ACS Egham International School

Transcription

IB Diploma Academic Honesty Policy and Guide
ACADEMIC HONESTY POLICY
Final Draft – 16/03/2013
Figure 1 - http://blogs.fit.edu/blog/studentstories/vasudev/zero-tolerance-for-plagiarism/#.UP2RR-iPV2c
Key Input:
Alan Perkins – IB Diploma Coordinator/Assistant Principal
Richard Naylor – High School Principal
Keely Rogers – EE Coordinator (Extended Essay Section / Citation Information)
Susan Merrick – High School Librarian (Library Section, Noodletools and Citation
Information)
Caroline Hazel – MYP Coordinator (Continuum with MYP Policy)
Karen Rayner – PYP Coordinator (Continuum with PYP Policy)
1 Aperkins, KRogers, SMerrick, RNaylor -‐ Faculty Overviewed and Amended -‐ 17/03/2013 IB Diploma Academic Honesty Policy and Guide
Purpose ........................................................................................................................... 3 The IB – Position Paper October 2012 ................................................................................................................... 3 Background and ACS Egham Philosophy and ACS Schools Core Ideology ............................................. 3 The IB Learner Profile and How it Shapes Academic Honesty at Egham ................................................ 4 The Bare Facts – Some Statistics and Thoughts ................................................................................................. 4 What is Academic Honesty and Malpractice? .................................................................. 5 The Styles of Plagiarism – A Simple Explanation ............................................................................................... 5 Definitions .......................................................................................................................................................................... 6 Cheating: .............................................................................................................................................................................. 6 Fraud: .................................................................................................................................................................................... 6 Malpractice ......................................................................................................................................................................... 6 Plagiarism: .......................................................................................................................................................................... 7 Collusion: ............................................................................................................................................................................. 7 Duplication of Work: ...................................................................................................................................................... 7 Other Behaviour: .............................................................................................................................................................. 7 Guidance between Collaboration and Unacceptable Collusion ................................................................... 7 Teaching for Academic Honesty – The IB Continuum and ATTL ........................................ 7 Research and ACS-‐Egham Library ........................................................................................................................... 8 Noodletools ........................................................................................................................................................................ 8 Extended Essay Guidance and Co-‐ordination ..................................................................................................... 9 Conventions of Citations & Sources ................................................................................. 9 What Style of Bibliographic Referencing Should I Use? .................................................................................. 9 Differences between MLA and Chicago (Turabian) Referencing Styles .................................................. 9 Wikipedia: Why Should You Use But Not Cite… .............................................................................................. 10 “Failing Well”, Target Setting, CEM IBE and Assessment ................................................ 11 Roles and responsibilities .............................................................................................. 12 IB Diploma Coordinator/Academic Dean .......................................................................................................... 12 Head of School / HS Principal ................................................................................................................................. 12 Heads of Department .................................................................................................................................................. 13 Faculty ............................................................................................................................................................................... 13 Students ............................................................................................................................................................................ 13 Parents .............................................................................................................................................................................. 13 Turnitin and Proactive Use – Plagiarism Checking and Monitoring ................................. 14 Public Examinations and Related Assessments .............................................................. 14 Consequences of Malpractice ........................................................................................ 15 First Offence .................................................................................................................................................................... 15 Second Offence ............................................................................................................................................................... 15 Third and Subsequent Offences ............................................................................................................................. 15 Implications for College and University and IB Diploma ............................................................................ 16 Resources ...................................................................................................................... 16 Bibliography and Appendix ............................................................................................ 17 Internal Exams Academic Honesty Cover Sheet (Appendix 1) ................................................................. 18 Internal Assessment Academic Honesty Cover sheet (Appendix 2) ...................................................... 19 Example Turnitin Report and Receipt (Appendix 3) .................................................................................... 20 Academic Honesty Student/Parent Agreement Signature Sheet (Appendix 4) ................................ 21 MLA Style Guide (Appendix 5) ................................................................... Error! Bookmark not defined. Chicago/Turabian Style Guide (Appendix 6) ...................................... Error! Bookmark not defined. 2 Aperkins, KRogers, SMerrick, RNaylor -‐ Faculty Overviewed and Amended -‐ 17/03/2013 IB Diploma Academic Honesty Policy and Guide
Purpose This policy provides clear guidance and explanation of the issues surrounding the IB
Diploma and Academic Honesty at ACS Egham International School. This policy as laid down by the
IB will bring “together the cultural/educational background of [our] students, address the research
and citation skills [our] school values and understands, and guide [our] students on how [our school]
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expects them to meet the academic honesty expectations of the IB.”
This policy will be part of an on-going review cycle over four years, as listed below: • 2012 – 2103: Review of existing policy, draft “Good Enough to Criticise” policy shared with
all stakeholders and publication of updated version for use before end of Academic year
• 2013 – 2014: Consolidation and monitoring of new policy with focus on sharing of policy and
training for faculty and reinforcement for students
• 2014 – 2015: Formation of small working group of key stakeholders to check policy and any
issues that have arisen with policy
• 2015 – 2016: Next formal review of policy to begin
The IB – Position Paper October 2012 The IB’s “Academic Honesty in the IB” position paper published in October 2012 led to this
review of ACS Egham’s Academic Honesty policy for the following reasons: • ACS Egham as a three programme IB world school wanted to improve the continuum of
its Academic Honesty guidelines and procedures so as to improve student understanding
and learning of areas such as plagiarism from PYP, through to MYP and IB Diploma
• To respond to the IB’s statistics which suggest that plagiarism and malpractice is growing
rapidly and a school should be proactive in its methods to educate students as
‘constructivist learners’
• To clarify procedures and responsibilities for faculty and students to fully understand
how Academic Honesty is dealt with at ACS Egham
• To allow all stakeholders to have input into the updated policy through a simple but
iterative consultation process
• To support faculty on the continuing move of Internal Assessments for Diploma subjects to
electronic upload and monitoring by the IB
• To link with the introduction of Approaches to learning and Approaches to teaching in
the Diploma Programme over the coming years
Background and ACS Egham Philosophy and ACS Schools Core Ideology The ACS Vision – in which “ACS International Schools will achieve global recognition as the
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centre of excellence in international education” underpins everything our school is trying to achieve.
Excellence does not only mean we would like all our students “to achieve more than they believe
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they can,” but also they do this in a manner of collaboration and respect with an “abiding sense of
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integrity and personal responsibility.”
Our core values are integral elements of ACS Egham’s philosophy and inform how we deal with
Academic Honesty within our students’ studies in the Diploma Programme to: 5
• “Be a catalyst for positive change”
• “Foster the concept of learning as a process, and promote self-reflection as part of this
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process”
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• “Develop cooperative skills through collaborative, activity-based learning”
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• “Foster respect for self and others, as well as for the natural, and created environments”
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• “Encourage students to become responsible, contributing citizens of the school…”
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Page 7 – Jude Carroll – Academic Honesty in the IB (IB Position Paper)
http://www.acs-schools.com/about-acs/our-purpose--values.aspx - ACS Schools Core Ideology
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ibid
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http://www.acs-schools.com/acs-egham/educational-programmes/high-school-%28age-14-18%29/contents/page-1--philosophy--objectives.aspx - ACS Egham Philosophy
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ibid
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ibid
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ibid
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ibid
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ibid
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The IB Learner Profile and How it Shapes Academic Honesty at Egham ACS Egham International School endeavours to foster a
culture of integrity, responsibility, trust and commitment to learning as
linked with its core values and philosophy described above. This
Academic Honesty Policy states expectations of student behaviour
that are consistent with the philosophy of the school and which
emphasise the education of students to be honourable and principled
citizens in a global society.
As the IB Learner Profile is the foundation of the Diploma
Programme it is important to emphasise that it leads everything within
this policy. As the IB Diploma strengthens the core to now include
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“Approaches to learning and Approaches to teaching” - ACS Egham Figure 2 - New Diploma
makes sure that the Academic Honesty policy is led by ATTL input, Diagram courtesy of IB
through presentations and external speakers that link the profile, the
skills and the subjects as a whole.
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ACS Egham faculty encourages our students to be excellent :
Research Skills – through being… • Inquirers – who acquire the skills necessary to conduct inquiry and research
Communication Skills through being… • Communicators – Able to through written communication – paraphrase in an ethical way
that acknowledges the existence of the ideas of others
Thinking Skills through being… • Thinkers – who make ethical decisions
• Reflective – who are able to view sources and reflect upon there value and reliability
• Knowledgeable – who explore concepts, ideas and issues with natural curiosity
Social Skills through being… • Caring – who value the hard work and intellectual property of others
• Principled – who act with integrity and honesty and take responsibility for their own actions
• Open-minded – who are accustomed to seeking and evaluating a range of points of view
Self-‐Management Skills through being… • Balanced – who are able to recognise and provide argument using a variety of different
sources
• Risk takers – who are brave and articulate in defending their beliefs
The Bare Facts – Some Statistics and Thoughts ACS Egham considers the elimination of plagiarism to be a focus for the school, as many
studies and research have revealed the growing problems with Academic Honesty within high
schools, colleges and general society. Recent embarrassing incidents have involved the IB
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institution where the Director General was accused of plagiarising for a speech he gave in 2010 , or
another example where a German politician recently resigned over the investigations that her PHD
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thesis was partly plagiarised . These examples show why it is concerning that research shows that
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more than 50% of teenagers have plagiarised and at least 34% have plagiarised more than once.
The ethical aspects of ‘cheating’ and the habits it may form in life after school demonstrate the
importance of the IB’s and schools philosophy on this issue: “Some research even suggests that academic cheating may be associated with dishonesty
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Approaches to Teaching and Learning across the Diploma Programme – Executive Summary, March 2012
This has come from a variety of sources of which the first source is hard to know – however our initial source was the
Academic Honesty Policy of YIS –based upon the Academic Honesty Policy: Guidance to Schools
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Caught Red Handed – IB Boss Plagiarising - http://www.tes.co.uk/article.aspx?storycode=6058168, William Stuart, October
2011
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German Minister Annette Schavan quits over ‘plagiairsm’ - http://www.bbc.co.uk/news/world-europe-21395102, February
2013
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http://www.apa.org/monitor/2011/06/cheat.aspx - Beat the Cheat Article, By Amy Novotney, June 2011, Vol 42, No. 6
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later in life. In a 2007 survey of 154 college students, Southern Illinois University researchers found
that students who plagiarized in college reported that they viewed themselves as more likely to
break rules in the workplace, cheat on spouses and engage in illegal activities (Ethics & Behavior,
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Vol. 17, No. 3).”
