Barbara allan study skills-handbook

Study Skills Handbook

Barbara Allan

(Seventh edition)
Barbara Allan
Published by Hull University Business School, Hull, HU6 7RX, UK
© The Authors and The University of Hull
All intellectual property rights, including copyright, in this publication are
owned by the authors and The University of Hull. No part of this publication
may be reproduced or transmitted in any form or in any country without prior
written consent. Any breach of ownership shall result in legal proceedings, such
proceedings being determined by the UK courts and under UK law.
Seventh edition produced August 2010

Acknowledgements
Many staff within the University have been involved in the writing or editing of
this Study Skills Handbook. Their time and effort is much appreciated. Special
mention must be made of colleagues within the Business School and, in
particular, Ray Barker, Ian Pownall, Wendy Robson and Steve Trotter. Amy
Cowling produced Appendix A, English Grammar, using text provided by the
Study Advice Service. A big thank you to colleagues from the Study Advice
Service for their suggestions and ideas. In addition, I want to acknowledge the
work of Julia Cook who co-authored the first edition of this handbook, Sarah
Clark who provided the material for the sections on Personal Development
Planning and Your future career, and Nora O’Hara who provided material for
parts of Chapter 9. Finally, thanks to all those students whose queries and
comments have helped to inform the fifth edition of this handbook.

Contents

Chapter 1: Introduction
Introduction ...................................................................................................... 6
Aims and learning outcomes of the manual .................................................... 7
Other sources of help ........................................................................................ 7
Disability issues ................................................................................................ 8
Chapter 2: Studying at the University
Introduction .....................................................................................................12
Approaches to learning and teaching .............................................................. 13
Becoming an independent learner .................................................................. 15
Closing comments............................................................................................19
Chapter 3: Time Management
Introduction .................................................................................................... 20
Key factors in managing your time................................................................. 23
Key factors in completing specific tasks ......................................................... 24
Closing comments........................................................................................... 25
Chapter 4: Information Skills
Introduction .................................................................................................... 27
Finding your way around the library .............................................................. 28
Introduction to the Internet ........................................................................... 28
Using subject information sources ................................................................. 29
Evaluating information sources ..................................................................... 29

Hull University Business School

3


Chapter 5: Making Notes
Introduction .................................................................................................... 31
Making good notes .......................................................................................... 32
Working with others........................................................................................ 35
Referencing your notes and plagiarism .......................................................... 35
Closing comments ........................................................................................... 36
Chapter 6: Academic Reading Skills
Introduction .................................................................................................... 37
Improving your reading skills .........................................................................38
Strategies for effective reading: ...................................................................... 39
Closing comments .......................................................................................... 40
Chapter 7: Writing Skills
Introduction .................................................................................................... 41
Writing assignments ....................................................................................... 41
Feedback on assignments ...............................................................................49
Essays .............................................................................................................49
Writing reports ............................................................................................... 52
Chapter 8: Referencing, Bibliography and Plagiarism
Introduction .................................................................................................... 54
Referencing...................................................................................................... 56
Common questions.......................................................................................... 59
Bibliography .................................................................................................... 62
Working in groups ...........................................................................................64
Plagiarism and unfair means .......................................................................... 65
Chapter 9: Presentation Skills
Introduction ................................................................................................... 68
Preparing a presentation ................................................................................ 68
Rehearsing ....................................................................................................... 71
Giving a presentation ...................................................................................... 71

4


Chapter 10: Working in Groups
Introduction .................................................................................................... 74
What is an effective student group? ............................................................... 74
First meet-up .................................................................................................. 76
The organisation of meetings ......................................................................... 76
Managing group work ..................................................................................... 78
Common problems in group work.................................................................. 79
Chapter 11: Making effective use of eBridge
Introduction .................................................................................................... 82
What is available on eBridge? ........................................................................ 82
Introduction to on-line learning and teaching ............................................... 84
Chapter 12: Examination Skills
Introduction .................................................................................................... 87
Information about examinations ................................................................... 87
Revision........................................................................................................... 89
Sitting examinations ........................................................................................91
Practical tips and advice ................................................................................. 92
The use of unfair means.................................................................................. 93
Chapter 13: Reflection
Introduction .................................................................................................... 95
What is a reflective learner? ........................................................................... 96
Getting started in reflection............................................................................ 96
Learning journals ............................................................................................ 98
Personal Development Planning .................................................................... 99
Your future career ......................................................................................... 106
Closing comments..........................................................................................107
Chapter 14: Conclusion
Feedback ....................................................................................................... 108
Closing Comments ....................................................................................... 108
Resources and Bibliography .............................................................................. 109
Appendix A: English grammar and punctuation


5


Chapter 1
Introduction

Introduction
The purpose of this manual is to provide you with general academic support. It is
written for all students studying within Hull University Business School (HUBS).
This manual is one of the many ways in which the Business School and the
University provide support and guidance to students.
This manual is written as a reference guide. We suggest that you read this
chapter and then skim through the rest of the manual. You can then choose
when to read individual chapters in depth. The manual is written so that you can
read and work through individual chapters in any order. This means that you
can relate your reading to the academic demands of your programme of study.
This is your manual. Make it your own by writing your name, Student ID
number and programme of study on it. Use the margins or the blank pages to
make notes, write down questions or mark areas that you think you require
further information on. Use a highlighter pen to mark out sections that are of
particular interest to you.

Learn from it
Use it
Keep it safe

6


Aims and learning outcomes of the manual
The aim of this manual is to provide you with guidance on the academic skills
needed for success on your programme of study.
As a result of reading and working through this manual you should be able to
•
•
•
•
•
•
•
•

manage your time and balance your academic studies with other aspects of
your life
identify, evaluate and use a wide range of information sources
produce essays and reports that meet the required standard
work in groups
take full advantage of a virtual learning environment
make a formal presentation supported by appropriate visual aids
prepare for and take examinations
reflect on your current academic skills and identify an appropriate action
plan

Other sources of help
This manual is a starting point to help you with your studies. Many students will
complete a module that provides detailed guidance on academic skills, for
example, the undergraduate module called Academic and Professional Skills or
similar postgraduate modules. Other students may be introduced to these topics
as part of an induction programme or research methods module. It is important
to remember that as a student in HUBS you will have access to help and support
from a number of different sources and these are outlined in the following
section:
Personal Supervisor
Name:
Phone number:
Office location:
Email address:


7


Other sources of help and support
The following information is correct for the 2010/2011 academic year. If you are
using this manual after 1 August 2011 then please check the most recent edition
(available on the school’s website and eBridge) for up-to-date information.
Programme Leader
Name:
Phone number:
Office location:
Email address:

Disability issues
The school’s Disability Officer is Graeme Reid who may be contacted on
01482 463091 or g.c.reid@hull.ac.uk or Wharfe building Room 106.
Disability Services offer advice and support to all students and staff on a full
range of disability issues including
•
•
•
•
•
•
•
•
•

8

arrangements for support in the classroom – for example, note-takers and
readers
alternative examination arrangements
advice and assistance with applying for a Disabled Students’ Allowance
specialist equipment
advice on accommodation
information on the Disability Discrimination Act
Access to Work scheme for staff
referral for an assessment for dyslexia with a psychologist
referral for individual and group dyslexia study support sessions


Hull Campus
The Disability Office
Your first port of call for help and advice.
Based on the third floor of the students’ union building, which is accessible
either by staircase or lift.
The Miriam Hebron Centre
Based on the ground floor of the Brynmor Jones Library. The Centre is equipped
with specialist equipment to assist students with disabilities.
To contact the Hull office you can visit in person or call on (46)6833.
Scarborough Campus
Students on the Scarborough Campus should contact Rosemary Laidlaw, either
through Office Services or by email on r.laidlaw@hull.ac.uk.
The Disabilities Officers can also be reached by mail
The Disabilities Officers
Disability Services
The University of Hull
Hull, HU6 7RX
Rosemary Laidlaw
Disability Support Advisor
The University of Hull Scarborough Campus
Filey Road
Scarborough, YO11 3AZ
Study Advice Service
This service provides advice and guidance to support your academic studies. The
service covers the following topics: study skills, academic writing, and
mathematics. Individual or small group appointments may be made with
experienced tutors. The service also offers taught workshops and drop-in
sessions.


9


Hull - Brynmor Jones Library

01482 466344

Scarborough - Room C17b

01723 357274

studyadvice@hull.ac.uk

General email queries

www.studyadvice.hull.ac.uk

This website provides lots of useful
information on study skills. It includes
leaflets, quizzes and video clips. You are
advised to explore this website.

