Effective citing and referencing - International Baccalaureate · Effective citing and referencing...

Effective citing and referencing

Published August 2014Published on behalf of the International Baccalaureate Organization, a not-for-profit educational foundation of 15 Route des Morillons, 1218 Le Grand-Saconnex, Geneva,

Switzerland by the

International Baccalaureate Organization (UK) LtdPeterson House, Malthouse Avenue, Cardiff Gate

Cardiff, Wales CF23 8GLUnited Kingdom

Website: www.ibo.org

© International Baccalaureate Organization 2014

The International Baccalaureate Organization (known as the IB) offers four high-quality and challenging educational programmes for a worldwide community of schools, aiming to create a better, more peaceful world. This publication is one of a range of materials produced to support these programmes.

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The IB programme continuum of international educationEffective citing and referencing

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IB mission statementThe International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.

To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment.

These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

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IB learners strive to be:

Inquirers They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.

Knowledgeable They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.

Thinkers They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.

Communicators They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.

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Open-minded They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.

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Reflective They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Effective citing and referencing

Contents

Introduction 1

Why cite 2

What to cite 3

When to cite 4

How to cite 5

Definitions 11

Documentation checklist 14

Elements to be included in the reference 16

Effective citing and referencing 1

Introduction

In the International Baccalaureate (IB) community we produce different types of documents and other forms of work, some of which rely on resources by other people. Following good academic practice, it is expected that we appropriately acknowledge any ideas, words, or work of other people.

This means that, when creating an authentic piece of work, we are expected to:

• undertake research on what is already known

• analyse the research in the context of the work to be produced

• compare and/or contrast existing knowledge against our own findings/thoughts/opinions

• synthesize and present the document in an appropriate way for the expected audience

• acknowledge all contributing sources appropriately.

The ways in which we can acknowledge contributing sources appropriately may vary according to the type of work we produce. Sources are acknowledged differently in a press release or magazine article, in a piece of fiction, in artwork or a musical performance, a slide presentation, film clip or radio broadcast. The important, honest thing for us to do in these and other types of work is to acknowledge our sources and influences in some way. In academic writing, and in any work presented for assessment, not only is it necessary to acknowledge our sources appropriately, but it is regarded as important that the acknowledgments be made using a consistent style. The use of a style guide helps us to ensure this consistency.

When we use other people’s words, work and ideas to support our own ideas, or to demonstrate divergent opinion, it is essential that we indicate whose words and work we are using. Any reader would benefit from seeing just how the other person’s work contributes to ours.

If we fail to show that we are using someone else’s words, work or ideas by not indicating that they originated with someone else, then we mislead the reader. If we give the impression that these words or ideas are our own when they are not, this is not good scholarship and, deliberate or unintentional, may be deemed as academic misconduct.

Purpose of this documentThe purpose of this publication is to guide members of the International Baccalaureate (IB) community in understanding the IB’s expectations with regards to referencing the ideas, words, or work of other people when producing an original document or piece of work.

This document provides guidance on referencing and demonstrates some of the differences between the most widely used styles. Due to the wide range of subjects, multiple response languages and the diversity of referencing styles, the IB does not prescribe or insist on a particular style. All examples provided in this document are for illustration purposes only. The IB’s requirements are for honesty in indicating when and which ideas and words are not the writer’s own, and consistency in referencing the source of those ideas and words.

Effective citing and referencing2

Why cite

Proper citation is a key element in academic scholarship and intellectual exchange. When we cite we:

• show respect for the work of others

• help a reader to distinguish our work from the work of others who have contributed to our work

• give the reader the opportunity to check the validity of our use of other people’s work

• give the reader the opportunity to follow up our references, out of interest

• show and receive proper credit for our research process

• demonstrate that we are able to use reliable sources and critically assess them to support our work

• establish the credibility and authority of our knowledge and ideas

• demonstrate that we are able to draw our own conclusions

• share the blame (if we get it wrong).


