BOOK
Academic Writing and Referencing for your Social Work Degree
Jane Bottomley | Steven Pryjmachuk | Patricia Cartney
(2018)
Additional Information
Book Details
Abstract
If you are embarking on a university social work degree the books in this series will help you acquire and develop the knowledge, skills and strategies you need to achieve your goals. They provide support in all areas important for university study, including institutional and disciplinary policy and practice, self-management, and research and communication. Tasks and activities are designed to foster aspects of learning which are valued in higher education, including learner autonomy and critical thinking, and to guide you towards reflective practice in your study and work life.
Academic Writing and Referencing for your Social Work Degree provides you with a sound knowledge and understanding of:
- what constitutes good academic writing in social work
- a range of strategies for writing successful essays and reports
- the importance of clarity and coherence in your writing about education
- how to improve your academic style, grammar and punctuation, and formatting and presentation
- referencing conventions in the field of social work, and of how to avoid plagiarism.
...One of the strengths of Academic Writing and Referencing is the focus on criticality, and developing an argument in academic essays. This can be challenging for inexperienced writers at degree level, but criticality and rhetorical writing is very important as social work students move into practice....
Lucy Rai
Pat Cartney is Head of Social Work in the School of Health Sciences Division of Nursing, Midwifery and Social Work at the University of Manchester. She is a Principal Fellow of the Higher Education Academy. Her teaching and research interests focus on exploring how people learn best about professional practice and how they become knowledgeable and skilled social work practitioners.
Jane Bottomley is a Senior Language Tutor at the University of Manchester and a Senior Fellow of the British Association of Lecturers in English for Academic Purposes (BALEAP).She has been involved in the development of a number of content-based academic study skills courses at the University of Manchester and has published widely in this field.
Steven Pryjmachuk is Professor of Mental Health Nursing Education in the School of Health Science's Division of Nursing, Midwifery and Social Work at the University of Manchester and a Senior Fellow of the Higher Education Academy. His teaching, clinical and research work has centred largely on supporting and facilitating individuals – be they students, patients or colleagues – to develop, learn or care independently. In December 2014, Steven was elected as vice Chair (2015-16) and Chair (2017-18) of Mental Health Nurse Academics UK, an organisation representing 65 Higher Education Institutions providing education and research on mental health nursing.
Table of Contents
Section Title | Page | Action | Price |
---|---|---|---|
Cover | Cover 1 | ||
Half-title | i | ||
Series information | ii | ||
Title page | iii | ||
Copyright information | iv | ||
Table of contents | v | ||
Acknowledgements | vi | ||
Meet the series editor and authors | vii | ||
Introduction | viii | ||
Chapter 1 Academic writing: text, process and criticality | 1 | ||
Academic writing at university: a new start? | 1 | ||
Academic writing for social work undergraduates | 3 | ||
The writing process | 4 | ||
Approaching a writing assignment | 5 | ||
Analysing a writing assignment | 6 | ||
Discussion: unpacking essay titles and questions | 7 | ||
Planning | 7 | ||
Reading and information gathering | 8 | ||
Writing essentials | 11 | ||
Writing critically | 11 | ||
Stance | 11 | ||
Argument | 12 | ||
Nuance | 12 | ||
Expressing stance | 13 | ||
Discussion: writing critically | 14 | ||
Discussion: summarising your argument | 17 | ||
The importance of evidence | 17 | ||
Writing essays | 19 | ||
Essay structure | 19 | ||
Introduction (the ‘beginning’) | 19 | ||
Main body of the text (the ‘middle’) | 19 | ||
Summary and/or conclusion (the ‘end’) | 20 | ||
Reflective essays | 20 | ||
Discussion: reflective writing | 26 | ||
Writing in exams | 27 | ||
Discussion: answering exam questions | 28 | ||
Writing short reflections for journals or portfolios | 24 | ||
Writing dissertations | 28 | ||
References | 30 | ||
Chapter 2 Coherent texts and arguments | 32 | ||
Planning for coherence | 32 | ||
Editing and redrafting for coherence | 36 | ||
The truth about writing! | 36 | ||
Putting yourself in the reader’s shoes | 37 | ||
Writing essay introductions and conclusions | 38 | ||
Cohesion and paragraph structure | 40 | ||
General and specific information | 42 | ||
Old and new information | 43 | ||
Referring back in the text: repetition, variation and pronoun use | 44 | ||
Linking ideas | 48 | ||