Its importance is further exemplified with this statement suggesting the important role that
high schools set in educating students in the right methods for the rest of their life: “Cromwell (2000) claims that “…[m]any trend watchers think cheating is epidemic, usually
beginning in middle school and extending though college.” Schulte (2002) reported the results of a
Rutgers University study based on 4,500 high school students from 25 high schools around the
country. The study found that 72% of the students admitted to “seriously cheating on a written work”
and more than half had “copied portions of a paper from the Internet without citing the source.”
Even though actual statistics are hard to prove and substantiate within the area of Academic
Honesty. It is obvious that the pressures students are under at international schools like ACS
Egham, where expectations of students and parents to achieve is high, links with findings “…that
students who are more motivated than their peers by performance are more likely to cheat.”16 What
is also highlighted within research is how important it is that honesty is taught from an early age, and
why the continuum of policies from PYP, MYP through to DIPLOMA is important. Donald McCabe,
the founder of the Centre for Academic Integrity, is quoted as saying that: “…cheating is starting younger—in elementary school in fact. And by the time students hit
middle and high school, cheating is, for many, like gym class and lunch period, just part of the fabric
of how things are...What’s changed is technology. It’s made cheating so easy. And the vast realms
of information on the truly, worldwide Web are so readily available. Who could resist?” (in Schulte,
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2002).”
What is Academic Honesty and Malpractice? The Styles of Plagiarism – A Simple Explanation Diploma and Courses/Certificates students often misunderstand the nature and what
constitutes plagiarism and we believe as part of our role at ACS Egham, that we are here to educate
and illuminate poor practice as much as catch students who for reasons of misunderstanding have
plagiarised. One of a number of methods we use as a school to explain to students the many
different forms of plagiarism is to use the work of M. Coleman who gives each type of
academically dishonest student a specific name and set of attributes of what they do wrong.
These form the basis of one of a number of assemblies run throughout the Diploma where these
issues are raised: 1. The Ghost Writer – Using someone else’s writing or ideas (word-for-word) as your own
2. The Photocopier – Copying Significant portions of text from a single source without
alteration
3. The Potluck Paper Writer – Copying from several different sources, trying to fit them
together while keeping original phrasing
4. The Poor Disguiser – Changing key words and phrases slightly while keeping the essential
content of the source
5. The No Evidence of Work Until the Last Moment Writer – Students who do not show
evidence of work and development and then produce a final copy leaving the supervisor to
question and in the end unable to sign that the work is the students – often associated with
students who buy work from certain Internet websites, or use past years students’ work
6. The Labour of Laziness Lout – Paraphrasing most of the paper from many sources and
making it fit together
7. The Self-Stealer - Borrowing from one’s own previous work, without citation!
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ibid
ibid
Conradson, Stacey & Pedro Hernández-Ramos (2004). Computers, the internet, and cheating among secondary school
students: some implications for educators. Practical Assessment, Research & Evaluation, 9(9). Retrieved January 20, 2013
from http://PAREonline.net/getvn.asp?v=9&n=9 . This paper has been viewed 64,881 times since 3/30/200.
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8. The Forgotten Footnoter – Mentioning an
authors name but neglecting to include specific
information of the material referenced
9. The Misinformer – Providing inaccurate
information regarding the sources, making it
impossible to find them
10. The Too-Perfect Paraphraser – Proper citation
of a source, but neglects to use quotation marks
for copied text or close to it
11. The Perfect Criminal – Properly quotes and
cites in some places but paraphrases ideas from Figure 3 - The Perfect Criminal? Image Courtesy of
other sources without citation, trying to pass off http://yarpnews.files.wordpress.com/2011/06/online-plagiarism.jpg
and cover up paraphrased ideas as his or her
own analysis of cited material
12. The Resourceful Citer – Proper citation of all sources, paraphrases and appropriate
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quotations
At ACS we have found these descriptive examples very useful, often such characters as
‘the poor disguiser’ or ‘the labour of laziness lout’ when discussed with students really highlight
their misunderstandings of Academic Honesty.
Definitions ACS Egham International School requires adherence to specific standards of conduct in
academic affairs. At its base level the following two terms should be understood by all students: Cheating: “Dishonest violation of rules or giving or receiving unauthorized information in academic,
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extracurricular or other school work, so as to give or gain an unfair advantage.”
Examples of cheating may include but not be limited to:
• Copying or allowing others to copy information from someone else’s work, test paper,
homework, computer files or folders, etc.
• Unauthorized use of study aids, cheat sheets, notes, books, formulas or information in
calculators/computers.
• Unauthorized prior knowledge of examination or test.
Fraud: “A deception deliberately practiced in order to secure unfair or unlawful gain.”
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Examples of fraud may include but not be limited to:
• Attempting to pass off someone else’s work, imagery or technology as one’s own,
purchasing or selling an assignment from another person or technological resource
• Falsifying scientific or other data submitted for academic credit
• Forgery of signatures or tampering with official records
For all students to not be involved in fraud or cheating each student must understand fully the IB
definitions of the following behaviours.
Malpractice The IB defines malpractice “…as behaviour that results in, or may result in, the candidate or any
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other candidate gaining an unfair advantage in one or more assessment component.”
This can
involve any of the following behaviours plagiarism, collusion, duplication or another behaviour that
gains an unfair advantage.
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Search, Plagiarism, Cites - Presentation for Peterson/Ross LPN 2nd semester students prior to Cardiovascular project
assignments, Spring 2007 - http://www.slideshare.net/colemama/search-plagiarism-cites - M.Coleman
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6 The American Heritage Dictionary, Pg. 229
The American Heritage Dictionary, Pg. 523
Academic Honesty Policy – 2007, IB, Pg. 3
Aperkins, KRogers, SMerrick, RNaylor -‐ Faculty Overviewed and Amended -‐ 17/03/2013 IB Diploma Academic Honesty Policy and Guide
Plagiarism: “To steal and pass off (the ideas or works of another) as one’s own: use (another’s
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production) without crediting the source”
Examples of plagiarism may include but not be limited to: • The copying of the language, structure, ideas, pattern of thought, sequence of ideas,
programming or computer code of another person without proper acknowledgement.
• Cutting and pasting work from another source or the internet
• Inaccurate citation, referencing and bibliographies
Collusion: “…[S]upporting malpractice by another candidate, as in allowing one’s work to be copied or
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submitted and/or diploma requirements.”
Examples of collusion may include but not be limited to: • Students must understand that all work should be independent in most areas of Internal
Assessment and for example working on a shared Maths project/portfolio is considered
collusion
• A student involved in a Design technology project where they allow for fabrication of their
product by a third party but do not cite and explain this collaboration in detail
Duplication of Work: “…[D]efined as the presentation of the same work for different assessment components and
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/or diploma requirements.”
Examples of duplication may include but not be limited to: • A student submits an Internal Assessment for two language A subjects on the same book or
area of study
• Copying and duplication of results of an experiment to use within their own Internal
Assessment for an experimental sciences subject
Other Behaviour: Examples of other behaviour constituted as malpractice include: • Taking unauthorised material or resources into exam room – such as notes etc.
• Misconduct in the exam e.g. communicating with another candidate
• Lying or making up a CAS entry and record of activities done
Guidance between Collaboration and Unacceptable Collusion Students are expected to submit their own independent work for assessment, unless instructed to
work in pairs or groups by the teacher. If not, this kind of collusion may be classed as academic
dishonesty.
Many other examples can be found within the IB Academic Honesty Policy document of all forms of
malpractice available to all students through the ACS Diploma wiki website –
http://ibegham.wikispaces.com/Academic+Honesty
Teaching for Academic Honesty – The IB Continuum and ATTL As much as all IB Diploma teachers are considered language teachers responsible for the
development of a student’s ability to use language within their subject area, understand command
terms etc. At ACS Egham also consider all IB Diploma teachers of Academic Honesty where every
teacher in their everyday teaching continues to build a students skills for planning, researching and
practicing the correct methods for citation and choosing authentic resources with academic integrity.
The IB Diploma obviously does not stand alone – and it is important that this policy is not considered
independently but as part of the process of learning about Academic Honesty from PYP to MYP and
through to the IB Diploma. In the HS – all students in Grades 9 and 10 the years before the IB
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7 American Heritage Dictionary – Pg. 1001
Academic Honesty Policy – 2007, IB, Pg. 3
ibid
Diploma take part in a programme of Study Skills. This Study Skills programme builds up skills in
many areas including the basics of Academic Honesty looking at research, analysing and choosing
information sources, citation using Noodletools and the basic premises of this and the MYP
Academic Honesty policy document. This is all part of the Approaches to Teaching and Learning
curriculum that has been mapped at MYP and leads into the IB Diploma.
Research and ACS-‐Egham Library25 ACS Egham’s Upper School Librarian and
Library is an integral part of the process for
educating students about Academic Honesty. The
Upper School library works with students in both the
MYP and DIPLOMA programmes closely in a
number of ways.
The ACS-Egham library resources can be searched
online at the following website: Figure 4 - ACS Egham Library Website
• Go to: http://acsschools.libguides.com/welcome or http://www.acs-schools.com (password: online)
For specific information on Extended Essay and resources:
• Go to: http://acs-schools.libguides.com/ee
ACS Library: Online Databases, Books, Periodicals, Links -‐ How to Get There? The library provides and publicises many authentic and authoritative sources for students to enable
students to understand how simply relying on the “Internet” as a research tool can be problematic.
These include the following databases: •
•
•
•
•
•
•
•
•
•
Destiny (the online database for library materials at all ACS libraries)
Encyclopaedia Britannica Schools Edition
Britannica Global (a series of Encyclopaedias in various languages)
Britannica Image Quest
Questia School
SIRS
GALE Student Resources in Context
Facts On File's Science Online
Philip Allan Journals Archive
Oxford Art & Music Online
Noodletools This is the ACS Egham citation builder and
a tool for taking notes from online and print sources.
It is compulsory that all students use this site for
their bibliography and notes. Teachers also have
access and are able to assist students by making
comments on their sources and note taking. More
information and tutorials are available on the
LibGuides website.