Language Support
The Language Institute provides support and learning activities to help members
of the university develop their language skills. The Language Learning Advisers
guide students towards suitable resources to match their needs. In addition, they
manage the Tandem learning scheme which teams non-native students with a
native speaker who is studying the foreigner’s native language for mutual
advantage.
If English is not your first language then you may benefit from additional
support. You will find it useful to discuss your requirements with your Personal
Supervisor. The Language Institute within the University offers numerous
English language programmes and training courses. You are advised to contact
them as soon as possible to find out how they can help you with developing your
language skills.
The Language Institute
Ferens Building
The University of Hull
HU6 7RX
Telephone: +44 (0)1482 465900 (Reception)
Fax: +44 (0)1482 466180
E-Mail: langc@hull.ac.uk
Library
You are strongly recommended to spend time learning how to use the library
and also how to access both printed and electronic information sources.

10


The library has numerous guidance leaflets for students (these are available from
the library and also through the university website). The library also runs
specialist workshops in advanced information searching skills.
The library website is available at http://www.hull.ac.uk/lib/.
Members of library staff are always available to help students, especially those in
their early days at the university, so do not be afraid to ask for help.

Chapter 4 in this manual
includes a general
introduction to
information skills


11


Chapter 2
Studying at the University

Introduction
The purpose of this chapter is to introduce you to studying at university and to
help prepare you for the different approaches to learning and teaching used in
the Business School.

If you are an international
student, then you may find
the Study Skills Guide for
international students
useful.
It is available from the
International Office.

Many students find that studying at university involves new ways of learning and
relating to others. Some students come to the school having experienced
traditional and perhaps very formal education systems where the tutor’s role is
to transmit information to the student who is then expected to learn and then
repeat this information in assignments, dissertations or examinations. This is
not the way in which learning takes place at the University of Hull. At this
university you are expected and encouraged to critically think about ideas and
then discuss and debate them with your peers and tutors. Students who achieve

12


high marks are those who study relevant information sources, think critically
about their findings, discuss and debate them, and then construct their own
valid perspective. The first section in this chapter explains the different types of
learning and teaching activities within the school, and what you can expect in
them.
During your programme of study you are expected to develop your skills as an
independent learner and the second part of this chapter provides you with
guidance on developing these skills.

Approaches to learning and teaching
In HUBS you will experience a number of different approaches to learning and
teaching. Typically these will include
•
•
•
•
•
•

lectures
seminars
group and team activities
tutorials
on-line activities
independent research

Lectures
In lectures you are likely to be in a large group of students listening to a member
of staff (tutor or lecturer) giving a talk on a specific topic. Lectures are often used
to provide an overview of a subject and to identify key themes and issues. The
lecturer will normally use audio visual aids or provide a handout to identify the
key points. There may be opportunities to ask questions. During a lecture you
will normally make notes.

See Chapter 5 for more
guidance on note-taking

Seminars
Seminars involve smaller groups of students coming together with a tutor.
Seminars normally focus on a particular topic and issue, and these are often


13


outlined in your Module Handbook. You may be asked to prepare for the
seminar by reading a particular article or book, working on a case study, or by
making a short presentation to the group.
Seminars are very important as they give you the opportunity to discuss and
debate ideas with your tutor and peers. The UK university system encourages
debate and discussion; you will find it invaluable in helping you to sort out ideas
and the evidence that supports them. If you prepare for seminars by reading the
relevant information sources then you will find it easier to become an active
participant.
Group and team activities
Many modules include group and team activities in which you will work with a
number of other students on a specific task. This is an important part of the
learning process as it enables students to get to know each other, learn more
about a particular topic, learn from each other and also develop their team
working skills. The ability to work in teams is an important skill that everyone
needs for working on projects and in organisations.

Chapter 10 provides more
information and advice
about working in groups

When you are working in small groups or teams, it is important to spend time
getting to know each other and organising yourselves. Decide how you are going
to communicate with each other. Decide how you are going to carry out the task.
Make sure that everyone knows what is required to complete the task. If you
have problems within your group or team that you cannot resolve, then talk with
your tutor.
Tutorials
Tutorials are meetings between you, other students and your tutor. The focus of
these meetings may be specific academic issues, for example, feedback on an
assignment, or they may be about more general matters such as module choices,
or a study tour.

14


On-line activities
You may be expected to take part in on-line activities for some modules. The
University provides access to a range of computer-based learning packages, for
example in statistics, and these are available on the University computer system.
You may also be involved in working and communicating with others in an online environment using bulletin boards and discussion groups. This will involve
accessing an on-line learning environment such as eBridge (available at
https://ebridge.hull.ac.uk/portal). You will be given specific instructions about
gaining access to and using on-line learning environments from your tutor.
Independent research
University studies involve independent study which is when you research and
evaluate information from a wide range of sources.

This is covered in Chapters
4–6
of this manual

Becoming an independent learner
During your time in the Business School you will develop your skills as an
independent learner.
What is an independent learner?
Independent learners are motivated to learn. They accept responsibility for their
own learning and have the confidence to approach others for help if they need it.
Independent learners manage their learning processes effectively. This includes
•
•
•
•
•

identifying what they want to learn, for example, reading the learning
outcomes in the module handbook
identifying how they are going to learn, for example, individual study,
working with a friend, asking for help
managing time, stress and other commitments
using a wide range of learning opportunities and resources, for example,
using appropriate printed and electronic sources
adapting the learning process to make use of new opportunities


15


The material in this section
is adapted from Allan, B.,
Cook, M. and Lewis, R.
(1996) Developing
Independence in Learning,
Hull, University of Lincoln

Independent learners are able to monitor and reflect critically on how and what
they learn. Through this they develop an awareness that helps them to learn with
increasing effectiveness. They also demonstrate a more questioning attitude to
what they are learning. The last point is an important one. In the UK education
system students are expected to discuss and debate ideas with their tutors; you
are not expected to accept passively the ideas and concepts presented by your
tutor. Learning is an active process and you are expected to engage in it during
seminars, tutorials and private study sessions.
The following questionnaire will help you to identify and think about your
approach to study. Please complete this questionnaire and then reflect on your
findings. How can you help yourself to develop as an independent learner?

Developing yourself as an independent learner
The aim of this questionnaire is to help you to think about your approach to learning.
When answering these questions you might like to think about a particular learning
situation, e.g. learning a particular subject, or you may answer them in relation to how you
generally approach learning.
Everyone is unique and there is no ‘right’ approach to learning. By learning how we learn
and by exploring new and different approaches to learning it is possible to become even
more effective learners. We hope that this questionnaire will help stimulate your learning.

16


Introduction

not very

very

a) How independent do you

1

2

3

4

1

2

3

4

think you are as a learner?
b) Ask a friend for an
estimate of how independent
you are as a learner.
c) How would you define
‘independent learning’?
Here is some space for you to
write your thoughts.

Section one: Motivation

not very

very

1 How interested are you in
your studies?

1

2

3

4

1

2

3

4

1

2

3

2 How keen are you to
succeed in your studies?
3 How keen are you to
become a better learner?

4
4

Please write any comments
on section one here.


17


Section two: Managing
your learning

never

rarely

sometimes

always

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

1

2

3

4

4 Before a
class/workshop/study
session, are you clear about
what you hope to learn?
5 Do you plan how and when
you are going to learn
something?
6 Do you ask for help if you
are having difficulty learning
something new?
7 If you come across new
study methods do you try
them?
on section two here

Section three: Reflection
8 Do you question what you
are told e.g. by tutors, in
books?
9 When you have finished
learning about something do
you think back about how
effective your learning
process was?
10 Do you change the way
you go about learning new
things as a result of thinking
about past learning
situations?
on section three here

18


Interpreting the results
1. Now add up the numbers you circled in sections one, two and three.
2. Write the number you score in the TOTAL SCORES column.
3. Circle the numbers you scored in the adjacent row.
4. Add up your total scores and circle your FINAL SCORE in the last row.
Low

Moderate

High

TOTAL

independence

independence

independence

SCORES

Section one:
Motivation Q1–
3

345

6 7 8 9

10 11 12

Section two:
Managing your
learning Q4–7

4 5 6 7

8 9 10 11 12

13 14 15 16

Section three:
Reflection Q8–
10

345

6 7 8 9

10 11 12

FINAL SCORE

10-19

20-30

31-40

This questionnaire gives an indication of how independent you are as a learner. If you rate
yourself as having low or moderate independence, you could probably benefit from working
at increasing your level of ‘learner independence’. You might like to discuss this with your
peers or tutor. A good starting point for developing your independence in learning is to work
through this study skills manual.

Closing comments
You will find that different learning and teaching activities such as lectures,
seminars and tutorials take place within your programme of study. If you are not
experienced in these approaches to learning then you will find that you will need
to spend a little time with your peers and tutors adapting to new ways of
thinking and behaving.
During your time at HUBS you are expected to develop and become an
independent learner. This involves actively engaging with new information and
ideas, discussing and exploring them, and then developing a valid perspective or
viewpoint. This manual provides a good starting point.