Discussion: developing a coherent argument | 54 | ||
Paragraph 1 | 54 | ||
Paragraph 2 | 54 | ||
Paragraph 3 | 54 | ||
Paragraph 4 | 55 | ||
Developing a coherent argument and expressing criticality | 52 | ||
The language of criticality | 56 | ||
References | 59 | ||
Chapter 3 Referring to sources | 60 | ||
Terminology | 60 | ||
Why should I reference? | 61 | ||
How should I reference? | 61 | ||
The Harvard system | 61 | ||
The Vancouver system | 62 | ||
Referencing styles | 62 | ||
Using the Harvard system | 63 | ||
In-text conventions in the Harvard system | 63 | ||
Multiple references | 63 | ||
Direct quotations | 63 | ||
The use of ‘et al’ | 64 | ||
Compiling your final list of references in the Harvard system | 64 | ||
Referencing books | 65 | ||
Referencing chapters in edited books | 65 | ||
Referencing journal articles | 66 | ||
Theses and dissertations | 67 | ||
Conference proceedings | 67 | ||
Newspapers and magazines | 67 | ||
Organisational or ‘corporate’ authors | 67 | ||
Common problems in referencing | 68 | ||
‘Anonymous’ authors | 68 | ||
Authors with multiple outputs in the same year | 68 | ||
Secondary citations | 69 | ||
Electronic sources of information | 69 | ||
Variations in referencing | 70 | ||
Discussion: critical use of sources | 75 | ||
Using sources critically | 72 | ||
Academic malpractice | 78 | ||
Chapter 4 Language in use | 81 | ||
Academic style | 81 | ||
Clarity | 82 | ||
Discussion: clarity | 82 | ||
Strategies for achieving clarity | 83 | ||
Formality | 85 | ||
Strategies for making your writing more formal | 89 | ||
Grammar, spelling and punctuation | 91 | ||
Common areas of difficulty in grammar and spelling | 92 | ||
Quantifiers | 92 | ||
Grammatical agreement | 92 | ||
Commonly confused words | 93 | ||
Common areas of difficulty in punctuation | 95 | ||
The apostrophe | 95 | ||
Hyphens | 96 | ||
Brackets | 96 | ||
Punctuation and sentence structure | 96 | ||
Full stops | 96 | ||
Commas | 97 | ||
Colons | 99 | ||
Semi-colons | 99 | ||
Focus on fragments and run-on sentences | 100 | ||
Focus on ‘hanging participles’ | 101 | ||
Focus on relative clauses | 101 | ||
Refining grammar and punctuation | 102 | ||
Parallel structures | 103 | ||
Chapter 5 Preparing your work for submission | 107 | ||
Are you ready to submit your work? | 107 | ||
Have you done what you were asked to do? | 107 | ||
Have you stuck to the word count? | 108 | ||
Are you clear about the submission process? | 108 | ||
Editing and proofreading your final text | 109 | ||
Editing your final text | 109 | ||
Systematic treatment of names and titles | 109 | ||
Systems for highlighting language | 110 | ||
Discussion: systems for highlighting language | 111 | ||
Proofreading | 111 | ||
Proofreading practice | 112 | ||
Task | 112 | ||
Formatting | 113 | ||
Line spacing | 113 | ||
Discussion: line spacing | 114 | ||
Paragraph formatting | 115 | ||
Discussion: paragraph formatting | 116 | ||
Formatting tables and diagrams | 116 | ||
Presentation | 117 | ||
What should my essay look like? | 117 | ||
1) It should have a title page | 117 | ||
2) The word count should be written on the document | 119 | ||
3) Your pages should be numbered | 119 | ||
4) It should be written using an appropriate font | 119 | ||
5) The font size should be readable and appropriate | 119 | ||
6) It should look professional | 119 | ||
7) It should follow printing guidelines | 119 | ||
Finding advice and support | 120 | ||
Appendix 1: English language references | 122 | ||
Dictionaries | 122 | ||
Grammar books | 122 | ||
Other resources | 123 | ||
Appendix 2: Grammatical terminology | 124 | ||
Appendix 3: Key phrases in assignments | 127 | ||
Appendix 4: Academic levels at university | 129 | ||
Answer key | 130 | ||
Chapter 1 | 130 | ||
Reflective essays, Task (pages 23–24) | 130 | ||
Chapter 2 | 130 | ||
Organisational frameworks, Task (pages 33–36) | 130 | ||
General and specific information, Task (page 43) | 131 | ||
Old and new information, Task (page 44) | 131 | ||
Noun or pronoun?, Task (pages 45–46) | 131 | ||
Notes | 132 | ||
Referring back in the text to summarise and comment, Task (pages 47–48) | 132 | ||
Linking ideas, Task (pages 51–52) | 132 | ||
Chapter 3 | 133 | ||
Referencing errors, Task (pages 71–72) | 133 | ||
Focus, Task (pages 76–78) | 135 | ||
Chapter 4 | 135 | ||
Being concise, Task (page 84) | 135 | ||
Notes | 135 | ||
Being precise, Task (pages 84–85) | 136 | ||
Identifying inappropriate language, Task (pages 88–89) | 136 | ||
Identifying formal language, Task (page 89) | 136 | ||
Improving style, Task (page 91) | 136 | ||
Commonly confused words, Task (page 94) | 137 | ||
Variation in comma use, Task (page 99) | 137 | ||
Grammar and punctuation, Task (page 102) | 137 | ||
Parallel structures, Task (page 104) | 138 | ||
Chapter 5 | 138 | ||
Proofreading practice, Task (pages 112–13) | 138 | ||
Index | 140 |