Unit 2 Literature Review Notes PDF

**Unit 2 Literature Review** A literature review discusses and analyses published information in a particular subject area. Sometimes the information covers a certain time period. A literature review is more than a summary of the sources, it has an organizational pattern that combines both summary...

**Unit 2 Literature Review** A literature review discusses and analyses published information in a particular subject area. Sometimes the information covers a certain time period. A literature review is more than a summary of the sources, it has an organizational pattern that combines both summary and synthesis. A summary is a recap of the important information of the source, but a synthesis is a re-organization, or a reshuffling, of that information. It might give a new interpretation of old material or combine new with old interpretations. Or it might trace the intellectual progression of the field, including major debates. And depending on the situation, the literature review may evaluate the sources and advise the reader on the most pertinent or relevant. **How is a literature review different from an academic research paper?** While the main focus of an academic research paper is to support your own argument, the focus of a literature review is to summarize and synthesize the arguments and ideas of others. The academic research paper also covers a range of sources, but it is usually a select number of sources, because the emphasis is on the argument. Likewise, a literature review can also have an \"argument,\" but it is not as important as covering a number of sources. In short, an academic research paper and a literature review contain some of the same elements. In fact, many academic research papers will contain a literature review section. What aspect of the study (either the argument or the sources) that is emphasized determines what type of document it is. **Why do we write literature reviews?** Literature reviews provide you with a handy guide to a particular topic. If you have limited time to conduct research, literature reviews can give you an overview or act as a stepping stone. For professionals, they are useful reports that keep them up to date with what is current in the field. For scholars, the depth and breadth of the literature review emphasizes the credibility of the writer in his or her field. Literature reviews also provide a solid background for a research paper\'s investigation. **Information Gathering** **Introduction:** Information gathering is an essential and ubiquitous process that permeates every facet of human existence. From personal curiosity to professional investigations, from academic research to strategic decision-making, the acquisition and analysis of information form the bedrock of our endeavors. Information gathering involves the systematic and purposeful collection, organization, and interpretation of data, facts, and knowledge to gain insights, make informed judgments, and uncover hidden truths. It serves as a compass, guiding individuals, businesses, and societies toward greater understanding, enabling them to adapt, innovate, and thrive in an ever-evolving world. Information gathering manifests in various forms, from traditional interviews, surveys, and literature reviews to modern techniques like web scraping, data mining, and social media analysis. It encompasses many disciplines, including journalism, market research, intelligence gathering, academic inquiry, etc. Gathering information necessitates critical thinking, discernment, and the ability to sift through vast amounts of data to extract meaningful insights. Moreover, it requires understanding the ethical considerations involved, such as privacy, consent, and the responsible use of information. In an age where information is more accessible than ever before but also susceptible to misinformation and manipulation, honing the skills and techniques of effective information gathering is of paramount importance. By harnessing the power of information, individuals and organizations can navigate the complexities of our interconnected world, make well-informed decisions, and contribute to the collective knowledge that drives progress and human understanding. **1.1 What is Information Gathering?** Information gathering refers to the systematic process of collecting, organizing, and analyzing data, facts, and knowledge from various sources to obtain insights, generate knowledge, and support decision-making. It involves seeking relevant and reliable information, examining it critically, and extracting meaningful insights to address specific objectives or answer specific questions. Information gathering can occur in numerous contexts, including academic research, journalism, market research, intelligence gathering, and everyday life situations. The process typically involves identifying sources of information, collecting data through methods such as interviews, surveys, observations, or data mining, organizing and analyzing the collected information, and drawing conclusions or making informed judgments based on the findings. Information gathering is a fundamental skill in a world where data and information are abundant but often overwhelming, and the ability to extract valuable insights is crucial for personal, professional, and societal advancement. **1.2 Process of Gathering Information.** Gathering accurate and relevant data is crucial for making informed decisions and conducting thorough research. Whether you're a student, a professional, or simply seeking knowledge, understanding the information-gathering process is a valuable skill. Gathering information typically involves several steps to ensure that you collect accurate and relevant data. Here is a general framework for the process: **1. Defining your information needs: **The first step in the process is clearly defining your needs. Ask yourself what specific information you require and why you need it. By clearly understanding your objectives, you can narrow your search and avoid wasting time and effort on irrelevant data. Establishing a well-defined research question or objective will serve as a guide throughout the process. **2. Identifying credible sources: ** Once you have identified your information needs, the next step is to determine the most credible and reliable sources. These can include academic journals, books, reputable websites, subject-matter experts, interviews, surveys, and databases. It is important to critically evaluate the credibility and relevance of each source, considering factors such as author expertise, publication reputation, and the presence of peer review. **3. Developing a research plan: **A research plan is essential for an organized and systematic gathering of information. Define your research techniques, such as literature review, experiments, observations, interviews, or surveys. Outline a timeline, set realistic goals, and allocate necessary resources. A well-structured plan will help you stay focused and ensure you cover all relevant aspects of your research. **4. Collecting data:** With your research plan, you can begin collecting the necessary data from your identified sources. Follow your plan diligently, keeping track of the information you gather. This may involve reading books and articles, conducting experiments or observations, interviewing experts, or administering surveys. Take accurate notes and record all relevant details, including source citations for future reference. **5. Evaluating the quality of information:** As you collect data, critically evaluate its quality and relevance. Consider the credibility and reputation of the sources, the methodology employed in studies or experiments, and any potential biases that may influence the data. Scrutinize the information for accuracy, consistency, and objectivity. This step is vital in ensuring that you gather reliable and unbiased information. **6. Organizing and analyzing the data:** Once you have collected the data, organize it in a structured manner to facilitate analysis. Create a system that suits your research objectives, such as categorizing information, developing spreadsheets or databases, or using specialized software tools. Employ appropriate analysis techniques, whether statistical analysis, qualitative coding, or other methods relevant to your research. Extract meaningful insights and identify patterns or relationships within the data. **7. Drawing conclusions and making inferences:** Based on your analysis, conclude and make inferences about the information you have gathered. Evaluate