STUDENT STUDY SKILLS HANDOUT

STUDENT STUDY SKILLS HANDOUT SGA-VET-ACPEA-054/07/12 CONTENTS Page Study Methods and Timetabling ....................................................
Author: Dale Owens
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STUDENT STUDY SKILLS HANDOUT

SGA-VET-ACPEA-054/07/12

CONTENTS

Page Study Methods and Timetabling ..................................................................... 3

Reading and Note-taking Skills for Textbooks................................................ 4

Note-taking in Class ....................................................................................... 6

Note-taking for Assignments ........................................................................ 12

Writing Assignments .................................................................................... 13

Acknowledging Sources ............................................................................... 15

Presentation of Assignments ....................................................................... 25

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Study Methods and Timetabling The types of study you should undertake are given in more detail below.

Set Homework This applies particularly to resource-based learning.

Revise Work You should revise notes taken in class each night by tidying them up, correcting spelling, or checking definitions, etc. Once a week revise all the work covered in the previous week and so on. Regular revision not only helps to lodge the material in your memory, but also makes it easier to revise for assessment purposes.

Summarise Chapters of the Textbook or Readings You should commence summarising chapters of the textbook or readings from the first day of your subject. Your trainers will tell you the topics they plan to cover the next day. This not only makes you more familiar with technical terms, but also gives you the opportunity to prepare any questions you may wish to ask in class.

Assignment Preparation At the beginning of a subject, your trainers will hand out information about assessment. Write the dates these are due in your diary. For assignments, work out when research should be completed, then the first drafts, and so on. Write these dates in your diary too. Set aside some time each week for research work. Don’t leave it until the last minute!

Review Progress and Short Term Goals Set aside a 10 to 15 minute period each week to review how you progressed in the previous week. You could ask yourself some of the following questions: Do I need to revise my timetable? Am I up to date with my summaries? Have I revised work regularly? Despite good intentions, I left my assignment writing to the last minute. How can I improve on this for the next assignment? Once you have reviewed the previous week, set new short-term goals for the following week. Sunday evening is an ideal time to carry out this review process.

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Reading and Note-taking Skills for Textbooks Reading effectively and taking concise, accurate notes are two of the most important keys to success in your studies. When you are reading your textbook, do not begin at the first word and read straight through. Instead, develop a technique. Read actively – underline, take notes, and ask yourself questions. The method outlined here is called SQ3R. S – SURVEY Q – QUESTION R – READ R – (W)RITE R – REVIEW

Survey Look closely at the title of the chapter. Read the introduction and conclusion. Skim through the headings and subheadings. Look quickly at diagrams, graphs or visuals. See if there are any questions or activities at the end of the chapter that might help you.

Question Turn each heading or subheading into a question by asking yourself: WHO? WHAT? WHEN? WHERE? or HOW?

Read Read each section with the above questions in mind. Do not mark the textbook at this stage. Now go back and underline or highlight the main points. (Remember you can do this only if you own the book!)

Write Close the textbook and attempt to answer the questions in your own words.

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Review Go over the material again and check to see if you have answered the main points. This system has several techniques that will help you in other areas of information processing. The importance of using techniques like browsing, reading actively and writing in your own words is outlined below.

Browsing It is always a good idea to have an overview of a task before dealing with specific sections. Browsing will indicate the length of time it will take to complete the task, and whether you need extra equipment or documents to finish it. Furthermore, gaining an overview of a topic or document helps when trying to understand more specific details. Consequently, this technique is useful not only in scanning chapters in textbooks, but also in filling out questionnaires, assessment papers and so on.

Reading actively This technique emphasises the importance of asking questions when reading. Questions help because they give a purpose to the reading. They turn it from a passive activity where words pass through the brain without being processed into a stimulating activity.