19


Chapter 3
Time Management

Introduction
Time management is all about being in control of your life. It involves organising
your time – both study and personal – into manageable sections that will allow
you to complete your programme of study. It is worthwhile investing a small
amount of time into thinking about time and how you prioritise and organise
your study schedule. As you progress through your programme you may need to
re-visit your approach to time and change the balance to take into account your
changing circumstances.
All students have different pressures on their time and they need to take these
into account when they are planning their work. Here are some typical examples
of the different pressures students face:
James is a first-year full-time undergraduate student. He has a
part-time job (three evenings per week) and likes to play football at
least twice a week.
Anisha is a part-time distance taught student and she has a fulltime job plus family commitments – three children under the age
of 7 years.

20


Claire is a part-time undergraduate student who is a single parent
with a full-time job.
Tim is a part-time MBA student who runs his own company. He is
single and likes to spend as much time as possible skiing.
Setava is a final-year full-time student who is also busy applying for
employment after she has completed her studies in HUBS. She has
a part-time job in a local store.
Willie is a full-time MSc student who is settling into his studies in
the UK. He has serious family problems and has recently had to
return home for a week to help support his ageing and very poorly
father.

The annual workload for a
full-time student is
approximately 40 hours
per week during the two 15week semesters

When you think of your own situation you will need to be practical. One
approach to planning your time is to start by keeping a time log for a week. This
will enable you to identify exactly how you are spending your ‘spare’ time. It
usually surprises students when they realise how much time they fritter away!
You will then be able to identify how you can organise your time.
Planning your studies
You may find it helpful to complete the following type of chart and to identify
•
•
•

the times you will be attending taught sessions.
times you will be able to study (from printed materials)
best times for you to use a computer (at home, work or in university)


21


Morning

Afternoon

Evening

Night

Monday
Tuesday
Wednesday
Thursday
Friday
Saturday
Sunday

Each credit of study corresponds to a notional 10 hours of student learning, and
you should therefore expect to spend around 200 learning hours on a 20-credit
module. This includes taught sessions, seminars, tutorials, independent learning
activities, and revision and assessment.
Full time students who also take part-time work may find there is a conflict
between their university requirements and their paid employment. You will have
to find a sensible balance between the different pressures on your life. If you find
that you have problems with your time management, for example, as a result of
part-time work or a change in your personal situation, you should raise this with
your Personal Supervisor. Your Personal Supervisor may advise you to speak to a
member of the Counselling Service if you require more specific support or
support of a personal nature.

22


Study Advice Service can also help with time planning and meeting deadlines,
and they have a leaflet on this topic. It is available at
www.hull.ac.uk/studyadvice.

Key factors in managing your time
Good time management is about being able to identify what you need to do and
then to set priorities. When you are thinking about time management you need
to consider activities such as
•
•
•
•
•
•

attendance at lectures and seminars
independent study
time for accessing resources and materials, for example, information
searching, visiting the library
paid employment or voluntary work
sports and social activities
personal and family time

The following factors are all useful tips to becoming an effective time manager:
Identifying goals
• The first step is to identify short-term and long-term goals
Getting organised
• Buy and use a diary or wall planner – whichever you prefer
• Keep a to-do list – daily, weekly, for the semester
• Organise your study space
• Make sure you have the right equipment and stationery
• Set up and organise simple filing systems
• Invest time in learning how to use a computer
• Invest time in learning how to access and use information sources
• Identify useful support and help services within the University


23


Sort out key documents and information
• Make sure you have your module handbooks
• Identify key dates, including examination dates or submission dates for
assignments; make a note in your diary of all such dates, or put them all onto
your wall planner
Module leaders and tutors are not expected to answer questions about personal
timetables and schedules. This information is provided by the appropriate HUBS
administrative office.
Produce a work schedule
• Many people find it helpful to work backwards from key dates and to work
out a schedule of study times
Keep up-to-date
• Check your University email address, eBridge, notice board etc. on a regular
basis for any changes to teaching timetable, assessment submission dates etc

It is up to you to keep upto-date – your lecturers
and the support staff do
not have time to track you
down to give you specific
information personally

Key factors in completing specific tasks
Once you have created your framework for good time management you can
begin to look at the individual tasks. You will now have your list of tasks for the
semester, you will have noted them in your diary and on your wall-planner, and
so you can begin to tackle each individual task. The following is a list of factors to
help you in your day-to-day management of time.

24


•
•

Identify each individual task.
Manage the tasks – establish your priorities, identify when you will work on it
and when it will be completed. Record this in your diary or wall planner.
Always build in some flexibility to allow for the unexpected.
• Break down the tasks into smaller parts and think about how you will
complete them. Identify activities that involve working with other people and
those which involve accessing information resources. Be aware that you need
to build in additional time to allow for materials not being available or delays
in meeting up with people.
• Many students find it useful to prioritise their tasks. One way of doing this is
to identify the
• urgent tasks
• important tasks

•

•

•

•

Another approach is to identify
• must do
• need to do
• nice to do
Whenever you are carrying out a task be really clear about what you are
trying to achieve. Keep a detailed record of what you do and resources that
you have used. This is essential in the write-up stages of your work.
Allow time for technical failures e.g. print out your work well in advance of
the hand-in time so that you are not caught out by last minute technical
problems.
Review your work and schedule. There will be times during your studies
where prioritising itself becomes a priority – do not be afraid of spending an
hour of your precious time reviewing your time management plans.
Reflect on your experiences and learn from your mistakes.

Closing comments
Time management is a skill that you only need to perfect once – once learnt it
will stay with you and will be a skill that you will use throughout your working
and personal life.
It is worthwhile spending some time learning how to manage your time.
Different techniques work for different people and we suggest that you explore
and use a range of techniques until you find the one that suits your working
style.


25


However, time management is not simply about organising your time in order to
complete all the tasks required of you by the University. It is also about ensuring
you have ample time for rest and relaxation, sports and other activities, for
socialising with newly-made friends, or spending time with your family.

26


Chapter 4
Information Skills

Introduction
The purpose of this chapter is to guide you to useful tutorials and resources on
finding and evaluating information. It provides information on starting points
for finding out more about information sources available from the University
library and the Internet. It also provides guidance on evaluating information
sources.
During your time as a student you will need to use a wide range of printed
information sources including books, journals and reports, as well as electronic
sources, including e-journals, databases and websites. You may also need to
contact organisations or individuals for specific information.
You may be quite experienced in using and navigating the Internet and while
this may be useful for general searching you will find that your university studies
require you to develop advanced information skills so that you can identify and
use reliable and credible academic information sources. Our experience is that
students often think that they are effective Internet searchers because they can
use Google. However effective searching involves more skills than the
ability to use Google or Google Scholar, so you are advised to spend
some time developing the more sophisticated Internet searching
skills that are required for academic study. The key skill that you should
develop here is that of judgement – can you trust this source? Is it reliable? Is it
credible in the context of academic study and research?


27


Sites such as Wikipedia can be very unreliable and of doubtful quality since they
contain unreferenced articles which are not peer-reviewed. DO NOT USE
WIKIPEDIA IN YOUR ACADEMIC STUDIES.
The Internet is a source of two different kinds of information: firstly, it is used to
distribute information that has previously been published in another source; and
secondly, it is used to disseminate information that is only available on the
Internet. It is very important that you take the trouble to find the proper
reference for materials that have been obtained through the Internet. This is
outlined in Chapter 8. In the second case i.e. material that is only available
through the Internet you need to be concerned about the quality and validity of
the information. This is considered in the section on Evaluating Information
Sources.

Finding your way around the library
The library provides access to information resources in both physical and virtual
formats. As a new student you will find it helpful to visit and explore the library.
The staff provide many leaflets to guide you to relevant information sources.
There is a physical Enquiry desk on the ground floor of the library and you will
find the staff here responsive and helpful.
The University Library site is available at www.hull.ac.uk/lib/.
Guidance on information skills with relevant handouts is available at
www.hull.ac.uk/lib/infoskills/.
Information about Information skills courses is available at
www.hull.ac.uk/lib/infoskills/courses.html.

Introduction to the Internet
TONIC – an introduction to the Internet
www.netskills.ac.uk/onlinecourses/tonic.

28


Using subject information sources
Internet Business Manager – a tutorial on Internet information skills
for business management students
www.vts.rdn.ac.uk/tutorial/business-manager.
Internet Economist – a tutorial on Internet information skills for
economics students
www.vts.rdn.ac.uk/tutorial/interneteconomist.
Internet for Leisure Sport and Recreation – a tutorial on Internet
information skills:
www.vts.rdn.ac.uk/tutorial/sport
Internet for Travel and Tourism – a tutorial on Internet information
skills
www.vts.rdn.ac.uk/tutorial/travel
Electronic information sources
Access to the University’s electronic information resources is available at
www.hull.ac.uk/lib/

Evaluating information sources
Once you have identified relevant information sources it is important to evaluate
them. This will help you to make sure that you provide accurate, reliable and upto-date information in your assignments.
Checklist for evaluating information sources
Is the information accurate?
What evidence is it based on?
How up-to-date is the information?
Does the information source repeat information available in other
reputable sources?
What topics are covered? Are there any omissions?
Is coverage of the material superficial or thorough?
Are the explanations and arguments logical and coherent?
Have any steps or discussion points been omitted?