What to cite

As creators/authors, we are expected to acknowledge any materials or ideas that are not ours and that have been used in any way, such as quotation, paraphrase or summary. The term “materials” means written, oral or electronic products, and may include the following.

• Text

• Visual

• Audio

• Graphic

• Artistic

• Lectures

• Interviews

• Conversations

• Letters

• Broadcasts

• Maps

Basic and common knowledge within a field or subject does not need to be acknowledged. However, if we are in doubt whether the source material is common knowledge or not, we should cite!


When to cite

When we acknowledge the use of materials or ideas that are not ours, the reader must be able to clearly distinguish between our own words, illustrations, findings and ideas and the words and work of other creators.

Style guides give us advice for documenting our sources in written work, but they are less helpful with other formats and mediums. Nevertheless, we can be honest and we can be helpful to our audience(s)—for assessment purposes, this is an expectation.

In written work, we should cite in the text where we have used an external source. The inclusion of a reference in a bibliography (works cited/list of references) at the end of the paper is not enough. However, for pieces of “creative” written work such as writing in the style of an author or genre, for which in-text citation is not usually expected, creative ways of acknowledging the use of other people’s work may be permissible. A bibliography or list of references is also expected.

In other forms of work (music, video, artistic pieces), we are expected to acknowledge use of external sources appropriately.

In presentations we can provide our audience with a handout of our references, or list our sources on the final slide(s).

During an oral presentation, we can acknowledge the sources we are using by the use of phrases, for example, “As Gandhi put it …” or “According to …”. We can show a direct quotation by saying “Quote … Unquote” or by signalling with “rabbit’s ears” or “air quotes”. In a presentation supported by posters or slides, we can include short or full references on the slides; if short references are made on the slides, then we should again provide a full list of references on a handout or on the final slide(s).

We can include references or acknowledgments of other people’s work in the final credits of a film. A piece of music can be accompanied by programme notes indicating influences and direct sources. Art on display can be labelled or captioned.


How to cite

When we cite, we should make clear what it is that we are citing. It must be clear to the reader just what it is that we owe to someone else, and whether we have quoted exactly or have used our own words and understanding of the original material.

• The reader must be able to distinguish clearly between our words/work and the words/work of others.

– Quotations—the exact words as used by others—are indicated either by quotation marks or by displaying (indenting) the quotation.

– Paraphrase and summary of others’ work should similarly be distinguishable from our own words and ideas.

• Use of a style guide ensures that our citations and references are recorded consistently.

• Choice of introductory or parenthetical citation is often a matter of readability, emphasis and authority.

As noted in the definitions below, the citation in the text links to a full reference that will enable the reader to trace the exact material used.

The three main types of in-text citation are as follows.

1. Author

In-text citation is done by an introductory and/or parenthetical citation providing:

– the last name of the author, and

– page number(s) from which the quotation or paraphrase is taken, if applicable.

2. Author–date

In-text citation is done by an introductory and/or parenthetical citation providing:

– the last name of the author, and

– the year of publication from which the quotation or paraphrase is taken, and the page number, if applicable.

3. Numbered footnote

In-text citation is done by:

– superscript note numbers that come after the referenced passage, and after the final punctuation mark, if used, and

– corresponding footnotes placed at the bottom of their page of reference containing all reference details from which the quotation or paraphrase is taken; when using a source for a second or subsequent time, a shorter footnote reference is sufficient.

The following section provides examples on how to cite:

• printed sources

• non-printed electronic sources

• online video clips

• social media.

How to cite


Citi

ng p

rint

ed s

ourc

esSo

urce

mat

eria

l

Quo

tati

on

Aut

hor

Carr

oll p

oint

s ou

t tha

t “de

liber

ate

brea

ches

form

a re

lativ

ely

smal

l pr

opor

tion

of d

isho

nest

y ca

ses

whe

reas

up

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mos

t yea

rs

invo

lve

mis

use

of o

ther

s’ w

ork

thro

ugh

plag

iaris

m o

r col

lusi

on” (

2).

