Nursing
Topic: Gender bias in nursing profession
Paper details:
* Research question: males and females should have an equal pay in nursing profession.
* Articles should be 7 years old maximum meaning from 2014 to now 2020
* Journal articles, ebscohost, googlescholar, psychoinfo
* Try first looking for articles in the Gulf first if there’s non then go for any other country.
* Attached rubrics will be there and two sample for the argumentitive essay. The sample that have comments of the left side is one of the best. I attached also good&bad thesis statement.
* This argumentitive essay will have 3 paragraphs.
first paragraph: own argument
second paragraph: counter argument
third paragraph: refutation – prove the opposing opinion wrong using examples, evidence, statistics and should be convincing.
* Conclusion should include summary, our own opionion, suggestion and recomendations without any repetitions.
* Word count 800 – 1000
* The argumentitive essay should convince the audience ( the instructor ). we could include quotations, anecdots and any other tools possible. play with emotions.
* We have to respect other opinions without using bad words, refute the opposing opinion.
* Thesis statemenrt should be attractive and well structured.
* Dont use articles that doesn’t have statistics, surveys, no clear methodology, articles with no clear purpose, weak writings and has no scientific observation or case study.
* Include facts and opinions, opinions should be supported.
* Refutation is important.
* Make sure writing is always free from any mistakes, grammatical, structure , etc.
* Use of linking words/ phrases
* Attached sample of annotated bibliography with same research question. The two articles could be used again ( the link is included ) and include 4 more articles so the total is 6 but as i mentioned look for articles that has been done in the gulf first and then look for other countries.
* Plagiarism should be 0%.
* For anecdots u could say that I have been in clinical rotations and have seen both males and females and that we do equal amount of work non does less than the other same workload or something similiar to that ( I am 3rd nursing student ).
* so the argument is that there should be equal pay, when u read the articles in the attached bibliography it says men are more and I say it should be equal.
* Please strictly follow all parts of the rubric, all should be included.
* If the articles in the annotated bibliography are not too good its okay u could use all new articles. total 6.
* In text citations in Help write my thesis – APA format
* Reference list in Help write my thesis – APA format
* Effective use of rhetorical appeals (logos, pathos & ethos) to persuad.
* In argumentative essay, you should use sources to support main points.
These sources need evaluating according to these criteria:
C = Currency (when was it published / how old is it?)
R = Relevance (how related is it to your topic?)
A = Authority (what qualifications does the writer have?)
A = Audience (who is it written for)
P = Purpose (why was it written?)
* Good thesis statements should also have an antithesis, in other words a statement which states the opposite point of view.
* The thesis statement must be debatable,
It must have two clear sides which people could reasonably have different opinions on
It must be specific, It must be clearly expressed without ambiguity, It must provide enough information to allow a cheap essay writing help clear structure to be created in the essay, It must be grammatically correct.
* Plagiarsm report using Turnitin.
* there should be a minium one in article UAE and others could used as a comparison with another countries.
* one article or two where some writers disagree with my opinion.
———
SAMPLE ESSAY
Essential Academic Skills
Second Edition
Edited by Kathy Turner, Brenda Krenus, Lynette Ireland and
Leigh Pointon
Oxford University Press
2011
COPYRIGHT NOTICE
©
THIS SAMPLE ESSAY IS COPYRIGHT OXFORD UNIVERSITY PRESS 2011. DISTRIBUTION AND COPYING
IS PROHIBITED.
Sample essay
Topic: Test anxiety causes university students to underperform in their examinations. Assignment help – Discuss.
Note: The essay is in the left column. In the right-hand column are short notes indicating which
academic writing skills are being used in the essay, and page references for the textbook.
Essay Comment
This essay examines the relationship between test anxiety in university students
and their performance in examinations. Typically, universities use examinations
to test part or even all the knowledge of students, particularly in first-year
courses. As Burns (2004, p. 120) noted, examination results can determine if a
student passes a course or can progress onto further study, and may even
influence employment opportunities. Understandably, educators are concerned
that examinations are a fair indication of a student’s knowledge. One area of
special interest is the role anxiety plays in relation to examination performance.
