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Author:

Colin Neville (University of Bradford)

Description:

A set of four referencing exercises, complete with answers. Exercises cover:
1) Is a Reference Needed?
2) Where Should the Citations Go?
3) "I Didn't Reference the Source Because..."
4) Referencing Errors.

Estimated activity time:

1 hour

Type of media:

Helpsheet, Word document, Quiz

Licence:

© Colin Neville. July 2008

Date:

This information/resource was last updated in .

This post was originally added to Learnhigher on:

Use this worksheet with four referencing exercises that can be used with your students. There is an 'answers and comments' section toward the end of the worksheet.

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Author: Colin Neville (University of Bradford) Description: A set of four referencing exercises, complete with answers. Exercises cover: 1) Is a Reference Needed? 2) Where Should the Citations Go? 3) "I Didn't Reference the Source Because..." 4) Referencing Errors. Estimated activity time: 1 hour Type of media: Helpsheet, Word document, Quiz Licence: © Colin Neville.

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Research Guides: Evaluating Sources: The CRAAP Test

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Use the resources in this guide to help you develop the critical evaluation skills to select the best books, journal ariticles, and web sites to support your research projects.

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In groups - read the information and write:

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In groups - read the information and write:

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1. A definition of plagiarism.
2. Identify different kinds of plagiarism.
3. Why you must avoid it.

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Recognizing the difference between facts and opinions is a skill that is often evaluated on state reading tests. In my experience I've found that students often get confused trying to determine whether a statement is factually accurate, and that is not the skill that is evaluated. Therefore, I teach students that a fact is any statement that can be proven: "there are 10,000 feet in a mile." Even though this statement is incorrect, I teach students that this is still a fact, even though it is not true. When students define a fact as any statement that can be proven to be true or false, they will concern themselves less with whether the statement is accurate and focus more on whether each statement can be proven. Hence, they will better be able to identify facts and opinions.

I hope these worksheets and resources help you teach your students to reliably distinguish between statements of fact and opinion. Learn more about teaching fact and opinion?

Fact and Opinion
Common Core State Standards

Fact and Opinion Anchor Standards

W.1 - Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

W.1.2 - Write informative/explanatory texts in which they name a topic, supply some facts about the topic, and provide some sense of closure.
W.2.2 - Write informative/explanatory texts in which they introduce a topic, use facts and definitions to develop points, and provide a concluding statement or section.
W.3.2b - Develop the topic with facts, definitions, and details.
W.4.2b - Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.5.2b - Develop the topic with facts, definitions, concrete details, quotations, or other information and examples related to the topic.
W.6.2b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.7.2b - Develop the topic with relevant facts, definitions, concrete details, quotations, or other information and examples.
W.8.2b - Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.
W.9-10.2b - Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience's knowledge of the topic.

Click to VIEW Grade Level Standards for W.1

SL.4 - Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.

SL.2.4 - Tell a story or recount an experience with appropriate facts and relevant, descriptive details, speaking audibly in coherent sentences.
SL.3.4 - Report on a topic or text, tell a story, or recount an experience with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
SL.4.4 - Report on a topic or text, tell a story, or recount an experience in an organized manner, using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.5.4 - Report on a topic or text or present an opinion, sequencing ideas logically and using appropriate facts and relevant, descriptive details to support main ideas or themes; speak clearly at an understandable pace.
SL.6.4 - Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.7.4 - Present claims and findings, emphasizing salient points in a focused, coherent manner with pertinent descriptions, facts, details, and examples; use appropriate eye contact, adequate volume, and clear pronunciation.

Click to VIEW Grade Level Standards for SL.4

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Fact and Opinion Worksheets | Reading Comprehension

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Here are the best FREE FACT and OPINION WORKSHEETS on the Internet! There's also a really cool PowerPoint lesson. Check it out!

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This is the answer key for the following worksheet: Fact and Opinion Worksheet 2. Click here to preview the answers for this assignment.

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This double-sided worksheet contains 25 statements. Students determine whether each statement is a fact or opinion, and then they explain their answers. Suggested reading level for this text: Grade 4-8. Find this fact and opinion worksheet along with many others on this page of fact and opinion worksheets.

