1. Support and Citation in academic writing MIKE FURBER 2013

2.  Read the following two slides and decide which one is more effective:

3. 1) It has been said that the level of difficulty of a task can affect your levels of concentration and, consequently, performance. As Ben-Shahar (2008;pg 155) contended "Research on 'Flow', for example, illustrates that peak experience (enjoying ourselves) and peak performance (doing our best) often go hand in hand. To increase the likelihood of Flow, we need to engage in activities that are neither too easy nor too difficult". This relates to education in that activities must challenge our students without leaving them overwhelmed or daunted.

4.  2) I think when you do something it's better if it's not too easy or too difficult. My Dad always says when he's doing something and it's too easy he gets bored and when it's too hard he'll just stop. I'm the same, when I play football against a team that's too good I don't enjoy it and when my team wins too easily I don't like that either.

5.  1) is considerably more effective as a piece of Academic writing because of the style (formal, academic) and the citation (using quotations and the ideas of other appropriate sources to support your own ideas). 2) is far too informal and subjective.

6. Citation  "One of the most important aspects of Academic Writing is making use of the ideas of other people" Gillet (2013)

7.  There are 2 main ways you can include other writers’ ideas in your writing:  1) Reporting/paraphrasing  2) Direct quotation  If you use someone else’s published ideas you must include them in your bibliography or list of references

8. Reporting: This means reporting a writer's ideas into your own words. You can paraphrase if you want to keep the length the same or summarise if you want to make the text shorter: integral According to Peters (1983) evidence from first language acquisition indicates that lexical phrases are learnt first as unanalysed lexical chunks. non-integral Evidence from first language acquisition (Peters, 1983) indicates that lexical phrases are learnt first as unanalysed lexical chunks.

9. Direct quotation:  Occasionally you may want to quote another author's words exactly. For example: Hillocks (1982) similarly reviews dozens of research findings. He writes, "The available research suggests that teaching by written comment on compositions is generally ineffective" (p. 267).  If you do so, keep the quotation as brief as possible and quote only when it is necessary. You must always have a good reason for using a quote - and feeling unable to paraphrase or summarise is never a good reason. The idea of an essay is for you to say something for yourself using the ideas of the subject; you present ideas you have learned in your own way.

10. Quoting expressions:  Sometimes you may want to quote an author's words exactly, not paraphrase them. If you decide to quote directly from a text, you will need an expression to introduce it and quotation marks will need to be used:  As X said/says/states/stated/writes/wrote, "......"  As X commented/comments, "......"  As X observed/observes, "......"  As X pointed/points out, "......"  To quote from X, "......"

11. List of references/Bibliography  References  Smith. G. (1982). The placebo effect. Cambridge University Press: Cambridge. The correct order for a book is:  Surname/initial/year/Title/Publisher/city  (Journal articles must include volume number/pages)

12. Online references  Online references must include web address and date accessed:  https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/ sflentry1-3 (23/03/14) https://www.teachers.cambridgeesol.org/ts/exams/generalenglish/ sflentry1-3