This essay argues that in general, test anxiety lowers performance slightly,
although this is not evident in all situations, nor with all types of students.
Further, it is argued that the main mechanism for this result appears to be that
test anxiety leads to the development of interfering thoughts, which prevent a
proper focus on examination tasks. The essay also points out that although many
factors impact on examination performance, test anxiety is of particular interest
as it appears to lead directly to unfair results.
Test anxiety is normally understood as a form of debilitating anxiety, although
how it is measured varies. Early research indicated there were two forms of test
anxiety: facilitative and debilitative. Facilitative anxiety is understood as a type of
anxiety that students recognise as being helpful. For example, students answer
positively to a question such as “Nervousness during a test helps me to do
better” (Alpert & Haber, 1960, p. 213). Facilitative anxiety helps students
succeed and has been found to be present in students with better results in tests
of all kinds (Hembree, 1988, p. 59). However, since the 1960s, it is debilitative
anxiety that has come to be called ‘test anxiety’. It is defined by Sarason (1984)
as the anxiety experienced in “one important definable class of threatening
situations, those in which people are evaluated” (p. 929). Most researchers have
recognised that test anxiety is complex. It can involve a large range of features,
including thoughts, emotions, behaviours and body reactions such as tension or
headache (Sarason, 1984, p. 931). Following from the work of Liebert and Morris
(as cited in Hembree, 1988, p. 48) test anxiety has generally been examined in
terms of ‘worry’ or ‘emotionality’, or some extension of these. Worry covers the
worrying thoughts that interfere either with examination preparation or with the
INTRODUCTION
General statement
of the essay topic (p.
151)
Background from
the literature (p.
151)
Sentence(s) to link
the background into
the essay
ARGUMENT
STATEMENT
Comprehensive
position (pp. 152–3)
USE OF THE
LITERATURE
Quotation with
citation used as an
example (pp. 103–5)
Paraphrase with
citation used to
provide rich
information (pp. 99–
103)
Quotation with
citation used to
define
Paraphrase with
citation—building
ideas using the same
source
Paraphrase with
citation—building
ideas from different
sources (p. 144)
processing of examination tasks. Emotionality captures the awareness of bodily
reactions to anxiety.
Evidence points to the fact that, in general, test anxiety lowers performance
slightly. This relationship has been studied for well over 60 years. During that
time, some studies have reported that test anxiety does not lead to lower results
(Burns, 2004; Sansgiry, Bhosle, & Sail, 2006). However, these findings are not
likely to be true of all students. Burns (2004, p. 121) examined general anxiety
rather than the more specific ‘test anxiety’, thus limiting what he can claim.
Equally, Sansgiry, Bhosle, and Sail’s (2006, p. E3) research findings are limited to
their sample as it was made up of a very particular group of students, with 72.5%
being female and 51% Asian/Pacific Islander. More important is the fact that
most other studies have found that test anxiety does lower performance. For
example, Hembree (1988), after analysing 562 studies of test anxiety concluded
that for all students at all levels of education including university, “test anxiety
harms performance” (p. 75). More recent research involving university students
has provided additional support for the earlier findings. Musch and Bröder
(1999, Assignment help – Discussion section, para. 1) claimed that test anxiety lowered the
performance of students sitting a statistics examination at the University of
Koblenz, explaining about 5% of the variance in examination results. Most
impressively, in a large study of 5414 undergraduate and graduate students at
three American universities, Chapell et al. (2005, pp. 270–1) similarly found that
test anxiety was significantly negatively correlated with Grade Point Average for
undergraduate students. Those who had low test anxiety received an average of
a B+ grade, while the students who had high test anxiety received a third of a
grade lower, on average, with a B.