Som

e at

tem

pts t

o ga

in u

nfai

r adv

anta

ges i

nvol

ve d

elib

erat

e br

each

es o

f th

e ru

les.

Lear

ners

who

take

dev

ices

into

exa

min

atio

ns, g

ain

unau

thor

ized

ac

cess

to a

sses

smen

t que

stio

ns, o

r who

hire

an

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are

cle

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be

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dish

ones

t. Be

caus

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dev

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men

ts in

com

mun

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ion

tech

nolo

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smal

ler d

evic

es ca

n be

smug

gled

in to

exa

min

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oms,

impe

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s ar

e ea

sier t

o re

crui

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d ha

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que

stio

ns a

re m

ore

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aila

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H

owev

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elib

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each

es fo

rm a

rela

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all p

ropo

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n of

di

shon

esty

case

s whe

reas

up

to 8

0% in

mos

t yea

rs in

volv

e m

isuse

of o

ther

s’ w

ork

thro

ugh

plag

iaris

m o

r col

lusio

n. In

thes

e ca

ses,

dete

rmin

ing

whe

ther

a

lear

ner h

as a

cted

dish

ones

tly is

muc

h m

ore

prob

lem

atic

and

the

role

of

tech

nolo

gy a

nd n

etw

orke

d co

mm

unic

atio

ns in

enc

oura

ging

misu

se is

also

m

ore

com

plex

.

Refe

renc

e:Ca

rrol

l, J.

July

201

2. A

cade

mic

hon

esty

in th

e IB

. IB

Posi

tion

Pape

r.

http

://bl

ogs.

ibo.

org/

posi

tionp

aper

s/fil

es/2

013/

02/A

cade

mic

-hon

esty

-in

-the

-IB.p

df.

Aut

hor–

date

Carr

oll r

emin

ds u

s th

at “d

elib

erat

e br

each

es fo

rm a

rela

tivel

y sm

all

prop

ortio

n of

dis

hone

sty

case

s w

here

as u

p to

80%

in m

ost y

ears

in

volv

e m

isus

e of

oth

ers’

wor

k th

roug

h pl

agia

rism

or c

ollu

sion

” (2

012:

2).

Num

bere

d fo

otno

te

As

Carr

oll h

as n

oted

, “de

liber

ate

brea

ches

form

a re

lativ

ely

smal

l pr

opor

tion

of d

isho

nest

y ca

ses

whe

reas

up

to 8

0% in

mos

t yea

rs

invo

lve

mis

use

of o

ther

s’ w

ork

thro

ugh

plag

iaris

m o

r col

lusi

on”.1

1 Car

roll,

J. 2

012.

Aca

dem

ic h

ones

ty in

the

IB. I

B Po

sitio

n Pa

per.

http

://bl

ogs.

ibo.

org/

posi

tionp

aper

s/fil

es/2

013/

02/A

cade

mic

-hon

esty

-in-t

he-IB

.pdf

. p 2

.

Para

phra

se

Aut

hor

Whi

le s

ome

stud

ents

stil

l try

to b

ring

unau

thor

ized

mat

eria

ls in

to

exam

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room

s w

ith a

cle

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, the

vas

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stab

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case

s is

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alw

ays

easy

(Car

roll

2).

Aut

hor–

date

Carr

oll (

2012

: 2) n

otes

that

whi

le s

ome

stud

ents

stil

l try

to b

ring

unau

thor

ized

mat

eria

ls in

to e

xam

inat

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room

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, the

vas

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of b

reac

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(80%

) rel

ate

to p

lagi

aris

m a

nd

collu

sion

; est

ablis

hing

resp

onsi

bilit

y an

d in

tent

in s

uch

case

s is

not

al

way

s ea

sy.

Num

bere

d fo

otno

te

Whi

le s

ome

stud

ents

stil

l try

to b

ring

unau

thor

ized

mat

eria

ls in

to

exam

inat

ion

room

s w

ith a

cle

ar in

tent

ion

to c

heat

, the

vas

t maj

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of

bre

ache

s (8

0%) r

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and

col

lusi

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stab

lishi

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resp

onsi

bilit

y an

d in

tent

in s

uch

case

s is

not

alw

ays

easy

.1

1 Car

roll,

J. 2

012.