Writing in your own words Simply copying sentences from the textbook on to your notepaper often means the material is not processed by your brain. Is it any wonder you cannot understand it later? The technique of writing in your own words is much more difficult initially, but it is worth persevering because in the long run it has several advantages that are outlined below. It tests your comprehension of material because you cannot write anything in your own words until you understand it. Experts in study methods say you cannot transfer information to your long-term memory until you understand it, so this technique helps lodge material in the brain permanently. This technique also helps your writing skills because it gives you constant practice in expressing yourself in a technical way. Remember you cannot go into an assessment reciting huge sections of the textbook. Sooner or later you have to learn to process information to answer a specific question.

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Note-taking in Class A

Tips 1

2

B

C

Obtain the name and telephone number of at least one other student in each subject. a

Ask him/her to collect handouts, etc, if you are absent.

b

Later, borrow his/her notes to catch up.

Write the topic and date on the top of each page.

Attitude 1

Pre-read material that is to be covered in class.

2

Adjust your mind before the class starts. What was covered yesterday? What is likely to be covered today?

3

Listen actively - sit up straight, be alert.

4

Concentrate on the content.

5

Keep reminding yourself of your goals. Why are you doing the study?

Format 1

2

The advantages of using a loose-leaf folder that takes A4 paper include: a

pages are easily removed for revision, corrections, etc

b

handouts can be inserted easily

c

your own textbook notes can be added later on.

Experiment with one of the three note-taking methods described below until you find one that suits you. a

6

Key Words - divide the right hand page into two by folding it in half vertically. Write your lecture notes in one column. Later when you revise your notes, write key words in the other column or perhaps sample questions. (See sample at the end of this section.)

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b

The Traditional Method is to use Roman numerals for the main points, then to indent for following points. (This section is essentially set out in this way as an example for you.) I

Major Heading A First topic 1 Sub topic a Pertinent facts

The use of bullet points has increased in popularity due to its simplicity. Just list each point under the other. c

D

A more radical method is to use a Mind-map. Write the topic of the class in the middle of the page and the main points around the outside. (See sample at the end of this section.)

Writing 1

Use one side of the paper only for ease in moving or inserting sheets.

2

Leave lots of white space a

Notes that are tightly packed are hard to read.

b

Later on when you are revising you have room to insert notes, handouts, etc.

3

If you cannot understand the facilitator, or if you miss the point, leave a large gap to fill in later.

4

In most circumstances use only key words, phrases or incomplete sentences in note-taking. Do not try to write down the trainer’s points word for word.

5

Only use sentences for definitions, quotations or material stressed by the trainer.

6

Develop personal short-forms by using some of the ideas outlined below: a

For longer words, drop the middle letters. eg information = inf’n different – dif’nt communication = com’n organisation = org’n management = mgt marketing = mkg

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b

Use symbols like: ie = that is eg = for example = therefore = because +ve -ve > < =

c/f co &

E

Cues for What to Write 1

2

8

= positive = negative = greater than = lesser than = equals = rising/increasing = falling/reducing = compared with = company = and

LISTEN FOR a

Statements that begin with ‘The main point is ...’, or ‘Remember that ...’, or with ‘In conclusion ...’, or ‘To sum up ...’

b

Statements that are repeated are often important.

c

The same topic explained in several different ways is another form of repetition and indicates its importance.

d

Pauses or changes in pace may indicate an important section is going to be dealt with, especially if the facilitator speaks in a slow deliberate voice.

e

Changes in facilitator voice levels usually indicate important points. Listen especially for an increase in volume.

LOOK FOR a

Gestures - they can indicate an important point is being made.

b

Watch the whiteboard or the PowerPoint Presentation. Copy down all key outlines, summaries, definitions, etc.

c

Look at the trainer’s eyes. When he/she looks down at his/her notes this is usually a sign that another point is being made.

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F

G

Memory Aids 1

Revise class notes as soon as possible after the class. Try to do this within 24 hours of the class. Use this time to write in key words, highlight important points, fill in gaps, correct spelling, check definitions, etc. If your notes are very hard to understand, consider re-writing them completely, using your own words.

2

Revise all notes once a week. Even a short session of 20 minutes will be sufficient. Remember as much revision as possible helps to lodge material in the long-term memory.

3

When revising, use key words as cues. Cover your notes on the right hand side of the page and try to recite the answer yourself. Then look at your notes to see if you have covered all the main points.