the significance and implications of your findings in relation to your research objectives. Identify any gaps or limitations in the data and acknowledge them in your conclusions. If necessary, consider conducting further research or seeking additional sources to address any remaining uncertainties. **8. Communicating your findings: **The final step is to communicate your findings effectively. Choose a suitable format, such as a research report, presentation, or article, depending on your intended audience. Clearly articulate your research question, methodology, and key findings. Use visuals, graphs, or charts to enhance the presentation of your data. Tailor your communication to your audience's knowledge level and interests, ensuring that the information is accessible and understandable to them. Gathering information is a systematic and iterative journey that requires careful planning, critical evaluation, and analytical thinking. Following the steps outlined in this article can enhance your ability to gather accurate and relevant data for various purposes. Whether you're a student conducting research or a professional making informed decisions, mastering this process will empower you with valuable insights and ensure that you are well-informed in an information-driven world. **1.3 Information Gathering Techniques.** Information-gathering techniques are essential for collecting data and gathering insights for various purposes. These techniques encompass various methods and approaches that enable individuals and organizations to access, analyze, and interpret information effectively. Whether it is for academic research, market analysis, problem-solving, or decision-making, understanding and employing appropriate information-gathering techniques can greatly enhance the quality and depth of the information acquired. In this article, we will explore some commonly used techniques and their applications, providing you with a comprehensive overview of how to gather information in different contexts efficiently. **1. Literature Review:** The literature review technique systematically reviews and analyzes existing research, publications, and academic articles related to a specific topic. It helps to identify key concepts, theories, and gaps in knowledge. By thoroughly examining relevant literature, you can build a solid foundation for your research, gain a comprehensive understanding of the subject matter, and discover valuable references for further exploration. **2. Surveys and Questionnaires: **Surveys and questionnaires are widely used to gather participant data. They provide a structured framework for collecting quantitative and qualitative information. Surveys can be conducted through various means, such as online platforms, email, or in-person interviews. By designing well-crafted questions and ensuring a representative sample, surveys can provide valuable insights, opinions, and attitudes of the target population. **3. Interviews: **Interviews are a powerful information-gathering technique allowing in-depth exploration and understanding of a topic. They involve engaging individuals or experts directly through face-to-face, phone, or video interviews. Interviews provide an opportunity to ask open-ended questions, probe deeper into specific areas, and gain unique perspectives. The information obtained through interviews adds a human touch to the data, providing nuanced insights that other methods may not capture. **4. Observations: **Observation techniques involve directly observing and documenting events, behaviors, or phenomena in natural settings. This method is particularly useful in anthropology, sociology, and psychology. Through careful observation, researchers can capture detailed information, patterns, and interactions that might not be apparent through other means. Whether through participant or non-participant observation, this technique offers a rich source of qualitative data. **5. Data Mining and Analysis: **Data mining refers to extracting patterns, trends, and insights from large datasets. Data mining has become an invaluable technique in various industries with the advent of technology and advanced software tools. Researchers can uncover hidden patterns and correlations by employing statistical analysis, machine learning algorithms, and data visualization techniques, enabling informed decision-making and predictive modeling. **6. Focus Groups: **Focus groups involve bringing together a small group of individuals with shared characteristics or experiences to discuss a specific topic. This technique encourages open discussions, idea generation, and exploration of different perspectives. Focus groups provide qualitative data, allowing researchers to delve into participants' thoughts, opinions, and emotions in a collaborative environment. The interactive nature of focus groups can yield rich insights and uncover underlying motivations. **7. Online Research and Social Media Analysis: **With the proliferation of digital platforms and social media, online research and social media analysis have become valuable information-gathering techniques. Researchers can gain real-time insights into public opinions, consumer behavior, and emerging patterns by monitoring online conversations, analyzing user-generated content, and studying social media trends. This technique is particularly useful in marketing research, reputation management, and understanding online communities. **8. Case Studies: **Case studies involve an in-depth analysis of a particular individual, group, organization, or situation. They provide a detailed examination of real-life scenarios, offering insights into complex issues and their context-specific dynamics. Researchers gather information through interviews, observations, and document analysis. Case studies are particularly useful in business, psychology, and social sciences. **9. Ethnographic Research: **Ethnographic research involves immersing oneself in a specific cultural or social setting to deeply understand the community or group under study. Researchers spend extended periods observing, participating, and interacting with individuals in their natural environment. This technique helps uncover cultural norms, social structures, and behaviors that may not be easily understood through other methods. **10. Document Analysis: **Document analysis involves examining written materials, such as reports, publications, official records, and historical documents, to gather information. Researchers critically evaluate and extract relevant data from these sources. Document analysis is often used in historical research, legal studies, and content analysis. It allows researchers to gain insights from existing information and draw conclusions based on documented evidence. **11. Web Scraping: **Web scraping is a technique automatically extracting information from websites. It involves using software tools or programming scripts to navigate web pages, collect data, and store it in a structured format. Web scraping can be useful for gathering data from multiple sources, monitoring competitors, tracking market trends, and conducting sentiment analysis. **12. Participatory Research: **Participatory research involves actively involving individuals or communities being studied in the research process. It emphasizes collaboration and the co-creation of knowledge. Researchers work together with participants, respecting their expertise and insights. This approach ensures that the information gathered reflects the perspectives and experiences of those directly involved, leading to more meaningful and actionable results. Information gathering is a multidimensional process that employs various techniques to collect, analyze, and interpret data effectively. Each technique offers unique advantages and insights, from literature reviews and surveys to interviews, observations, and data mining. By understanding and utilizing these techniques, individuals and organizations can uncover valuable information, make informed decisions, and drive innovation. However, it's important to remember that information gathering is not a one-size-fits-all approach. The choice of techniques should be guided by the specific research objectives, the nature of the data needed, and the context in which the information will be applied. With a well-rounded toolkit of information gathering techniques, individuals can confidently navigate the ever-expanding sea of information and harness its power to generate knowledge and drive positive change. Reading and understanding research papers The Sections