29


Are there any other interpretations of this data?
What assumptions are made in this work?
Does the author identify the weaknesses in their work?
Who is the author? What is the author’s background? Is the
author a credible source?
Who has sponsored the information resource? Is this likely to
result in bias in the information?

Closing comments
Learning how to identify and access relevant information sources will help you
to be successful in your university studies. It is also an important life skill and
you will find that you will use your information skills during your working life
too.

If you are having problems
finding information then
contact the university
library either in person or
through the online
reference desk at
http://www.acstest.hull.ac.
uk/lib/libhelp.
Alternatively ask your
tutor, supervisor or
programme leader for
help.

30


Chapter 5
Making Notes

Introduction
Making notes is a skill that will help you to manage the information content of
your programme of study. Making notes is something that you will do in many
different situations: lectures; seminars; tutorials; reading a book or journal;
surfing the Internet; watching television or a video. It is a very important
practical skill and your notes will help you to
• identify and understand key ideas
• learn key ideas and information
• keep a record of information for future use
• prepare for examinations
The purpose of this chapter is to provide help and guidance on making notes.
The following table shows the difference between making notes and taking notes.


31


Making notes

Taking notes

This involves making your own
record of key information and ideas.
You will use your own words. You
may add your own ideas or
questions, or make links to the work
of others.
Used during lectures or reading.

This involves copying information
‘word for word’ from another source
e.g. tutor, book, handbook.

Used when copying specific
information, for example, advice on
an assignment, details about room
changes.

Making good notes
During your university career you will make notes from a variety of sources,
including lectures, books, and the Internet. Making good notes is about
identifying and selecting relevant information.
Think about why you are making notes.
•
•
•
•

Do you want an overview of the subject?
Do you want to record extremely detailed information?
Will you be sharing your notes with a friend?
Are you looking for a specific piece of information?

This is important as it will affect how you make notes. There are different ways
of making notes. You can
•
•
•
•

32

list main headings and topics – keyword notes
draw a Mind Map or spider diagram
use software such as Inspiration
copy out specific details, for example, a quotation from a book, or factual
information


BEWARE
Direct copying (verbatim)
or close paraphrasing
(putting into your own
words but still closely
following the structure and
argument contained in the
text) may lead to
plagiarism in assessed
work.
Always keep notes of your
sources, for example, book
details, so that you can
reference them.
This is covered in Chapter
8.

It is usually impracticable to try and copy all the information presented to you
during a lecture. Instead, listen to what the lecturer is saying, read any visual
aids, and make notes from your understanding. This will be a summary, the key
points, or details about the original source.
Spend some time after the lecture, or after you have finished reading an article,
reviewing your notes. Ask yourself some questions.
•
•
•

Is there anything you can add?
Is there something that you might benefit from discussing with a fellow
student?
Should you do some additional reading on the topic?

To engage fully in the process of making good notes it is a good idea to ask
questions within your notes and to consider the accuracy and relevance of what
you are reading. Useful questions to start off this process include
•
•

so what?
how can this be verified?


33


•
•
•

how can this be backed-up?
do other researchers agree with this position?
what assumptions does the author make?

Finally, you may find that in the early days of your study programme you make
copious notes, but as you become more experienced you might make fewer, but
more specific, ones.

Different people make
notes in different ways.
Do not be distracted during
a lecture by people making
different types of notes to
you – everyone develops
their own style. What is
important is that you find
and use a method that
works for you.

Advice on how to make notes
• Start with background details, for example, lecture notes should include the
module title, the date, the title of the lecture, and the lecturer.
• Make sure you can read your notes.
• Only use one side of the paper. This makes it easier to organise your notes for
planning or revision.
• Leave spaces for additional notes or comments.
• Use arrows, symbols, diagrams. This will speed up the note-making process.
• To help avoid unintentional plagiarism make notes in your own words. DO
NOT COPY WORD-BY-WORD when making notes from books, journals,
Internet.
• Try reading a relatively long section, CLOSE THE BOOK OR SWITCH OFF
THE COMPUTER SCREEN, and then make the notes in your own words
without looking at the original source. This checks your understanding and
avoids intentional plagiarism.
• Use highlighter pens or a colour-coding scheme to distinguish different
sections of notes.
• Notes should be concise, clear and consistent.

34


•
•

Review your notes.
File your notes – be organised. It is no good discovering two
months later that you have lost them.

Working with others
Some students find it helpful to work with others and to exchange notes and
discuss their subject. This is a good idea as it improves learning and enables you
to exchange and share ideas. A word of warning. Beware of collaborative
working on assignments as this may lead to accusations of
plagiarism. DO NOT work together as a group and produce a ‘model’ answer
that you individually present in an assignment or exam. This type of collusion
may lead to accusations of plagiarism or unfair means. The safest idea is to work
collaboratively while you are learning a subject and to produce your assignments
independently. See page 65 for further information about avoiding collusion in
assessment.

Referencing your notes and plagiarism
It is very important to keep full details of the information sources you use when
making notes. You will need to include this information in your list of references.
If you do not include this information in your assessed work then you may find
that you fall foul of the Code of Practice on the Use of Unfair Means.
You should also keep your notes after you submit your work. They may be
helpful in your defence if an accusation of plagiarism is made against you. In
addition, you may find them helpful for revision as well as other learning and
teaching activities.

More about this is in
Chapter 8


35


Closing comments
Making notes is a skill that you will develop as you progress through your
studies. Like time management, making notes is a personal matter and you may
develop a method totally different to that of your friends. Providing your method
works for you, do not worry if it differs from that of other people.

36


Chapter 6
Academic Reading Skills

Introduction
Academic reading skills are different from leisure reading skills. Academic
reading involves identifying new ideas, understanding different perspectives and
developing your understanding about a particular topic.
Many students groan when they receive a reading list and wonder how they will
ever read all the books on it. You don’t normally need to read every book or
indeed whole books. What you need to do is to identify and follow up key ideas.
There are different approaches to reading that will help you to read effectively
and stay focused on your studies. It is worthwhile spending some time on
developing your academic reading skills as this will help you to focus your
reading and will save you time.


37


Improving your reading skills
This involves the following processes
Purpose
Think about why you are reading. Ask yourself why you are reading.
Is it to
• explore and understand the subject in greater depth?
• obtain specific information?
• complete an assignment?
Identify relevant information sources
Identify key information sources. The reading list in your module handbook
provides a good starting point. Your lecturers may provide you with additional
reading materials during a lecture or through eBridge. Carry out an information
search (see Chapter 4).
Reading techniques
There are a number of different approaches to reading.
Scanning involves looking at the item to decide whether or not it is relevant.
Check the introduction, conclusions, contents pages, look at pictures and
diagrams, and the index. This means you can quickly assess the content and
decide whether or not it is relevant for your purpose.
Skimming enables you to identify specific information that may be useful to
you. Skimming involves using the index to check the contents of the information
sources and then surfing through specific sections or chapters.
Deep reading involves reading whole sections, chapters or a complete book
and is an active process. You may be making notes or a mind map. As you are
reading you may be thinking about how your findings relate to a question raised
in a tutorial session or in an assignment. If you are reading your own materials
you may mark relevant passages with a highlighter pen or post-it notes. But you
should never make any marks on library materials.

38


Critical reading involves evaluating the information source and criticising it.
You may want to compare it with the work of other authors, assess the
methodology, or criticise it in the light of your own experiences.
Critical reading is time consuming and it is worth spending time developing this
approach to reading – students who are critical readers often do well in
assignments!

Strategies for effective reading
Here are strategies that will help you develop your academic reading skills.
•
•

•

•
•

•

•

Be active. Think about why you are reading and what you want to gain from
the information source.
Choose the right time. You might find that you are more alert during the
morning and that, by evening, your attention span is short. Read at times
when you are most alert. If you are not in the mood for actively reading
something – do not do it. Place the book to one side and tackle another task
until you feel ready to read the material more effectively.
Work in the right environment. You should be somewhere quiet where you
feel comfortable. Choose a place where you will not be interrupted. Make sure
that you are able to make good notes during the reading process.
Reduce distractions. Turn off the television and your mobile
phone.
Be selective. Do not think that you should read everything in depth. Time will
not allow you scope to approach in this way every book, journal, newspaper,
or lecture hand-out that you will see during your period of study.
Don’t be afraid to experiment. Pick a journal article and read it, adopting
each of the techniques to demonstrate to yourself what can be achieved from
each strategy and if, in fact, there was much more to be gained from a more
detailed reading than a skimmed reading.
Use a wide range of sources. Relevant sources may include: friends or
members of staff, watching a relevant television programme, keeping up to
date with current affairs information, printed books and journals, resources
on the Internet, market research reports, company annual reports, etc.