4

Make a note of humorous anecdotes or quotations, as they help to lodge material in the memory.

Problem Solving 1

Try swapping notes with another student. This student may have points you missed or vice-versa.

2

Talk things over with other students. Sometimes this will clarify problem areas.

3

Prepare for class by previewing the material to be covered in class, reading the appropriate section in your textbook.

4

Read other versions of a difficult topic. Borrow other books from libraries. Another way of presenting the topic may make it clearer.

5

If all else fails, ask your trainer to evaluate your notes and make suggestions.

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Keyword Example PLANNING AND WRITING AN ASSIGNMENT

1

Define key words

Underline directed words - see list. Underline technical words - define using dictionary/text book.

2

Overview topic

Read class notes. Read textbook information. Read general library books.

3

Organise outline

What is the problem? (Refer to Task Words within Appendix.) Develop a point of view. General > Specific.

4

Allocate time

Allow in weekly study timetables. Does assignment need research?

5

Research

Allow yourself plenty of time for this.

6

Note-taking

Survey (Do not mark borrowed books.) Question - bearing in mind statement in introduction. Acknowledging resources.

7

Structure

A - Introduction – intention – statement. B - Body - logical sequence of paragraphs. C - Conclusion.

8

First Draft

Set aside uninterrupted time. Write in own words. Set aside to review.

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Second Draft

Examine for errors and revise.

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Mind-map Example

Attend class and any tutorials

Complete homework

Revise work regularly

Develop your note-taking skills

Allow time for assignment preparation/research and writing

HELPFUL HINTS FOR STUDY SUCCESS

Read ahead

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Talk to your fellow students

Talk to your facilitator if you do not understand any point

Eat healthy foods

Have plenty of sleep

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Note-taking for Assignments The notes you take for an assignment are different from the ones you take from a textbook or in class. Assignment notes take the form of summaries of certain points, rather than outlines of the whole topic. As they are usually taken from borrowed books, you cannot underline or mark the page in any way. However, you can use some of the other techniques from the SQ3R technique. (Post-It notes are also very useful as you can add tags that are easily removable later.)

Survey Scan the book you are using. Where and when was it published? Skim through the introduction to gain an idea of the author’s intention in writing the book. Consult the index to locate the topic you require. Skim through this section(s) quickly.

Question Read the section again, bearing in mind the topic of the assignment. Some of the questions you could ask yourself include: ‘Does the author agree or disagree with my point-of-view?’ ‘Has the author added anything to my understanding of the topic?’ ‘Does the author introduce a new perspective entirely?’

Write Write your notes in one of four ways: 1

a summary that is written in your own words and condenses a larger idea or argument;

2

a paraphrase, which is also written in your own words, but usually follows the author’s original presentation; it is useful if you want to change tenses;

3

a direct quotation must be copied exactly, even down to the same punctuation, capitalisation and spelling; or

4

a combination could include a direct quotation with a summary or a paraphrase.

If you find it difficult to make notes in your own words, try the following technique. Write quotations from the book in red pen. Leave a large white space then write it in your own words later on in blue or black pen. (Remember to record the page number and the text title for your own use later.)

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Writing Assignments As a student, you will have to write a variety of assignments. Many students find it very difficult to get started, but academic writing can be broken down into a series of steps.

Step one Well in advance of the due date, read the question carefully and make sure you understand what is required. (Refer to Appendix A of this document for sample Task Words.) If you are not sure, discuss it with your fellow students and/or the trainer.

Step two Write down a list of points that are relevant to the question. Don’t worry about their order at this time, just jot down your ideas of what could be included. This will help clear your thoughts on what it is that you need to write.

Step three Re-read the question, then go to the library, find and read books that are relevant. Reread the appropriate sections of your textbook. Use the note-taking methods described in the previous section. Remember that academic writing avoids exaggerating or making statements that are not supported by evidence. So when doing your research, take note of any good points that you can use as quotes, or paraphrase. Don’t forget to record the referencing information that you will need later: author’s name, title of the book, date of publication, publisher, location and the page number of that interesting section.