Most research papers follow a similar structure and contain the following sections; abstract, introduction, methods, results, discussion and conclusion. Some articles will contain all of these sections and others will contain some of them. 1. **Abstract** This provides a high-level summary of what was researched and what the findings were. **2. Introduction** The introduction gives context to the research by giving information about the field and previous related research that led to this paper. It explains the purpose of the research, what is already known about the topic, the hypotheses that are being tested and how the study will help improve current understanding of the topic. It often includes brief descriptions of key phrases or concepts. Sometimes the introduction includes information about how the research will improve current understanding. However, this is often saved for the discussion and/or conclusion. **3. Method** Explains how the data was collected and analysed, including how the experiments were set up and what sample, equipment and techniques were used. The statistical techniques are also explained here. **4. Results** Presents the findings of the research, without bias or interpretation. **5. Discussion** The discussion summarises the results. Here, the results are interpreted and their significance is explained. It refers back to the introduction and explains how the study answered the research question(s). 6\. **Conclusion** Summarises the key points and findings of the research, the significance of the findings to the field and what the authors believe should be researched in the future based on their findings. **Technical writing** A technical paper is not an English paper. It is also not a science lab report. The layout of a formal technical paper typically consists of the following key elements: Abstract, Introduction, Work Done, Results & Discussion, Conclusion, and References. The Abstract and Introduction are standard with their titles and content. The meat of the paper is contained in the middle sections, Work Done, Results, and Discussion, and the labeling or titles for these sections vary depending on the topic. The final two sections, Conclusion and References, are also relatively standard with their titling and content. Sometimes an Acknowledgements section is inserted between the Conclusions and References. Working drafts often begin with the Work Done, Results, and Discussion sections. The Introduction and Conclusion sections can be started a bit later, to aid in binding the flow of the paper together. Make certain that any goals and objectives stated in the Introduction are addressed in the Conclusions. Oddly enough, the Abstract should be written last. It is only after the introduction and conclusions have been written that there will be clarity in how to phrase this special, brief summary of the paper. **Abstract** The Abstract is the most important part of a technical paper, and perhaps one of the most misunderstood parts. Everyone reads them, and they are essentially the "selling point" for the paper. Even experienced authors lose sight of the purpose of an abstract and how it should be written. The key thing to remember about an abstract is that it should be a stand-alone mini-summary of the paper. Abstracts are typically extracted from each paper and published separately in an abstract listing, for readers to browse when deciding which papers they want to read in full or attend for the actual presentation of the paper. For this reason, it is especially important to spend detailed writing time on the abstract to get it precise. The Abstract should be clear and concise, a single paragraph, typically 200 words maximum. It should include the purpose, a brief description of the work, and the pertinent results or conclusions. The English should be impeccable, especially if an international audience is expected. A special effort had to be made at the 2007 IEEE International Symposium on EMC, for example, where the EMC Society celebrated its 50 year anniversary, to grammatically edit a large majority of the extracted abstracts so that they could be clearly understood by the wide set of international attendees. The most common mistake made is to treat the abstract as a brief introduction to the paper. The author mistakenly believes that this is where the reader's attention must be caught with eye grabbing phrases, and then leaves them with a cliff hanger to hope they will read on. The reality is that the abstract loses its conciseness and the crucial results/conclusions synopsis is left out. Other points to note include: - Using too many words can cause readers to skim and possibly miss important points. - Leaving out the summary results or conclusions can cause readers to lose interest. - Using acronyms should only be done if used again within the abstract. - Making a reference with a footnote is never allowed. - Making a reference with a citation at the end of the paper is never allowed. - Make certain the English is perfect. - Avoid background information; that is for the Introduction. If these guidelines are followed, then your abstract will become a perfect selling point for your paper. **Introduction** The Introduction is the true start of the paper. Do not make the mistake of thinking that the Abstract is a sort of first paragraph; it is totally separate. The Introduction does just that -- it introduces the reader to the work. A typical Introduction includes four paragraphs. The first paragraph is the place for those wordy, eye catching phrases giving the reasons for and importance of the work, and why someone would want to read the paper. The second and third paragraphs contain a brief description of the background to the problem and the connection of the present work to the background. The final paragraph includes a clear statement of the purpose or goal of the work; it is an expansion from the Abstract. This will lead the readers smoothly into the start of the actual work of paper. One error that is frequently found in paper submittals is that little, if any, research was done by the authors to determine that the work is indeed new and original. No matter how well written the paper is, it will be rejected if it is not original. ­Researching the subject matter is a good fundamental engineering practice. Why would you want to spend time doing the work and writing it up if the answer is already known? This vital step can save a great deal of wasted effort. **The Main Body** This is the main part, or "meat" of the paper, and includes the work done, results, analysis, and discussion sections. The exact layout and section titles will vary depending on the topic. A description of the work and methods used, i.e. how the work was performed, should be given in the first section. A mistake sometimes made is to list the equipment used, as if it were a lab report. If a description of any of the equipment used is necessary in understanding the work, then it is acceptable to describe that key equipment. Next, the results should be given and analyzed. The results section is sometimes separated from the discussion section, but usually they are combined. Tables, graphs, and diagrams should be used to help visualize and explain the results and analysis. Each table and figure needs a written explanation; do not assume the reader can understand it on their own. What may be obvious to the authors may not always be obvious to others. Frequent problems are found with tables and figures when they are shrunk down to fit in a two column format. Please, use the sizes and formatting as defined in \[3\] or \[4\]. Using anything different makes the paper harder to read and follow, and causes it to look unprofessional. If the details of the figure cannot be seen when shrunk down, then consider breaking it into multiple figures. Pay attention to any labels or wording in figures that get reduced; these must be 8 to 12 point type after reduction. Also, it is important to make sure the curves in multiple curve plots are distinguishable. Even though the use of color is now acceptable, solid fill colors are preferred as they contrast well both on screen and on a black-and-white hardcopy. Discussing the results is also important, but leave the conclusions for the Conclusion section. The objective here is to provide an interpretation of your results and a description of any significant findings. This will logically lead readers into the Conclusion section. **Conclusion** This is a place many authors get stuck. They have written up their work and described, analyzed, and