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Description
Flashcards by Lisza Neumeier, updated more than 1 year ago
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Created by Lisza Neumeier
over 7 years ago
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| Question | Answer |
| Scientific? Academic? Scholarly? | What is meant by "scientific" or "scholarly" depends on the context and purpose of your search For an academic context, different sets of rules and values apply than in other contexts, e.g. – importance of advancing knowledge through scholarly discussion and debate – scholarship as taking part in a conversation: scholarship always engages with other scholarship – argument based on evidence according to the way knowledge is created in the discipline |
| Subjects of inquiry |
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| Academic best practice: using sources, engaging, responding primary sources |
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| Quotation & citation | How literature is referred to in a text when the writer engages with it by • summarizing • paraphrasing/indirect citation • referring to a specific insight or concept • quoting shorter or longer passages |
| Discussing the literature Examples of referring to other authors in a text: | • Wilkins (1981) pointed out: "syllabuses are specification [sic] of the content of language teaching which have been submitted to some degree of structuring or ordering with the aim of making teaching and learning a more effective process". (Rajaee, Abbaspour & Zare 2013: 64) • White (1988) recognizes two types of ... (Rajaee, Abbaspour & Zare 2013: 65) • Breen (1987) sets forth three rationales. (Rajaee, Abbaspour & Zare 2013: 65) • [...], and its origin can be found in the work of Breen and Candlin (1987), Breen (1984, 1987), and Breen and Littlejohn (2000). (Rajaee, Abbaspour & Zare 2013: 70) |
| Why academic writers cite sources | • to summarize the state of research relating to the topic of the text to summarize what researchers have found or discussed concerning a particular issue to point to a particular research finding by a researcher or to a particular idea expressed by another writer – to agree or disagree on basis of writer's own research – to contradict or answer another writer's critique of the writer's work or findings based on that work – to point out flaws in research – to use as the starting point for something new – as support for writer's own work to indicate the theory or school of thought informing the writer's own text, either by referring to a theorist's work or a work about that theory/theorist to point to where data or information can be found (e.g. population size, number of schools in a district) to indicate a passage in a literary text that is an example of something stated or which underscores a point made by the academic writer to cite data (e.g. of corpora) that is discussed by the academic writer |
| Types of quotations/references in a text | Direct quotation: – Word for word from original source – Omissions must be clearly indicated and not distort the meaning of the original source • [...] = omission – Alterations must be clearly indicted and not distort the meaning of the original source • [a]lteration – Typos or mistakes in the original text need to be kept and clearly indicated • [sic] |
| Direct quotation from academic source A longer quote is .. |
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| Direct quotations of indirect sources source 1 via source 2 indirect sources=? | Indirect sources = sources that are not available and can only be quoted or cited via another source. • This should be avoided if at all possible. • Find the original source if possible • But if you cannot avoid this, follow the rules of how to do so according to style sheet • X states that "..." (qtd. in Y #y) • X (NNNNx: #x, quoted in Y NNNNy: #x) states that "...". • Variants: as cited in, referred to in, in • Do you include both the indirect and the direct source in the references? Depends on the stylesheet ... |
| Indirect quotations |
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| Strategies for avoiding plagiarism | quotes • indicate by quotation marks or indention that you are using a passage word for word & give the source • the easiest way of indicating that you are using something, but not always appropriate ! quote only if you need the verbatim passage to engage with it AND you discuss it in your writing ! otherwise paraphrase, summarize and/or synthesize |
| Paraphrase | • In your own words / incl. source • Needs to follow the structure of the original • If you want to add your own views, you need to make explicit where your own statement starts, e.g. reporting verbs/phrases |
| Summary | • In your own words / incl. source • "Condensation of ideas and information in others' texts." • No additions but you can focus on what is important in your context |
| Synthesis | – Focus on idea/topic/issue – Same idea/topic/issue or related ideas/topics/issues found in different sources brought together in writing about that idea/topic/issue – Important preparation: • Notetaking • Structuring how you want to discuss the idea/topic/issue • Coherence and logic of presentation • Clearly indicating where the sources come in – Typical of literature review giving an overview of the main issues in a field or research topic |