Figure 5 - Noodletools Website
What Can Noodletools Do for Students? •
•
•
•
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8 Provide a tool for building bibliographies/ works cited lists in all major formats:
i.
MLA Advanced (In-text referencing only)
ii.
Chicago (Footnotes / or In-text referencing)
Provide a tool for creating parenthetical (in-text) references and footnotes
Provide a tool for taking and storing notes on text based and online resources
Provide a tool by which teachers or supervisors can view students’ work and offer
assistance
Please note this library section mainly comes from work placed onto the US Library webpages
Extended Essay Guidance and Co-‐ordination26 The EE is a student’s own personal enquiry and the culmination of many skills within the IB
Diploma Programme. The evidence a student must gather in their research must be used to develop
their own arguments to reach a valid conclusion. Students need to support points with references to
their research and these must be cited using either of the two styles discussed in this policy.
Students are encouraged to not overly rely on quotations and that simply quoting your
sources does not demonstrate the qualities of analytical thought and evaluation that you are
awarded marks for. However all ideas and words researched must be cited – and all students’
should understand a good Extended Essay as any research essay should have many sources and
citations throughout. The Upper School library runs a website called LibGuides – with further
information and advice for students regarding their Extended Essay - http://acsschools.libguides.com/ee.
How students are encouraged to acknowledge their sources? •
•
•
•
•
They need to follow the advice given to them in the EE library sessions
They should use Noodletools from the beginning of the research process
They must check with the US librarian if they are unsure how to reference sources and / or
write up their works cited list
They must use a standardized method – either MLA or Chicago
They must utilise Google Docs as a tool for continually adding research work in a historical
record for teachers to be able to view and see research work is authentic
Viva Voce and Plagiarism The viva voce is a short interview of between 10 and 15 minutes during which a students’
supervisor asks questions about their essay and the process by which they produced it. The aim of
the interview is to check on plagiarism (i.e. it is all their own work), to give students’ an opportunity
to reflect on the successes and challenges they faced producing the essay.
Signature to Authenticate Work
Students as with all Internal Assessment documents will have to sign the cover sheet of
their EE, which is a declaration that the essay is all their own work. Their supervisor has to sign a
declaration also that the EE is a student’s own work. A supervisor will only be able to do this, if they
have seen the evolution of the essay, from the planning stage, the development of a students’ body
of evidence etc. In addition, a supervisor will check the originality report generated by
www.turnitin.com and then will attach this with their EE as part of the report given to the IB
Coordinator, and will conduct a concluding interview with each student.
Conventions of Citations & Sources What Style of Bibliographic Referencing Should I Use? If students are doing an Extended Essay in any subject other than humanities, they should
use MLA Advanced. If they are doing an Extended Essay in a humanities subject, which
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requires footnotes, they should use Chicago (Turabian.)
The Upper School librarian is an integral part of the process for students’ education and
understanding of Academic Honesty and is involved with all students in High School both during
formal presentations sessions on areas such as a correct referencing and citation but also in
informal support for IB Diploma students during areas of independent research like the Extended
Essay.
Differences between MLA and Chicago (Turabian) Referencing Styles The two forms of Chicago - Chicago (Turabian) are nearly identical, with only a few
differences, and they're often combined to represent one style, as is shown below. Note often
articles that are not research articles such as newspaper and magazine articles will use this
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9 Note this section comes from the Extended Essay Student Guide – written by KRogers
http://www.differencebetween.net/miscellaneous/difference-between-mla-and-chicago/
(Turabian) style. The main difference between the two styles is how you in-text reference with MLA
only allowing in-text referencing and Chicago allowing for this but also allowing for use of footnotes
and endnotes to cite sources. If students want to they can use in-text referencing with both MLA
and Chicago. With MLA inside the brackets students can include name of author and page number
in-text and then include full citation in the Works Cited list at end of paper (Please note examples
are fictitious): Some say that ACS Egham International School is the best school in London to study the IB
Diploma Programme (Perkins 12).
With Chicago (Turabian) students can include an in-text citation in brackets with author
name, published year and page number and then as with MLA include full citation in the
Bibliography at end of the paper: Some say that ACS Egham International School is the best school in London to study the IB
Diploma Programme (Perkins 2013, 12).
However with Chicago students can also use footnotes and endnotes rather than
bracketed in-text references. Some academics believe this makes for an easier flow and read of a
research paper especially one that has many citations BUT it is still important that students
include a bibliography at the end of the research paper. As suggested by our library guides: “NOTE: If the bibliography includes all works cited in the notes, the note citations can be quite
concise, since readers can turn to the bibliography for publication details. In works with no
bibliography or only a selected list, full details must be given in a note at first mention of any work
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cited. Subsequent citations of that work may then be concise.” For both Chicago and Chicago
(Turabian) students must include a number within the note however one can be superscript and
one not as below: Some say that ACS Egham International School is the best school in London to study the IB
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Diploma Programme.
1. Perkins… - Chicago
1
. Perkins… - Chicago (Turabian)
Students are reminded that in-text references are just the key to finding the main
information on sources in the Works Cited (MLA) section or the Bibliography (Chicago and
Turabian) at end of the research paper.
Style Guides Note there are many other differences in terms of how to cite both in-text, and with footnotes
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with both styles so please refer to the style guides and appendix for further information. However
these are obviously shortened summaries of the whole style guides available for both MLA and
Chicago and all students are expected to use Noodletools to make sure they cite and source
correctly. There are also extended guides and guidance on the ACS Egham Library LibGuides
website - http://acs-schools.libguides.com/content.php?pid=428456&sid=3504197.
Wikipedia: Why Should You Use But Not Cite… Wikipedia as everybody knows is a free online encyclopaedia where its users that register
can edit, add to and create information. So unlike traditional encyclopaedias each page of
information is in a continuous state of change and improvement. Wikipedia is incredibly useful in
many ways including: • It is free and accessible on the internet
• Some entries can be the most up-to date available, especially on more obscure or recent
issues – as within minutes information can be added and created regarding news events
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and discoveries
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http://acs-schools.libguides.com/content.php?pid=428456&sid=3504206
Example footnote – fictitious text
http://www.lousywriter.com/writingstyles/mla-style-and-chicago-style-of-writing.php
Australia National University - https://academicskills.anu.edu.au/resources/handouts/wikipedia-use-do-not-cite
•
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As any wiki which uses the underlying wiki technology and CMS called MediaWiki the
website keeps a history of every edit and who has edited and when. This means there is a
level of control over each page
However these positives are obviously mitigated by the notion that any research that is made by a
student must be evaluated for integrity and authenticity. Therefore the question a student must ask
is how can a student when reading and viewing Wikipedia, which has come from many many
anonymous individuals, be evaluated. If it cannot then any research must be considered cautiously
as information from Wikipedia: • Is written by anybody and therefore not be experts or reviewed by peers that are experts in
a specific knowledge area
• Can be biased due to the fact it is not reviewed either politically, or in other ways by one
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person. This can reduce overtime when a page is edited over many years by many users
• The information contained is of poor quality, can simply be wrong or often worse a mixture
of fact and fiction
As within any school there continue to be many discussions regarding the correct use of Wikipedia.
Many quote the recent research suggesting that Wikipedia has been shown to be almost as
accurate as the Encyclopaedia Britannica where it works out as “2.92 mistakes per article for
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Britannica and 3.86 for Wikipedia.” However most schools and universities have now agreed
that the following guidance as laid down by the Australian National University is the most sensible
advice possible to ensure research that is authentic: “Use Wikipedia as a starting point for your research, but don't cite it unless you can
35
exhaustively demonstrate that it is the only authoritative source on a particular issue.”
So Should Students use Wikipedia? •
•
Yes, they can do as a starting point in their research – a way of approaching a concept,
idea, event, issue... it could be the only information on a recent event or idea. Because it is
continuously being updated, there are often entries which are yet to be included in print
encyclopaedias, or other online encyclopaedias. However students are warned that if they
36
are tempted to use only Wikipedia as their source to avoid Wikipedia from the beginning.
Yes, because in some cases the information is actually authoritative. But students need to
establish this authority by testing the information against more scholarly authoritative
sources and evaluating its worth. Although as above depending on the student it may be
37
advisable if tempted to avoid Wikipedia.
“Failing Well”, Target Setting, CEM IBE38 and Assessment Students as part of the Diploma will be involved in standardised tests that enable them from early in
their IB Diploma / Course Certificates programme to highlight how well they achieving according to
their ability. The CEM IBE chances graphs are used in conjunction with their Semester grades and
exams to interview students and set expectations of levels of achievement. These interviews
highlight at an early stage that the most important area for students to focus on is ‘feedback’ and
‘failing well’.
The idea of failing well comes from Lance King who suggests that "…[t]he most significant
difference between the high achievers and the underachievers was that the high achievers
39
had learned how to fail well" This meant students rather than focusing on poor learning habits
such as :- “shifting blame, ignoring/denying catastrophising, expecting, avoiding, universalising…”
they had focused on ways to fail well such as :-“acknowledging failure, taking, responsibility for own
actions, analysing process used, making changes, trying again.”
32
33
34
35
36
37
38
39
Mediawiki is a Content Management System utilized by many wiki websites
CNET Article 2005 - http://news.cnet.com/2100-1038_3-5997332.html
ibid
ibid
CEM IBE – Centre for Evaluation and Monitoring – International Baccalaureate Evaluation
Lance King – The Art of Learning, “The Importance of Failing Well” is due to be published in June 2013.
There is a great deal of research to back up these ideas
where feedback has been found if given and received
correctly to have the highest effect on improving
40
performance.
Why is all this important within an Academic Honesty
policy, for the simple reason that ACS Egham believes if
students are given the skills and understanding of their
abilities, of realistic expectations that are grounded in
data that they can as long as they follow the advise
achieve well without the need for Academic Dishonesty
due to unrealistic expectations or students not
understanding the simple but effective ways that they
can continuously improve.
