The connections between the act of research and referencing

As an editor, I often read papers and theses with varying degrees of consistent and well-considered referencing. The most recent MA thesis I edited presented the inspiration for this post – many references included in the text and left out of the list (10 pages’ worth), and several easily corrected errors, such as transposing author initials, and mixing up the order of authors’ names in the citations. The particular inspiration, though, was references that had incorrect book titles, missing information, and incorrect details, like year of publication, spelling of authors’ names and dead website links. Taking what was there and plugging into Google Scholar took all of 10 second to find the correct reference. It got me thinking, does sloppy, incorrect or inconsistent referencing say something to readers/examiners/reviewers about your ability to do research? 

I think, yes. Let me explain. Finding a useful text that doesn’t immediately tell you upfront all of the citation details, like the date of publication, or the place of publication (for example a working paper you find online, or a research report) prompts you to do some research to be able to cite the resource properly. You can’t just provide whatever you know and hope that the reader will be able to find the resource too. Remember, a reference list is more than an account of what you have read; it is a reading list for your readers, so that they can delve deeper into the research if they are interested, or need to look beyond your paper for further reading.

To provide your readers, then, with a useful and complete reference list, you need to do some research. In most cases this literally means going to Google Scholar, and typing in what you do have:

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Press ‘search’ and you end up with a list of sources:

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You could then, if it is available to you, click on the link to the right [PDF] to find the paper (usually a free version), like this from the author’s university repository:

Screenshot 2017-11-15 17.55.51This also contains the citation for both in text (Archer, 2010) and the reference list. But, if all you need is a citation, in one of the accepted formats, you can click underneath the reference on either ‘Cite’ or the quotation mark (in the newest version of Chrome):

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This will give you the screen below:

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You can then very easily copy and paste, and edit if needed, into your text.

This is the easy version of doing a bit of research to find ALL the information you need to consistently and completely include a reference in your text.

Sometime, though, Google Scholar is not entirely helpful. You type in the information you have and end up with incomplete citations, like this one:

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Although this has most of the details, it is missing a place of publication. Thus, you would need to do a bit more research and plug this into Google to find out where SUNY Press is located. This reveals with a few clicks that the Press is located in Albany, New York. This detail can now be added to the reference to complete it.

But it can get more complicated, like referencing working papers or legal statutes, or research reports. What you need to do here, is work with Google, Google Scholar, and other people’s reference lists (who have also cited the paper etc you are using), and find the information you need, and then reorganise it into your chosen citation format.

Example:

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This may become a version of this: Republic of South Africa. 2006. Children’s Act, 2005 (No. 38 of 2005), Government Gazette, 492(28944), 19 June 2006.

Or this:

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which may become a version of this: Piper, N. 2007. Enhancing the migration experience: Gendering political advocacy and migrant labour in Southeast and East Asia. IDRC Working Papers on Women’s Rights and Citizenship, No. 1, February. Online at: https://www.idrc.ca/sites/default/files/sp/Documents%20EN/WRC-WP2-Piper-Migration.pdf [accessed 15 November 2017].

Most of this information is on the cover page, but the URL needed to be copied and pasted from the website.

Or finally this:

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Sometimes, Google Scholar gives you a citation with no hyperlinks to follow. What you can then do is click on ‘Cited by X’ and choose one of the resulting papers that has a full-text link. Scroll down the the reference list, and find the details you need. You can then transpose these into your paper or thesis references, in your chosen citation format.

Part of the problem with references that are incorrect, incomplete or inconsistently presented, perhaps, is the misunderstanding about the technical work the references perform in a paper or thesis. They create, for your readers, a cumulative sense of the credibility of your work – the basis for your claims and arguments – and they provide, as noted above, a clear and complete reading list, which other researchers can use to read further, or more widely in their own research.

Your writing, whether in a thesis or paper, contributes to knowledge in your field, and gives other researchers, like you, knowledge and learning to draw into and build on in their own work. How do they do so if you don’t give them the information they need to read what you have read, and move on to other and further reading from there? You don’t just contribute through your argument; you contribute through tracking the resources you used to build and make that argument too.

Take the time to do the research around your referencing carefully, and persistently. This persistence in getting your references right, for editors, reviewers and examiners, reflects well on you as a researcher and writer. It says you can do basic and slightly more complex searching and research, that you care about your work, and that you understand the role of referencing in providing readers with a full account of the sources you have used in building and making your argument.