Step four Go back to your original list of topics. Have you missed any point? Cross out any that you are not going to use, then re-write your list placing the points under one of the following headings: Introduction Body Conclusion. It is worth taking the time to do this step, as it will give you a path to follow with your writing.

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Step five Suffering from writer’s block? Still having trouble getting started? Students often make writing assignments difficult for themselves by trying to write perfectly first time. Forget that idea! Just write your ideas without worrying about spelling, punctuation, grammar, etc. That comes later! It will help if you focus on one topic and work on that. Then on to the next, and the next, and so on. Make sure that you acknowledge other authors as you go, you are less likely to miss them this way. Do a backup copy of your work in case it becomes corrupted! Then put it aside and do something totally different.

Step six When you return to your draft, your mind will be able to read it from a fresh perspective. Re-read the question then start the polishing process. Add any points into your assignment that you may have missed. Re-word others. Make any corrections to spelling, grammar and punctuation that are needed. Check that all sources of quotes or paraphrases are acknowledged. Again do a backup copy of your work in case it becomes corrupted! Then put it aside and do something totally different yet again.

Step seven When you return, read the assignment all the way through. Does the introduction give the reader a clear idea of the content of the assignment? Do the topics flow in a logical order? Are there any gaps? Are all sources acknowledged? Does the conclusion re-state or summarise the main points? Make any final editing changes necessary.

Step eight Complete your final proofread; don’t just rely on the computer’s Spellchecker. Format your assignment into the college style, remembering to include a references list or bibliography. Add the completed assignment cover sheet. Remember to take a copy of your masterpiece before submitting the original to the trainer.

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Acknowledging Sources (Referencing) All information that you did not know before writing your assignment should be acknowledged. If you do not give other people credit for this new information, you can be accused of plagiarism.

Plagiarism A plagiarist is someone who uses the thoughts or writings of another person, claiming them as his/her own. You are, therefore, required to acknowledge all direct quotations, ideas, paraphrased writings and statistical information. Plagiarism is cheating, and is one of the most serious offences any student can commit. Your trainers will recognise plagiarism when it occurs as they have read much of the literature you will use, and you will suffer the consequences.

Quotations and Paraphrases It is not appropriate to use too many quotes in your work. Quotations are used to support information. They should be brief and woven into paragraph context, so that they explain or enlarge on a point you are making. When the material is rewritten or changed in some way it becomes a paraphrase. This can range from simply changing the tense of a verb to rewriting a whole passage in your own words. However, you must still acknowledge that the original idea or statement is not your own.

How to Acknowledge Sources The citation style recommended by the college is APA Referencing. The library has copies of an APA Referencing Summary – A guide to referencing based on the Publication Manual of the American Psychological Association (5th ed.). Alternatively, a copy of Robert Perrin’s Pocket Guide to APA Style (2nd ed.) can be borrowed from the library. The librarian can also help you with any referencing questions you might have. Perrin (2007, p. 66) says APA has two areas of emphasis: (1) the authors of source materials and (2) the year in which sources were published or presented. This pattern is commonly described as the author date style. When incorporating information from a source, provide an in-text citation that includes, at minimum, the author’s last name and the year of publication or presentation.

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One work by a single author You are to acknowledge another author’s work, not only when quoting directly from that author, but also whenever you paraphrase (put into your own words) or summarise an author’s ideas. You insert the surname of the author whose idea/argument/information you are using, the year in which the document was published and in most cases the page numbers in the document which contains the information you are using. For example It has been suggested by (Smith, 2008, p. 12) that ... Smith (2008, p. 12) anticipates ... Writers agree ... (Jones, 2006, p. 20; Smith, 2007, p. 12). One work by two or more authors When a work has two authors always cite both authors’ names every time the text occurs. When the authors’ names are incorporated in the text, use ‘and’; if in brackets, use an ampersand ‘&’ instead. For example Smith and Thompson (2000, p. 37) clearly demonstrated ... The need for greater simplicity was demonstrated (Smith & Thompson, 2006, p. 37) ... One work by three or more authors If the text you use has three or more authors, the first time you refer to it you list all authors. For example: A recent study (Jones, O’Dare & Perelli, 2004, p. 12) demonstrated ... Researchers, according to Jones, O’Dare and Perelli (2004, p. 2) do … If you refer to this text again in your assignment, you use the surname of the first author and the abbreviation ‘et al’ which means ‘and others’. For example This study (Jones et al 2004, p. 2) identifies clearly ... Jones et al (2004, p. 12) identify clearly …

