Four ‘whys ’ for referencing

1. Four ‘whys’ for referencing Sue Gill, QuILT

2. Why reference? • So we know what you’ve read • To show how your ideas formed • Building on the work of others • To allow another reader to follow the logic of your argument

3. What you’ve read 1 • All subjects and topics have core texts, whether books, journal articles, collections of writings, web resources etc etc • These core texts will often be highlighted in reading lists for modules or programmes • Additionally lecturers will reference other texts during lectures – perhaps very recent ones

4. What you’ve read 2 • These core reading lists are just the starting point, you are expected to go read them and beyond them to follow up things which interest you or were mentioned in lectures, tutorials or seminars • Core texts are usually in english, but may be other very good sources elsewhere in world

5. What you’ve read 3 • Referencing appropriate texts from the core shows what ideas from them have been used and how you’ve then gone looking for other related sources (4) • In general a longer reference list, well used, is one way of identifying students who are likely to be performing well • Gaps in references may mean that a student has missed a key text, one which could have made an impact on their argument. This could also impact on how their understanding of the subject develops.

6. How your ideas have formed 1 • This is perhaps the hardest idea to get across. • As people starting out to gain an understanding of a topic or subject you’re going to be using the work and ideas of others (3) • This is normal, what universities are usually interested is how far and how well you have taken these ideas and really understood them, the difference between reading about how to drive and actually driving a vehicle

7. How your ideas have formed 2 • Usually expected to put these ideas into your own words as this is one way of evaluating just how far you actually do understand something • Academic staff expect that you will be using and basing your work on ideas which are already available • The originality comes not in the ideas, but in the change they have made to your understanding of the topic – new to you

8. Building on the work of others 1 • Academic writing is often about ‘standing on the shoulders of giants’ • That is we use what has been done before as the launching point for our ideas. While we’re learning we are using all previous ideas as the basis for our new knowledge • A key part of academic thinking is being part of the community of scholars in the subject, learning the ways and words used to talk about your subject, using sources is part of this.  Isaac Newton 5 Feb, 1676

9. Building on the work of others 2 • We often want to see how you have used the ideas and conclusions of other writers to arrive at your own conclusions. • How you have balanced different solutions to a problem or conflicting views and why you have come to the conclusions you have.

10. Allowing others to follow you 1 • Using references to the ideas of others authors allows someone else to follow the same route you’ve taken through the subject. • They may agree or disagree with the conclusions you’ve drawn from other texts, but by seeing how you got to your conclusion they can consider whether they agree with you, or whether they think you have misinterpreted or misunderstood something along the way.

11. Allowing others to follow you 2 • This process tests and refines your ideas, whether it is your tutor or a peer giving you feedback at university or a colleague doing the same at work; their testing of your ideas allows you to get them right.