Aca

dem

ic h

ones

ty in

the

IB. I

B Po

sitio

n Pa

per.

http

://bl

ogs.

ibo.

org/

posi

tionp

aper

s/fil

es/2

013/

02/A

cade

mic

-hon

esty

-in-t

he-IB

.pdf

. p 2

.

How to cite


Citi

ng n

on-p

rint

ed e

lect

roni

c so

urce

sSo

urce

mat

eria

l

Quo

tati

on

Aut

hor

In d

ecla

ring

that

abi

lity

to re

ad is

“a v

ital s

urvi

val s

kill”

, Roy

ce p

oint

s ou

t th

at, “

whe

n yo

u th

ink

abou

t the

vas

t am

ount

of i

nfor

mat

ion,

writ

ten

info

rmat

ion,

that

com

pute

r tec

hnol

ogy

mak

es p

ossi

ble,

the

abili

ty to

re

ad b

ecom

es e

ver m

ore

impo

rtan

t”.

Read

ing

is im

port

ant.

It is

a vi

tal s

urvi

val s

kill.

Rea

ding

, and

of c

ours

e w

ritin

g, is

the

basis

of l

earn

ing.

Unt

il re

cent

ly, i

t was

the

mai

n m

etho

d by

whi

ch p

eopl

e fa

r apa

rt co

uld

talk

to e

ach

othe

r, ac

ross

the

mile

s or

acro

ss th

e ye

ars.

Even

toda

y, re

adin

g ha

s adv

anta

ges n

ot sh

ared

by

tele

com

mun

icat

ions

or c

ompu

ter t

echn

olog

y. A

nd w

hen

you

thin

k ab

out

the

vast

am

ount

of i

nfor

mat

ion,

writ

ten

info

rmat

ion,

that

com

pute

r te

chno

logy

mak

es p

ossib

le, t

he a

bilit

y to

read

bec

omes

eve

r mor

e im

port

ant.

Refe

renc

e:Ro

yce,

J. 1

995.

Rea

ding

mat

ters

: Wor

ds, w

ords

, wor

ds...

htt

p://

read

2liv

e.in

fo/r

ead2

.htm

. Acc

esse

d 30

Nov

embe

r 201

3.

Aut

hor–

date

Royc

e, s

ugge

stin

g th

at a

bilit

y to

read

is “a

vita

l sur

viva

l ski

ll”, a

dded

, “w

hen

you

thin

k ab

out t

he v

ast a

mou

nt o

f inf

orm

atio

n, w

ritte

n in

form

atio

n, th

at c

ompu

ter t

echn

olog

y m

akes

pos

sibl

e, th

e ab

ility

to

read

bec

omes

eve

r mor

e im

port

ant”

(199

5).

Num

bere

d fo

otno

te

In d

ecla

ring

that

abi

lity

to re

ad is

“a v

ital s

urvi

val s

kill”

, Roy

ce p

oint

s ou

t th

at, “

whe

n yo

u th

ink

abou

t the

vas

t am

ount

of i

nfor

mat

ion,

writ

ten

info

rmat

ion,

that

com

pute

r tec

hnol

ogy

mak

es p

ossi

ble,

the

abili

ty to

re

ad b

ecom

es e

ver m

ore

impo

rtan

t”.2

2 Roy

ce, J

. 199

5. R

eadi

ng m

atte

rs: W

ords

, wor

ds, w

ords

... h

ttp:

//re

ad2l

ive.

info

/rea

d2.h

tm.

Acc

esse

d 30

Nov

embe

r 201

3.

Para

phra

se

Aut

hor

As

Royc

e ha

s su

gges

ted,

tech

nolo

gy h

as n

ot m

ade

obso

lete

the

need

fo

r goo

d re

adin

g sk

ills;

far f

rom

it—

so m

uch

digi

tal t

ext i

s pr

oduc

ed

toda

y th

at a

bilit

y to

read

is a

s im

port

ant,

perh

aps

even

mor

e im

port

ant,

than

eve

r.