Roles and responsibilities Each member of the ACS community has a defined role
in terms of responsibilities when it comes to educating
and supervising students in their understanding and Figure 6 - Example Chances Graphs Sheet
following of the Academic Honesty policy. Below are the
responsibilities outlined for the main stakeholders at ACS Egham: -
IB Diploma Coordinator/Academic Dean
•
•
•
•
•
•
•
•
•
•
•
•
Understand what constitutes Academic Honesty
Know the consequences of being found guilty of malpractice
Establish a school culture that actively encourages Academic Honesty
Support the IB fully in the prevention, detection and investigation or malpractice
Educate and inform regarding the proactive uses of “Turnitin” to facilitate and educate
students understanding of plagiarism
41
Explain to all stakeholders what academic honesty and dishonesty, produce GETC
updates to policy and publicise following the review cycle
Support faculty in advice and help check students work for plagiarism
Provide for on-going training opportunities regarding Academic Honesty
Support students in producing authentic work which accurately reflects the students’
creative and intellectual development
Receive guidance and have a clear understanding on study skills, how to conduct
research and how to acknowledge sources
Implement the policy in line with the HS Principal to allow for sensible and
meaningful consequences and educational value for students
To work closely with the US Librarian, EE Coordinator to ensure that Academic
Honesty is continually at the top of students and teachers agenda
Head of School / HS Principal •
•
•
•
•
40
To input into the review cycle of the Academic Honesty Policy
To ensure that the public examinations held on site are in accordance with the
regulations of the IB organisation or the College Board organisation
Understand and keep up to date with the policies and regulations for Academic
Honesty at the school
Ensure that the policy of the school and consequences are followed to ensure the
integrity of the centre
Facilitate enough resources for the school to be able to follow its policy throughout all
programmes of educating students in Academic Honesty through time for: - study skills
classes, assemblies for enforcing policy, tools for helping ensure malpractice does not
happen
Visible Learning, A Synthesis of Over 800 Meta-Analyses Relating to Achievement – John Hattie
An acronym for “Good Enough to Criticise” a method for bring together documents efficiently while involving larger
communities
41
Heads of Department
•
•
•
To support their department in the principles of the Academic Honesty policy
To provide methods for collaborating and moderating work across the department
that enable all teachers to be supported and given critical feedback regarding plagiarism
Ensure schemes of work and planning documents reference opportunities for the
development of research skills, including referencing and Academic Honesty
Faculty
•
•
•
•
•
•
•
•
•
•
Provide instruction and scaffolding necessary for students to use ethical research
practices including opportunities for feedback via the drafting process
Support and understand fully the ACS Egham Academic Policy and follow procedures
outlined this MUST include teachers using Turnitin for ALL INTERNAL
ASSESSMENT work and placing Turnitin Report and receipt copies when
submitting Internal Assessments (Please see Appendix for example)
Confirm, to the best of his or her knowledge, all students’ work accepted or submitted
for assessment is the authentic work of that candidate
To maintain and support academic honesty and integrity both in the classroom and
within the school community
To clearly present the Academic Honesty Policy and its integrity in relation to testing
and individual teacher assignment guidelines
To explain the use of permissible study aids in coursework
To report any violation of the Academic Honesty Policy to an administrator
In circumstances where the teacher is unsure to consult the US librarian and be
involved in any specific professional development workshops that the US Librarian
provides
To teach the school’s agreed process of researching and referencing materials
within their class so that students can integrate the words and ideas of others with
their own in a way that respects the achievements and efforts of other people
To utilise their departmental, the IB issues or Diploma wide Ethical Practice cover
sheets for exams and assignments
Students
•
•
•
•
•
•
•
•
To clarify with the instructor any ambiguities about violations of the policy on an
assignment
To sign all Ethical Practice cover sheets for both exam and assignment papers
To be proactive in asking if they are unsure about plagiarism and specific points of
behaviour – knowing that the faculty and administration at ACS Egham are in the first
instance there to support and educate students
To understand the Academic Honesty Policy and individual teacher assignment
guidelines
To develop skills of paraphrasing, summarising using quotation marks, using the
conventions of citing and acknowledging sources and compiling Bibliographies/Works
Cited
To understand that students are expected to submit their own independent work for
assessment, unless instructed to work in pairs or groups by the teacher. If not, this kind
of collusion may be classed as academic dishonesty
To upload ALL Internal Assessments electronically to TURNITIN following teacher
guidance
Must sign at the beginning of each Academic Year that they have read and agreed
with this policy and understand the consequences
Parents
•
•
13 Must sign at the beginning of each Academic Year that they have read and agreed
with this policy
Have an awareness of Academic Honesty and malpractice and its ethical underpinnings
so that they can support their sons/daughters through the research process
Turnitin and Proactive Use – Plagiarism Checking and Monitoring As part of the process for monitoring and
teaching Academic Honesty we use a text
matching tool called Turnitin which helps us
do two things for our students: • Enables faculty and HS
administration to check all
electronic student submissions
against a large database of
web, research and other
sources for matching text and
receive a report with detailed
analysis of these matches
Figure 7 - Extended Essay Turnitin Reports Listing
• Enables students to understand
what constitutes plagiarism
through seeing and understanding the Turnitin reports
All the IB Diploma Faculty receive login details for Turnitin and will use the tool for all Internal
Assessments that require large amounts of independent text to be written. Turnitin works for foreign
languages including Spanish and French. For TOK and the Extended Essay the IB Diploma
Coordinator and relevant EE and TOK coordinators coordinate this process and then check and
share with supervisors and teachers any issues and reports. For all other Internal Assessments
teachers and students must print and attaché the summary report and Turnitin receipt to their
assessments. Please see Appendix for examples.
Text Matches – Highest
First
Colour coded – and then
highlighted in text
Figure 8 - Sample Turnitin Report
Faculty are encouraged to share and explain the Turnitin reports with students to underline its
educational use to highlight areas where students are misunderstanding or forgetting good practice.
Obviously it is also used when there is large amounts of plagiarism which is not only denoted by the
“text matching” percentage but also experienced understanding of the report then a student will face
the consequences outlined in this policy.
Public Examinations and Related Assessments ACS Egham students at Diploma Programme / Courses level take the following examinations over
the two-year period of study: -
•
•
•
•
•
•
PSATS
ALIS / CEM IBE standardised tests
ALIS / CEM IBE Attitudinal tests
Grade 11 - Semester 1 and 2 Exams
Grade 12 - Mock Exams
Grade 12 - IB Exams
42
- December DP1
- October DP1
- February DP1
- January and June DP1
43
- February DP2
- May DP2
Students are introduced and involved in Assemblies and discussions early on regarding malpractice
within any exam situation and over the two-year period experience first hand the real examination
situation they will face within the final May DP2 exams. Examination sessions are held in the
Performing Arts Centre and the IB Quiet Study Room for Accommodated Students. All examination
sessions use the basic script and rules laid down by the Main IB Examination sessions.
Consequences of Malpractice As with all consequences each incident will be treated on its own merits and the following
actions are set for guidance only. This is due to the nature of malpractice and an incident of blatant
copying (Intentional) needing to be treated for obvious reasons differently to an incident for
example of one missed citation (Unintentional) shown through Turnitin. As mentioned from the
beginning of the policy in all incidents where it is obvious that there has been no intention – then in
the first instance the school is looking to educate and support the student. However it must be noted
that the IB does not differentiate with regard to intention when it comes to issues of malpractice and
this will be made clear to all students.
First Offence •
•
•
•
•
•
Student may receive a zero for the assignment, test, exam, etc.
Teacher informs parent in an interim report/email of the incident and possible effect on the
student’s grade
Discipline referral made to Academic Dean/IB Diploma Coordinator
Review of expectations and support provided – outcomes communicated to parents
Work resubmitted to teacher
Possible exclusion from semester academic and community awards – note other
disciplinary consequences may happen as suggested below if the nature and intention of
the offense is considered necessary for further consequences
Second Offence •
•
•
•
•
•
•
Student will receive a zero for the assignment, test, exam, etc.
Review of expectations and support provided
Parent conference with teacher, student and Academic Dean/IB Diploma Coordinator
Exclusion from semester academic and community awards
Possible disciplinary consequences discussed with HS Principal – which could include
withdrawal from IB Diploma, withdrawal of component from Internal Assessment, withdrawal
of assessment and allowed to redraft and submit under examination conditions in school,
withdrawal from one subjects external examinations, HS American Diploma and graduation
withheld, withdrawal from all external examinations, temporary exclusion, academic
probation
Third and Subsequent Offences •
•
•
•
•
•
42
43
Discipline referral made to HS Principal
Parent conference with teacher, student, Academic Dean and HS Principal
DP1 equivalent to Grade 11
DP2 equivalent to Grade 12
probation or expulsion
Implications for College and University and IB Diploma •
•
•
•
The school will reserve the right to report cases of Academic dishonesty to any University or
College, which requests the information.
IB Internal Assessments found to be plagiarised will not be submitted for assessment.
Depending on the circumstances and if it is the first offence the student will normally be
given the opportunity to resubmit the assignment in time for the school deadlines and IB
deadlines.
If work is submitted and the student is found guilty of malpractice then the student will be
placed on investigation which will involve: § Statements requested by the IB from teacher, student and IB Coordinator
§ A summary of interview with the candidate regarding the allegation of plagiarism
§ The IB will then undertake the investigation, which can offer take some time and come
after the issue of results and then write to the Head of School outlining the
consequences for candidate and school from the IB Final Award Committee
§ The IB will give the candidate the write to appeal and include a written defence of the
situation
Some but not all of the consequences that can be given by the IB are as follows: § Zero grade awarded for a specific component – but candidate still eligible for subject
concerned
§ No grade awarded for specific subject – and so full IB Diploma withheld
§ The grade awarded will be withdrawn from the UCAS results service
§ The IB may refuse to mark the work and therefore the student will fail in the specific
subject
§ The IB Diploma withheld from students and the right to resit withheld
Resources Please see following pages for Appendix item including: 1.
2.
3.
4.
5.
16 Cover Page for Examinations
Example Turnitin Receipt and Summary Report
Reduced Format 2 Page Contract Guide for Students/Parents to Sign
MLA Style Guide from ACS LibGuides
Chicago/Turabian Style Guides from ACS LibGuides
Aperkins, KRogers, SMerrick, RNaylor -‐ Faculty Overviewed and Amended -‐ 17/03/2013 IB Diploma Academic Honesty Policy - Bibliography
Bibliography and Appendix ACS Schools. Accessed March 17, 2013. http://www.acs-schools.com/about-acs/our-purpose-values.aspx.
The American Heritage Dictionary. N.p.: n.p., 2004.