However, in some specific situations examination results are not negatively
impacted by test anxiety. Despite the general agreement about the negative
relationship between test anxiety and achievement, the issue is, in fact, more
complex (Burns, 2004, p. 121). When the examination is less threatening, the
impact of test anxiety is lower or even absent. Eysenck (as cited in Tobias, 1990,
Cognitive capacity and drive theory section, para. 3) summarised the evidence
for the relationship between task difficulty and anxiety and found that anxiety
tended to facilitate performance on easy tasks and hinder it on difficult tasks. It
MAKING A STRONG
ARGUMENT
(SHOWING
DISAGREEMENT)
If studies disagree,
present the ideas
you think are
incorrect first (p.
143).
Give reasons as to
why these ideas are
not likely to be
correct.
Present the ideas
that you believe are
correct (p. 143).
PARAGRAPH
STRUCTURE
Topic sentence (pp.
118–21)
Background
sentence (pp. 121–2)
Introductory
sentence (pp. 121–2)
Paraphrased claim
from the literature,
with citations
A sentences of your
own to elaborate
is certainly possible that such findings could be extended to examinations at a
tertiary level. This is supported by Hembree’s (1988, p. 56) claim that test anxiety
does not affect performance in elective courses at university, probably because
students experience greater ease in dealing with the material in courses they
choose themselves. Test anxiety also appears to have different impacts at
different levels of tertiary education. Chapell et al. (2005, p. 271) found that
male students studying at postgraduate level experienced no significant impact
of test anxiety on their performance.
Additionally, the relation between test anxiety and examination results is also
shown to be more complex when gender is considered. An early assessment of
the role of gender was made by Hembree (1988, p. 731) in his comprehensive
review of studies on test anxiety. He concluded that although females
experience higher test anxiety than males, it does not lower their performance.
However, more recent research by Chapell et al. (2005, p. 272) showed the
relationship between gender and anxiety to be more complex. They also found
that females experienced higher test anxiety than males but, in addition, showed
that females consistently scored higher Grade Point Averages than males. Hence,
when female undergraduate students only were considered, the level of their
test anxiety did significantly impact on their Grade Point Averages, but because
of the females’ ability to score higher Grade Point Averages their results were
better than those of the males with similar levels of test anxiety. This difference
in the impact of test anxiety is probably due to the fact that females tend to use
more productive means of coping with high anxiety. Female anxiety was shown
to be related to task orientation and preparation (Stöber, 2004, Results section,
para. 3), both of which would help students to compensate for their high level of
anxiety. On the other hand, males tended to favour avoidance coping as a means
of dealing with anxiety. Clearly such behaviour would not be useful.
It appears that when there is a reduction in performance as a result of test
anxiety, it occurs mainly because of the presence of interfering thoughts. There
have been two main models to explain the impact of anxiety on examination
results: the deficit model and the Interference model. The deficit model
proposes that the anxiety itself is a result of some inadequate preparation, for
example, in study habits or in test-taking skills. The model thus suggests that it is
and link (p. 122–3)
Paraphrased claim
from the literature,
with citations
A sentence of your
own to explain and
link (pp. 122–3)
Paraphrased claim
from the literature,
with citations
PARAGRAPH
COHESION
Connective: Linking
topic sentences (p.
155).
Cohesive device:
Referring to the
same ‘thing’ (pp. 29)
Connective: Linking
ideas (pp. 36–7).
Cohesive device:
Referring to the
same ‘thing’ (pp. 29)
Connective: Linking
ideas (pp. 36–7).