discussed their results. What more can be said without repeating everything in the summing up? This is the time for the author to sit back and think about how their work relates to the big picture. The author should review their original stated purpose, the results, and discussions. Perhaps there is more that can be done to further the work. With these thoughts fresh on the mind, the conclusion can then be written such that it is not simply a "we did this, this, and that", but rather a concise summing up, or review, followed by a brief discussion on how your findings relate to the big picture. A discussion of any recommendations for further work is also a fine addition, if relevant. **Acknowledgements & References** Sometimes an Acknowledgement section is inserted just before the Reference section. This is especially important if funding has been received from a special source for the work and research that was performed. Co-workers who assisted in the work but were not involved in the final writing may also be listed here. There are many categories of references or works cited, so use the style guide in \[3\] or \[4\] for details on how to list each type. It is essential to supply a comprehensive and relevant set of references. This is necessary because it gives credit to those who have done similar work and it indicates to the reviewers that you have done your homework. Papers that only reference the author's previous work or a few recent papers attract the reviewer's attention as being incomplete. A word about authors and co-authors: the IEEE has a policy \[5\] concerning who should be included as co-authors on a paper; an extraction of this policy is quoted below: "The journal affirms that authorship credit must be reserved for individuals who have met each of the following conditions: Made a significant intellectual contribution to the theoretical development, system or experimental design, prototype development, and/or the analysis and interpretation of data associated with the work contained in the manuscript, Contributed to drafting the article or reviewing and/or revising it for intellectual content, and Approved the final version of the manuscript, including references." Anyone not meeting each of the three conditions should therefore be included in the Acknowledgement section. And Finally... Proofread! Once the final draft of the paper is finished, do not forget to leave time for the review, both technical and grammatical. Incomplete sentences, redundant phrases, misspellings, and grammatical errors are unprofessional. Waiting a day or two before reviewing helps to provide a fresh approach, and more mistakes can be found. Another good way to catch errors is to give the paper to somebody else to read. The more people who review it, the more comments will be received, creating opportunities to improve the paper. If English is not your native language, it would help if one of the reviewers is a native English speaker, or have a trained technical editor proofread your paper. It may be that your heavily accented English is passable to a native English speaker, but can other non-native English speakers also understand? I heard a story about how one native English speaker had to act as an interpreter between two others speaking their own accented versions of the English language! It will increase your chances for success if the grammar is correct. Writing an effective paper is time consuming, but is worth the effort when it is finally published and others can read and reference your work in their own research. Know and follow the criteria for the particular publication to which you are submitting, and make sure that all the components of a good technical paper are included in the next one you write. **Acknowledgement** I would like to thank Colin Brench, who has reviewed technical papers for many years for the IEEE International Symposium on EMC, for his input on what reviewers look for in Symposium and Transactions papers. **References** \[1\] D. R. Caprette (updated Aug. 2010) Rice University class notes on Writing Research Papers. Available: \[2\] H. Schulzrinne (updated Oct. 2009) Columbia University class notes on Writing Technical Articles. Available: \[3\] IEEE sample paper template for IEEE Transactions, Preparation of Papers for IEEE TRANSACTIONS and JOURNALS (May 2007). Available: https://www.ieee.org/publications\_standards/publications/authors/authors\_­journals.html\#sect Referencing References, citations and avoiding plagiarism An introduction to the function and practice of referencing your sources Referencing styles There are many different conventions, or approaches, to effective referencing, depending on the referencing style being used, and these can be separated into three standard systems for citing sources: - Author-date system, e.g. Harvard. - Numeric system, e.g. Vancouver. - Notes and bibliography system, e.g. MHRA. There are different versions of each of these approaches, some of which are discipline-specific.  For example, APA is an author-date system that is specific to Psychology, and OSCOLA is a notes and bibliography system only used in Law.  Be aware, there are many versions of the Harvard and Vancouver referencing styles, there is no single \'correct\' style.  If you refer to more than one source for guidance on Harvard, for example, you may notice inconsistencies so always try to stick to one source for guidance. The most important thing is to remain consistent. - [Which referencing style should I use?](https://library-guides.ucl.ac.uk/referencing-plagiarism/referencing-styles#s-lg-box-wrapper-18254028) - [Recognising different referencing styles](https://library-guides.ucl.ac.uk/referencing-plagiarism/referencing-styles#s-lg-box-wrapper-18252564) Which referencing style should I use? UCL does not have a standard referencing style for use across the university, but some UCL departments, or even individual academic programmes, may have a preferred referencing style.  Consult your programme handbook or ask your UCL department which style you should use. If you are writing for publication, you will find the journal or publisher will have its own style and guidelines Recognising different referencing styles **​**Here is an example of an in-text citation in an author-date style: In their review of the literature (Knapik et al., 2015) some themes emerge... This style uses an approach in which an author-date are located / identified directly within the text when a source is used, which then allows the reader to find the full reference to the source at the end of the essay on a separate references list (or bibliography). Here is an example of an in-text citation in a numeric style: In their review of the literature (1) some themes emerge... This style uses a numbering system, where an alpha-numeric figure identifies that a source has been used/referenced. The reader can then locate the full reference in the reference list at the end of the essay. Here is an example of an in-text citation in a notes and bibliography style: In their review of the literature^1 ^some themes emerge... This style uses footnotes or endnotes, where the full details of the source are given in the footnote (at the bottom of the current page), or in the endnotes (at the end of the essay). If the same reference occurs again an abbreviated form is used in the footnote/endnote. All references also appear in full on a separate references list (or bibliography) at the end of the essay. How to reference Whenever you directly quote, paraphrase, reproduce or refer to someone else's idea or work in your own, you must credit the source. To do so, you need key information from the source itself, which depends on the type and form of the original source. You need to present this information in a particular way depending on the referencing style that you are adopting. When you are referencing a source in your work, follow these steps 1\. Identify the type of source you are referencing 2\. Determine the information you need from that source. 