcentral.vic.gov.au/Jobs+&+Careers/Applying+for+jobs/How+to+write+a+
resume>

Madero, F 1004, The resume guide: how to write a winning resume, New Holland, Frenchs
Forest, NSW.
Held at: Preston 650.14 MAD

Mills, C 2009, You’re hired! CVs: how to write a brilliant CV, Trotman, Richmond, Vic.
Held at: Collingwood 650.142 MIL

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Seidman, E 2009, How to tailor your resume to specific jobs, eHow, viewed 9th September
2009, <http://www.ehow.com/how_2343733_tailor-resume-specific-jobs.html#>

Shrank, L 2006, Effective resumes & job applications [digital video disc], Learning Seed (US).
Held at: Greensborough MM 650.14 EFF

Study Skills resources


Study skills 2009, Study Skills Advisory Service, NMIT, viewed July 30th 2009,
<https://staff.nmit.vic.edu.au/corporateservices/ss/StudySkills/Pages/default.aspx>

Tender writing
Harold, L 2007, Bids, tenders and proposals: winning business through best practice, 2nd edn,
Kogan Page, London.
Held at: Preston 658.15224 LEW

Overton, R 2003, Tenders and proposals made simple, Martin Books, Sydney.
Held at: Epping & Preston 808.066651 OVE

Victor, A 2008, ‘How to write a winning tender’, Ezine articles, viewed 9th September 2009,
<http://ezinearticles.com/?How-to-Write-a-Winning-Tender&id=971969&opt=print>

Victor, A 2008, ‘How to write a tender proposal’, Ezine articles, viewed 9th September 2009,
< http://ezinearticles.com/?How-to-Write-a-Tender-Proposal&id=965234>

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10. Sources
Cite/write 2009, Queensland University of Technology, viewed July 30th 2009,
<http://www.citewrite.qut.edu.au/write/essayquestions.jsp>

How to write a resume 2009, Youth Central, viewed 9th September 2009,
http://www.youthcentral.vic.gov.au/Jobs+&+Careers/Applying+for+jobs/How+to+write+a+r
esume
Referencing 2009, NMIT Library, viewed 10th September 2009 <
http://library.nmit.vic.edu.au/cgi-bin/spydus.exe/MSGTRN/OPAC/REFERENCE>
Seidman, E 2009, How to tailor your resume to specific jobs, eHow, viewed 9th September
2009, <http://www.ehow.com/how_2343733_tailor-resume-specific-jobs.html#>

Students’ guide to assessment 2009, Health & Community Studies Department, NMIT,
Preston, Vic.

Study guide, Melbourne Consulting and Custom Programs, University of Melbourne,


Hawthorn, Vic.

Study skills 2009, Study Skills Advisory Service, NMIT, viewed July 30th 2009,
<https://staff.nmit.vic.edu.au/corporateservices/ss/StudySkills/Pages/default.aspx>

Victor, A 2008, ‘How to write a winning tender’, Ezine articles, viewed 9th September 2009,
<http://ezinearticles.com/?How-to-Write-a-Winning-Tender&id=971969&opt=print>

Victor, A 2008, ‘How to write a tender proposal’, Ezine articles, viewed 9th September 2009,
< http://ezinearticles.com/?How-to-Write-a-Tender-Proposal&id=965234>

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