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This double-sided worksheet contains 25 statements. Students determine whether each statement is a fact or opinion, and then they explain their answers. Suggested reading level for this text: Grade 4-8. Find this fact and opinion worksheet along with many others on this page of fact and opinion worksheets .

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Critical analysis and reasoning skills practice questions | Khan Academy

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Learn for free about math, art, computer programming, economics, physics, chemistry, biology, medicine, finance, history, and more. Khan Academy is a nonprofit with the mission of providing a free, world-class education for anyone, anywhere.

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IOE LibGuides: Evaluating Resources: CRAAP Test

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Reviews questions on currency, relevance, authority, accuracy and purpose

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Referencing quiz

This activity will test your knowledge of correct referencing. The three examples of student essays all make use of the original text below. You need to decide which referencing features (e.g. citations, indented paragraphs, quotation marks, references) the students should use. The sections of the student's essay that are the same as the source are highlighted in grey.

A sample of Beethoven, when played to laboratory mice for 15 minutes, had a calming effect. The mice exhibited lower blood pressure and resting heart rate than normal. Meanwhile, a group of mice exposed to music by the pop group Prodigy became highly agitated and exhibited higher blood pressure.

From: Hedgecoe, T. (2007) 'The Effect of Popular and Classical Music on Small Mammals', Journal of Music Studies, 6 (3), pp. 37-48.

Student essay examples

Hedgecoe studied the effect of loud music on animals, and found that different kinds of music gave different responses. A sample of Beethoven, when played to laboratory mice for 15 minutes, had a calming effect. The mice exhibited lower blood pressure and resting heart rate than normal. Meanwhile, a group of mice exposed to music by the pop group Prodigy became highly agitated and exhibited higher blood pressure.

Hedgecoe studied the effect of loud music on animals. He found that while Beethoven had a calming effect on the mice, giving them a lower blood pressure and resting heart rate, mice listening to the band Prodigy became highly agitated and exhibited higher blood pressure.

A study into the effect of music on a sample of mice found that classical music was relaxing, while pop music had the reverse effect. This suggests that animals may have the ability to differentiate between different kinds of music.

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Referencing quiz : Skills Hub: University of Sussex

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This activity will test your knowledge of correct referencing. The three examples of student essays all make use of the original text below. You need to decide which referencing features (e.g. citations, indented paragraphs, quotation marks, references) the students should use. The sections of the student's essay that are the same as the source are highlighted in grey.

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Plagiarism quiz

This activity will test your knowledge of referencing and plagiarism. Read the text below and then read the example extracts from students' essays and decide if the student has plagiarised or if they have referenced their work correctly.

However, green capitalists say that this sort of thing can be compatible with solving environmental problems if consumers use the power they have over producers -'consumer sovereignty' - by refusing to buy products which are not environmentally friendly. This gives capitalists an incentive to concentrate on the production of environmentally friendly products in order to make a profit. (Martell p. 64)

Martell, L (1994), Ecology and Society: An introduction , Ch. 2, pp.64, Cambridge, Polity Press

Note: Different referencing styles may require you to present your citations and references in a different fashion, but they all require you to include the same information. Find out more in What information should I include in a reference?

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Plagiarism quiz : Skills Hub: University of Sussex

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This activity will test your knowledge of referencing and plagiarism. Read the text below and then read the example extracts from students' essays and decide if the student has plagiarised or if they have referenced their work correctly.

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Library Guides: Harvard Referencing: Quiz

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Library Guides: Harvard Referencing: Quiz

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Some reporting verbs may appear in more than one of the following groups because they can be used in several ways.

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Key words: balance, integrating, synthesising

When you are writing your essay, you will be developing your point of view (thesis) through each body paragraph you write. Everything you have to say must be supported with evidence from a range of sources. Your real skill as a writer will be to integrate your ideas and your backup evidence so that they flow seamlessly and convincingly through your essay. Synthesising is a specialised skill whereby you summarise similar ideas from more than one source of information.

Please note that the APA referencing style is used in this workshop.