3\. Establish how to present it in a reference 1\. Identify the type of source you are referencing In \'Understanding a reference\' we discussed how to determine types of sources from looking at the citation in a reference list or bibliography. When you are citing references yourself, you will need to determine what the type of source is from looking at the source itself. This is important because different types of source may require different information to be included in the citation. In some cases the type of source may be obvious, but in others it may be harder to determine. If you are not sure you could try: Looking at an example of a reference which you think is the same reference type and seeing if you can identify all the relevant pieces of information to cite that source the same way. Look at examples on our Referencing styles pages. Seeing if the type of source is indicated in resources that index the source, e.g. in a library catalogue or bibliographic database. Finding an example of where that source appears in the reference list of an existing publication. Can you determine from the citation what type of source it is? See Understanding a reference for more information. 2\. Determine the information you need from that source. In order to cite sources correctly, you will need to record the following information, as a minimum, from each source: Who created the item? (author, artist) What is it called? (the title) When was it created? If part of a larger work? What is that called? Where is it published/disseminated? By whom? Page numbers of any quotations An understanding of what is required in a reference for each type of source is important. You can check this information on the \'How to reference\' page for your citation style on our Referencing styles pages. 3\. Establish how to present it in a reference You need to construct your citations within the text of your assignment or other piece of written work following the appropriate guidelines for the citation style you are using. Introduction to referencing using Harvard Essentials for referencing with Harvard Harvard referencing uses in-text citations, in an author-date format. This means that when citing a source in your work you will include: - author(s) or editor(s) surname or family name. - year of publication. - page number(s) if needed. For example: There is a broadly accepted view of the secondary school Maths classroom as one in which the didactic method reigns: an expert/teacher communicates subject-specific information and a room of pupils 'sit in rows passively absorbing knowledge' (Wright, 2020, p. 735).  However this view is one that Wright challenges \... The full reference to each source that you cite in your work should be included in a References section, at the end of the essay. This will list each source referenced, ordered alphabetically by author\'s surname.  The information included will vary depending on the type of source, but will broadly include: - Who has 'made' the item (the author, creator, compiler...)? - What is it called? - If part of a larger work, what is that called? - Where was (is) it disseminated/published? - Who is responsible for the dissemination/publishing? - When was it disseminated/published? - A direct quotation, or allusion, should always include the page number(s). Common examples An example of a reference for a book: Ronson, J. (2012). *The psychopath test: a journey through the madness industry. *London: Picador. An example of a reference for a journal article Skelton, A. (2011). 'Value conflicts in higher education teaching', *Teaching in Higher Education, *17(3), pp.257-268. doi: 10.1080/13562517.2011.611875. A References list, that includes the three examples above, will look as follows: **References** Ronson, J. (2012). *The psychopath test: a journey through the madness industry*. London: Picador. Skelton, A. (2011). 'Value conflicts in higher education teaching', *Teaching in Higher Education*, 17(3), pp.257-268. doi: 10.1080/13562517.2011.611875. Wright, P. (2020). 'Visible and socially-just pedagogy: implications for mathematics teacher education\', *Journal of Curriculum Studies*, 52(6), pp.733-751. doi: 10.1080/00220272.2020.1790667. Vancouver referencing conventions Vancouver uses numbers in the text and a references list. **In-text citation** At every point in the text where a particular work is referred to by quoting or paraphrasing, include the number which identifies the reference used, in brackets. References are numbered consecutively in the order in which they are first cited in the text.  **References list** References are presented in numerical order by the order in which they appear in the document. You should only include sources that you have referenced in your work.  If you are asked to include a bibliography (in addition to, or in place of, a references list) you can include further items that were read that informed your research and thinking for the assignment, in addition to those that you directly referenced**. ** How to reference using Vancouver style Examples on how to reference particular sources using Vancouver style: - [Act of Parliament](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252572) - [Blog](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252573) - [Book](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252574) - [Book chapter from an edited book](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252575) - [Conference proceeding](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252576) - [DVD](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252577) - [e-book](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252578) - [Film](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252579) - [Journal article](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252580) - [Newspaper article](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252581) - [Radio broadcast](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252582) - [Television broadcast](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252583) - [Thesis or dissertation](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252584) - [Twitter](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252585) - [Website / webpage](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252586) - [Wiki](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252587) Act of Parliament Country. Title of Act and year. Chapter. Place of Publication: Publisher. Great Britain. Environment Act 1995. Chapter 25. London: The Stationery Office. Blog Author(s) surname Initial(s). Title of blog entry. Date blog entry written. Title of blog \[online\]. Year. \[Accessed date\]. Available from: URL. Welle K. Impressions from the Stockholm World Water Week. 25 August. ODI blog: commentary from leading development experts \[online\]. 2006. \[Accessed 9 July 2007\]. Available from:  Book Author surname Initial(s). Title: subtitle. Edition (if it is not the first edition). Place of publication: Publisher; Year of publication. Cooke A. A guide to finding quality information on the Internet: selection and evaluation strategies. 2nd ed. London: Library Association Publishing; 2001. Two to six authors: First author surname Initial(s), second author surname Initial(s), third author surname Initials. Title: subtitle. Edition (if it is not the first edition). Place of publication: Publisher; Year of publication. Feldman RS, Meyer JS, Quenzer LF. The American Psychiatric Press textbook of psychopharmacology. 2nd ed. Washington DC: American Psychiatric Association; 1998. Seven or more authors/editors: If there are 7 or more authors/editors, only the first 6 are listed followed by et al. First author surname Initial(s), second author surname Initial(s), third author surname Initial(s), fourth author surname Initial(s), fifth author surname Initial(s), sixth author surname Initial(s), et al., editors.  Title: subtitle. Edition (if it is not the first edition). Place of publication: Publisher; Year of publication. Fauci AS, Braunwald E, Isselbacher KJ, Wilson JD, Martin JB, Kasper DL, et al., editors. Harrison\'s principles of internal medicine. 14th ed. New York: McGraw Hill; 1998. Book with organisation as author: SCONUL Advisory Committee on Information Literacy.