ANU. "Wikipedia Use Do Not Cite." Academic Skills - Austrialian National University. Accessed
March 17, 2013. https://academicskills.anu.edu.au/resources/handouts/wikipedia-use-donot-cite.
BBC, ed. "German Minister Annette Schavan quits over ‘plagiairsm’." BBC News. Accessed March
17, 2013. http://www.bbc.co.uk/news/world-europe-21395102.
Coleman, M. Search, Plagiarism, Cites - Presentation for Peterson/Ross LPN 2nd semester
students prior to Cardiovascular project assignments. Slideshare. Last modified 2007.
Accessed March 17, 2013. http://www.slideshare.net/colemama/search-plagiarism-cites.
Conradson, Stacey & Pedro Hernández-Ramos. "Computers, the internet, and cheating among
secondary school students: some implications for educators." Practical Assessment,
Research & Evaluation 9, no. 9 (2013).
"Difference Between MLA and Chicago." DifferenceBetween. Accessed March 17, 2013.
http://www.differencebetween.net/miscellaneous/difference-between-mla-and-chicago/.
Hattie, John, Mr. Visible Learning, A Synthesis of Over 800 Meta-Analyses Relating to Achievement.
N.p.: Routledge, 2008.
IBO. Academic Honesty in the IB (IB Position Paper). By Jude Carroll. N.p.: n.p., 2012.
IBO. Academic Honesty Policy. N.p.: IBO, 2007.
IBO. Approaches to Teaching and Learning across the Diploma Programme. By IBO. N.p.: IBO,
2012.
King, Lance, Mr. The Importance of Failing Well. N.p.: Tao Learning, 2013.
Merrick, Susan, Mrs. "Lib Guides." ACS Schools Lib Guides. Accessed March 17, 2013. http://acsschools.libguides.com/content.php?pid=428456&sid=3504206.
"MLA and Chicago Style of Writing - Style Guides." Lousy Writer. Accessed March 17, 2013.
http://www.lousywriter.com/writingstyles/mla-style-and-chicago-style-of-writing.php.
Novotney, Amy, Ms. "Beat the Cheat Article." APA. Accessed March 17, 2013.
http://www.apa.org/monitor/2011/06/cheat.aspx.
Rogers, Keely, Mrs. "Extended Essay Student Guide." Working paper, ACS Egham International
School, 2012.
Stuart, William, Mr. "Caught Red Handed – IB Boss Plagiarising." TES. Accessed March 17, 2013.
http://www.tes.co.uk/article.aspx?storycode=605816.
Terdiman, Daniel, Mr. "Study: Wikipedia as accurate as Britannica." CNET. Accessed March 17,
2013. http://news.cnet.com/2100-1038_3-5997332.html.
YIS. Academic Honesty Policy of YIS – based upon the Academic Honesty Policy: Guidance to
Schools. N.p.: n.p., 2012
17 Aperkins, KRogers, SMerrick, RNaylor -‐ Faculty Overviewed and Amended -‐ 17/03/2013 IB Diploma Academic Honesty Policy - Appendix
Internal Exams Academic Honesty Cover Sheet (Appendix 1) Title of Exam: -
Date Taken: -
My teachers, the school administration, and fellow students have high expectations of academic
honesty for me, and for all students at ACS.
The consequences of violating the ACS Egham Academic Honesty Policy could include receiving a
failing grade, withdrawal from one IB Subject or withdrawal from the IB Diploma and all subjects,
suspension, expulsion, and having a record of the incident on my academic file. Any incident may
be communicated to Colleges/ Universities that a student has applied to as part of the open policy of
communication required by these institutions.
This cover sheet is an oath stating that all the work submitted by me is my own. I certify that the
work submitted is my own genuine work, and that I have not violated the ACS Academic Honesty
Policy, either directly or in spirit. I have asked for assistance from my teacher(s) in the event I was
unclear or had any questions.
______________________________
Name
______________________________
Signature
______________________________
Class Teacher
______________________________
Advisory
Aperkins, KRogers, SMerrick, RNaylor -‐ Faculty Overviewed and Amended -‐ 17/03/2013 IB Diploma Academic Honesty Policy - Appendix
Internal Assessment Academic Honesty Cover sheet (Appendix 2) Title of Assessment: -
Date Submitted: -
My teachers, the school administration, and fellow students have high expectations of academic
honesty for me, and for all students at ACS.
The consequences of violating the ACS Egham Academic Honesty Policy could include receiving a
failing grade, withdrawal from one IB Subject or withdrawal from the IB Diploma and all subjects,
suspension, expulsion, and having a record of the incident on my academic file. Any incident may
be communicated to Colleges/ Universities that a student has applied to as part of the open policy of
communication required by these institutions.
This cover sheet is an oath stating that all the work submitted by me is my own. I certify that:
1. I have not violated the ACS Academic Honesty Policy, either directly or in spirit
2. The work that I have submitted is my own work and has not been submitted for
assessment before
3. I have kept a copy of this assignment and all relevant notes and reference material
that I used in production of this assignment
4. I have given references for all sources of information that are not my own, including
words, ideas and images of others and have asked for assistance from my
teacher(s) in the event I was unclear or had any questions.
______________________________
Name
______________________________
Signature
______________________________
Class Teacher
______________________________
Advisory
Please make sure to attach Turnitin report sheet as outlined in the Academic Honesty Policy.
Teacher Comments Issues regarding Report: _______________________________________________________________
_______________________________________________________________
Example Turnitin Report and Receipt (Appendix 3) Aperkins, KRogers, SMerrick, RNaylor -‐ Faculty Overviewed and Amended -‐ 17/03/2013 IB Diploma Academic Honesty Policy - Appendix
Academic Honesty Student/Parent Agreement Signature Sheet (Appendix 4) The Academic Honesty Policy provides clear guidance and explanation of the issues surrounding
the IB Diploma and Academic Honesty at ACS Egham International School. The policy as laid down
by the IB will bring “together the cultural/educational background of [our] students, address the
research and citation skills [our] school values and understands, and guide [our] students on how
44
[our school] expects them to meet the academic honesty expectations of the IB.” The following
contract agreement takes the main elements of this policy for students and parents of the Diploma
programme to agree to – however it must be stated that all students should be familiar with all
elements of the policy which is available via the ACS Egham website, and IB Diploma wiki.
Students Responsibilities •
•
•
•
•
•
•
•
To clarify with the instructor any ambiguities about violations of the policy on an
assignment
To sign all Ethical Practice / Academic Honesty cover sheets for both exam and
assignment papers
To be proactive in asking if they are unsure about plagiarism and specific points of
behaviour – knowing that the faculty and administration at ACS Egham are in the first
instance there to support and educate students
To understand the Academic Honesty Policy and individual teacher assignment
guidelines
To develop skills of paraphrasing, summarising using quotation marks, using the
conventions of citing and acknowledging sources and compiling Bibliographies/Works
45
46
Cited utilising tools made available by ACS including Noodletools and Google Docs
To understand that students are expected to submit their own independent work for
assessment, unless instructed to work in pairs or groups by the teacher. If not, this kind
of collusion may be classed as academic dishonesty
To upload ALL Internal Assessments electronically to TURNITIN following teacher
guidance and ensure the summary report and receipt are attached to any Internal
Assessments submitted to their teacher or the IB Coordinator
Must sign at the beginning of each Academic Year that they have read and agreed
with this policy and understand the consequences
The consequences of being caught not following the Academic Honesty policy and being caught for
plagiarism are as following. It must be noted that the IB organisation does not differentiate between
the intention or non intention behind an issue of plagiarism however the below consequences will in
certain circumstances take context and intention into account: -
First Offence •
•
•
•
•
•
Student may receive a zero for the assignment, test, exam, etc.
Teacher informs parent in an interim report/email of the incident and possible effect on the
student’s grade
Review of expectations and support provided – outcomes communicated to parents
Possible exclusion from semester academic and community awards – note other
disciplinary consequences may happen as suggested below if the nature and intention of
the offense is considered necessary for further consequences
Second Offence •
•
•
•
•
44
45
46
Parent conference with teacher, student and Academic Dean/IB Diploma Coordinator
Page 7 – Jude Carroll – Academic Honesty in the IB (IB Position Paper)
Noodletools – is a website that enables easy monitoring and production of works cited lists – www.noodletools.com
All students will be provided with a Google Apps account from the beginning of their Diploma Courses
•
•
probation
Third and Subsequent Offences •
•
•
•
•
•
Discipline referral made to HS Principal
Parent conference with teacher, student, Academic Dean and HS Principal
probation or expulsion
Implications for College and University and IB Diploma •
The school will reserve the right to report cases of Academic dishonesty to any University or
College, which requests the information.
• IB Internal Assessments found to be plagiarised will not be submitted for assessment.
Depending on the circumstances and if it is the first offence the student may be given the
opportunity to resubmit the assignment in time for the school deadlines and IB deadlines.
• If work is submitted and the student is found guilty of malpractice then the student will be
placed on investigation which will involve: § Statements requested by the IB from teacher, student and IB Coordinator
§ A summary of interview with the candidate regarding the allegation of plagiarism
§ The IB will then undertake the investigation, which can offer take some time and come
after the issue of results and then write to the Head of School outlining the
consequences for candidate and school from the IB Final Award Committee
§ The IB will give the candidate the write to appeal and include a written defence of the
situation
• Some but not all of the consequences that can be given by the IB are as follows: § Zero grade awarded for a specific component – but candidate still eligible for subject
concerned
§ No grade awarded for specific subject – and so full IB Diploma withheld
§ The grade awarded will be withdrawn from the UCAS results service
§ The IB may refuse to mark the work and therefore the student will fail in the specific
subject
§ The IB Diploma withheld from students and the right to resit withheld
_______________________________________________________________________________
PLEASE SIGN AND RETURN THE ACADEMIC HONESTY AGREEMENT BELOW
TO THE HS DIPLOMA DIVISION OFFICE BY SECOND WEEK OF FIRST SEMESTER
I have read and understand the academic expectations at ACS Egham International School. I fully
understand what is considered as academic dishonesty and the consequences of any infractions.
Signed:
STUDENT: _______________________________________DATE: _________________________
PARENT: _______________________________________DATE: _________________________
Aperkins, KRogers, SMerrick, RNaylor -‐ Faculty Overviewed and Amended -‐ 17/03/2013 Citation Style Guides - LibGuides at ACS Egham Internationa...