Cohesive device:
Labelling technique
(pp. 31–2)
Cohesive device:
Same point of view –
continuation of an
idea (pp. 33–5)
Connective: Linking
ideas (pp. 36–7)
CRITICAL THINKING
Evaluation of claims
(pp. 9–10)
the lack of skills which result in poorer examination results, rather than the
anxiety, which is merely a side issue (Tobias, 1990). The general view, however,
is that the model is unsatisfactory. When students are taught study or test-taking
skills, the relationship between test anxiety and lower performance still holds
(Hembree, 1988, 74). Musch and Bröder (1999, p. 108) also found that study
habits had no impact on examination performance. Given these consistent
findings over a considerable period of time, it is not surprising that the
interference model has gained support. It suggests that students have acquired
the relevant knowledge but cannot recall it sufficiently well during an
examination due to interfering thoughts that reduce the students’ ability to
focus on the examination tasks. It is accepted that such a model accounts for
students’ descriptions of ‘freezing up’ in an examination (Musch & Bröder, 1999,
p. 105; Tobias, 1990). There is ample evidence to support this model. Sarason
(1984) used a number of experiments to examine the relationship and concluded
that his Cognitive-Interference model explained what the experiments showed:
that “the problem of anxiety is, to a significant extent, intrusive thoughts that
interfere with task-focussed thinking” (p. 929). From a different direction,
Hembree (1988, p. 74) provided support for the interference model by noting
that many studies show that techniques used to teach students how to deal with
interfering thoughts, such as cognitive modification, lead to a positive impact on
performance.
Test anxiety is of special interest to educators and students. Certainly, many
factors impact on examination performance. As Zeidner (as cited in Chapell et
al., 2005) noted, “any reasonable model of school achievement needs to
consider … a wide array of … factors … scholastic abilities, study habits, school
attitudes, self-perceptions and self-efficacy, student health, classroom
environment, opportunities for enrichment etc” (p. 273). Hence, test anxiety
could be considered as just one of many issues surrounding examination
performance. Yet, it is of special concern as it, along with bias, is seen as one of
the two “primary problems inherent in the testing process” (Burns, 2004, p. 121)
and so needs to be addressed in order to ensure fairness. This is particularly the
case as test anxiety can have serious consequences, especially when a student is
close to a pass grade in an examination. In this situation, test anxiety could
Presenting academic
evidence (pp. 9–10)
Evaluation of claims
(pp. 9–10)
Presenting academic
evidence (pp. 9–10)
Evaluating the
amount of support
for the evidence (pp.
9–10; p. 88)
Evaluation of claims
(pp. 9–10)
Evaluating the
amount of support
for the evidence (pp.
9–10; p. 88)
Evaluation of claims
(pp. 9–10)
Presenting academic
evidence (pp. 9–10)
Presenting academic
evidence (pp. 9–10)
reduce that student’s performance to a fail (Putwain, 2008, p. 1028).
The impact of anxiety on examinations has been very closely studied for a long
time. There is general acceptance that debilitative anxiety negatively impacts
examination performance slightly and that it does so via an interference
mechanism in which task-irrelevant thoughts undermine a student’s ability to
recall previously learned material. However, this essay also shows that not all
examinations are impacted by anxiety. Test anxiety appears to have its greatest
impact in difficult examinations and in earlier years of a degree program. As well,
not all students are equally affected. Female students have higher anxiety than
male students, and while their examination scores are reduced, they are not as
reduced as those of their male colleagues with lower anxiety. While the question
of anxiety has been studied for many years, it is still an important issue to
consider as its presence does mean that a student’s knowledge is not fairly
assessed during an examination.
CONCLUSION
Summarise the essay
content. No
citations. No new
material (pp. 157–8)
Link to the
background as a
means of
highlighting the
importance of the
topic.
Reference list
Alpert, R., & Haber, R. N. (1960). Anxiety in academic achievement situations.
Journal of Abnormal and Social Psychology, 61(2), 207–215. doi:
10.1037/h0045464
Burns, D. J. (2004). Anxiety at the time of the final exam: Relationships with
expectations and performance. Journal of Education for Business, 80(2),
119–124. Retrieved from www.summon.serialssolutions.com
Chapell, M. S., Takahashi, M., Silverstein, M. E., Newman, B., McCann, N.,
Blanding, Z. B., & Gubi, A. (2005). Test anxiety and academic
performance in undergraduate and graduate students. Journal of
Educational Psychology, 97(2), 268–274. doi: 10.1037/0022-
0663.97.2.268
Hembree, R. (1988). Correlates, causes, effects, and treatment of test anxiety.