* *Learning outcomes and information literacy. London: SCONUL; 2004. Edited book: Editor(s) surname Initial(s), editor(s). Title: subtitle. Edition (if it is not the first edition). Place of publication: Publisher; Year of publication. Ennis F, editor. Infrastructure provision and the negotiating process. Aldershot: Ashgate; 2003. Editors should have editor or editors after their name or list of names. If there are no authors or editors given, the title should be listed first, followed by place of publication. Book chapter from an edited book Author(s) surname Initial(s). Title of chapter: subtitle. In: Author(s) surname Initial(s). Title of book. Place of publication: Publisher; Year of publication. p. page numbers. Haefner H. Negative symptoms and the assessment of neurocognitive treatment response. In: Keefe RSE, McEvoy JP, editors. Negative symptom and cognitive deficit treatment response in schizophrenia. Washington DC: American Psychiatric Association; 2004. p. 85-110. When the author\'s name is the same for the chapter as for the book it does not need to be repeated. Greenhalgh T. Checklists for finding, appraising, and implementing evidence. In:* *How to read a paper: the basics of evidence based medicine. London: BMJ Publishing Group; 2000. p. 177-9. Page numbers should be preceded by p. Conference proceedings Individual conference paper Author(s) Initial(s). Title of contribution. In: Editor(s) surname Initial(s). editor(s). Title of conference proceedings, date, place of conference. Place of publication: publisher; Year. p. page numbers. Nelmes G. Container port automation. In : Corke P., Sukkarieh S. editors. Field and service robotics: results of the 5th international conference, 29-31 July 2005, Port Douglas. Berlin: Springer; 2006. p. 3-8. If conference proceedings are published in a journal, the article/contribution should be cited as for a journal article. If the proceedings have been published as chapters in a book, treat the entire proceedings as a book, and individual presentations as a book chapter. Add details of the conference to the book title. Conference proceedings as a whole Editor(s) surname Initial(s). editor(s). Title of conference proceedings, date, place of conference. Place of publication: publisher; Year. Corke P., Sukkarieh S. editors. Field and service robotics: results of the 5th international conference, 29-31 July 2005, Port Douglas. Berlin: Springer; 2006 DVD Title. \[DVD\]. Place of production: Production company; year. Acland\'s DVD atlas of human anatomy: the lower extremity. \[DVD\]. Philadelphia: Lippincott Williams & Wilkins; 2004. E-book online Author(s) surname Initial(s). Title: subtitle \[online\]. Edition (if not the first edition). Place of publication: Publisher; Year of publication \[Accessed Date\]. Available from: URL of database / location in which the book is held Greenhalgh T. How to read a paper: the basics of evidence based medicine \[online\]. London: BMJ Publishing Group; 2000 \[Accessed 8 September 2008\]. Available from:  e-book reader format, e.g. Kindle Author(s)/Editor(s) surname Initials(s). Title: subtitle. Edition (if not the first edition). \[Name of e-book reader\]. Place of publication: Publisher; Year of publication. Llewelyn H, Ang HA, Lewis KE, Al-Abdullah A. Oxford handbook of clinical diagnosis. 2nd ed. \[Kindle DX e-book\]. Oxford: OUP; 2009. Film Title of film. \[film\]. Directed by: Full name of director. Place of production: Production company; year. An inconvenient truth. \[film\]. Directed by: Davis Guggenheim. USA: Paramount; 2006. If the film is a video recording (on DVD or VHS) use the same format but change \[film\] to the relevant media.  This is because video recording may contain extra footage not shown in the film. Journal article Journal article (print) Author(s) surname Initial(s). Title of article. Abbreviated title of journal. Year of publication;volume number(issue number):page numbers. Meric F, Bernstam EV, Mirza NQ, Hunt KK, Ames FC, Ross M I, et al. Breast cancer on the world wide web: cross sectional survey of quality of information and popularity of websites. BMJ. 2002;324(7337):577-81. Journal article (electronic) Author(s) surname Initial(s). Title of article. Abbreviated title of journal \[online\]. Year of publication;volume number(issue number):page numbers. \[Accessed date\]. Available from: URL Ross CTF. A conceptual design of an underwater vehicle. Ocean engineering \[online\]. 2006;33(16):2087-2104. \[Accessed 6 July 2007\]. Available from:  When citing online journal articles, it is now widely preferred to include a DOI (Direct Object Identifier) where available rather than a URL. De Pinto M, Jelacic J, Edwards WT. Very-low-dose ketamine for the management of pain and sedation in the ICU. Acute Pain \[online\]. 2008;10(2):100. \[Accessed 8 September 2008\]. Available from:\ Newspaper article Author(s) surname Initial(s). Title of article: subtitle of article. Newspaper title (in full) Year Month and date of publication; section name (if applicable):page numbers of contribution. Rowbottom M. The Big Question: how prevalent is the use of drugs in sport, and can it be defeated? The Independent 2006 Aug 1;Sect. Sport:5 Radio broadcast Title of programme/Series title, Episode number, Episode title. Transmitting organisation/channel. Date and year, Time of transmission. Desert island discs, Lily Allen. BBC Radio 4. 29 June 2014, 11:15. Television broadcast Title of programme/Series title, Episode number, Episode title. Transmitting organisation/channel. Date and year, Time of transmission. Yes, Prime Minister, Episode 1, The Ministerial Broadcast. BBC2. 16 January 1986, 20:30. News at ten. ITV. 27 January 2001. 22:00. Thesis or dissertation Author\'s surname Initial(s). Title: subtitle. Award level of thesis, Awarding institution; Year of publication. Deb S. Psychopathology of adults with a mental handicap and epilepsy. MA thesis, University of Leicester; 1991. Croser C. Biochemical restriction of root extension under mechanical impedance. PhD thesis, University of Birmingham; 1997. Twitter Surname(s), Initial(s) (or organisation). Full text of tweet. \[Twitter\]. Date and year tweet posted \[Date accessed\]. Available from: URL Cruciform Library. MedTech Week 2014 at UCL Institute of Biomedical Engineering (IBME)16-20 June via \@UCL\_IBME  pic.twitter.com/pzXx3P4DlP \[Twitter\]. 9 June 2014 \[Accessed 2 July 2014\]. Available from:  Website or webpage Author(s)/Editor(s) surname Initial(s). Title. \[online\]. Publisher: place of publication; Year \[Accessed date\]. Available from: URL SukYin A. Catechol-O-Methyltransferase (COMT) gene and breast cancer. \[online\]. Human Genome Epidemiology Network, National Office of Public Health Genomics, Centers for Disease Control and Prevention: Atlanta GA; 2002 Jun \[Accessed 8 September 2008\]. Available from:  Year can include month if preferred. If a specific author cannot be found, attribute to the organisation or corporation. Overseas Development Institute, Humanitarian Policy Group. Welcome to HPG. \[online\]. ODI: London; 2007 \[Accessed 9 July 2007\]. Available from:  Wiki Wiki name. Title of article*.* \[online\]. Year \[Date accessed\]. Available from: URL Wikipedia. Jeremy Bentham*.* \[online\]. 2014 \[Accessed 2 July 2014\]. Available from:  Vancouver referencing conventions Vancouver uses numbers in the text and a references list. **In-text citation** At every point in the text where a particular work is referred to by quoting or paraphrasing, include the number which identifies the reference used, in brackets. References are numbered consecutively in the order in which they are first cited in the text.  **References list** References are presented in numerical order by the order in which they appear in the document. You should only include sources that you have referenced in your work.  If you are asked to include a bibliography (in addition to, or in place of, a references list) you can include further items that were read that informed your research and thinking for the assignment, in addition to those that you directly referenced**. ** How to reference using Vancouver style Examples on how to reference particular sources using Vancouver style: - [Act of Parliament](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252572) - [Blog](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252573) - [Book](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252574) - [Book chapter from an edited book](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252575) - [Conference proceeding](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252576) - [DVD](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252577) - [e-book](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252578) - [Film](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252579) - [Journal article](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252580) - [Newspaper article](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252581) - [Radio broadcast](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252582) - [Television broadcast](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252583) - [Thesis or dissertation](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252584) - [Twitter](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252585) - [Website / webpage](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252586) - [Wiki](https://library-guides.ucl.ac.uk/referencing-plagiarism/vancouver#s-lg-box-wrapper-18252587) Act of Parliament Country. Title of Act and year. Chapter. Place of Publication: Publisher. Great Britain. Environment Act 1995. Chapter 25. London: The Stationery Office. Blog Author(s) surname Initial(s). Title of blog entry. Date blog entry written. Title of blog \[online\]. Year. \[Accessed date\]. Available from: URL. Welle K. Impressions from the Stockholm World Water Week. 25 August. ODI blog: commentary from leading development experts \[online\]. 