Aut

hor–

date

As

Royc

e (1

995)

has

sug

gest

ed, t

echn

olog

y ha

s no

t mad

e ob

sole

te

the

need

for g

ood

read

ing

skill

s; fa

r fro

m it

—so

muc

h di

gita

l tex

t is

prod

uced

toda

y th

at a

bilit

y to

read

is a

s im

port

ant,

perh

aps

even

mor

e im

port

ant,

than

eve

r. A

lmos

t 20

year

s la

ter,

this

rem

ains

as

true

as

ever

.

Num

bere

d fo

otno

te

As

Royc

e2 not

ed, t

echn

olog

y ha

s no

t mad

e ob

sole

te th

e ne

ed fo

r goo

d re

adin

g sk

ills;

far f

rom

it—

so m

uch

digi

tal t

ext i

s pr

oduc

ed to

day

that

ab

ility

to re

ad is

as

impo

rtan

t, pe

rhap

s ev

en m

ore

impo

rtan

t, th

an e

ver.

2 Roy

ce, J

. 199

5. R

eadi

ng m

atte

rs: W

ords

, wor

ds, w

ords

... h

ttp:

//re

ad2l

ive.

info

/rea

d2.h

tm.

Acc

esse

d 30

Nov

embe

r 201

3.

How to cite


Citi

ng a

n on

line

vide

o cl

ipSo

urce

mat

eria

l

Quo

tati

on

Aut

hor

As

one

stud

ent p

ut it

, the

Mid

dle

Year

s Pr

ogra

mm

e “w

ants

to m

ake

you

kind

of a

n an

alyt

ical

min

d, it

wan

ts to

mak

e yo

u cr

itici

ze w

hat y

ou le

arn,

it

wan

ts to

mak

e yo

u op

en-m

inde

d” (I

nter

natio

nal B

acca

laur

eate

).

Refe

renc

e:In

tern

atio

nal B

acca

laur

eate

. May

201

0. E

duca

tion

for a

bet

ter w

orld

: the

IB

Mid

dle

Year

s Pro

gram

me

(vid

eo).

http

://bl

ogs.

ibo.

org/

ibtv

/?p=

327.

A

cces

sed

30 N

ovem

ber 2

013.

Aut

hor–

date

As

one

stud

ent p

ut it

, the

Mid

dle

Year

s Pr

ogra

mm

e “w

ants

to m

ake

you

kind

of a

n an

alyt

ical

min

d, it

wan

ts to

mak

e yo

u cr

itici

ze w

hat y

ou le

arn,

it

wan

ts to

mak

e yo

u op

en-m

inde

d” (I

nter

natio

nal B

acca

laur

eate

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0).

Num

bere

d fo

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te

As

one

stud

ent p

ut it

, the

Mid

dle

Year

s Pr

ogra

mm

e “w

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u cr

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ou

lear

n, it

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ts to

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u op

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inde

d”.3

3 Inte

rnat

iona

l Bac

cala

urea

te. M

ay 2

010.

Edu

catio

n fo

r a b

ette

r wor

ld: t

he IB

Mid

dle

Year

s

Prog

ram

me

(vid

eo).

http

://bl

ogs.

ibo.

org/

ibtv

/?p

=327

. Acc

esse

d 30

Nov

embe

r 201

3.

Para

phra

se

Aut

hor

Stud

ents

real

ize

that

the

Mid

dle

Year

s Pr

ogra

mm

e at

tem

pts

to m

ake

them

thin

k m

ore

deep

ly a

nd c

aref

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, to

beco

me

and

to b

e cr

itica

l th

inke

rs (I

nter

natio

nal B

acca

laur

eate

).