| As a student new to taking part in this scholarly debate you should |
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| Authority in an academic context | • Appropriate question • Appropriate and explicit theoretical context • Appropriate identification of research done in the context of the publication • Appropriate research methodology • Appropriate discussion of results • CV and academic career of author • Academic publication by renowned academic publisher, with quality control process, e.g. peer-reviewed journals or academic editorial board |
| Peer review as quality control |
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| Academic literacy • Reading, thinking, writing like an academic | – Reading to learn and to engage with work of other academics – Learning to use methodology to find answers to questions – Being ready to find, deconstruct or disbelieve (based on your knowledge and understanding of an academic field) – Not taking what you read for granted – Being critically aware of work of other academics – Still keeping your own questions and points in mind |
| Academic hat | in different contexts, different people wear different heads (depending on what they’re doing) (yt video) |
| You need to take a position and find what you would like to argue after 1,2 | – – after reading and engaging with the primary text(s) after reading the "scholarly conversation" • • Theory Sources Place what you are exploring in an ongoing "conversation" Scholarship as a conversation |
| Academic best practice: keeping track of sources from the start Why and how? | – Referencing properly = academic best practice – If you forget where something comes from ! danger of plagiarism – Make your life easier how? – Use shelves/designated areas in tools to save items/save searches – Research diary with references – Note-taking with references – Keep track of references via a reference management system (e.g. Citavi, Endnote, CiteULike) |
| Reading | – with a purpose – while actively engaging with what you read – critically while evaluating what you read – efficiently |
| Reading with a purpose – Ask yourself 4 questions | • "Why am I reading this text?" • "What do I want to get from this text?" • "How can this text help me with my task?" • "Where in the text might I find what I am looking for?" |
| Reading actively – Before and during reading ask yourself | • "What do I know about the topic?" • "What do I want to know from this text?" • "What is the source of the text and how do such sources present information?" • "What do I know about such texts in my field?" • "What language is used in such fields" |
| Reading critically | 1: While reading "evaluate the arguments in the text". 2: Ask yourself a) "Is there a clear distinction between fact and opinion?" b) "[...] different points of view or [...] one-sided [...]? c) "What evidence is used to support arguments?" d) "What conclusions are drawn? Are they justified?" e) Does the evidence correspond to what is considered evidence in the academic field you are working in? f) How does what you read relate to what you have read elsewhere? g) [...] |
| Reading efficiently 1) Ask yourself 4 questions 2) Ask yourself 2 more questions | "Do I need to read this?" "Will it help me?" Which parts can I not leave out? Which parts do I need to read in greater detail? "Do I need to read all of it?" "Which parts can I leave out?" Which parts can I not leave out? Which parts do I need to read in greater detail? |
| Strategies for making decisions about reading | Use the title: " e.g. relevant or not? Use the text structure: " Quick look at layout " e.g. introduction/concluding paragraph/results and discussion " Paragraphs & topic sentence indicating what the topic of the paragraph is about |
| Strategies for taking decisions about reading | Scanning: " Looking through a text quickly to locate specific information Skimming: " Looking for main ideas " Ignoring details " E.g. first lines of paragraphs for orientation " E.g. introduction/summary; first/last paragraphs " E.g. using headings |
| Interpretative Framing | 1. "Extratextual framing" (previous knowledge & experience) 2. "Intratextual framing" ("cues from the text") 3. "Circumtextual framing" ("information from the cover of the book, title, abstract etc.") 4. "Intertextual framing" ("connections with other texts") |
| Interpretative Framing |
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| Different reading purposes!different reading strategies: | – "Browsing": getting a "general feel" for a book – "Checking": the table of contents or the index to see is there useful/relevant material – "Focusing on": taking in more details when passages relevant – "Fact finding": finding specific information – "Background": additonal reading to widen your horizons |
| Notetaking: Why!What & How |
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| – Notetaking - how: strategies |
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