2006. \[Accessed 9 July 2007\]. Available from:  Book Author surname Initial(s). Title: subtitle. Edition (if it is not the first edition). Place of publication: Publisher; Year of publication. Cooke A. A guide to finding quality information on the Internet: selection and evaluation strategies. 2nd ed. London: Library Association Publishing; 2001. Two to six authors: First author surname Initial(s), second author surname Initial(s), third author surname Initials. Title: subtitle. Edition (if it is not the first edition). Place of publication: Publisher; Year of publication. Feldman RS, Meyer JS, Quenzer LF. The American Psychiatric Press textbook of psychopharmacology. 2nd ed. Washington DC: American Psychiatric Association; 1998. Seven or more authors/editors: If there are 7 or more authors/editors, only the first 6 are listed followed by et al. First author surname Initial(s), second author surname Initial(s), third author surname Initial(s), fourth author surname Initial(s), fifth author surname Initial(s), sixth author surname Initial(s), et al., editors.  Title: subtitle. Edition (if it is not the first edition). Place of publication: Publisher; Year of publication. Fauci AS, Braunwald E, Isselbacher KJ, Wilson JD, Martin JB, Kasper DL, et al., editors. Harrison\'s principles of internal medicine. 14th ed. New York: McGraw Hill; 1998. Book with organisation as author: SCONUL Advisory Committee on Information Literacy.* *Learning outcomes and information literacy. London: SCONUL; 2004. Edited book: Editor(s) surname Initial(s), editor(s). Title: subtitle. Edition (if it is not the first edition). Place of publication: Publisher; Year of publication. Ennis F, editor. Infrastructure provision and the negotiating process. Aldershot: Ashgate; 2003. Editors should have editor or editors after their name or list of names. If there are no authors or editors given, the title should be listed first, followed by place of publication. Book chapter from an edited book Author(s) surname Initial(s). Title of chapter: subtitle. In: Author(s) surname Initial(s). Title of book. Place of publication: Publisher; Year of publication. p. page numbers. Haefner H. Negative symptoms and the assessment of neurocognitive treatment response. In: Keefe RSE, McEvoy JP, editors. Negative symptom and cognitive deficit treatment response in schizophrenia. Washington DC: American Psychiatric Association; 2004. p. 85-110. When the author\'s name is the same for the chapter as for the book it does not need to be repeated. Greenhalgh T. Checklists for finding, appraising, and implementing evidence. In:* *How to read a paper: the basics of evidence based medicine. London: BMJ Publishing Group; 2000. p. 177-9. Page numbers should be preceded by p. Conference proceedings Individual conference paper Author(s) Initial(s). Title of contribution. In: Editor(s) surname Initial(s). editor(s). Title of conference proceedings, date, place of conference. Place of publication: publisher; Year. p. page numbers. Nelmes G. Container port automation. In : Corke P., Sukkarieh S. editors. Field and service robotics: results of the 5th international conference, 29-31 July 2005, Port Douglas. Berlin: Springer; 2006. p. 3-8. If conference proceedings are published in a journal, the article/contribution should be cited as for a journal article. If the proceedings have been published as chapters in a book, treat the entire proceedings as a book, and individual presentations as a book chapter. Add details of the conference to the book title. Conference proceedings as a whole Editor(s) surname Initial(s). editor(s). Title of conference proceedings, date, place of conference. Place of publication: publisher; Year. Corke P., Sukkarieh S. editors. Field and service robotics: results of the 5th international conference, 29-31 July 2005, Port Douglas. Berlin: Springer; 2006 DVD Title. \[DVD\]. Place of production: Production company; year. Acland\'s DVD atlas of human anatomy: the lower extremity. \[DVD\]. Philadelphia: Lippincott Williams & Wilkins; 2004. E-book online Author(s) surname Initial(s). Title: subtitle \[online\]. Edition (if not the first edition). Place of publication: Publisher; Year of publication \[Accessed Date\]. Available from: URL of database / location in which the book is held Greenhalgh T. How to read a paper: the basics of evidence based medicine \[online\]. London: BMJ Publishing Group; 2000 \[Accessed 8 September 2008\]. Available from:  e-book reader format, e.g. Kindle Author(s)/Editor(s) surname Initials(s). Title: subtitle. Edition (if not the first edition). \[Name of e-book reader\]. Place of publication: Publisher; Year of publication. Llewelyn H, Ang HA, Lewis KE, Al-Abdullah A. Oxford handbook of clinical diagnosis. 2nd ed. \[Kindle DX e-book\]. Oxford: OUP; 2009. Film Title of film. \[film\]. Directed by: Full name of director. Place of production: Production company; year. An inconvenient truth. \[film\]. Directed by: Davis Guggenheim. USA: Paramount; 2006. If the film is a video recording (on DVD or VHS) use the same format but change \[film\] to the relevant media.  This is because video recording may contain extra footage not shown in the film. Journal article Journal article (print) Author(s) surname Initial(s). Title of article. Abbreviated title of journal. Year of publication;volume number(issue number):page numbers. Meric F, Bernstam EV, Mirza NQ, Hunt KK, Ames FC, Ross M I, et al. Breast cancer on the world wide web: cross sectional survey of quality of information and popularity of websites. BMJ. 2002;324(7337):577-81. Journal article (electronic) Author(s) surname Initial(s). Title of article. Abbreviated title of journal \[online\]. Year of publication;volume number(issue number):page numbers. \[Accessed date\]. Available from: URL Ross CTF. A conceptual design of an underwater vehicle. Ocean engineering \[online\]. 2006;33(16):2087-2104. \[Accessed 6 July 2007\]. Available from:  When citing online journal articles, it is now widely preferred to include a DOI (Direct Object Identifier) where available rather than a URL. De Pinto M, Jelacic J, Edwards WT. Very-low-dose ketamine for the management of pain and sedation in the ICU. Acute Pain \[online\]. 2008;10(2):100. \[Accessed 8 September 2008\]. Available from:\ Newspaper article Author(s) surname Initial(s). Title of article: subtitle of article. Newspaper title (in full) Year Month and date of publication; section name (if applicable):page numbers of contribution. Rowbottom M. The Big Question: how prevalent is the use of drugs in sport, and can it be defeated? The Independent 2006 Aug 1;Sect. Sport:5 Radio broadcast Title of programme/Series title, Episode number, Episode title. Transmitting organisation/channel. Date and year, Time of transmission. Desert island discs, Lily Allen. BBC Radio 4. 29 June 2014, 11:15. Television broadcast Title of programme/Series title, Episode number, Episode title. Transmitting organisation/channel. Date and year, Time of transmission. Yes, Prime Minister, Episode 1, The Ministerial Broadcast. BBC2. 16 January 1986, 20:30. News at ten. ITV. 27 January 2001. 22:00. Thesis or dissertation Author\'s surname Initial(s). Title: subtitle. Award level of thesis, Awarding institution; Year of publication. Deb S. Psychopathology of adults with a mental handicap and epilepsy. MA thesis, University of Leicester; 1991. Croser C. Biochemical restriction of root extension under mechanical impedance. PhD thesis, University of Birmingham; 1997. Twitter Surname(s), Initial(s) (or organisation). Full text of tweet. \[Twitter\]. Date and year tweet posted \[Date accessed\]. Available from: URL Cruciform Library. MedTech Week 2014 at UCL Institute of Biomedical Engineering (IBME)16-20 June via \@UCL\_IBME  pic.twitter.com/pzXx3P4DlP \[Twitter\]. 