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Corporate authors These are works without a personal author. Corporate authors may be associations, agencies like government departments, corporations or organisations. Names of organisations should be given in full the first time they are cited within the text. In subsequent citations, these names may be abbreviated in the text if the abbreviation is meaningful or well known. No author When a work has no author, include the title of the work and then the year of publication. Use quotation marks around the title of an article or the chapter. For example It is necessary to cite all sources (‘Student Study Skills Handout’, 2008, p. 15) … Use italics if the title is from a periodical or book, if there is no author. For example The book (Graduating Seniors, 2005) ... Anonymous author When the author is designated ‘anonymous’, include the word ‘Anonymous’ followed by the date of publication. For example … (Anonymous, 2006). Authors of two or more works in the same year Identify works by the same author/authors in the same year by the suffixes a, b, c, etc, after the year of publication. For example Jones (2006a) discovered ... In later research, Jones (2006b) ...

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Author referred to in another work When quoting an author referred to in another work, refer to both works in the text, but list only the work you have read in the reference list. For example … Menzies (as cited in Smith, 2005, p. 136) compared ... The work by Smith will appear in the reference list, not the work by Menzies.

Reference List The Publication Manual of the American Psychological Association (APA) (2001, p. 215) states, references cited in text must also appear in a reference list at the end of the paper. The author must make certain that each source referenced appears in both places, and that the in-text citation and reference list entry are identical. Start the reference list on a new page. References in APA are listed alphabetically in the References section at the end of a paper. The reference list must be double-spaced, with hanging indents for all lines of each individual reference except the first line. Do not call your end-of-text references a “Reference List” instead type the word ‘References’, centred, at the top of the page. Reference data must be correct and complete. Each entry usually contains the following elements: author, year of publication, title, and publishing data. Give special attention to spelling of proper names and of words in foreign languages, including accents or other special marks, and to completeness of journal titles, years, volume numbers and page numbers. There is a particular pattern that needs to be followed when setting out a reference list. Books The author’s surname is placed first then a comma followed by the initials of his/her given name(s) followed by a full stop. The year of publication is placed next (in brackets) and is followed by a full stop. Next is the title of the publication; this should be in italics. Begin the first word of the title and subtitle with a capital letter. Any edition other than the first is noted after the title of the work, in brackets (2nd ed.) and followed by a full stop. The place of publication (give the city and, if the city is not well known, the state or country) followed by a colon. The name of the publisher follows. Give the name of the publisher in as brief a form as possible. Omit such details as Co. or Inc.

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Reference to an entire book Thompson, S. (1995). A healthy start for kids: Building good eating patterns for life. Sydney: Simon and Schuster. Kotler, P., Brown, L., Adam, S., Burton, S. & Armstrong, G. (2007). Marketing (7th ed.). Sydney: Pearson Prentice Hall. Edited Book Donovan J. (Ed.). (1995), Health in Australia: What you should know. Canberra: Australian Institute of Health and Welfare. Edition Carter, S. (2000). Practical English (4th ed.). Sydney: Longman. Journals For references to journals the following format is used: surname of the author(s), (then a comma) followed by initials and full stop year of publication (in brackets), followed by a full stop title of the journal article followed by a full stop the journal name in full in upper and lower case letters, italicised followed by a comma volume number, italicised followed by a comma issue details in brackets, comma first and last page numbers, followed by a full stop. For example Dewhirst, C. (1996). Hot air over the Himalayas. World Geographic, 26 (1), 51-61.

