Interim Academic Guide Final 2005

General Guide for the Presentation of
Academic Work
Revised Edition
January 2005
CRICOS Provider Number 00103D
Preface
This guide describes acceptable standards for the presentation of academic work and should be used for all written and oral work unless specified otherwise by the lecturer in charge of the unit. As a student at the University of Ballarat, you are required to submit work for assessment as part of your course. Such work must be submitted at a high standard of presentation and content. This guide was first published in 1986. The 1986 edition was compiled by a University-wide committee and approved by the Academic Board on the 3rd of December 1986. This 2005 edition is an updated version of a revised edition, which was published in 1995. A subcommittee of the Transition Committee, chaired by Deputy Vice-Chancellor (Academic & Research) Professor Wayne Robinson, prepared this edition.
General Guide for the Presentation of Academic Work Revised Edition
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Table of Contents
1. Introduction
1.1 The purpose of this guide 1.2 Using this guide 1.3 Plagiarism 1.3.1 Definitions 1.3.2 Avoiding plagiarism 1.4 Penalties
2. General standards of presentation

2.1 Submission 2.1.1 Method and timing 2.2 Format 2.2.1 Paper 2.2.2 Folders 2.2.3 Fastening 2.2.4 Word processing, proofreading and spacing 2.2.5 Margins and paragraphing 2.2.6 Page numbering 2.2.7 Length 2.2.8 Footnotes 2.3 Elements of content 2.3.1 Sequence 2.3.2 Title page 2.3.3 Abstract, synopsis or summary 2.3.4 Table of contents 2.3.5 List of illustrations 2.3.6 Appendices 2.3.7 Acknowledgements 2.4 Particular conventions 2.4.1 Illustrations 2.4.2 Units of measurement 2.4.3 Locality references 2.4.4 Scientific terminology
3. General standards of writing

3.1 Writing assignments 3.2 Organisation 3.2.1 General arrangement 3.2.2 Chapters, headings and numbering 3.3 Use of English 3.3.1 Vocabulary 3.3.2 Sentence structure 3.3.3 Spelling 3.3.4 Punctuation 3.3.5 Person, tense and voice 3.3.6 Subjectivity and objectivity 3.3.7 Abbreviations and latinisms
General Guide for the Presentation of Academic Work Revised Edition Page 3 of 44
4. Formats
4.1 Essays 4.2 Technical or practical reports 4.3 Business or management reports 4.4 Papers 4.5 Oral presentations 4.6 Computer programs 4.7 Literature reviews
5. Methods of referencing
5.1 General introduction 5.2 Quotations 5.2.1 Direct quotations in general 5.2.2 Short quotations 5.2.3 Longer quotations 5.2.4 Referring to titles 5.3 American Psychological Association (APA) 5.3.1 Introduction 5.3.2 In-text citation 5.3.3 Reference list 5.3.4 Constructing entries in a reference list 5.3.4.1 Books 5.3.4.2 Journal articles (in print periodical) 5.3.4.3 Electronic sources 5.3.4.4 Journal articles (in Internet database) 5.3.4.5 Web sites 5.4 Australian (formerly AGPS) 5.4.1 Introduction 5.4.2 In-text citation 5.4.3 Reference list 5.5 Chicago 5.5.1 Introduction 5.5.2 Footnotes 5.5.3 Bibliography 5.6 Modern Language Association (MLA) 5.6.1 Introduction 5.6.2 In-text citation 5.6.3 List of works cited 5.6.4 Constructing entries for a list of works cited 5.6.4.1 Books 5.6.4.2 Journal articles (in print periodical) 5.6.4.3 Electronic sources 5.6.4.4 Journal articles from an Internet database/subscription service 5.6.4.5 Professional or personal Web sites 5.6.4.6 Complete scholarly project or information database
Appendices
Appendix I Appendix II Appendix III Sample abstracts Weights and measures Guidelines for inclusive language
Index
1.
Introduction
1.1 The purpose of this guide