9 June 2014 \[Accessed 2 July 2014\]. Available from:  Website or webpage Author(s)/Editor(s) surname Initial(s). Title. \[online\]. Publisher: place of publication; Year \[Accessed date\]. Available from: URL SukYin A. Catechol-O-Methyltransferase (COMT) gene and breast cancer. \[online\]. Human Genome Epidemiology Network, National Office of Public Health Genomics, Centers for Disease Control and Prevention: Atlanta GA; 2002 Jun \[Accessed 8 September 2008\]. Available from:  Year can include month if preferred. If a specific author cannot be found, attribute to the organisation or corporation. Overseas Development Institute, Humanitarian Policy Group. Welcome to HPG. \[online\]. ODI: London; 2007 \[Accessed 9 July 2007\]. Available from:  Wiki Wiki name. Title of article*.* \[online\]. Year \[Date accessed\]. Available from: URL Wikipedia. Jeremy Bentham*.* \[online\]. 2014 \[Accessed 2 July 2014\]. Available from:  **Introduction to referencing using APA** Welcome to the UCL guide to referencing with APA. This site contains an introduction to the basic principles of referencing and citation using the seventh edition of APA.   Throughout this guide, we link to the [APA style guide](https://apastyle.apa.org/) created by the American Psychological Association - the definitive source for information on referencing with APA. This is also available online in [textbook format](https://ucl-new-primo.hosted.exlibrisgroup.com/permalink/f/5qfvbu/UCL_LMS_DS51352902410004761), via UCL Explore.  We have included some examples of referencing using the APA 6th edition for students who have been asked to use this edition in their work. **Chicago referencing style** The Chicago Manual of Style online is available to UCL students and staff. Use the link provided below and enter your UCL credentials if prompted. - [Chicago Manual of Style](https://library-guides.ucl.ac.uk/chicagomanual) The Chicago Manual of Style Online is a guide to style, usage, and grammar in an accessible online format. MLA (Modern Languages Association of America) Referencing The MLA Handbook is a style guide from the Modern Languages Association of America. Further information and help is available from this official website:  - [MLA Style Center](https://style.mla.org/) Includes sample papers and a quick guide to citing common reference types in MLA style. **Bibliographies** **What is a Bibliography?** A bibliography is a list of all of the sources you have used in the process of researching your work. In general, a bibliography should include: 1. the authors\' names 2. the titles of the works 3. the names and locations of the companies that published your copies of the sources 4. the dates your copies were published 5. the page numbers of your sources (if they are part of multi-source volumes) **Ok, so what\'s an Annotated Bibliography?** An annotated bibliography is the same as a bibliography with one important difference: in an annotated bibliography, the bibliographic information is followed by a brief description of the content, quality, and usefulness of the source. For more, see the section at the bottom of this page. **What are Footnotes?** Footnotes are notes placed at the bottom of a page. They cite references or comment on a designated part of the text above it. For example, say you want to add an interesting comment to a sentence you have written, but the comment is not directly related to the argument of your paragraph. In this case, you could add the symbol for a footnote. Then, at the bottom of the page you could reprint the symbol and insert your comment. Here is an example: *This is an illustration of a footnote.^1^ The number "1" at the end of the previous sentence corresponds with the note below. See how it fits in the body of the text?\ ^1^ At the bottom of the page you can insert your comments about the sentence preceding the footnote.* When your reader comes across the footnote in the main text of your paper, he or she could look down at your comments right away, or else continue reading the paragraph and read your comments at the end. Because this makes it convenient for your reader, most citation styles require that you use either footnotes or endnotes in your paper. Some, however, allow you to make parenthetical references (author, date) in the body of your work. Footnotes are not just for interesting comments, however. Sometimes they simply refer to relevant sources \-- they let your reader know where certain material came from, or where they can look for other sources on the subject. To decide whether you should cite your sources in footnotes or in the body of your paper, you should ask your instructor or see our section on citation styles. **Where does the little footnote mark go?** Whenever possible, put the footnote at the end of a sentence, immediately following the period or whatever punctuation mark completes that sentence. Skip two spaces after the footnote before you begin the next sentence. If you must include the footnote in the middle of a sentence for the sake of clarity, or because the sentence has more than one footnote (try to avoid this!), try to put it at the end of the most relevant phrase, after a comma or other punctuation mark. Otherwise, put it right at the end of the most relevant word. If the footnote is not at the end of a sentence, skip only one space after it. **What\'s the difference between Footnotes and Endnotes?** The only real difference is placement \-- footnotes appear at the bottom of the relevant page, while endnotes all appear at the end of your document. If you want your reader to read your notes right away, footnotes are more likely to get your reader\'s attention. Endnotes, on the other hand, are less intrusive and will not interrupt the flow of your paper. **If I cite sources in the Footnotes (or Endnotes), how\'s that different from a Bibliography?** Sometimes you may be asked to include these \-- especially if you have used a parenthetical style of citation. A \"works cited\" page is a list of all the works from which you have borrowed material. Your reader may find this more convenient than footnotes or endnotes because he or she will not have to wade through all of the comments and other information in order to see the sources from which you drew your material. A \"works consulted\" page is a complement to a \"works cited\" page, listing all of the works you used, whether they were useful or not. **Isn\'t a \"works consulted\" page the same as a \"bibliography,\" then?** Well, yes. The title is different because \"works consulted\" pages are meant to complement \"works cited\" pages, and bibliographies may list other relevant sources in addition to those mentioned in footnotes or endnotes. Choosing to title your bibliography \"Works Consulted\" or \"Selected Bibliography\" may help specify the relevance of the sources listed. *This information has been freely provided by [plagiarism.org](http://www.plagiarism.org/) and can be reproduced without the need to obtain any further permission as long as the URL of the original article/information is cited. * *How Do I Cite Sources? (n.d.) Retrieved October 19, 2009, from * **What is an Annotated Bibliography?** **The Importance of an Annotated Bibliography** An Annotated Bibliography is a collection of annotated citations. These annotations contain your executive notes on a source. Use the annotated bibliography to help remind you of later of the important parts of an article or book. Putting the effort into making good notes will pay dividends when it comes to writing a paper! **Good Summary** Being an executive summary, the annotated citation should be fairly brief, usually no more than one page, double spaced. - Focus on summarizing the source in your own words. - Avoid direct quotations from the source, at least those longer than a few words. However, if you do quote, remember to use quotation marks. You don\'t want to forget later on what is your own summary and what is a direct quotation! - If an author uses a particular term or phrase that is important to the article, use that phrase within quotation marks. Remember that whenever you quote, you must explain the meaning and context of the quoted word or text.  **Common Elements of an Annotated Citation** - Summary of an Article or Book\'s thesis or most important points (Usually two to four sentences) - Summary of a source\'s methodological approach. That is, what is the source? How does it go about proving its point(s)? Is it mostly opinion based? If it is a scholarly source, describe the research method (study, etc.) that the author used. (Usually two to five sentences) - Your own notes and observations on the source beyond the summary. Include your initial analysis here. For example, how will you use this source? Perhaps you would write something like, \"I will use this source to support my point about... \"