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The pattern is basically the same whether you are including a periodical article, journal article or newspaper article in your reference list. For example Newspaper article, author not known Dead: Smallpox gets its sentence (2007, May 27). The Sydney Morning Herald, p. 1.

Newspaper article, author known Simper, E (2007, May 25). TV advertisers blasted for pitching at infants. The Australian, p. 5. Unpublished paper Herbert, K. A. (1995). Parallel knowledge: farmers and scientists and land classification, University of Canberra: BAppSc thesis. Electronic sources With the move into the electronic age, increasingly more works are published electronically. To cite an electronic source in your list of references: Author’s family name, followed by his/her initials Site date (the date the site was created or last revised) Name and place of the sponsor of the source, if applicable/title of the web site or database Date of viewing the source URL (web address).

Perrin (2007, p. 102) states that researchers should note, however, that while electronic resources are easy to secure, they are often challenging to cite in a paper. Because web sites are developed without the rigid standards that exist for printed sources, it is sometimes difficult to locate the information that is required for reference-list entries. Whereas the copyright dates for books can always be found on the copyright page (following the title page), websites hosts or developers may include posting (or revision) dates at the top or bottom of the homepage; they may locate it on the “About This Site” subpage; or they may not include a date at all. As a result, researchers must be willing to explore online sources thoroughly in order to secure necessary information.

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For example World Wide Web Department of Finance and Administration. (2001). Department of Finance and Administration/Canberra. Retrieved 7 August, 2001 from, http://www.finance.gov.au Vocational Courses University Pathways. (2008). Martin College Business and Technology Training. Retrieved 31 March, 2008, from, http://www.martincollege.edu.au Unpublished interview / personal communication An interview can only be included if carried out with a recognised professional from an association, corporation, and professional body or government department. Use brackets to indicate that the material is a description of content not the title. Do not highlight the topic. Personal Communication may be letters, memos, some electronic communications, eg e-mail, or messages from non-archived discussion groups or electronic bulletin boards), personal interviews, telephone conversations. Information gained through personal communication – either face-to-face interview or conversation, telephone call, facsimile, letter, email, etc. – should be provided as an in-text citation. Details of personal communications do not need to be included in the reference list. For example L. J. Palmer (personal communication, 2 July, 1999). A transcript of the interview can be included as an Appendix. Non print media / audiovisual Non print media and audiovisual materials include: audio recordings, motion pictures, music recordings, television programs and videotapes. For example Television broadcast World News Australia. (2008, April 28). [Television broadcast] Melbourne: SBS.

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Film / motion picture Mass J. (Producer), & Cluck, D. (Director). (1979). Deeper into Hypnosis (film). New Jersey: Prentice Hall. Marshall, F. (Producer), & Spielberg, S. (Director). (2008). Indiana Jones and the Kingdom of the Crystal Skull. [Motion Picture] [With Shia LaBeof, Harrison Ford, & Cate Blanchett] United States: Paramount Pictures. For a DVD recording of a movie follow the same pattern as for a motion picture. Video Williams, J. (Writer & Producer). The Other Side of the Mountain. (1989). (Video recording). London: Video Productions Cassette recording Clark, K. (Speaker), (1976). Problems of freedom and behaviour modification (Cassette recording, No. 7612). Washington DC: American Psychological Association.

Personal communications and class notes are not to be included in the reference list.

BIBLIOGRAPHY Some facilitators only require a reference list; however others may also require a bibliography. While the reference list includes only those texts you have mentioned in the body of your assignment, the bibliography includes all materials you have read and consulted when preparing your masterpiece. A bibliography is compiled using the same format as a reference list: in alphabetical order of author or editor’s surname and chronologically for each author. Check with your trainers for their requirements. The reference list and bibliography should be presented on separate pages. A sample bibliography follows for your information.