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Works Cited
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Author-Date (Reference List) Style
Humanities (Bibliography) Style
Citing Music Sources
Noodletools
Name:
Susan Merrick
Email Address: [email protected]
Contact Info:
London Road, Egham, Surrey
England TW20 0HS
01784430800
MLA Style
MLA Overview
There are two different manuals for MLA Style Citations.
The MLA Handbook for Writers of Research Papers is mostly used by high school and college students and was most recently updated in 2009. It gives step-by-step advice on
every aspect of writing papers, from selecting a topic to submitting the completed paper. It provides an authoritative presentation of MLA documentation style for use in student
writing.
MLA Handbook for Writers of Research Papers, 7th edition. New York: MLA, 2009.
(available from the Magnolia Library circulation desk)
Capitalization in Foreign Language Titles
When adding a title that is in a foreign languge, follow these basic rules regardless of citation style:
For German, capitalize the first word and all nouns.
For French, capitalize THROUGH the first noun in the title.
For Italian and other languages, capitalize just the first word.
(NOTE: Always capitalize all proper nouns.)
See page 105-113 in the MLA 7th edition for more information about capitalizing non-English words.
MLA Style
For specific details and examples on citing sources within a paper and on creating a Works Cited page, mouseover the "MLA Style" tab above and choose the appropriate subpage.
Additional Info
Additional information on MLA style may be found at these websites:
Modern Language Association
http://www.mla.org/style_faq
Online Writing Lab (OWL) at Purdue University
http://owl.english.purdue.edu/owl/resource/557/06/
Duke University Libraries - Citing Sources
http://library.duke.edu/research/citing
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England TW20 0HS
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Works Cited
Books
Book: General
AuthorLastname, AuthorFirstname. Title. Edition. Publication Location: Publisher, Year. Print.
Book:
Single Author
Gutman, Robert W. Mozart: A Cultural Biography. New York: Harcourt Brace, 1999. Print.
Book: Two or more works by
Same Author
Gutman, Robert W. Mozart: A Cultural Biography. New York: Harcourt Brace, 1999. Print.
---. Richard Wagner: The Man, His Mind, and His Music. Chicago: U of Chicago P, 1968. Print.
Book:
Two or Three Authors
Hock, Randolph, and Gary Price. The Extreme Searcher’s Internet Handbook: A Guide for the Serious Searcher. Medford: CyberAge Books,
2004. Print.
Book:
Four or More Authors
Davidson, William, et al. Retailing Management. 6th ed. New York: Wiley, 1988. Print.
Note: You may also include full names of all the authors in the order listed on the title page.
Book:
No Author
Book: Multivolume
Begin citation with title. For example:
NAICS Desk Reference: The North American Industry Classification System Desk Reference. Indianapolis: JIST Works, 2000. Print.
If using two or more volumes of a multivolume work, cite the total number of volumes after the title (or editor). If published over several years, give the range of years.
Wright, Sewell. Evolution and the Genetics of Populations. 4 vols. Chicago: U of Chicago P, 1968-78. Print.
When citing only one volume:
Wright, Sewell. Evolution and the Genetics of Populations. Vol. 2. Chicago: U of Chicago P, 1969. Print.
If the one volume you are using has its own individual title, you may cite the book without reference to the other volumes.
Wright, Sewell. Theory of Gene Frequencies. Chicago: U of Chicago P, 1969. Print.
Chapter in a Book
Willson, Jr., Robert F. "William Shakespeare's Theater." The Greenwood Companion to Shakespeare: A Comprehensive Guide for Students.
Ed. Joseph Rosenblum. Westport, CT: Greenwood Press, 2005. 47-64. Print.
For additional examples and explanations, see pages 148-181 in the MLA Handbook (2009).
Print Articles
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Journal: General
AuthorLastname, AuthorFirstname. "Article Title." Journal Title Vol.Num (Year): pages. Print.
Journal with Volume Numbers
Graham, Sarah. “Impossible to Hold: Women and Culture in the 1960s.” Journal of American Studies 40.2 (2006): 418-19. Print.
Journal with only Issue Numbers
Simmons, Carolyn, and Karen Becker-Olsen. “Achieving Marketing Objectives through Social Sponsorships.” Journal of Marketing 70
(2006): 154-69. Print.
17/02/2013 16:35
Magazine (published week or every two
weeks)
Reed, Stanley. “Seeing Past the War.” Business Week 21 Aug. 2006: 35-36. Print.
Newspaper
Seward, Zachary. “Colleges Expand Early Admissions.” Wall Street Journal 14 Dec. 2006, Eastern ed.: D1-D2. Print.
For additional examples and explanations, see pp. 136-148 in the MLA Handbook (2009) or visit the websites listed on the left.
Online Articles
For scholarly journals that only exist in electronic form on the Web, cite the work like you would for a print article, only conclude the entry with the following items:
1. Medium of publication consulted (Web)
2. Date of access (day, month, and year)
If the publication does not include page numbers, use "n. pag." in place of the page numbers.
Example:
Shah, Parilah Mohd, and Fauziah Ahmad. "A Comparative Account of the Bilingual Education Programs in Malaysia and the United States." GEMA Online Journal of
Language Studies 7.2 (2007): 63-77. Web. 8 Nov. 2008.
For articles retrieved full text from an online database, include the name of the database before "Web."
Example:
Chan, Evans. "Postmodernism and Hong Kong Cinema." Postmodern Culture 10.3 (2000): n. pag. Project Muse. Web. 20 May 2007.
For additional examples and explanations, see pp. 189-193 in the MLA Handbook (2009).
Non-Periodical Works Cited Only Online
An entry for a nonperiodical publication on the Web usually contains most of the following components, in sequence:
1. Name of the author, compiler, director, editor, narrator, performer, or translator of the work
2. Title of the work (italicized if the work is independent; in roman type and quotation marks if the work is part of a larger work
3. Title of the overall Web site (italicized), if distinct from item 2
4. Version or edition used
5. Publisher or sponsor of the site; if not available, use N.p.
6. Date of publication (day, month, and year, as available); if nothing is available, use n.d.
7. Medium of publication (Web)
Each item is followed by a period except the publisher or sponsor, which is followed by a comma. Untitled works may be identified by a genre label (e.g., Home page, Introduction,
Online posting), neither italicized nor enclosed in quotation marks, in the place where the title goes.
Example:
Quade, Alex. "Elite Team Rescues Troops behind Enemy Lines." CNN.com. Cable News Network, 19 Mar. 2007. Web. 21 Mar. 2007.
Example with no author:
"Hourly News Summary." National Public Radio. Natl. Public Radio, 20 July 2007. Web. 20 July 2007.
Website Home Page:
Liu, Alan, ed. Home page. Voice of the Shuttle. Dept. of English, U of California, Santa Barbara, n.d. Web. 21 Feb. 2008.
Online Map:
"Maplewood, New Jersey." Map. Google Maps. Google, 23 July 2007. Web. 23 July 2007.
Tweet (Twitter Post):
LastName, FirstName (Username). "The tweet in its entirety." Date, Time. Tweet.
Smith, John (smithdogg). "This has sure been a hot summer." 12 August 2011, 2:36 p.m. Tweet.
Online Works Cited with Print Publication Data
If the nonperiodical work you are citing also appeared in print, you may determine that it is important to include the bibliographic data for the print publication as part of your entry. A
book that was scanned for access in a database, for example, is usually cited this way. Instead of concluding with Print as the medium of publication, record the following information
in sequence:
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1. Title of the database or website (italicized)
2. Medium of publication consulted (Web)
Example:
Whittier, John G. "A Prayer." The Freedmen's Book. Ed. L. Maria Child. Boston, 1866. 178. Google Book Search. Web. 15 Aug. 2008.
Example:
Whitman, Walt. Preface. Leaves of Grass. By Whitman. Brooklyn, 1855. iii-xii. The Walt Whitman Archive. Web. 12 Mar. 2008.
Personal Interviews, Films, Television Programs
You may include other information (names of performers, directors, etc.) if they are pertinent. List the most important as the main entry.
Personal Interview
Bush, George W. Personal Interview. 10 Feb. 2007.
Film
E.T. the Extra-Terrestrial. Dir. Steven Spielberg. Universal Pictures, 1982. Film.
Recorded Film
Harry Potter and the Sorcerer’s Stone. Dir. Chris Columbus. 2001. Warner Bros., 2002. DVD.
Broadcast TV Program
“The Soup Nazi.” Seinfeld. NBC. WTHR, Indianapolis. 2 Nov. 1995. Television.
Recorded TV Program
"The Soup Nazi." Seinfeld: Season 7. NBC, 2006. DVD.
For additional examples and explanations, see pp. 193 -211 in the MLA Handbook (2009).
Sound Recordings, Musical Compositions, Performances
You may include other information (names of performers, directors, etc.) if they are pertinent. List the most important as the main entry.
Entire Albums
The Beatles. Sgt. Pepper’s Lonely Heart Club’s Band. Capitol Records, 1967. LP.
Individual Songs
Sinatra, Frank. “Strangers in the Night.” Rec. 1966. My Way: The Best of Frank Sinatra. Warner, 1996. CD.
Spoken Word Recording
Darling, Sally, narr. To Kill a Mockingbird. 1960. By Harper Lee. Recorded Books, 1988. Audiocassette.
Musical Composition
Beethoven, Ludwig van. Symphony No. 7 in A Major, Op. 92. Boston: Oliver Ditson, 1932. CD.
Musical Score
If part of a series, include that information after the medium.
Beethoven, Ludwig van. Symphony No. 7 in A Major, Op. 92. 1811. New York: Belwin, 1994. Print. Kalmus ConcertMasters Series.
Performance
The Nutcracker. Dir. Richard Clark. Butler Ballet. Clowes Memorial Hall, Indianapolis. 2 Dec. 2008. Performance.
For additional examples and explanations, see pp. 193 -211 in the MLA Handbook (2009).
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Introduction
The most recent editions of Turabian's A Manual for Writers and The Chicago Manual of Style are kept at the Reference Desk at the Irwin and Science Libraries.
The Chicago Manual of Style, 16th edition. Chicago: Chicago University Press, 2010.