39


See also Chapter 4

Closing comments
You will find that your reading skills develop with practise. New undergraduate
students will have time to practise their new skills before any formal assessment
takes place. It is expected that postgraduate students will already have achieved
a certain level of skill from their previous studies; although you may find that
these skills need refreshing.

40


Chapter 7
Writing Skills

Introduction
The ability to write clear and logical assignments or reports is an essential
academic skill and it is also an essential professional skill. Individuals who can
present well-written reports containing ideas that are clearly backed up by
evidence are able to influence the thinking of their colleagues.
Written assignments are a very common method of assessment as they provide
your tutors with an opportunity to assess your knowledge and understanding of
a subject area. Writing is a form of active learning; if you can explain something
to another person in writing then it clearly demonstrates that you understand it.
In fact struggling to find the right words often helps to make the ideas clearer in
your mind – writing is, in itself, a way of learning. Written assignments will
cover all or some of the learning outcomes of a module. The specific
requirements for each module are explained in the module handbook.

Writing assignments
The following general guidelines may be used for carrying out any piece of
assessed work and they are particularly relevant for writing reports or essays. If
you are writing a dissertation then you will be provided with additional
guidance.


41


Analyse the task
Before you start any piece of written work you should ask yourself the following
questions.
•
•
•
•
•

What is its purpose?
Who is it for?
What are my aims?
Which form of writing will best accomplish these aims?
What structure will best suit the purpose and aims of this piece of writing?

The main factors that will determine what mark you receive for a piece of written
work will be:
•
•
•
•

Did you actually answer the question?
To what extent did you critically respond to the question and not just
regurgitate other people’s knowledge?
Did you keep to the point and use relevant information and
evidence to support your arguments?
How is your work distinguished – does it stand out from the
mundane, is it original, does it stretch the boundaries of
knowledge?

Assignments that receive a poor mark often demonstrate the following
characteristics
•
•
•
•
•
•
•
•

badly researched
lack an introduction and conclusion
lack focus
do not answer the question set by the tutor
do not provide supporting evidence
poor grammar and spelling
lack references or contain incorrect references
do not satisfy the required word limit

Terminology of assessment questions
It is worthwhile spending time analysing the assessment question(s) in an
assignment, an examination, or a presentation. Do not glance at a question then

42


rush off trying to locate vast amounts of information without having a clear
understanding of what is being asked of you.
Spend time identifying the key words of a question. Look at the verbs as these
will indicate both what the content of your answer should be and the process or
method you should adopt to provide that information. Underline them. Spend
time thinking about exactly what is being asked of you. If you are unclear about
anything, you should consult your tutor before starting work on an assignment.
The following verbs are frequently used by tutors in assessment questions:
Words used by tutors in assignments, examinations and presentations
Account for
Analyse

give reasons for, explain the causes of
break up into parts, examine in detail the elements or
structure of, investigate, a combination of criticise and
evaluate
Assess
how successful/unsuccessful, important/unimportant,
consider the points for and against
Comment on
give your own point of view with supporting evidence
Compare
what are the similarities/differences, which is best/worst,
provide a conclusion as to which is preferable
Consider
weigh up the advantages/disadvantages, pros and cons,
think carefully about, discuss
Contrast
consider both similarities and differences but emphasise
the differences between
Criticise
make a judgement using evidence to support it, consider
all the positive and negative aspects of the topic
Define
give the meaning/s of
Demonstrate
show how, use examples
Describe
give a detailed or graphic account of, write in detail about
the characteristics of
Differentiate/distinguish explain the differences between
Discuss
give reasons for and against, examine by argument,
examine the implications look at the wider ramifications
of


43


Evaluate

Examine
Explain
Explore
Illustrate
Interpret
Justify
Outline
Relate
Review
State
Summarise
Trace

give your judgment about the merit or importance of
something, back up your judgment by discussing
evidence, make an appraisal of the worth of something
consider in close detail, in depth
examine and give reasons for; interpret and account for;
examine thoroughly, consider from various viewpoints
give examples that make the point clear
decipher the meaning of, make clear and explicit
give reasons to support an argument or action
indicate the most important aspects, ignoring the minor
detail
narrate or tell, show the connections between things
make a survey of, examine the subject carefully
write briefly and clearly the main points of
give a concise account of the main points omitting detail
and examples
show how something has developed from start to finish,
provide an overview of the development of something

Plan your assignment
Work out a general structure or framework for your work. Some students prefer
to write out a list of headings and sub headings while others prefer to produce a
diagram, for example, mind map or spider diagram. This is a draft overview and
you may find that you need to make changes as you work on the assignment.

Guidance on information
skills is covered in more
detail in Chapter 4

Identify and use a range of information sources
You will need to identify and use a range of academic information sources.
Remember to allow time for this – you may need to recall items from the library
or obtain them from a range of different sources.

44


Identify key ideas and supporting evidence
As you work through your information sources you will need to identify key ideas
and also supporting evidence. Make notes and keep a record of all relevant
information sources, for writing your references.
Write your first draft
This involves working with your general structure or framework and starting to
write notes under each topic. It is often best to leave writing the introduction and
conclusion until the end.
There are two approaches to academic writing. The first, or traditional, approach
is to use a serious and formal impersonal tone. It involves presenting different
ideas and the evidence to support them. This means not writing in the first
person (not using ‘my’, ‘I’, ‘we’) and presenting an objective and depersonalised
approach. You should always use language that is clear, concise, and
unambiguous. One method of identifying an appropriate style is to look at
textbooks recommended by your tutors.
The second approach is to use a more personal style. This involves writing in the
first person, using ‘I’. This approach is often used in learning journals or
workplace projects. It is increasingly used in academic writing in the discipline
of management.
If you are in doubt whether to use an impersonal or a personal style then ask
your tutor.

See the Study Advice
Service leaflet ‘How to
write academic English’,
available online at
www.hull.ac.uk/studyadvice


45


Reviewing your work
The first completed draft of an assignment will never be good enough to submit.
It is important to review your work and to check the content making sure that
•
•
•
•
•
•

you have met the assessment requirements
your introduction clearly introduces your work and also the topic
the ideas are presented in a logical order
the ideas are supported by evidence
your conclusions follow on from the ideas and evidence that you have
presented
your work is based on a good range of relevant and up-to-date references

If time permits it is a good idea to leave a piece of work for a day or two and then
come back to it. This will help you to see new ways to improve the work.
If you are unclear about the correct use of English, you can look at the appendix
of this handbook. Alternatively, ask for help at the Study Advice Service.
You may find that you need to re-write parts of your work. You may see that you
have skimmed over an important topic and that you need to do some more
research so that you provide a well balanced account. Time spent reviewing your
work is likely to earn you additional marks as it will improve the quality of the
final assignment.
Editing your work
Editing involves checking the presentation of your assignment. Remember to
double check any assignment requirements provided for you by your tutor. If
you are writing a dissertation then it is important that you double check the
presentation requirements given in your handbook. Whatever your assignment
you will need to make sure that
•
•

•
•

46

it includes a title, date and your Student ID number
you have met the word count requirements (you are normally allowed the
word count identified in the module handbook plus 10% or minus 10% – any
greater variation may result in a loss of marks)
if you use headings and sub-headings then these are meaningful and
consistent
there are no missing or duplicate words


•
•
•
•

the grammar is correct
spelling is correct
the references are correct
the whole assignment is clearly written

It is best to edit your work at least twice as this will help you to identify different
areas for improvement.

Study Advice Service
The Study Advice Service
offers assistance in helping
students to develop their
writing skills, and for nonEnglish speaking students,
the Language Institute will
provide more specific
guidance.
All students should check
their work for spelling and
grammar before
submission. It is not wise
to place your trust blindly
in spell or grammar
checkers provided with
your word processor.
A student’s work will not,
however, be penalised if
their style or their use of
the English language is not
100% perfect.


47


Presenting your work
Read the instructions that are provided in your module handbook or that are
available from the undergraduate or postgraduate offices. Here are some general
guidelines
•
•
•
•
•
•
•
•

•
•

Your work should be word processed.
Use fonts ‘Times New Roman’ or ‘Arial’.
Use font size of 11 or 12.
Use 1.5 line-spacing.
Leave an adequate margin on all four sides of the piece of paper.
Do not indent paragraphs but leave an extra space between them.
Long quotations should be in single line spacing and indented at both sides.
References should be in single line spacing and with a space between each
separate reference and formatted with a hanging indent in order to
distinguish between items.
Assignments should be stapled in the top left hand corner.
Ensure your assignment has a cover sheet that states your Student ID
number, programme of study, module title and tutor, assignment title,
submission date. Do NOT include your name on the assignment but make
sure that your Student ID is clearly visible. Make sure your name is not in a
running footer either.

