WELCOME

1. WELCOME Research and Communication: the basics • Critical thinking • Critical writing • Referencing • Reference: Chisholm, A. , Cole, R. (2008) English Language and Study Skills, University of Sussex • This PPT should not be circulated and is prepared for internal use for CCS research interns only

2. What does ‘critical’ mean? • What is meant by: • Critical thinking? • Critical writing?

3. An example of critical thinking? It’s true because I believe it! www.abc.net.au

4. Can you answer these questions? • How many birthdays does the average person have? • 78 • 65.5 • One per year • None

5. Can you answer these questions? • A woman gives a beggar 50p. The woman is the beggar’s sister, but the beggar is not the woman’s brother. How come? • The beggar is the woman’s sister • Not possible • The beggar is an in-law • The woman is the beggar

6. Can you answer these questions? • Why can’t a person living in England be buried in Scotland? • The Scottish parliament does not allow English people to be buried in Scotland • The person is not dead yet • It is a trick question, and the person is a Scot living in England • The person is living on the border • http://www.cof.orst.edu/cof/teach/for442/quizzes/q1003ex.htm

7. How do you think critically? • Persistence: consider every issue fully, and more than once. • Evidence: evaluate the evidence put forward in support of the belief or viewpoint. • Implications: consider where the belief or viewpoint leads – what conclusions would follow – are these rational and suitable? If not, should the belief be reconsidered?

8. How do you write critically?

9. Four principles of Academic Communication • CLARITYBe clear and direct in your style. Be direct about your aims and objectives. Don't use more words than are necessary. • http://www.sussex.ac.uk/languages/1-6-8-2-1.html

10. Four principles of Academic Communication • REALITYExplain what needs to be explained, for example, which particular definition of patriarchyyou are using in your argument, but assume your reader has basic knowledge of the world. • http://www.sussex.ac.uk/languages/1-6-8-2-1.html

11. Four principles of Academic Communication • RELEVANCEConsider only that which is relevant to the topic, focus and objectives of your argument or discussion. Do not include anything that you cannot link to your argument or show its impact on the topic discussed. Do not put crucial information in your conclusion that has not previously been discussed in the body of your work. • http://www.sussex.ac.uk/languages/1-6-8-2-1.html

12. Four principles of Academic Communication • HONESTYState only that which you can support with factual evidence. Always acknowledge the source of both evidence and ideas. • http://www.sussex.ac.uk/languages/1-6-8-2-1.html

13. Finding your voice • How much of what you write should be YOU? • How much should be OTHER PEOPLE? • You need to show HOW you have formed YOUR ARGUMENT through what you have read or heard in lectures and seminars.

14. Your voice • Your voice can (and should) be heard through: • Your grouping of ideas • Your comparisons • Your critical evaluation of ideas • Your application of an existing idea to a new area • You do not have to have a completely new approach! • Nor should you just describe!

15. Writing Skills • Clear English and Language • Good structure • Good grammar and spelling • Technicalities • Bulleting, italics • Readability • Presenting a clear critical point of view or argument • Research Question, Quality of argument, data and conclusion • Following writing guidelines • CCS Standards for Intern’s paper (Pg 32, Internship Reader) • Good use of literature • Good, accurate referencing

16. Chicago Style ReferencingStyle Sheet for editing papers: Pg 22

17. Plagiarism • ‘Plagiarism is using the work of others without acknowledging your sources of information or inspiration. This includes: • using words more or less exactly as they have been used in articles, lectures, television programmes, books, or anywhere else. • using other people’s ideas or theories without saying whose ideas they are. • paraphrasing what you read or hear without stating where it comes from. • Even if you change words or sentences you have ‘borrowed’ or put them in a different order, the result is still plagiarism’ (Cottrell 2003:133).

18. Plagiarism • using words more or less exactly as they have been used in articles, lectures, television programmes, books, or anywhere else. This is LANGUAGE BASED plagiarism • using other people’s ideas or theories without saying whose ideas they are. This is IDEAS BASED plagiarism • paraphrasing what you read or hear without stating where it comes from. A paraphrase WITHOUT A SOURCE is plagiarism

19. Read this text quickly to get the gist Civilizational Incarceration A remarkable use of imagined singularity can be found in the basic classificatory idea that serves as the intellectual background to the much-discussed thesis of “the clash of civilizations,” which has been championed recently, particularly following the publication of Samuel Huntington’s influential book, The Clash of Civilizations and the Remaking of the World Order…

20. …Indeed, the thesis of a civilizational clash is conceptually parasitic on the commanding power of a unique categorization along so-called civilizational lines, which as it happens closely follows religious divisions to which singular attention is paid. Huntington contrasts Western civilization with “Islamic civilization,” and so on. The alleged confrontations of religious differences are incorporated into a sharply carpentered vision of one dominant and hardened divisiveness. Sen, A. (2006) Identity and Violence:The Illusion of Destiny. London, Allen Lane Penguin. pp 10-11

21. Paraphrase Exercises • Original: • A remarkable use of imagined singularity can be found in the basic classificatory idea that serves as the intellectual background to the much-discussed thesis of “the clash of civilizations,” which has been championed recently, particularly following the publication of Samuel Huntington’s influential book, The Clash of Civilizations and the Remaking of the World Order. • (Sen 2006:10) • Paraphrase 1 • Samuel Huntington’s book, ‘The Clash of Civilizations and the Remaking of the World Order’, supports the recently championed idea that there is a clash of civilizations, and is based on the idea of an imaginary singularity. Unacceptable:language-based plagiarism – author has clearly lifted this part … here Most importantly, this paraphrase is not referenced!