Aut

hor–

date

Stud

ents

real

ize

that

the

Mid

dle

Year

s Pr

ogra

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e at

tem

pts

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ake

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thin

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me

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to b

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itica

l th

inke

rs (I

nter

natio

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bere

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Stud

ents

real

ize

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Year

s Pr

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tem

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, to

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me

and

to b

e cr

itica

l th

inke

rs.3

3 In

tern

atio

nal B

acca

laur

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. May

201

0. E

duca

tion

for a

bet

ter w

orld

: the

IB M

iddl

e Ye

ars

Prog

ram

me

(vid

eo).

http

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ogs.

ibo.

org/

ibtv

/?p

=327

. Acc

esse

d 30

Nov

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3.

How to cite


Citi

ng a

n on

line

vide

o cl

ipSo

urce

mat

eria

l

Quo

tati

on

Aut

hor

As

one

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Mid

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Year

s Pr

ogra

mm

e “w

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nter

natio

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acca

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).

Refe

renc

e:In

tern

atio

nal B

acca

laur

eate

. May

201

0. E

duca

tion

for a

bet

ter w

orld

: the

IB

Mid

dle

Year

s Pro

gram

me

(vid

eo).

http

://bl

ogs.

ibo.

org/

ibtv

/?p=

327.

A

cces

sed

30 N

ovem

ber 2

013.

Aut

hor–

date

As

one

stud

ent p

ut it

, the

Mid

dle

Year

s Pr

ogra

mm

e “w

ants

to m

ake

you

kind

of a

n an

alyt

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min

d, it

wan

ts to

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u cr

itici

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ou le

arn,

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wan

ts to

mak

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u op

en-m

inde

d” (I

nter

natio

nal B

acca

laur

eate

201

0).

Num

bere

d fo

otno

te

As

one

stud

ent p

ut it

, the

Mid

dle

Year

s Pr

ogra

mm

e “w

ants

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ake

you

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d, it

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ts to

mak

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u cr

itici

ze w

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ou

lear

n, it

wan

ts to

mak

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u op

en-m

inde

d”.3

3 Inte

rnat

iona

l Bac

cala

urea

te. M

ay 2

010.

Edu

catio

n fo

r a b

ette

r wor

ld: t

he IB

Mid

dle

Year

s

Prog

ram

me

(vid

eo).

http

://bl

ogs.

ibo.

org/

ibtv

/?p

=327

. Acc

esse

d 30

Nov

embe

r 201

3.

Para

phra

se

Aut

hor

Stud

ents

real

ize

that

the

Mid

dle

Year

s Pr

ogra

mm

e at

tem

pts

to m

ake

them

thin

k m

ore

deep

ly a

nd c

aref

ully

, to

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me

and

to b

e cr

itica

l th

inke

rs (I

nter

natio

nal B

acca

laur

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).

Aut

hor–

date

Stud

ents

real

ize

that

the

Mid

dle

Year

s Pr

ogra

mm

e at

tem

pts

to m

ake

them

thin

k m

ore

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ly a

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aref

ully

, to

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me

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e cr

itica

l th

inke

rs (I

nter

natio

nal B

acca

laur

eate

201

0).

Num

bere

d fo

otno

te

Stud

ents

real

ize

that

the

Mid

dle

Year

s Pr

ogra

mm

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tem

pts

to m

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ly a

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, to

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me

and

to b

e cr

itica

l th

inke

rs.3

3 In

tern

atio

nal B

acca

laur

eate

. May

201

0. E

duca

tion

for a

bet

ter w

orld

: the

IB M

iddl

e Ye

ars

Prog

ram

me

(vid

eo).

http

://bl

ogs.

ibo.

org/

ibtv

/?p

=327

. Acc

esse

d 30

Nov

embe

r 201

3.

Citi

ng s

ocia

l med

iaSo

urce

mat

eria

l

Quo

tati

on

Aut

hor

Com

men

ting

on a

n up

date

on

IB’s

Face

book

pag

e, w

hich

pro

clai

med

“S

tudy

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IB g

radu

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e co

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renc

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anne

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21 N

ovem

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013.

“I c

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men

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ccal

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Face

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ww

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g. A

cces

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30 N

ovem

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013.