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BIBLIOGRAPHY (An Example) American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association. American Psychological Association. (n.d.) Frequently asked Questions/APA Style. Retrieved March 31, 2008, from http//www.apastyle.org/fag.html Butler, P. (2007, February 5) APA Referencing Summary. Wagga: Charles Sturt University Carter, S. (2000). Practical English (4th ed.).Sydney: Longman. Charles Sturt University. (2000). Distance Education Manual. Albury: Charles Sturt University Dwyer, J. (2003). The Business Communication Handbook (6th ed.). Sydney: Prentice Hall. Fletcher, R. & Brown, L. (2008). International Marketing, An Asia-Pacific Perspective (4th ed.). Sydney: Pearson Prentice Hall. Griffith University Information Services. (January, 2008) Referencing Guide: APA Style (American Psychological Association Style). Retrieved April 11 2008 from http://www.griffith.edu.au/training/library/pdf/referencing_guide_apa.pdf Kotler, P., Brown, L., Adam, S., Burton, S. & Armstrong, G. (2007). Marketing (7th ed.). Sydney: Pearson Prentice Hall. Monash University Library. (2007, November 2) American Psychological Association (APA) style examples. Retrieved March 27, 2008, from http://.lib.monash.edu.au/tutorials/citing/apa.html Murdoch University Library. (2008, February) How to Cite References – APA Style. Retrieved March 27, 2008, from http://wwwlibmurdoch.edu.au/find/citation/apa.html Perrin, R. (2007). Pocket Guide to APA Style (2nd ed). Boston: Houghton. RMIT University. (2007, November). APA Referencing – Library Quick Guide Retrieved April 28, 2008 from (Google Search for APA Referencing)

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Common Short Forms Used In Citations c.

circa (about, approximately)

cf.

compare (from Latin confer)

chap.

chapter

ed., eds.

editor(s)

ed., edns

edition(s)

et al

and others (Latin et alii)

ibid

(i.e. ibidem, meaning ‘in the same work’). This is used when references to the same book or article immediately follow each other, e.g., 1. Kotler, P., Brown, L., Adam, S., Burton, S. & Armstrong, G. (2007). Marketing (7th ed.). Sydney: Pearson Prentice Hall. p. 72 2. ibid (to indicate same book and page) 3. ibid p. 100 (to indicate same book, different page)

n.d.

no date

n.p.

no place

op cit

(i.e. opere citato, meaning ‘in the work cited’). This is used when references to the same book or article do not immediately follow each other e.g., 1. Kotler, P., Brown, L., Adam, S., Burton, S. & Armstrong, G. (2007). Marketing (7th ed.). Sydney: Pearson Prentice Hall. p. 72 2. Fletcher, R. & Brown, L. (2008). International Marketing, An Asia-Pacific Perspective (4th ed.). Sydney: Pearson Prentice Hall. p. 318. 3. Kotler et al. op. cit. p. 332

p., pp.

page, pages

Pt.

Part

rev.

revised, reviser

vol, vols

volume(s)

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APPENDIX An appendix is useful if material is detailed, inappropriate or distracting from the body of the text. Appendix material is to be inserted after the reference list and/or bibliography. For example: Thompson’s observations (see Appendix A) clearly demonstrate ...

Presentation of Assignments/Reports College assignments should be presented in accordance with the following formatting information. 1

Word processed, unless otherwise stated by the facilitator.

2

1.5 spaced, 12 point, Arial.

3

Margins – left 4 cm, right 1 cm, top and bottom 2.5 cm.

4

Number each page consecutively in the footer. The header is the title of the Assignment/Report

5

Use one side of the paper only. Do not submit a double-sided copy.

6

Do not use folders with plastic inserts to display your work as this interferes with the marking process. Manila folders are not required.

7

Present the assignment with all pages stapled together in the correct order. There should be one staple in the top left hand corner.

8

A completed college assignment cover sheet must be attached.

9

Trainers may allow electronic submission of assignments. Check with your trainer before using this method and on the requirements that may apply regarding Turn-it-in.

10

Keep a copy of your assignment for your own records.

11

Assignments must be submitted on the due date unless prior arrangements have been made with the trainer.

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Appendix A – Task Words Task Word/s

Meaning

Analyse

Find the main ideas and show how they are related, what their function is and why they are important.

Comment on

Discuss, criticise or explain the meaning.

Compare

Note the similarities and differences of what you are being asked to compare.