22. Paraphrase 2 Acceptable: has understood idea, and re-worded it, giving a reference. • Original: • A remarkable use of imagined singularity can be found in the basic classificatory idea that serves as the intellectual background to the much-discussed thesis of “the clash of civilizations,” which has been championed recently, particularly following the publication of Samuel Huntington’s influential book, The Clash of Civilizations and the Remaking of the World Order. • (Sen 2006:10) • Paraphrase 2 • Sen criticizes Huntington, among others, for attributing singular identities to civilizations, thus allowing a vision to emerge of a ‘clash of civilizations’ (Sen 2006:10). Okay to keep ‘clash of civilizations’, as it is a widely-used phrase in the public domain

23. Paraphrase 3 • Original: • Indeed, the thesis of a civilizational clash is conceptually parasitic on the commanding power of a unique categorization along so-called civilizational lines, which as it happens closely follows religious divisions to which singular attention is paid. Huntington contrasts Western civilization with “Islamic civilization,” and so on. The alleged confrontations of religious differences are incorporated into a sharply carpentered vision of one dominant and hardened divisiveness. • (Sen 2006:10) • Paraphrase 3 • Sen (2006:10) suggests that the idea of a clash between civilizations derives at least in part from the practice of amalgamating the notions of a dominant religion and a civilization. Religious differences are accentuated, while no other aspects of civilization are considered, thus leading to a vision of an adversarial relationship between civilizations. Acceptable: ideas attributed, absorbed and re- expressed in author’s own words.

24. Paraphrase 4 • Original: • Indeed, the thesis of a civilizational clash is conceptually parasitic on the commanding power of a unique categorization along so-called civilizational lines, which as it happens closely follows religious divisions to which singular attention is paid. Huntington contrasts Western civilization with “Islamic civilization,” and so on. The alleged confrontations of religious differences are incorporated into a sharply carpentered vision of one dominant and hardened divisiveness. • (Sen 2006:10) • Paraphrase 4 • A civilizational clash does not reflect the actual tensions between different communities, but rather, the practice of defining the communities in terms of only one aspect; in this case, religion. This is ideas-based plagiarism: the author has understood and re-worded Sen’s point, but has not acknowledged where it came from!

25. Paraphrase 5 • Original: • Indeed, the thesis of a civilizational clash is conceptually parasitic on the commanding power of a unique categorization along so-called civilizational lines, which as it happens closely follows religious divisions to which singular attention is paid. Huntington contrasts Western civilization with “Islamic civilization,” and so on. The alleged confrontations of religious differences are incorporated into a sharply carpentered vision of one dominant and hardened divisiveness. • (Sen 2006:10) • Paraphrase 5 • The notion of a clash between civilizations is conceptually freeloading on the ultimate power of a sole categorisationalong civilization lines, which happens to match the divisions of religious belief, which is considered particularly important (Sen 2006:10). Unacceptable: although the author has attributed the ideas to Sen, they havesimply used a thesaurus to modify the language- this is not paraphrasing

26. Paraphrase 6 … from here • Original: • a unique categorization along so-called civilizational lines, which as it happens closely follows religious divisions to … • …which singular attention is paid. Huntington contrasts Western civilization with “Islamic civilization,” and so on. The alleged confrontations of religious differences are incorporated into a sharply carpentered vision of one dominant and hardened divisiveness. • (Sen 2006:10) • Paraphrase 6 • Sen disagrees with Huntington’s contrasting Western civilization with “Islamic civilization”, as it rests on… • … a unique categorization along civilizational lines, which in turn follow the all-important religious divisions (2006:10). Unacceptable: source is attributed, but this is language-based plagiarism – the author has only changed the order of the sentences. …to here

27. So, why do people plagiarise? • Intentional? • Unintentional?

28. So, why do people plagiarise? • Unintentional • Timing? • Poor note-taking skills? • Lack of confidence? (resulting from lack of understanding or lack of language)

29. Tips on How to Avoid Plagiarism • Remember that referring to sources is seen as positive in academic writing. It shows you have read widely. • When reading, think about what the author is saying, and your reactions, before taking notes. • Only copy what you intend to quote and put in quotation marks. Ensure that you take full bibliographic details, including page number! • The rest of your notes should be in your own words. This will save time and worry later. • Also make notes of your own reactions, but keep these separate!

30. Remember! • Before you can paraphrase, you must have fully understood what you have read. • Read, Reflect, Note, and then Write. • It is easier, and safer, to write a good paraphrase from notes than from the original text. • Remember bibliographic details are needed for all paraphrases.

31. Any Questions?