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ting

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radu

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wan

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21 N

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The

Inte

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rg. A

cces

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30 N

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Para

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Aut

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21 N

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ww

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. A

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30 N

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013.

How to cite


Citing an image Source material

Author

On the other hand, as we can see in Figure 4, very few students score an E for theory of knowledge.

Figure 4. Percentage of grades awarded: theory of knowledge May 2012

Reference:IB (International Baccalaureate). November 2012. The IB Diploma Programme statistical bulletin, May 2012 Examination Session. https://www.ibo.org/facts/statbulletin/dpstats/documents/may_2012_statistical_bulletin.pdf.

Author–date

On the other hand, as we can see in Figure 4, very few students score an E for theory of knowledge (IBO, 2012, 40).

Figure 4. Percentage of grades awarded: theory of knowledge May 2012

Numbered footnote

On the other hand, as we can see in Figure 4, very few students score an E for theory of knowledge (IBO, 2012, 40).

Figure 4. Percentage of grades awarded: theory of knowledge May 2012.5

5 IB (International Baccalaureate). November 2012.

The IB Diploma Programme statistical bulletin, May

2012 Examination Session. https://www.ibo.org/facts/

statbulletin/dpstats/documents/may_2012_statistical_

bulletin.pdf. P 40.


Definitions

The words listed here are often used, sometimes interchangeably, in textbooks and in style guides. To support understanding, the terminology in this guide uses the following definitions.

DocumentationDocumentation is the stylized process of indicating sources in the text (citation) and giving full details (references) to enable another reader to locate the sources.

Style guideA style guide is a published manual that gives guidance on citation and references to help ensure that our documentation is expressed consistently, and that we include all the elements needed for our sources to be identified.

Some style guides offer more than one set of choices or sub-styles; if we use a particular sub-style, we must be sure to use the same sub-style throughout our work.

As well as advice on citations and referencing, many published style guides give advice on spelling, abbreviations, punctuation, and so on. Many also give guidance on research and on the general writing process.

Style guides in common use in the academic world include the following.

• MLA (Modern Language Association)

• APA (American Pyschological Association)

• Harvard

• Chicago/Turabian

• CSE (Council of Science Editors)

• ISO 690 (International Organization for Standardization)

Note local variations between style guides; writers should be sure to follow a single style guide consistently. When consulted sources are accessed online, the IB prefers the use of URLs (uniform resource locators) or DOIs (digital object identifiers), even if the published style guide makes them optional.

Owing to different editions of style guides, the variety of languages in which members of the IB community complete their work, and diverse subject areas, the IB does not endorse any particular style guide. This choice is left to the discretion of the authors/creators, or their advisers.

For assessment purposes, IB students are not expected to show faultless expertise in referencing but are expected to acknowledge all uses of other people’s work.

Definitions


CitationA citation is an indication (signal) in the text that this (material) is not ours; we have “borrowed” it (as a direct quote, paraphrase or summary) from someone or somewhere else. The citation in the text can be:

• in the form of an introductory phrase, or

• at the end of the statement, or

• indicated by a superscript or bracketed number that leads to a similarly numbered footnote or endnote.

Every citation should be given a full reference that enables the reader to locate the exact source used.

ReferenceA reference gives full details of the source cited in the work; the parts or elements of the reference should be noted in a consistent order. Use of a recognized style guide will help ensure consistency, and will also ensure that all required elements are included.

Every reference should be given a citation in the text. If we have looked at a source but not mentioned or cited it in the text, then we do not include it as a reference.

Bibliography/references/works citedMost style guides require a list of references at the end of the work. This is usually a list, in alphabetical order, of the authors (last name first), whose words and works have been cited in the work. The title of this section varies from one style guide to another.

Each entry in the list of references includes the full information (or as much of it as can be found), expressed in a consistent fashion, which will allow an interested reader to track down exactly where you found the material you have used and cited.