Contrast

Compare by showing the differences.

Criticise

Make a judgement about the merit of theories and opinions or about the truth of statements. Back this by discussing the evidence. It is not necessary to attack it. Discuss the strong and weak points and include your own analysis.

Define

Give the formal meaning of a word, term or phrase.

Describe

Give a written, detailed account or verbal picture in a logical sequence. Emphasise the important points. An explanation or interpretation is not required.

Demonstrate

Show clearly by giving proof or evidence.

Diagram

Make a graph, chart or drawing. Label it and include a brief explanation.

Differentiate between

Show how something is different from another.

Discuss

Investigate and examine by argument giving the reasons for and against. Present a point of view – this will require both description and interpretation. Your opinion must be supported by carefully chosen authoritative evidence.

Enumerate

List the main ideas in point form.

Evaluate

Make an appraisal of the worth of something. Give an opinion of leading practitioners in the field of the truth or importance of the concept. Include the advantages and disadvantages. You may also include your opinion.

Examine

Look at carefully; consider aspects of.

Explain

Interpret the facts; your main focus should be on the ‘why’ or ‘how’ with the aim of clarifying reasons, causes and effects. Do not just describe or summarise.

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Study Group Australia Pty Limited: SGA-VET-ACPEA-054/07/12

Identify

Point out and describe.

Illustrate

Use a figure, diagram or example (comparisons or analogies) to explain or make clear.

Interpret

Explore and clarify the meaning using examples and personal comment.

Justify

Give a statement of why you think it is so. Give reasons for your statement of conclusion.

List

Give a concise numbered list of words, sentences, or comments.

Outline

Give a general summary/description containing the main ideas supported by secondary ideas. Omit minor details.

Prove

Show by argument or logic that it is true. Establish certainty by evaluating and citing experimental evidence or by logical reasoning.

Relate

Show the connections and how one causes, or is like, another.

Review

Examine the subject critically. Analyse and comment briefly in an organised sequence on the major points.

State

Express the main points in brief and narrative form. Omit details or examples.

Summarise

Give a concise account of the main points. Omit details and examples.

Trace

Give the development, process or history of an event or idea.

Source: Charles Sturt University. (2000). Distance Education Manual. Albury: Charles Sturt University.

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References American Psychological Association. (2001). Publication Manual of the American Psychological Association (5th ed.). Washington, DC: American Psychological Association. American Psychological Association. (n.d.) Frequently asked Questions/APA Style. Retrieved March 31, 2008, from http://www.apastyle.org/fags.html Butler, P. (2007, February 5) APA Referencing Summary. Wagga: Charles Sturt University Carter, S. (2000). Practical English (4th ed.).Sydney: Longman. Charles Sturt University. (2000). Distance Education Manual. Albury: Charles Sturt University Dwyer, J. (2003). The Business Communication Handbook (6th ed.). Sydney: Prentice Hall. Fletcher, R. & Brown, L. (2008). International Marketing, An Asia-Pacific Perspective (4th ed.). Sydney: Pearson Prentice Hall. Griffith University Information Services. (V2.4 January 1, 2008) Referencing Guide: APA Style (American Psychological Association Style). Retrieved April 11, 2008 from http://www.griffith.edu.au/training/library/pdf/referencing_guide_apa.pdf Kotler, P., Brown, L., Adam, S., Burton, S. & Armstrong, G. (2007). Marketing (7th ed.). Sydney: Pearson Prentice Hall. Monash University Library. (2007, November 2) American Psychological Association (APA) style examples. Retrieved March 27, 2008, from http://.lib.monash.edu.au/tutorials/citing/apa.html Murdoch University Library. (2008, February) How to Cite References – APA Style. Retrieved March 27, 2008 from http://wwwlibmurdoch.edu.au/find/citation/apa.html Perrin, R. (2007). Pocket Guide to APA Style (2nd ed). Boston: Houghton. Style Manual for Authors, Editors and Printers (2002). (6th ed,). Brisbane: Wiley. Waters, K. (2000). Researching, Writing and Presenting Reports. Melbourne: Eastern House.

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