This guide outlines acceptable standards for submission of academic work at the University of Ballarat. Presenting work according to these standards will enhance the presentation and organisation of your work, thereby creating a positive impression in the mind of the marker. Using the guide will enable you to develop practical and organisational skills that are transferable to the workplace.
1.2 Using this guide

This guide should be used in conjunction with the unit description for each subject you undertake. The unit description will specify the requirements for each task, typically including topic, format, length and submission date. You are advised to read these task descriptions very closely. It is possible specifications other than those outlined in this guide may be given. If you are not clear about the specifications, you should check with your lecturer or tutor. Generally the requirements given in the unit description have priority.
1.3 Plagiarism
1.3.1 Definitions
Plagiarism is the presentation of the work of another person as though it is ones own, without properly acknowledging that person. Plagiarism includes copying from any source such as a book, journal article, a Web site, and/or another students assignment, unless the material is presented as a quotation. It also includes paraphrasing, that is, putting others ideas into your own words, without acknowledging the source of the material. The University has a policy on student plagiarism that can be accessed at <http://www.ballarat.edu.au/vco/legal/Policies/Plagiarism_Policy.pdf>.The Universitys Statute 6.1 Student Discipline and Regulation 6.1 Student Discipline make it clear that plagiarising is a breach of student discipline and may incur a range of penalties. Intentional plagiarism is plagiarism associated with intent to deceive. Unintentional plagiarism is plagiarism associated with a lack of understanding of plagiarism or a lack of skill in referencing. Plagiarism is unacceptable, whether it is intentional or unintentional. Collusion is helping someone to plagiarise. Collusion is also unacceptable.
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1.3.2 Avoiding plagiarism

Plagiarism can be avoided by complying with the following guidelines. Cite the source of all ideas and information (including such things as statistics, graphs and drawings). Use appropriate referencing methods, which are presented in this guide in section 5. Present direct quotations correctly (see 5.2). When you paraphrase, fully rewrite the authors idea. Do not just rearrange or substitute a few words. Acknowledge the source of the idea. Take all precautions to ensure another student cannot inappropriately copy your work.
1.4 Penalties
Academic work that is late or otherwise fails to conform to the task description (usually present in the unit description), or does not meet the standards in this guide, may be penalised by: not being accepted (not counted towards final assessment); being returned for resubmission in an acceptable form, and/or; a reduction in marks or grades.
The penalty applied is at the discretion of the lecturer or school. These or other penalties may be applied to plagiarised work.
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2.
General standards of presentation
2.1 Submission
2.1.1 Method and timing
Academic work should be submitted in accordance with the methods and dates prescribed by individual schools, units or lecturers. In some circumstances extensions of time for completion of work may be granted. You are strongly advised to keep a copy of all pieces of assessment.
2.2 Format
2.2.1 Paper
Except where stated otherwise, A4 paper should be used, on one side only.
2.2.2 Folders
Folders or covers are not essential. You may wish to check with your lecturer or tutor on their preferences.
2.2.3 Fastening
All pages should be securely fastened together (and to the folder if one is used) by a staple or some similar fastening. Paper clips should not be used.
2.2.4 Word processing, proof reading and spacing

All work should be word processed and carefully proofread before submission. Some schools or some lecturers will require written assessment to be double spaced. Where this is not specified single spacing is commonly accepted. The following are frequently single spaced: footnotes, with a double space between footnotes (see 2.2.8 below); quotations in the text, of 40 words or more (see 5.2.3 below); abstracts (see 2.3.3 below); bibliographies and/or lists of references, with a double space between entries.
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2.2.5 Margins and paragraphing

All written work should have a margin of three to four centimetres on the left hand side of the page for comments and corrections. An adequate border should be left on the other three sides. A paragraph is indicated either by indenting from the margin and/or by using an extra space.
2.2.6 Page numbering