Review of Educational Research, 58(1), 47–77. doi: 10.2307/1170348
Musch, J., & Bröder, A. (1999). Test anxiety versus academic skills: A comparison
of two alternative models for predicting custom essay writing service performance in a statistics
exam. The British Journal of Educational Psychology, 69(1), 105–116. doi:
10.1348/000709999157608
Putwain, D. (2008). Examination stress and test anxiety. The Psychologist, 21(12),
1026–1029. Retrieved from www.thepsychologist.org.uk
Sansgiry, S. S., Bhosle, M., & Sail, K. (2006). Factors that affect academic
performance among pharmacy students. American Journal of
Pharmaceutical Education, 70(5), E1–E9. doi: 10.5688/aj7005104
Sarason, I. G. (1984). Stress, anxiety, and cognitive interference: Reactions to
tests. Journal of Personality and Social Psychology, 46(4), 929–938. doi:
10.1037/0022-3514.46.4.929
Stöber, J. (2004). Dimensions of test anxiety: Relations to ways of coping with
pre-exam anxiety and uncertainty. Anxiety, Stress & Coping, 17(3), 213–
226. doi: 10.1080/10615800412331292615
Reference list begins
on a new page (p.
116)
The reference list is
organised
alphabetically using
the family name of
the first author (p.
116).
Use a hanging indent
paragraph style for
reference list items
(p. 116).
Use all the authors’
names in the order
in which they are
presented in the
publication (p. 307).
When an article has
a DOI, use it (p. 115).
When an article
does not have a DOI,
you may use the URL
for the journal or the
relevant database
(p. 115).
Tobias, S. (1990). Test anxiety: Cognitive interference or inadequate preparation?
United States Army Research Institute for the Behavioural and Social
Sciences. Retrieved from www.dtic.mil/dtic
——–
Sample Essay
The following winning essay was submitted in 2009 by a UK higher education student for an essay
writing competition sponsored by the LearnHigher Centre of Excellence in Teaching and Learning
(CETL) network. The set title was ‘What is the point of referencing?’, and there was a maximum
word limit of 1,500 words.
There is a tutor commentary on the points made by the student to the left of the essay.
The introduction to
an essay is very
important. Here
the student
immediately
addresses the
question.
What is the point of referencing?
The reasons why accurate referencing is essential for academic
work are not immediately apparent, particularly for students new
to higher education. This essay will, therefore, examine why
referencing is an essential part of academic writing and in the
process address the question: ‘what is the point of referencing?’
The student
introduces the
main reasons for
referencing.
There are three main reasons for referencing. Firstly, referencing
helps student writers to construct, structure, support and
communicate arguments. Secondly, references link the writer’s
work to the existing body of knowledge. Thirdly, only through
referencing can academic work gain credibility.
Summarises the
structure of the
essay.
This essay will discuss these three aspects of referencing in detail,
examine their validity, identify how referencing affects a writer’s
writing style, and show how referencing helps students to present
their own ideas and opinions in assignments.
Engages with the
first of the reasons
for referencing:
construction of
arguments. The
student draws on
the work of a
Becker (1986) believes the construction of arguments is the most
important function of referencing systems. There are four
dimensions to this. Firstly, drawing on existing literature,
academic writers can construct their own arguments – and
adopting a referencing system supports this process. Secondly, it
published writer
(Becker) in support
of the four points
made.
Note the
systematic way the
ideas are
presented:
‘Firstly…;
Secondly…;
Thirdly…; Finally’.
The writing is
descriptive at this
point in the essay.
helps to structure the existing information and arguments by
linking published authors to their respective works. Third,
referencing helps academic writers identify sources, gather
evidence, as well as show the relationships between existing
knowledge. Finally, referencing also provide a framework to
enable writers to structure their arguments effectively by
assessing, comparing, contrasting or evaluating different sources.
The word
‘However’, signals
a change of
direction: the
writing becomes
more analytical. It
goes beyond the
four points
described in the
previous
paragraph to
make a new
contribution to the
discussion.