Submission
You will be given instructions on when and where to submit your assignment.
Students are required to submit their assignments in two forms
•
•

a bar-coded paper submission (one copy with a cover sheet), and
an electronic submission to Turnitin

It is important that you follow the submission guidelines. If you fail to submit
your work correctly, e.g. you do not use Turnitin correctly, then you may be
penalized. Allow plenty of time, at least three hours, to use Turnitin and submit
your work correctly.
There are very few excuses that will be accepted for late or non-submission of
assignments (see your Programme Handbook or ‘Guidelines for Mitigating
Circumstances and Absence from Examinations and Coursework Extensions
with Good Cause’ available in the University Student Handbook). Make sure

48


that you leave yourself plenty of time to meet the deadline. Remember that there
may be many other students also queuing up to submit their assignment!
Normally computer failure is NOT accepted as a reason for late submission.
Make sure that you keep back-up copies of your work and print your work early.
In your time management allow for technology breakdowns!

Feedback on assignments
You should read carefully the feedback you receive on your assignment. Your
tutor will provide guidance on the strong points of your work and also areas
where it could be improved. You can use the suggestions for improvement as a
means of gaining a better mark in your next assignment.
However, please be aware that work achieving a poor mark cannot be
resubmitted for a better grade later in the year. You should also check for any
generic feedback through eBridge.

Essays
A good, well-ordered, easy to read, logical essay should comprise the following
components:
Introduction
The introduction should state your interpretation of the title and demonstrate
that you understand it by outlining the way in which you intend to answer it. It
should prepare the reader for what will follow.


49


BEWARE
Direct copying (verbatim)
or close paraphrasing (put
into your own words but
still closely following the
structure and argument
contained in the text) may
lead to plagiarism in
assessed work.
Always keep notes of your
sources, for example, book
details, so that you can
reference them.
This is covered in Chapter
8.

The introduction should also provide a brief outline of the information and
arguments that you are going to consider and why you have chosen that
approach. However, be wary of being repetitive or simply providing a list of what
your assignment contains and do make sure that the essay actually does contain
what you say it will. Many pieces of work lose the marker’s interest within the
first few sentences, so spend time making sure that your introduction is
distinguished and captivating.
It is often easier to write the introduction last.
Main body of essay
The main body forms the substance of a piece of work. It will present your
arguments with supporting evidence that you have prepared in response to the
question that was set. Ensure that each paragraph makes a specific and
necessary point, usually with the first line of each paragraph presenting the point
that you intend to discuss within that paragraph.
Your essay must flow from one paragraph to another and use linking comments
to provide continuity between the paragraphs. Maintain a clear focus and be
careful not to digress from the particular topic under discussion. It is important
to ensure that you provide evidence to justify your claims. It is a good idea to

50


include a few short quotations to support your findings and these also
demonstrate your use of different information sources. Providing relevant
examples that illustrate the points you make can bring your writing to life and
show that you understand your material.
Conclusion
The conclusion should provide a summary of the key ideas or issues, and your
concluding thoughts that either answer or respond to the main question. Your
conclusion should not include new ideas or evidence. Similar to the introduction,
it helps if the conclusion is not repetitive but gives a reflective overview of the
issues discussed and ends with a snappy sentence or two that maintains the
marker’s interest to the very end.
Bibliography
At the end of your assignment you need to include a bibliography or list of
references. It is important to use the title Bibliography for this section of your
work as this will mean this section is ignored by Turnitin. Remember to include
all the items that you referred to in the assignment in your bibliography.

Chapter 8 provides
examples of the format the
bibliography should take

The bibliography is a vital and essential part of any piece of written work. It
serves to provide the reader with a comprehensive list of the sources and
material that you have referred to or quoted from in your essay. It further
provides sufficient information to enable the reader to locate them if they want
to clarify a point or seek further information.
Tutors will use it to check on your information sources and they may also alert
you to an important reference that has been omitted from your work. If you do
not use a particular source then do not include it in your bibliography. Your
tutor will be able to identify from the content of your assignment whether or not
you have referred to that source. Trying to convince the reader you have
undertaken more research than you have actually done is deceitful.


51


Writing reports
Report writing is a key skill that you need to develop; you are likely to be asked
to write reports when you work in businesses or other organisations.
A report is a formal and structured document normally used to present factual
findings following some specific research. It differs from an essay in that it has a
formal structure with headings and subheadings. Essays also usually include
your opinions while essays do not. Reports tend to have a standard format.
However different companies or academic departments might use different
formats so you should ensure you are aware of the necessary format before
embarking on the compilation of a report. Below we have provided you with two
standard formats.
Short report format
This format is useful for relatively short pieces of work e.g. up to 3000 words
long.
•
•
•
•
•
•
•
•
•
•
•
•
•

Title
Summary
Contents page (if appropriate)
Introduction (introduces topic, context, scope, audience)
Methodology (if appropriate)
Theme 1 (presents the first theme or topic using an appropriate heading)
Theme 2 (presents the second theme or topic using an appropriate heading)
Theme 3 (presents the third theme or topic using an appropriate heading)
Discussion (interpretation or analysis of your findings)
Recommendations (if appropriate)
Conclusions
Bibliography
Appendix (if appropriate)

Long report format
This format is used for reports in many businesses and other organisations.
•
•
•

52

Title
Abstract / summary
Contents


•
•

•
•
•
•
•
•
•

Executive summary (a brief summary of the report e.g. a single page of A4,
written for busy executives)
Terms of Reference / Introduction (statement of what you were asked to
investigate, by whom, your aims and objectives, what date the report is
required by)
Procedure / introduction (what you did to gather facts, sources of
information used, methodology of research)
Findings / results (report your findings but do not discuss them, use graphic
illustrations if necessary)
Discussions (interpretation or analysis of your findings)
Conclusions / Recommendations (the main points for consideration drawn
from your findings, do your findings prove or disprove your hypothesis?)
Date / Signature
Appendix
Bibliography

Closing comments
Tutors will tell you that they find it enjoyable reading an interesting and
challenging piece of work. If you can satisfy a marker’s expectations of what they
wanted the student to fulfil in an assignment then you will gain a good mark.
Remember that many of the Business School modules have large numbers of
students taking them, and if you make an effort to produce something that
stands out from the rest, you will receive a mark that will reflect this.
Don’t forget to look at Appendix A for guidance on English grammar.
It is worth mentioning again that the Study Advice Service offers assistance in
helping students to develop their writing skills, and for non-English speaking
students, the Language Institute will provide more specific guidance. All
students are advised to check the spelling and grammar of their work before
submission. It is not wise to place your trust blindly in spell or grammar
checkers provided with your word processor.
The Study Advice Service does NOT edit or proof read whole assignments.
However, they will look at a section of your work, e.g. one page, and also answer
specific questions.


53


Chapter 8
Referencing, Bibliography and
Plagiarism

Introduction
This is one of the crucial areas that any student – experienced or novice – must
fully understand. All Business School students should make time to read this
chapter, noting its contents, and implement its advice and guidance in all pieces
of assessment that they undertake whilst at the University of Hull.
Referencing means acknowledging the sources you have used and proves that
you are not attempting to pass the work of others off as your own. It is important
to reference your work as this will
•
•
•

give your work academic credibility
demonstrate how your work links into your subject area
prevent accusations of stealing other people’s ideas or words (plagiarism)

Credit must be given when quoting, citing, or paraphrasing (that is, summarising
someone else’s idea and reproducing it in a shortened form, in your own words)
the work of other people. There are no exceptions to this rule. Failure to
acknowledge the sources you have used in writing your assignment is likely to
result in an allegation of plagiarism being made against you.

54


If you are unsure whether the information that you have provided should be
referenced or not, then it is better to provide one to be on the safe side. The
consequences of providing too many references are far less severe than those of
not providing them at all or providing a list full of omissions.
You do not need to reference common knowledge e.g. Tony Blair was the prime
minister of the UK in 2004.
Overview: how to reference
Your essay or report should contain a reference to other people’s work. This
indicates to the reader that you are using other people’s ideas. Here are some
standard ways of referencing in your text:
You need to
reference other
people’s work:

Example

Explanation

If you quote
another author
‘word for word’

David McConnell suggests
that “students in
cooperative environments
perform at a higher level
than those working in
competitive or
individualistic
environments.” (2002,
19).

Date only, because the
author’s name is already
clearly given; and page
number because it is a
direct quotation.