About balancing evidence in your writing

Balancing evidence means that you will weave together information from different sources into your body paragraph. There are three strategies you can use to present evidence in your essay: paraphrasing, summarising (which includes synthesising) and direct quoting. As your assignment has been set to challenge you to investigate, interpret and use research on a topic, your essay will need to be a balance of evidence from others' information and your personal opinion and experience.

Use the slider on the seesaw in Exercise 1 to get an idea of the consequences of using other people's ideas TOO much, OR using your own ideas ONLY without backup from authoritative sources.

Exercise 1: Balancing your information

Move the slider button to see how essay writing needs to balance information sources.

Synthesising evidence in a paragraph

Synthesising is a complex skill that you use to develop your body paragraphs. It requires you to draw together your ideas, supported by the similar and sometimes contradictory ideas of others. Let's consider the essay topic:
Discuss why assignment essays are common assessment tasks in undergraduate tertiary coursework, and evaluate the effectiveness of assignments as an avenue for learning.
A paragraph from this question may deal with the advantages of assignments over examinations.

Exercise 2: Synthesising evidence in a paragraph

This demonstration shows you how to develop a notetaking system for a paragraph on the topic of exams versus assignments. The notetaking system helps you to record and synthesise evidence from a number of sources.

Exercise 2 demonstrates that you can synthesise information that is common to authors. Synthesising evidence makes your writing more powerful as you are demonstrating that an idea is supported by a number of authorities:

students needing feedback (Jones et al., 2004, pp. 36-37; Peters, 2008, p. 79)

effect of exams on students ( Peters, 2008, p. 79; Wonderland University, 2006)

subject discourse (Jones et al., 2004, pp. 36-37; Peters, 2008, p. 79; Wonderland University, 2006)

RULE: When you are citing several authors at once IN-TEXT, you should present the author's names alphabetically, and each reference is separated by a semicolon (;). Generally, the page or paragraph numbers are not required except for direct quotes.

Exercise 3: Integrating synthesised information into an academic paragraph

The following annotated paragraph has been written from the set of notes and synthesising activities in Exercise 2:

Steps for synthesising

The techniques for successful synthesising may be picked up quickly if you know a few strategies. You can use a step-by-step approach. The order of each step is fairly intuitive. Try to put the following six steps in the correct order.

Exercise 4: Steps for synthesising

Drag the steps for synthesising into the correct order.

Don't do this!

Don't think of individual authors all of the time. Consider your case from a 'multiple author' perspective. This will help your argument to carry more weight.

Don't leave out your notetaking activity. Once you have your notes, it's much easier to synthesise your information with a correct match to your authors.

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Key words: balance, integrating, synthesising When you are writing your essay, you will be developing your point of view (thesis) through each body paragraph you write. Everything you have to say must be supported with evidence from a range of sources.

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Below is a checklist for in-text citations. This only contains the main points above, as some may not apply (e.g. it is unlikely you will have two works by the same author with the same year). Use it to check your own writing, or get a peer (another student) to help you.

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How to set up a trial or subscription for an institution: Librarians or lecturers interested in setting up trial access to Cite them right online can find out more . Students interested in the resource should speak to the relevant librarian, lecturer or head of department.

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The basics of quoting paraphrasing and summarizing

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2. Find the videos
3. Watch the first video and make notes
4. Watch the second video and make notes

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Using English for Academic Purposes: Information and Advice for Students in Higher Education

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What is it? Click on the links below and find out more about it.

http://www.plagiarism.org/plagiarism-101/what-is-plagiarism/

https://www.ox.ac.uk/students/academic/guidance/skills/plagiarism?wssl=1

https://www.cqu.edu.au/student-life/services-and-facilities/referencing/what-is-plagiarism

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Work through this tutorial and do the exercises

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University of Maryland, Baltimore Writing Center

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The Art of Paraphrasing: Avoiding Plagiarism

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Using English for Academic Purposes: Information and Advice for Students in Higher Education

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This will help you to find synonyms. Be careful! You need to find the word that fits the context. Sometimes one word has lots of different meanings. Make sure you use the right one. Double check it with a good dictionary.

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