(REF DESK Z253 .C571)
Turabian, Kate L. A manual for writers of research papers, theses, and dissertations : Chicago style for students, 7th edition. Chicago: Chicago University Press, 2007.
(REF DESK LB2369 .T8 2007)
Additional Info
Additional information on Chicago/Turabian style may be found at these websites:
Official Chicago Style Website
http://www.chicagomanualofstyle.org/cmosfaq.html
Online Writing Lab (OWL) at Purdue University
http://owl.english.purdue.edu/owl/resource/557/06/
Chicago/Turabian Documentation from The Writing Center of UW-Madison
http://www.wisc.edu/writing/Handbook/DocChicago.html
Turabian Citation Guide from Ohio State
http://www.lib.ohio-state.edu/sites/guides/turabiangd.php
Citing Information: Chicago Style
http://www.lib.unc.edu/instruct/citations/chicago/
From the library at the University of North Carolina at Chapel Hill
One-Stop Turabian
http://www1.hollins.edu/docs/academics/writingcenter/index/documentation/Turabian.html
from the Hollins University (Roanoke, VA) Writing Center
Online
The entire style guide is online at http://www.chicagomanualofstyle.org/tools_citationguide.html
Overview
The Chicago Manual of Style presents two basic documentation systems, the Humanities style (notes and bibliography) and the Author-Date system. Choosing between the two
often depends on subject matter and nature of sources cited, as each system is favored by different groups of scholars.
The Humanities style is preferred by many in literature, history, and the arts. This style presents bibliographic information in notes and, often, a bibliography. It accommodates a
variety of sources, including esoteric ones less appropriate to the author-date system.
The more concise Author-Date system has long been used by those in the physical, natural, and social sciences. In this system, sources are briefly cited in the text, usually in
parentheses, by author’s last name and date of publication. The short citations are amplified in a list of references, where full bibliographic information is provided.
The two dropdown pages provide some common examples of materials cited in both styles. For numerous specific examples, see chapters 16 and 17 of The Chicago Manual of
Style, 15th edition.
Online sources that are analogous to print sources (such as articles published in online journals, magazines, or newspapers) should be cited similarly to their print counterparts but
with the addition of a URL. Some publishers or disciplines may also require an access date. For online or other electronic sources that do not have a direct print counterpart (such as
an institutional Web site or a Weblog), give as much information as you can in addition to the URL.
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Information
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Guidelines
The Bibliography Style is preferred by many in the humanities (e.g., literature, history, and the arts). This style presents bibliographic information in notes (either footnotes or
endnotes) and, often, a bibliography. It accommodates a variety of sources, including esoteric ones less appropriate to the author-date system.
NOTE: If the bibliography includes all works cited in the notes, the note citations can be quite concise, since readers can turn to the bibliography for publication details. In works with
no bibliography or only a selected list, full details must be given in a note at first mention of any work cited. Subsequent citations of that work may then be concise.
Each example includes a note [N] followed by a bibliographic entry [B]. After the first book entry, all Note examples will use the full version. To make it concise, use just the author's
last name(s), the main title, and page number(s).
Books
Book:
Single Author
First note citation in a paper with full bibliography or subsequent citations with or without:
N: 1. Gutman, Mozart, 41.
First note citation in a paper without full bibliography:
N: 1. Robert W. Gutman, Mozart: A Cultural Biography (New York: Harcourt Brace, 1999), 41.
B: Gutman, Robert W. Mozart: A Cultural Biography. New York: Harcourt Brace, 1999.
Book:
Two Authors
N: 7. Randolph Hock and Gary Price, The Extreme Searcher’s Internet Handbook: A Guide for the Serious Searcher (Medford: CyberAge Books,
2004), 93-4.
B: Hock, Randolph, and Gary Price. The Extreme Searcher’s Internet Handbook: A Guide for the Serious Searcher. Medford: CyberAge Books, 2004.
Book:
1 of 3
N: 2. William Davidson et al., Retailing Management, 6th ed. (New York: Wiley, 1988), 149.
B: Davidson, William, Daniel Sweeney, Thomas Jones, and Ronald Stampfl. Retailing Management. 6th ed. New York: Wiley, 1988.
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Book:
No Author
If no personal author's name is listed on the title page, the organization/corporation is listed as author, even if it is also given as publisher.
N: 5. JIST Works, NAICS Desk Reference, 73.
B: JIST Works. NAICS Desk Reference: The North American Industry Classification System Desk Reference. Indianapolis: JIST Works, 2000.
Book: Multivolume
When citing the work as a whole, give the total number of volumes after the title (or editor). If published over several years, give the range of years.
N: 8. Wright, Evolution and the Genetics of Populations. 4 vols. Chicago: University of Chicago Press, 1968-78, 2:341.
B: Wright, Sewell. Evolution and the Genetics of Populations. 4 vols. Chicago: University of Chicago Press, 1968-78.
N: Sewell Wright, Evolution and the Genetics of Populations, vol. 2, Theory of Gene Frequencies (Chicago: University of Chicago Press, 1969), 341.
B: Wright, Sewell. Theory of Gene Frequencies. Vol. 2, Evolution and the Genetics of Populations. Chicago: University of Chicago Press, 1969.
Chapter in a Book
N: 6. Robert F. Willson, Jr., "William Shakespeare's Theater," in The Greenwood Companion to Shakespeare: A Comprehensive Guide for Students
(Westport, CT: Greenwood Press, 2005), 52-3.
B: Willson, Jr., Robert F. "William Shakespeare's Theater." In The Greenwood Companion to Shakespeare: A Comprehensive Guide for Students,
edited by Joseph Rosenblum, 47-64. Westport, CT: Greenwood Press, 2005.
Book Published
Electronically
If a book is available in more than one format, you should cite the version you consulted, but you may also list the other formats, as in the second example below. If an access date is
required by your publisher or discipline, include it parenthetically at the end of the citation, as in the first example below.
N: 3. Philip B. Kurland and Ralph Lerner, eds., The Founders’ Constitution (Chicago: University of Chicago Press, 1987),
http://press-pubs.uchicago.edu/founders/ (accessed June 27, 2006).
B: Kurland, Philip B., and Ralph Lerner, eds. The Founders’ Constitution. Chicago: University of Chicago Press, 1987. http://press-pubs.uchicago.edu
/founders/. Also available in print form and as a CD-ROM.
For additional examples, see pages 162-181 in the Turabian Manual (2007).
Articles
Journals vs Magazines: Journals are normally cited by volume and date, while magazines are normally cited by date alone. If in doubt whether a particular periodical is a journal or
magazine, use the journal format if the volume number is easily located, and the magazine format if it is not.
Journal with Issue
Number Available
N: 1. Carolyn Simmons and Karen Becker-Olsen, "Achieving Marketing Objectives through Social Sponsorships," Journal of Marketing 70, no. 4 (2006):
161.
B: Simmons, Carolyn, and Karen Becker-Olsen. "Achieving Marketing Objectives through Social Sponsorships." Journal of Marketing, 70, no. 4 (2006):
154-169.
Journal with no
Issue Number
Article in an Online
Journal
N: 4. Sarah Graham, "Impossible to Hold: Women and Culture in the 1960s." Journal of American Studies 40 (2006): 157.
B: Graham, Sarah. "Impossible to Hold: Women and Culture in the 1960s." Journal of American Studies 40 (2006):156-159.
Just like print journals, only adding the URL and also the access date in parentheses at the end if required by your professor or discipline.
N: 2. Mark A. Hlatky et al., "Quality-of-life and depressive symptoms in postmenopausal women after receiving hormone therapy," Journal of the American
Medical Association 287, no. 5 (2002), http://jama.ama-assn.org/issues/v287n5/rfull/joc10108.html#aainfo.
B: Hlatky, Mark A., Derek Boothroyd, Eric Vittinghoff, Penny Sharp, and Mary A. Whooley. "Quality-of-Life and Depressive Symptoms in Postmenopausal
Women after Receiving Hormone Therapy." Journal of the American Medical Association 287, no. 5 (February 6, 2002),
http://jama.ama-assn.org/issues/v287n5/rfull/joc10108.html#aainfo (accessed January 7, 2004).
Article in an
Online Database
This is the same as for online journals as listed above, including use of access date. Also include the URL of the main entrance of the service.
N: 17. Trevor M. Thomas, "Wales: Land of Mines and Quarries," Geographical Review 46, no. 1 (1956): 71, http://www.jstor.org/.
B: Thomas, Trevor M. "Wales: Land of Mines and Quarries." Geographical Review 46, no. 1 (1956): 59-81. http://www.jstor.org/.
Entire Website
Websites may be cited in running text ("According to the National Weather Service's website, warmer temperatures may be expected...") instead of in a note, and they are commonly
omitted from the bibliography as well. The following examples show the more formal version of the citations. Add the date the material was last accessed for time-sensitive data or if you
are required.
N: 13. “Internet Weather Source,” National Weather Service, http://www.nws.noaa.gov/.
B: National Oceanic and Atmospheric Administration. "NOAA's National Weather Service." U.S. Dept. of Commerce. http://www.nws.noaa.gov/ (accessed
January 17, 2010).
Magazine
If article is from an online magazine, add the URL after the date and, if required or for time-sensitive data, the date the material was last accessed (see second "B" example).
N: 4. Stanley Reed, "Seeing Past the War," Business Week, August 21, 2006, 21.
B: Reed, Stanley. "Seeing Past the War." Business Week, August 21, 2006.
B: Reed, Stanley. "Seeing Past the War." Business Week, August 21, 2006.http://www.businessweek.com/news/2006-08-21/seeing-past-the-war.html
(accessed October 3, 2006).
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Newspaper
Newspaper articles may be cited in running text (“As William Niederkorn noted in a New York Times article on June 20, 2002, . . . ”) instead of in a note, and they are commonly omitted
from the bibliography as well. The following examples show the more formal version of the citations.
N: 3. Zachary Seward, "Colleges Expand Early Admissions," Wall Street Journal, December 14, 2006, eastern edition.
B: Seward, Zachary. "Colleges Expand Early Admissions." Wall Street Journal. December 14, 2006, eastern edition.
Personal Interviews & Films
Personal Interview
Unpublished interviews are best cited in the text or in notes, but are rarely listed in bibliographies.
N: 13. Krusty T. Clown, interview by Bart J. Simpson, February 10, 2007.