The student
illustrates the
point made with a
practical example
(Barrow &
Mosley).
However, merely describing existing research, rather than
producing their own contributions to the discussion, is
inadequate for most academic writers. It is important for every
academic writer to avoid this narrow-minded argumentation
trap; academic writing is not just about compiling existing
arguments, but adding new perspectives, finding new arguments,
or new ways of combining existing knowledge.
For example, Barrow and Mosley (2005) combined the fields
Human Resources and Brand Management to develop the
‘Employer Brand’ concept.
Develops the point
s made in the
previous
paragraph, and
focuses on the
importance of
supporting
arguments in
When the argument has been constructed, it needs academic
support – and only references can provide this required support.
We all know that academic works are not about stating opinions –
as that would be akin to journalistic comment – but arguments
are supported by evidence, and only arguments presented with
assignments with
valid evidence.
The word ‘Hence’
is a word that can
be used to present
a particular point
of view.
sufficient and valid support are credible. Hence arguments are
only as strong as the underlying evidence: arguments relying on
questionable sources are – well, questionable.
The student is still
developing the
issue about
construction of
arguments, but
moves on to an
important point
about referencing:
that it provides a
framework to
distinguish the
student’s ideas
from those of
other writers.
The student
reinforces and
supports the point
made by citing the
work of a
published author.
Referencing also enables writers to communicate their arguments
efficiently. The referencing framework allows them to produce a
holistic work with different perspectives, whilst still emphasising
their own positions; quotations, for example, help the reader to
differentiate the writer’s opinions from others. Again, if
arguments are badly referenced, readers might not be able to
distinguish the writers’ own opinions from their sources.
Especially for academic beginners, referencing helps them to
adapt to the precise and accurate academic writing style required
for degree level study. Neville (2007, p. 10) emphasises this issue
of writing style, and identifies the quest to “find your own voice”
as one of the main reasons for referencing. In academic writing,
this requires developing an individual style that is neither
convoluted nor convivial in tone, but which is clear, open but
measured, and is about identifying and using evidence selectively
to build and support one’s own arguments.
The student uses a
quote to give
interest to the
writing and as a
lead-in to the
second of the four
reasons for
referencing: about
linking to
established bodies
of knowledge.
Immanuel Kant said “Science is organized knowledge.” This short
quote brilliantly captures the point that the primary mission of
science and other disciplines is not to promote individual
achievements, but to establish a connected, collective, and
recognised body of knowledge.
This is the most fundamental reason for referencing from a
theoretical point of view. Hence some authors identify this as the
principal reason for referencing: “The primary reason for citation
Uses a quotation
to reinforce the
main point in this
paragraph.
[…] is that it encourages and supports the collective construction
of academic knowledge” (Walker & Taylor, 2006, pp.29-30).
Explains why
linking into
existing knowledge
is important for
academic writers.
The writer’s references are links to this network of knowledge.
Without these links an academic work would operate within an
academic vacuum, unrelated to existing academic knowledge. A
writer needs to show how his or her work relates to current
research and debates in their chosen subject area.
The student
returns to a point
made earlier
(about separating
out own ideas
from those of
others) but links it
this time with the
issue of plagiarism.
Cites and quotes
from a published
source to support
the points made in
this paragraph.
Note how the
student makes a
writing bridge
from this
paragraph to the
next.
Referencing not only connects a student writer’s work to existing
research, but clearly distinguishes the writer’s own ideas from
established arguments –and failing to indicate that ideas are
taken from the existing body of knowledge would be plagiarism.
This is one of the five principles of referencing identified by
Walker and Taylor (2006).
Neville also identifies the link to existing knowledge as one of the
main reasons for adopting a referencing style; he highlights
“tracing the origin of ideas”, “spreading knowledge” and
“indicating appreciation” (2007, pp.9-10), which leads to the next
point.