If you are using
someone’s ideas,
theories or
models - using
your words
rather than their
words.

David McConnell (2002)
provides an overview of
collaborative and cooperative learning and he
identifies the following
benefits:

This sentence is
‘paraphrased,’ that means
the student has used their
own words, and they
mention the source of these
ideas by including the
author’s surname and date.


55


If you refer to a
specific fact or
piece of
information

Between 1979 and 1999,
the number of women in
employment has risen by
6% (DfEE 2000).

The student provides the
source of this fact and the
date of publication. This
means that the readers can
check the fact for
themselves.

If you use
someone’s ideas
that are described
in another book

McConnell (2002)
describes the work of
Johnson and Johnson
(1999) who....

The student hasn’t read the
work of Johnson and
Johnson (1999) and doesn’t
want to mislead the reader,
so it is made clear where
the ideas of Johnson and
Johnson have come from
i.e. the work of McConnell.

The details of all the work you refer to in your assignment are then given in a list
at the end of your written work. The title for this section is Bibliography. If you
use this heading then the plagiarism detecting software, Turnitin, will ignore the
section.
Example bibliography
DfEE (2000), Labour Market and Skill Trends, London, HMSO.
McConnell, D. (2002), Implementing Computer Supported Cooperative
Learning, London, Kogan Page.

Referencing
There are several different ways of referencing. The Business School’s preferred
style is the Harvard System, often called the ‘author date’ system and used in the
examples above. In this system the text reference is kept as brief as possible and
contains the author’s surname plus date. If there is more than one author then it
is presented as author1, and author2, date, e.g. (Smith and Jones, 2007). If you
are using a verbatim quotation (the words of the author) then you will need to

56


include the page number in the format; author, date, page number, e.g.
(Johnson, 2007, 32).
This information directs readers to your bibliography at the end of your work.
This will be arranged in alphabetical order so that they can find the full reference
for the work. They will then be able to obtain a copy of that work and read it for
themselves. You are therefore strongly recommended to familiarise yourself with
the Harvard System and to use it consistently in any piece of work that you
produce for an assessment.

You are urged not to use
footnotes in any of your
written pieces of work

When you are working on your assignments and reading your course materials
you are advised to keep a record of all the items and the basic information
needed which will allow your reader to find the original to which you refer. This
is outlined here:
For books
The name of the author (surname + initials); date i.e. year of publication; the
title of the text; the edition (unless it is the first edition); and any further details
necessary to track down the source – publisher’s details (name and place), e.g.
Cottrell, Stella. (2003) Skills for success: the personal development planning
handbook, Basingstoke, Palgrave Macmillan.
For journals
title of the paper; the title of the journal and volume, issue and spread of pages
over which the article is found.
Many journals and reports are now available from gateway services such as
JSTOR and Business Source Premier. In this situation the web address alone is
an insufficient reference, because it shows only the access mechanism used to
get the material and does not properly identify the source of the ideas or the


57


arguments e.g. Orshansky, M. (1965) Counting the poor: another look at the
poverty profile, Social Security Bulletin, 28 (January), pp.3-29.
For electronic journals
title of the paper; the title of the journal and volume, issue and spread of pages
over which the article is found; web address plus date accessed e.g. Harnack, A
and Kleppinger, E. (1997) Creating models for electronic citations, Ariadne
[online], 7. Available: http://www.ariadne.ac.uk/issue7/kairas/ [Accessed 15
August 2008]
For websites
The name of the author (surname and initials) or organisation; date i.e. year of
publication; the title of the page or paper; web address plus date accessed e.g.
Shields, G and Walton, G. (2001), ‘Cite them right’ How to organise
bibliographical references [online], Newcastle, University of Newcastle,
Available: http://www.unn.ac.uk/central/isd/cite/ [Accessed 25 February 2005]
For chapters in an edited book
(a book edited by an editor, which consists of chapters written by several
different authors)
The name of the author(s) of the chapter (surname + initials); date i.e. year of
publication of the book; the complete title of the chapter, including any
subtitle(s); the word “In” followed by a colon; the name of the editor(s) of the
book in which the chapter appears (surname + initials) – followed by the word
ed(s); the complete title of the book, including any subtitle(s); the place of
publication; the name of the publisher; the inclusive page numbers of the
chapter within the book.
Law, D. (1986) Doctors and books. In: Baker, D., ed. Student reading needs.
London: Library Association. pp.88-98.

58


Common questions
What if the source has no named author?
Use the corporate author, if there is one – for example, BBC Newsnight, or the
name of the newspaper or magazine where the article you are quoting from or
citing is not signed. If the information comes from a government department
and you cannot identify the individual author then give the name of the
government department. If there is no corporate author given, consider whether
this source is credible enough to be used in an academic assignment.
Anonymous information is not always reliable. If you do decide to use it, identify
this source with the author name of ‘Anon’ and provide the full reference in the
list of references under the name Anon.
How do I reference my own work?
Students rarely need to reference their own work e.g. another assignment. If you
do need to reference another assignment then use the general guidelines for
books (top of p.56).
BEWARE: If you use the same information and text in more than one
assignment then you may be guilty of a special form of plagiarism – ‘autoplagiarism’ or ‘self-plagiarism’. Self-plagiarism is treated as seriously as other
forms of plagiarism. It is quickly identified by Turnitin. Make sure you do not
auto-plagiarise.
What if the book or article has two authors?
If there are two authors to one text then give both surnames, e.g. (Smith and
Jones, 1999). If there are more than two authors to one text then give the first
surname followed by ‘et al.’ e.g. (Brown et al, 1995).
What if I want to keep referring to the same text?
You will often be able to do so without repeating the same reference several
times. Where you do need to repeat the reference, do repeat it. This is preferable
to using the Latin ibid that used to be common practice.
What if I want to refer to two books by the same author?
If an author has written two books in the same year and you want to refer to each
of them, then indicate the different texts using alphabet numbers. e.g. Smith
(1997a) and Smith (1997b).


59


How do I reference an email?
The appropriate format is:
Allan, B., (barbara.allan@hull.ac.uk) 20 May 2005. Writing Essays. 20 May.
Email to: Sheena Another (s.another@hull.ac.uk).
How do I reference lecture notes?
You are advised NOT to quote lecture notes in your assignments. Lectures
provide a general guide to a subject or topic. You are expected to find and refer
to the original sources, e.g. journal article or textbook, the lecturer has used in
preparing the lecture.
How do I present a short quotation?
Place double quotation marks (“ ”) around all words that are being quoted. You
should also include any particular punctuation, spelling or italics of the original.
You must give as reference for your quotation the author’s surname, year of
publication and the page number(s). Place these details in the text in rounded
brackets, e.g. (Smith, 1987, 15). Note that the page number is not preceded by ‘p’
or ‘pp’ or ‘pg’.
“Students in cooperative environments perform at a higher level than those
working in competitive or individualistic environments.” (McConnell, 2002, 19)
You should not give the page numbers of a quotation in your list of references.
How do I shorten a quotation?
If you do not want to include a full sentence from the source you are quoting, you
can shorten a direct quotation by the use of omission marks (…) However, the
quotation must still make sense in its shortened form so it might be necessary to
add an extra word or two into a quotation to ensure it reads correctly. These
extra words should be contained within square [ ] brackets.
How do I know if a source is appropriate to use as an academic
reference?
This can be particularly a problem with online sources and weblogs. Consider
whether the person you are quoting is credible.

60


What do I do if I want to quote something that contains something
that is inaccurate, grammatically incorrect or misspelled?
Use the indication [sic] within a quotation if it contains a claim or phrase that
you feel is incorrect, outdated, or unacceptable, or a word or phrase that is
grammatically incorrect. It should be inserted directly after the phrase to which
it refers e.g. Jane Smith said “I got mad [sic] with the worker.”
How do I set out quotations?
Short quotations (a few words only, less than one line of print) can be
incorporated within the body of your argument. Make sure the sense flows
properly between the quotation and surrounding text. Use quotation marks.
Place the reference details at the end of the sentence in which the
quotation occurs. For example:
Within the Gillette company, out of every forty-five carefully
developed new-product ideas, three make it into the development
stage but “only one eventually reaches the marketplace” (Armstrong
and Kotler, 1999, 263).