ParaphraseIn writing an essay, we often use our own words to put over someone else’s thoughts and ideas. While there are some words that we cannot change (especially the names of people, places, chemicals, and so on), we should use our own words for as much as we can of the rest of the passage. We should also aim to change the structure of the passage, perhaps by reordering the thoughts and ideas.

When we paraphrase, we need to make it very clear where the original author’s ideas start and where they finish. If we include our own examples, we should make it clear that these are our thoughts and not those of the original author.

Definitions


SummaryA summary is a much-shortened summing up of someone else’s work. We might summarize a chapter or academic paper, or perhaps even a book, in two or three sentences. Again, although we are using our own words, we must still cite the original source used.

Summaries are often used in a review of the literature—when we sum up what other writers have said or done in investigating a topic or theme.

QuotationWhen we use someone else’s exact words, we quote that original author, and we show this is a quotation by using quotation marks. Longer quotations may be indicated by the use of an indented paragraph (without quotation marks). As well as indicating the words quoted, we must also acknowledge the author by using an in-text citation, the citation in turn linking to a full reference.

Quotations should normally be used sparingly and carefully; essays on literary subjects or from historical documents might include more quotations than other essays.


Documentation checklist


When you have used an author’s exact words, have you put “quotation marks” around the quotation and named (cited) the original writer?

(If you indent your quotation(s), quotation marks are not needed, but the author must still be cited; have you cited your indented quotations?)

When you put someone else’s thoughts and ideas in your own words, have you still named (cited) the original author(s)?

When you use someone else’s words or work, is it clear where such use starts—and where it finishes?

Have you included full references for all borrowed images, tables, graphs, maps, and so on?

Print material: Have you included the page number(s) of print material you have used (especially important with exact quotations)?

Internet material: Have you included both the date on which the material was posted and the date of your last visit to the web page or site?

Internet material: Have you included the URL or the DOI?

For each citation in the text, is there a full reference in your list of references (works cited/bibliography) at the end?

Is the citation a direct link to the first word(s) of the reference?

For each reference in the list of references (works cited/bibliography) at the end, is there a citation in the text?

Do(es) the first word(s) of the reference link directly to the citation as used?

Is your list of references (works cited/bibliography) in alphabetical order, with the last name of the author first?

Effective citing and referencingEffective citing and referencing 1716

Elements to be included in the reference

Aut

hor(

s)/

crea

tor(

s)

Chap

ter/

arti

cle/

page

titl

e

Titl

e

Peri

odic

al n

ame

Inst

itut

ion/

publ

ishe

r an

d ci

ty

URL

/DO

I

Publ

icat

ion

date

Volu

me/

issu

e nu

mbe

r

page

num

ber(

s)

Dat

abas

e na

me

E-re

ader

/dev

ice

Edit

ion

Edit

or(s

)

Dat

e ac

cess

ed

Book Yes Yes Yes Yes If applicable

Chapter from book(essays, readings, etc)

Yes Yes Yes Yes Yes Yes If applicable If applicable

Online book Yes Yes Yes Yes Yes If applicable

E-book Yes Yes Yes Yes Yes If applicable

Newspaper/ magazine article

If available Yes Yes Yes Yes

Journal paper Yes Yes Yes Yes Yes Yes

Electronic newspaper/magazine article

If available Yes Yes Yes If available If applicable If applicable

Electronic journal paper

Yes Yes Yes Yes Yes Yes If available If applicable If applicable

Internet/web page If available Yes Yes If applicable Yes If available Usually

Internet site If available Yes If applicable Yes If available Yes

Image/graph/graphic

If available Yes If applicable If applicable If available If applicable

Video If available Yes If applicable If applicable If available If applicable

Blog Yes Yes Yes Yes If available Yes

This page lists elements (probably) necessary in the full reference in the list of references, list of works cited or bibliography. At least enough information needs to be given to enable the source material to be tracked down and identified when different editions, issues, versions or formats are available. It is permissible to use common sense when deciding which elements to include for types of media not listed here—in such cases correctness may not be possible: completeness and consistency are the desirable features.

Effective citing and referencing - International Baccalaureate · Effective citing and referencing...

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