The previous
paragraph was
largely descriptive
in nature. But the
word ‘however’
again signals a
change to more
analysis. The
student brings in a
Referencing a work indicates that the writer finds the referenced
material important: hence references create ‘academic clout’ in
an assignment. In the global academic community a more-cited
article will find more recognition. However, this practice is not
without its critics. Thody, for example, calls this the “sycophantic”
use of referencing – and it can certainly be used to “flatter your
criticism of
referencing made
by two
commentators,
Thody (2006) and
Thompson (2003).
Note the way the
student makes a
writing ‘bridge’ to
the next
paragraph
mentors” (2006, p.186). Thompson calls this “ritualized
obedience to the reigning authorities” (2003, p.27). So the
important issue here is not about selecting references for their
expediency value, but for their enduring quality. This brings us to
the next point: credibility.
Uses a quotation
as a way into the
discussion about
credibility.
Also uses quotes
from published
authors to lend
support to the
points made.
Martin Joseph Routh said in 1878: “You will find it a very good
practice always to verify your references, sir!” Correct referencing
enables, therefore, the reader to check sources and verify
conclusions. The issue of credibility is identified by commentators
as a key issue in referencing. Nygaard, for example, identifies
credibility as the main reason for referencing: “The goal of
referencing is to enhance […] your credibility as an author” (2008,
p.177). Neville came to the same conclusion that “to be taken
seriously, [a writer] needs to make a transparent presentation of
valid evidence” (2007, p.10). Also the Academic Learning Support
from Central Queensland University (2007) sees the credibility of
arguments as primary motive for correct referencing.
Note the way a
point is introduced
and then
emphasised with a
practical
illustration: “Some
readers, for
example, …”
The word
‘therefore’
introduces a
summary of the
main point in this
paragraph.
References allow the reader to trace the source of the writer’s
arguments, consult the original independently and verify whether
the writer’s usage of the sources is valid. Some readers, for
example, interested in a point in question, might want to verify
the writer’s interpretation of a referenced work. The quality of
references is, therefore, extremely important for the credibility of
an academic work. Arguments are only as good as the underlying
references – untrustworthy and unreliable sources can even
invalidate an argument, while reliable and dependable sources
strengthen the writer’s argument.
‘Finally’: the
student signals
that the essay is
reaching its
conclusion.
Finally, the writer’s selection of sources also demonstrates
whether the writer has evaluated all important arguments and
has a thorough understanding of the subject. Only a credible
work that takes all important arguments into account will find
acceptance in the academic world.
The concluding
paragraph reminds
the reader of the
essay question and
of the main points
made in the essay.
We are left with a
sense that the
student has
answered the
question.
So what is the point of referencing? This essay has presented
three main arguments why academic writers have to adopt a
referencing system: Firstly, research paper writing help it helps to structure, support and
communicate arguments. Secondly, it links the work to the
existing body of knowledge, although it is also important for
writers not merely to present the ideas of others, but to
contribute where possible with innovative ideas of their own.
Thirdly, only referencing can give the argument credibility – and
this is a particularly significant element for success in the
academic world.
The student
presents all the
sources cited in the
essay in the
author-date
(Harvard) style of
referencing.
(1200 words)
References:
Academic Learning Support (2007) Harvard (author-date)
referencing guide. 2007 edn. Rockhampton, Queensland: Central
Queensland University
Barrow, S and Mosley, R (2005) The Employer Brand Chichester:
John Wiley & Sons
Becker, H. S (1986) Writing for Social Scientists Chicago:
University of Chicago Press
Neville, C (2007) The Complete Guide to Referencing and Avoiding
Plagiarism Maidenhead: McGraw-Hill/Open University Press
Nygaard, L. P (2008) Writing for Scholars University for laget
Thody, A (2006) Writing and Presenting Research London: Sage
Thompson, A (2003) ‘Tiffany, friend of people of colour’
International Journal of Qualitative Studies in Education 16(1),
pp.7-30
Walker, J. R and Taylor, T (2006) The Columbia Guide to Online
Style 2nd ed. New York: Columbia University Press
