English for Academic Purposes
Essay Writing
Week 2: Sample Essay
The following winning essay was submitted in 2009 by a UK higher education
student for an essay writing competition sponsored by the LearnHigher Centre of
Excellence in Teaching and Learning (CETL) network. The set title was ‘What is the
point of referencing?’, and there was a maximum word limit of 1,500 words.
The essay is also featured in the book: ‘The Complete Guide to Referencing and
Avoiding Plagiarism’, 2nd edn. (2009), by Colin Neville, and is presented here with
permission of the publishers, The Open University Press.
There is a tutor commentary on the points made by the student to the left of the
essay.
What is the point of referencing? Change the font of this
The introduction to an section to Arial
essay is very important.
The reasons why accurate referencing is essential for
Here the student
academic work are not immediately apparent, particularly for
immediately addresses
the question. students new to higher education. This essay will, therefore,
examine why referencing is an essential part of academic
writing and in the process address the question: ‘what is the
point of referencing?’
There are three main reasons for referencing. Firstly,
Introduces the main
reasons for
referencing helps student writers to construct, structure,
referencing. support and communicate arguments. Secondly, references
link the writer’s work to the existing body of knowledge.
Thirdly, only through referencing can academic work gain
credibility.
Summarises the This essay will discuss these three aspects of referencing in
structure of the essay.
detail, examine their validity, identify how referencing affects
a writer’s writing style, and show how referencing helps
students to present their own ideas and opinions in
assignments.
Engages with the first Becker (1986) believes the construction of arguments is the
of the reasons for
referencing: most important function of referencing systems. There are
construction of
four dimensions to this. Firstly, drawing on existing literature,
arguments. The
academic writers can construct their own arguments - and
student draws on the
work of a published adopting a referencing system supports this process.
writer (Becker) in Secondly, it helps to structure the existing information and
support of the four arguments by linking published authors to their respective
points made.
works. Third, referencing helps academic writers identify
Note the systematic
way the ideas are
sources, gather evidence, as well as show the relationships
presented: ‘Firstly…; between existing knowledge. Finally, referencing also
Secondly…; Thirdly…; provides a framework to enable writers to structure their
Finally’. The writing is
arguments effectively by assessing, comparing, contrasting
descriptive at this point
or evaluating different sources.
in the essay.
The word ‘However’, However, merely describing existing research, rather than
signals a change of
producing their own contributions to the discussion, is
direction: the writing
inadequate for most academic writers. It is important for
becomes more
analytical. It goes every academic writer to avoid this narrow-minded
beyond the four points argumentation trap; academic writing is not just about
described in the compiling existing arguments, but adding new perspectives,
previous paragraph to
finding new arguments, or new ways of combining existing
make a new
contribution to the
knowledge.
discussion. For example, Barrow and Mosley (2005) combined the fields
The student illustrates of Human Resources and Brand Management to develop
the point made with a
the ‘Employer Brand’ concept.
practical example
(Barrow & Mosley).
Develops the points When the argument has been constructed, it needs
made in the previous
academic support – and only references can provide this
paragraph, and focuses
required support. We all know that academic works are not
on the importance of
supporting arguments about stating opinions - as that would be akin to journalistic
in assignments with comment - but arguments are supported by evidence, and
valid evidence. only arguments presented with sufficient and valid support
The word ‘Hence’ is a
are credible. Hence arguments are only as strong as the
word that can be used
to present a particular
underlying evidence: arguments relying on questionable
point of view. sources are – well, questionable.
Referencing also enables writers to communicate their
The student is still
arguments efficiently. The referencing framework allows
developing the issue
them to produce a holistic work with different perspectives,
about construction of
arguments, but moves whilst still emphasising their own positions; quotations, for
on to an important point example, help the reader to differentiate the writer’s opinions
about referencing: that from others. Again, if arguments are badly referenced,
it provides a framework
readers might not be able to distinguish the writers’ own
to distinguish the
student’s ideas from
opinions from their sources. Especially for academic
those of other writers. beginners, referencing helps them to adapt to the precise
The student reinforces and accurate academic writing style required for degree
and supports the point
level study. Neville (2007, p. 10) emphasises this issue of
made by citing the work
writing style, and identifies the quest to “find your own voice”
of a published author.
as one of the main reasons for referencing. In academic
writing, this requires developing an individual style that is
neither convoluted nor convivial in tone, but which is clear,
open but measured, and is about identifying and using
evidence selectively to build and support one’s own
arguments.
Uses a quote to give Immanuel Kant said “Science is organized knowledge.” This
interest to the writing
short quote brilliantly captures the point that the primary
and as a lead-in to the
mission of science and other disciplines is not to promote
second of the four
reasons for individual achievements, but to establish a connected,
referencing: about collective, and recognised body of knowledge.
linking to established
This is the most fundamental reason for referencing from a
bodies of knowledge.
theoretical point of view. Hence some authors identify this as
Uses a quotation to
reinforce the main point the principal reason for referencing: “The primary reason for
in this paragraph. citation [...] is that it encourages and supports the collective
construction of academic knowledge” (Walker & Taylor,
2006, pp.29-30).