Always use quotation
marks at the start and end
of ALL quotations

Longer quotations should be separated from the body of your essay by a space
before and after the quotation. The quotation, with quotation marks, should be
indented on either side, and the reference should appear in brackets on the line
immediately below. Use single spacing for the quotation.
“Dupont has found that it can take as many as three thousand raw
ideas to produce just two winning commercial products, and
pharmaceuticals companies may require six thousand to eight
thousand starting ideas for every successful commercial new
product” (Armstrong and Kotler, 1999, 263).
Continue your essay using normal spacing. The full reference for the above
quotations would appear in your list of references as:


61


Armstrong, Gary and Kotler, Philip, (1999), Marketing: An Introduction, 5th
edn, New Jersey, Prentice Hall.
How do I reference information from the Internet?
The Internet is a source of two different kinds of information: firstly, it is used to
distribute information that has previously been published in another source; and
secondly, it is used to disseminate information that is only available on the
Internet. It is very important that you take the trouble to find the proper
reference for materials that have been obtained through the Internet. The first
case, i.e. material that has been published elsewhere, is shown in the following
two examples:
Nentwich, Michael, (1996), ‘Opportunity structures for citizens’ participation:
the case of the European union’, in European Integration online Papers
(EioP), Vol. 0 (1996) no.1, <http://eiop.or.at/eiop/texte/1996-001a htm>,
accessed 5/11/99.
Smith, F. (1994), ‘Is there life on Mars?’, The Telegraph, 14th March,
<http: //www.telegraph.co.uk>, accessed 8/6/95.
In the second case i.e. material that is only available from the Internet then you
will reference the material in the following manner:
BBC (2005), ‘Healthy eating in schools’, http://www.bbc.co.uk, accessed on
3/9/05.

Bibliography
A bibliography should appear at the end of your work and it should contain
details of all the information sources that you actually refer to or cite in your
text. Therefore, you must ensure that every piece of written work that you
submit for marking has a list of references that contains details of each and every
source that you have mentioned in your work.
The references should be listed alphabetically by author’s surname. Use single
line spacing, using hanging indents to distinguish each separate reference or
with an extra space left between each reference. This is illustrated below.

62


You do not need to put a page reference for any particular detail or quotation in
your list of references. However, when you give details for an article in a
periodical, you should give the page numbers of the first and last pages.
Examples of the correct format for entries in a bibliography are given below. In
the sample below you will be able to see how to correctly reference books,
articles in periodicals (i.e. any form of publication that comes out regularly, such
as an academic journal, a professional magazine or a newspaper) and websites.
Example bibliography
Galliers, R. D. & Baker, B.S.H., (1995), ‘Strategic information management’, in
Jackson, T. (ed.), Cross-Cultural Management, Oxford, ButterworthHeinemann.
Handy, Charles, (1991), The Age of Unreason, 2nd edn, London, Arrow Books.
Keble, J., (1989), ‘Management development through action learning’, Journal
of Management Development, 8, no.2: 77-80.
Nixon, B. & Pitts, G., (1991), ‘W.H.Smith adopts a new approach to developing
senior managers’, Industrial and Commercial Training, 23, no.6: 3-10.
Nutt, P., (1984), ‘Types of organisational decision processes’, Administrative
Science Quarterly, 29: 414-52.
Noakes, Stephen, (1997), ‘Consumer spice’, Logistics Manager, (Nov. /Dec.), 67.
Nentwich, Michael, (1996), ‘Opportunity structures for citizens’ participation:
the case of the European union’, in European Integration online Papers
(EioP), Vol. 0 (1996) no.1, <http://eiop.or.at/eiop/texte/1996-001a htm>,
accessed 5/11/99.
Payne, R. and Pugh, D.S., (1971), ‘Organisations as psychological environments’,
in Warr, P.B. (ed.), Psychology at Work, Harmondsworth, Penguin.
Peters, T.J. and Waterman, R.H., (1982), In Search of Excellence, London,
Harper & Row.
Rowntree, D., (1996), ‘Making open and distance learning work’, The
Implementation of Open and Distance Learning, England, Open University
<http: //www-iet.open.ac.uk/pp/D.G.F.
ROWNTREE/MBL.htm.MOADLW.htm>, accessed 7/4/99.
Smith, F. (1994), ‘Is there life on Mars?’, The Telegraph, 14th March,
<http: //www.telegraph.co.uk>, accessed 8/6/95.


63


Both the Study Advice
Service and Library
provide handouts and
information on how to
present the different
sources that you use in a
list of references (see
Chapters 1 and 4)

Working in Groups
Some of your assessment activities will involve group work, that is, a group
presentation or a group project. In these cases, it is acceptable to produce a piece
of work that is a culmination of a joint effort, or includes work, ideas and
thoughts of both you and your colleagues working in the same group. The
principle behind group assessment activities is to give you some experience in
being part of, or perhaps leading, a team. It provides opportunities for you to
develop and demonstrate transferable skills such as communication,
negotiation, participation, compromise, decision-making, and obviously
teamwork. With this type of assessment activity you may be asked to identify the
role each group member took in producing the final product.
Many students find it helpful to form and work in informal study groups as this
gives opportunities to discuss ideas and concepts, forge friendships, and consult
one another over draft versions of their written assignments. Be aware that this
approach may introduce a certain element of danger if members of the group
then present very similar pieces of work. It is not acceptable for members of the
group to produce very similar pieces of work, that is, assignments that are either
identical or alike – in either content or structure, or in their arguments and
conclusions. Therefore, although you are encouraged to discuss your work
during the preparation stages, you are discouraged from swapping or showing
your colleagues final versions of assignments. It is worth reminding you that if a
marker identifies two, or more, pieces of work that have similarities all students
involved will be asked to answer to a formal allegation of the use of unfair
means, or plagiarism. The consequences, should the allegations be proven, are
laid out in the next section.
If you have any queries about forming a study group you are advised to seek
advice from your Programme Leader, Module Tutor or Personal Supervisor.

64


Plagiarism and unfair means
The University has had a Code of Practice on the Use of Unfair Means since
February 2000. You should make sure that you download a copy from the
university portal, read it, understand it, and keep it for future reference.
The use of unfair means relates to any form of illegitimate conduct that might
give one student an advantage over another – and includes: copying another’s
work without providing adequate references (including information taken from
the Internet); stealing another’s work; cheating in an examination by taking
prohibited materials into the examination room, whether or not they are used,
such as revision notes; impersonating another person during an examination;
falsifying a transcript or other official documentation; and removing, hiding or
destroying library materials without permission. The Code of Practice provides
further examples of what might constitute unfair means.
However, the most common use of unfair means is plagiarism. Plagiarism is
the use and presentation of somebody else’s work as though it were
your own. This includes plagiarism of a colleague’s work, from a
textbook, from the Internet, from a journal, or from other sources.
All coursework submitted to the Business School will be routinely scrutinised
using the Turnitin plagiarism prevention system. Turnitin provides information
on the similarity between the work you have submitted and a wide range of
existing material in the Turnitin database. It is not a plagiarism detection system
and interpretation of the Turnitin similarity report requires careful
consideration by assessors. Traditional plagiarism detection mechanisms will
still be important.
When assignments are submitted electronically through turnitin they are
checked against all work that has been submitted through the system as well
against other electronic sources. This means that work which has been
submitted previously will be visible to staff marking your assignments. There are
two particular situations that you should be aware of and guard against
whenever possible.
First, students are being assessed and given credit for their own work, not that
which has been written by another student. Sometimes two or more students
submit work that is similar or submit an assignment that has been submitted


65


previously by another student. It is then unclear who has written a piece of work
and this will be investigated to establish if it is the result of the use of unfair
means. If it is found to be the result of the use of unfair means then penalties will
be applied in the same way as if the work had been plagiarised. The school
encourages students to share their understanding and learn collaboratively,
however assignments are usually individual pieces of work and students should
exercise caution in how they work together and help each other.
Second, students should be aware that seeking to gain credit twice for the same
work is also considered to be the use of unfair means. Thus if a student is found
to have submitted their own work for a second time, and they have already been
given credit for the first submission, then this will also be investigated and, if
found to be the use of unfair means, penalised. Students who wish to refer to
their own previous assignments should reference them as they would any other
source, although they should realise that this may not be seen as a good piece of
work by the marker if it does not answer the question being set.
Any form of the use of unfair means is dishonest and is unacceptable. Therefore,
the University has decreed penalties that reflect the seriousness of the matter. As
a rule, the very least penalty you can expect to receive is zero or 0 marks for the
module in question. Reassessment is often permitted for a first offence by a
student in the early stages of their study, however the further you progress into
your programme of study the harsher the penalty becomes, as it is assumed that
you have had sufficient time to familiarise yourself with University procedures
and what constitutes good academic practice. The right to reassessment may
therefore not be granted. Should a student be proven to have committed a
second breach of the code the penalty will be termination of the student’s
programme of study unless there are good reasons to impose a more lenient
penalty. You will not be permitted to continue with your studies at the University
of Hull.
Penalties such as these should be a clear indication to you that the use of unfair
means is taken very seriously by the University. It is not worth risking your
academic and future employment opportunities. A little extra time spent making
note of the full reference of any source of material you consult or use, and
ensuring that the reference is included within your piece of work, will ensure
that you do not jeopardise your future at the University of Hull.

66


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