N: 7. Abraham Lincoln, interview with the author, October 17, 2009.
Published interviews should be treated like an article in a journal.
N: 3. Ted Nugent, interview by Robert MacNeil, MacNeil/Lehrer NewsHour, PBS, January 1, 2004.
Film
N: 9. E.T. the Extra-Terrestrial, directed by Steven Spielberg (Universal Pictures, 1982), film.
B: E.T. the Extra-Terrestrial. directed by Steven Spielberg. Film. Hollywood: Universal Pictures, 1982.
Recorded Film
Scenes from video recordings are treated like chapters and cited by title or number (see example #2).
N: 4. Harry Potter and the Sorcerer’s Stone, DVD, directed by Chris Columbus (Warner, 2002).
N: 2. "Crop Duster Attack," North by Northwest, DVD, directed by Alfred Hitchcock (1959; Burbank, CA: Warner Home Video, 2000).
B: The Adventures of Bob and Doug McKenzie: Strange Brew. VHS. Directed by Rick Moranis and Dave Thomas. Burbank, CA: Warner Home Video, 2000.
TV Program
N: 12. Seinfeld, "The Soup Nazi," NBC, November 2, 1995.
For additional examples, see pages 194-198 and 201-203 in the Turabian Manual (2007).
Sound Recordings & Music Scores
Recordings are often listed in a separate discography rather than in a bibliography. If included in a bibliography, they are best grouped under an appropriate subheading.
Entire Album
N: 14. The Beatles, Sgt. Pepper’s Lonely Heart Club’s Band, Capitol Records SMAS-2653, 33 rpm, 1967.
B: The Beatles. Sgt. Pepper’s Lonely Heart Club’s Band. Capitol Records SMAS-2653. 33 rpm. 1967.
Individual Song
N: 9. Frank Sinatra, "Strangers in the Night," On My Way: The Best of Frank Sinatra, Warner, audiocassette, 1996.
B: Sinatra, Frank. "Strangers in the Night." On My Way: The Best of Frank Sinatra. Warner. Audiocassette. 1996.
N: 5. Harper Lee, To Kill a Mockingbird, read by Sally Darling, Recorded Books, CD, 1988.
B: Lee, Harper. To Kill a Mockingbird. Read by Sally Darling. Recorded Books. CD. 1988.
Music Score
Music scores are treated basically like books.
N: 3. Ludwig van Beethoven, Symphony no. 7 in A Major, Op. 92, (Boston: Oliver Ditson, 1932).
B: Beethoven, Ludwig van. Symphony no. 7 in A Major, Op. 92. Boston: Oliver Ditson, 1932.
Live Performance
N: 2. The Nutcracker, Butler Ballet, Clowes Memorial Hall, Indianapolis, December 2, 2006.
B: NONE - Cite any kind of live performance only in the notes or just in the text itself.
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Information
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Guidelines
The Author-Date System has long been used by those in the physical, natural, and social sciences. In this system, sources are briefly cited in the text, usually in parentheses, by
author’s last name and date of publication. The short citations are amplified in a list of references, where full bibliographic information is provided.
Each example includes an in-text citation [T] followed by a reference-list entry [R].
Books
Book:
Single Author
T: (Gutman 1999, 41)
Book:
Two Authors
T: (Hock and Price 2004, 93-4)
Book:
T: (Davidson et al. 1988, 149)
Book:
No Author
If no personal author's name is listed on the title page, the organization/corporation is listed as author, even if it is also given as publisher.
R: Gutman, Robert W. 1999. Mozart: A cultural biography. New York: Harcourt Brace.
R: Hock, Randolph, and Gary Price. 2004. The extreme searcher’s Internet handbook: A guide for the serious searcher. Medford: CyberAge Books.
R: Davidson, William, Daniel Sweeney, Thomas Jones, and Ronald Stampfl. 1988. Retailing management. 6th ed. New York: Wiley.
T: (JIST Works 2000, 73)
R: JIST Works. 2000. NAICS desk reference: The North American industry classification system desk reference. Indianapolis: JIST Works.
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Book: Multivolume
When citing the work as a whole, give the total number of volumes after the title (or editor). If published over several years, give the range of years.
T: (Wright 1968-78, 2:341)
R: Wright, Sewell. 1968-78. Evolution and the genetics of populations. 4 vols. Chicago: Univ. of Chicago Press.
T: (Wright 1969, 341)
R: Wright, Sewell. 1969. Theory of gene frequencies. Vol. 2 of Evolution and the genetics of populations. Chicago: Univ. of Chicago Press.
Chapter in a Book
T: (Willson 2005, 52-3)
R: Willson, Jr., Robert F. 2005. William Shakespeare's Theater. In The Greenwood companion to Shakespeare: A comprehensive guide for students,
ed. Joseph Rosenblum, 47-64. Westport, CT: Greenwood Press.
Note: No quotations are used around book chapters in this format.
Book Published
Electronically
If a book is available in more than one format, you should cite the version you consulted, but you may also list the other formats. If an access date is required by your publisher or
discipline, include it parenthetically at the end of the citation, as in the second example below.
T: (Kurland and Lerner 1987)
R: Kurland, Philip B., and Ralph Lerner, eds. 1987. The Founders’ Constitution. Chicago: University of Chicago Press. http://press-pubs.uchicago.edu
/founders/ (accessed July 14, 2009).
Articles
Journals vs Magazines: Journals are normally cited by volume and date, while magazines are normally cited by date alone. If in doubt whether a particular periodical is a journal or
magazine, use the journal format if the volume number is easily located, and the magazine format if it is not.
Journal with Issue
Number Available
T: (Simmons and Becker-Olsen 2006, 161)
Journal with no
Issue Number
T: (Graham 2006, 157)
Article in an
Online Journal
R: Simmons, Carolyn, and Karen Becker-Olsen. 2006. Achieving marketing objectives through social sponsorships. Journal of Marketing 70, no. 4:154-169.
R: Graham, Sarah. 2006. Impossible to hold: Women and culture in the 1960s. Journal of American Studies 40:156-159.
Just like print journals, only adding the URL and also the access date in parentheses at the end only if required by your professor or discipline. Include a DOI
(Digital Object Identifier) if the journal lists one (see the second example below). If no DOI is available, list a URL.
T: (Hlatky et al. 2002)
R: Hlatky, Mark A., Derek Boothroyd, Eric Vittinghoff, Penny Sharp, and Mary A. Whooley. 2002. Quality-of-life and depressive symptoms in postmenopausal
women after receiving hormone therapy. Journal of the American Medical Association 287, no. 5 (February 6),
http://jama.ama-assn.org/issues/v287n5/rfull/joc10108.html#aainfo.
T: (Kossinets and Watts 2009, 411)
R: Kossinets, Gueorgi, and Duncan J. Watts. 2009. “Origins of Homophily in an Evolving Social Network.” American Journal of Sociology 115:405–50.
Accessed February 28, 2010. doi:10.1086/599247.
Article in an
Online Database
This is the same as for online journals as listed above, including use of access date. Also include the URL of the main entrance of the database.
T: (Thomas 1956, 71)
R: Thomas, Trevor M. Wales: Land of Mines and Quarries. Geographical Review 46, no. 1 (1956): 59-81. http://www.jstor.org/.
Entire Website
Websites may be cited in running text ("According to the National Weather Service's website, warmer temperatures may be expected...") instead of in a note,
and they are commonly omitted from the reference list as well. The following examples show the more formal version of the citations. Add the date the
material was last accessed for time-sensitive data or if you are required.
T: (National Weather Service)
R: National Oceanic and Atmospheric Administration. NOAA's National Weather Service. U.S. Dept. of Commerce. http://www.nws.noaa.gov/ (accessed
January 17, 2010).
Magazine
T: (Reed 2006, 21)
R: Reed, Stanley. 2006. Seeing Past the War. Business Week, August 21.
Newspaper
Newspaper articles may be cited in running text (“As William Niederkorn noted in a New York Times article on June 20, 2002, . . . ”) instead of in a note or an in-text citation, and they are
commonly omitted from a bibliography or reference list as well. The following examples show the more formal version of the citations.
T: (Seward 2006)
R: Seward, Zachary. 2006. Colleges Expand Early Admissions. Wall Street Journal. December 14. Eastern edition.
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Blog Entry
T: (Posner 2010)
R: Posner, Richard. 2010. “Double Exports in Five Years?” The Becker-Posner Blog, February 21. http://uchicagolaw.typepad.com/beckerposner/2010/02
/double-exports-in-five-years-posner.html.
Personal Interviews & Films
Unpublished interviews are best cited in the text, though they occasionally appear in reference lists when they are critical to the writer's argument or frequently cited.
Personal Interview
R: Clown, Krusty T. 2007. Interview by Bart Simpson. Tape recording. February 10. Butler University, Indianapolis.
Personal Email or Text Message
E-mail and text messages may be cited in running text and they are rarely listed in a reference list.
T: (John Doe, e-mail message to author, February 28, 2010)
or
T: (John Doe, pers. comm.)
Film
R: E.T. the Extra-Terrestrial. 1982. Film. Directed by Steven Spielberg. Hollywood: Universal Pictures.
Recorded Film
R: Harry Potter and the Sorcerer’s Stone. 2001. DVD. Directed by Chris Columbus. Hollywood: Warner.
For additional examples, see pages 260-263 and 266 -269 in the Turabian Manual (2007).
Sound Recordings & Musical Compositions
The Author-Date System is inappropriate for most audiovisual materials. If you must use it and include audiovisual items, they are best mentioned in the running text and then grouped in the Reference List under a
subheading such as "Sound Recordings."
Entire Album
R: The Beatles. 1967. Sgt. Pepper’s lonely heart club’s band. Capitol Records SMAS-2653. LP.
Individual Song
R: Sinatra, Frank. 1996. Strangers in the night. On my way: The best of Frank Sinatra. Warner. Audiocassette.
R: Lee, Harper. 1988. To Kill a Mockingbird. Read by Sally Darling. Recorded Books. Cassette.
Music Score
R: Beethoven, Ludwig van. 1932. Symphony no. 7 in A Major, Op. 92. Boston: Oliver Ditson.
Live Performance
R: NONE - Citation of live performances is only done in notes, not in the Author-Date System. Instead, include the performance details in the running text.
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ACS Egham International School

Transcription

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