Explains why linking The writer’s references are links to this network of
into existing knowledge
knowledge. Without these links an academic work would
is important for
operate within an academic vacuum, unrelated to existing
academic writers. academic knowledge. A writer needs to show how his or her
work relates to current research and debates in their chosen
subject area.
Returns to a point Referencing not only connects a student writer’s work to
made earlier (about
existing research, but clearly distinguishes the writer’s own
separating out own
ideas from established arguments –and failing to indicate
ideas from those of
others) but links it this that ideas are taken from the existing body of knowledge
time with the issue of would be plagiarism. This is one of the five principles of
plagiarism. referencing identified by Walker and Taylor (2006).
Cites and quotes from Neville also identifies the link to existing knowledge as one
a published source to of the main reasons for adopting a referencing style; he
support the points
highlights “tracing the origin of ideas”, “spreading
made in this paragraph.
Note how the student
knowledge” and “indicating appreciation” (2007, pp.9-10),
makes a writing bridge which leads to the next point.
from this paragraph to
the next.
The previous
Referencing a work indicates that the writer finds the
paragraph was largely
descriptive in nature. referenced material important: hence references create
But the word ‘however’ ‘academic clout’ in an assignment. In the global academic
again signals a change community a more-cited article will find more recognition.
to more analysis. The
However, this practice is not without its critics. Thody, for
student brings in a
example, calls this the “sycophantic” use of referencing -
criticism of referencing
made by two and it can certainly be used to “flatter your mentors” (2006,
commentators, Thody p.186). And Thompson calls this “ritualized obedience to the
(2006) and Thompson reigning authorities” (2003, p.27). So the important issue
(2003).
here is not about selecting references for their expediency
Note the way the
student makes a writing value, but for their enduring quality. This brings us to the
‘bridge’ to the next next point: credibility.
paragraph
Martin Joseph Routh said in 1878: “You will find it a very
Uses a quotation as a
way into the discussion good practice always to verify your references, sir!” Correct
about credibility. referencing enables, therefore, the reader to check sources
and verify conclusions. The issue of credibility is identified
by commentators as a key issue in referencing. Nygaard,
Also uses quotes from
published authors to for example, identifies credibility as the main reason for
lend support to the referencing: “The goal of referencing is to enhance [...] your
points made. credibility as an author” (2008, p.177). Neville came to the
same conclusion that “to be taken seriously, [a writer] needs
to make a transparent presentation of valid evidence” (2007,
p.10). Also the Academic Learning Support from Central
Queensland University (2007) sees the credibility of
arguments as primary motive for correct referencing.
Note the way a point is References allow the reader to trace the source of the
introduced and then
writer’s arguments, consult the original independently and
emphasised with a
verify whether the writer’s usage of the sources is valid.
practical illustration:
“Some readers, for Some readers, for example, interested in a point in question,
example, …” might want to verify the writer’s interpretation of a referenced
work.
The word ‘therefore’
The quality of references is, therefore, extremely important
introduces a summary
of the main point in this for the credibility of an academic work. Arguments are only
paragraph. as good as the underlying references - untrustworthy and
unreliable sources can even invalidate an argument, while
reliable and dependable sources strengthen the writer’s
argument.
‘Finally’: the student Finally, the writer’s selection of sources also demonstrates
signals that the essay
whether the writer has evaluated all important arguments
is reaching its
and has a thorough understanding of the subject. Only a
conclusion.
credible work that takes all important arguments into
account will find acceptance in the academic world.
The concluding So what is the point of referencing? This essay has
paragraph reminds the
presented three main arguments why academic writers have
reader of the essay
to adopt a referencing system: Firstly, it helps to structure,
question and of the
main points made in support and communicate arguments. Secondly, it links the
the essay. work to the existing body of knowledge, although it is also
important for writers not merely to present the ideas of
We are left with a others, but to contribute where possible with innovative
sense that the student
ideas of their own. Thirdly, only referencing can give the
has answered the
argument credibility – and this is a particularly significant
question.
element for success in the academic world.
(1200 words)
The student presents References:
all the sources cited in
the essay in the author- ACADEMIC LEARNING SUPPORT (2007), Division of
date (Harvard) style of Teaching & Learning Services, Central Queensland
referencing. University. Harvard (author-date) referencing guide. 2007
edn. Rockhampton, Queensland: Central Queensland
University.
BARROW, S. & R. MOSLEY (2005). The employer brand.
Chichester: John Wiley & Sons, BECKER, H. S., (1986).
Writing for social scientists. Chicago: University of Chicago
Press.
NEVILLE, C., (2007). The complete guide to referencing
and avoiding plagiarism.
Maidenhead: McGraw-Hill/Open University Press.
NYGAARD, L. P., (2008). Writing for scholars.
Universitetforlaget.
THODY, A., (2006). Writing and presenting research.
London: Sage Publications.
THOMPSON, A., 2003. Tiffany, friend of people of colour.
International Journal of Qualitative Studies in Education,
16(1), pp.7-30.
WALKER, J. R. & T. TAYLOR, (2006). The Columbia guide
Key points to online style. 2nd ed. New York: Columbia University
Press.
The example essay is clearly structured.
It is written in clear English.
It blends description with analysis.
The sources of evidence are correctly referenced.
And, above all, it answers the set question.
Materials used and adapted with kind permission from
www.transitwestyorkshire.ac.uk