 

 

 

 

Referencing, plagiarism and building credibility

Plagiarism is a big deal in academia. As students we are told often what a terrible thing it is to plagiarise the work or ideas of others, and that if we do plagiarise we could face serious penalties. Academics have lost jobs, status and reputations over plagiarism – in South Africa there was a famous case in 2007 of ‘Chippy’ Shaik having his PhD degree rescinded as a result of allegedly plagiarising 2/3 of it, and in 2013, Dr Jane Goodall was accused of lifting several passages verbatim or near verbatim from other sources in a book that is scheduled to appear this year. Even outside of academia, cases of plagiarism are taken very seriously – US Senator Rand Paul and Transformers actor Shia Lebouf have both been accused of using the words and ideas of others and passing them off as their own without crediting the original sources.

Plagiarism is not just copying verbatim the words or ideas of others and passing them off as your own. Even when you summarise, paraphrase or incorporate the ideas of others in your own work without citing the original source, you are regarded as a plagiarist. Plagiarism is generally defined as the intentional or reckless use of the words and ideas of others, rather than unintentional or accidental actions, but the burden of proof about intentions is often on the student – how do you show that, if you did plagiarise, you did so accidentally rather than on purpose? One way you could do this is by showing your ‘paper trail’ – all your notes, and reference lists and planning that went into your writing. But this is a hassle, and it’s by far easier to do what you can to avoid plagiarism altogether by keeping track of all your source material, and by working hard on developing your own voice in your writing.

But, for a PhD student, this is not as simple as it may sound for a couple of reasons. The first, big reason, is that as PhD students we read a lot. We read and read and read, we make a lot of notes, and after a while these ideas become part of our own ideas, and the theory we are influenced by and that ‘gels’ with the way we see our research or the world around us really influences how we think. It starts to become difficult to tell our own ideas pre-reading apart from our ideas post-reading. We can, after a while, write 3 or 4 or 5 pages of a ‘literature review’ without even needing to consult a reference. This is how well you end up knowing your stuff. This is a good thing – as a PhD student you need to know your stuff that well. But, the downside is that you have to be really careful not to plagiarise. Which ideas are yours and which are the ideas of other authors and researchers whose work has influenced your own? Which ideas do you have to reference and which ones can you claim as your own?

The second, connected reason, is that avoiding plagiarism and being an honest and ethical writer and researcher is about more than just including references in the text and in a bibliography. If you copy your whole literature review piece by piece and reference it perfectly, you really are still committing a form of plagiarism, and you’re not doing your own research either. Being an honest and ethical writer and researcher requires an understanding of knowledge, and how it is built, debated, challenged and changed in academic communities of practice and research. We build when we research and write – we build on the ideas of others, on their research, on their data, on their methodologies and on their words. We join conversations, and we debate, challenge, dispute, agree and slowly establish our own voice and our own ideas, claims and positions which we hope (and fear) that others will challenge us on. So, even if the idea is also yours (and the writers’ you are citing), referencing well does more than just help you to avoid plagiarism; it helps you to establish the credibility of your voice, your ideas and your developing argument. This is essential for writing a credible and acceptable dissertation, and for ensuring that you do actually get full credit for your own ideas and arguments. If you reference poorly, lose sources and get sloppy, you risk being accused of plagiarism, you risk being discredited and you risk shortchanging yourself on your own intellectual development and growth.

I used two simple tools to help me: One was the P(oint), E(vidence), E(xplanation) paragraph writing structure, which helped me to ensure that I started and ended each paragraph with my own ‘voice’ and included accurately cited and referenced ‘Evidence’ to support my ‘Points’ and ‘Explanation’. As a tool it can be adapted and played with and it really works. The other was a bit techno-backwards, but I kept a manual list in separate file of all the sources I was using as I wrote. I cross-checked this regularly. I had it open whenever I was working on part of a chapter and I copied across the in-text references either at the end of a section or as I wrote, depending on how well or smoothly the writing was going. I regularly went into this list and filled in all the information I needed, and reorganised, cut and added as I went. I know I could have used Refworks, Endnote, Mendeley or other similar tools, but I actually found the effort of learning to use these tools effectively too much for my already-taxed brain. I trusted my system, and that gave me peace of mind. (I don’t think I left out any references, but frankly I am not going back to find out!)

Any tool you use, whether un-technological one like mine or more automated like Refworks etc, is only as good as the person using it. These tools can’t do your writing for you, or make sure you don’t plagiarise or leave references out of your reference list (or leave too many in after chapters get cut). They can’t do the work of developing your voice. But, learning to use particular tools, whichever ones work for you, can save you a lot of time and reduce your anxiety about keeping track of your sources as your PhD progresses. And using these tools to help you reference accurately can also help you show your reader your emerging voice that much more clearly as you write.