Every page after the cover or title page should be sequentially numbered.
2.2.7 Length
The prescribed length should be observed. Note carefully such requirements as not less or not more than so many words. Elements such as title page, reference list or appendices are not included in the word count.
2.2.8 Footnotes
There are two ways footnotes can be used. Footnotes as a referencing style are discussed in Section 5.5 (Chicago style) of this guide. In some disciplines, footnotes may also be used for such things as acknowledgements, or providing marginal comments or supplementary information. Footnotes should be sequentially numbered through the piece of work with numerals above the line in the text, and grouped together at the foot of the relevant page. They should be separated from the body of the text with an extra space and a line ruled from the left margin. Most word processing packages have a footnote function.
2.3 Elements of content

2.3.1 Sequence
Written work will include some, if not all, of the following elements. In some specific cases you may have reason to vary the outline. Title page Abstract/synopsis/summary Table of contents List of illustrations Body of text Conclusions and/or recommendations Appendices Acknowledgements List of references/works cited/bibliography
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2.3.2 Title page

Each piece of written work should have a separate cover sheet or title page. Some schools provide assignment cover sheets. Otherwise, create a title page that includes: title or topic of the piece of work; your name and student number; the unit number and name of the unit for which the work is to be submitted; the name of the lecturer and/or tutor for whom it is written and the date submitted. If appropriate, add your tutorial group. In the case of group projects, list the name and student number of each member of the group. The title page should carry no other text, except where schools or lecturers require you to place the abstract on the title page. In most cases the lecturer will have prescribed the title of the piece of work. If choosing your own title be concise but precise and informative in your choice of words (for example Content analysis of violence in television cartoon programs for young children rather than Childrens television).
2.3.3 Abstract, synopsis or summary

Essays, research papers, reports, major studies and some other assignments often require an abstract. Depending, at least in part, on the format of the assignment, this may be referred to as an abstract, synopsis, summary or executive summary. For example, essays and research papers are usually provided with an abstract, while a report usually calls for a summary. The abstract or summary should be presented on a separate page (unless you have been instructed to place it on the title page). It should be approximately 100 to 150 words in length and would normally be in connected prose (that is, in proper sentences). A variation on some of these requirements is typical of executive summaries (see below). An abstract or summary should summarise or prcis the content of the work. It should not act as a disguised table of contents or de facto introduction. For example, for research papers or reports the abstract or summary should outline the problem being investigated, the main argument and the conclusions reached. If appropriate, include the methods or procedures used. Business reports that include conclusions or recommendations intended to be acted upon (or executed) should be provided with an executive summary. Depending on the length and substance of the report, this may run to one or more pages. The executive summary includes the actual recommendations made in the body of the report and the reasons (in brief) why these conclusions were made. Executive summaries may be presented with numbered sections (as recommendations are often presented with the numbering used in the body of the report).
2.3.4 Table of contents

Where a report or research paper is organised under section or chapter headings, a table of contents may be called for. This should be on a separate page, should list each section or sub-section and appendices, and should show on which page that part of the work begins.
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2.3.5 List of illustrations

Where there are several figures, graphs, tables or other illustrations, a list of these should be provided on a separate page, together with their page numbers.
2.3.6 Appendices
Supporting material that is not appropriate or convenient to include in the body of the text should be included in your appendix or appendices. This may include sample questionnaires, raw data, additional tables and diagrams. Material that is central to your argument should, however, be incorporated in the body of the text where possible.
Where there is more than one appendix, they should be lettered or numbered sequentially e.g. A, B, C. Appendices should be arranged in the order in which they are referred to in the text.
2.3.7 Acknowledgements
People who have given personal assistance should have that assistance acknowledged; a statement of acknowledgement should be specific as to names and type of assistance, and should be simple and concise.
The statement is usually presented on a separate page after the title page or before the bibliography or reference list.
2.4 Particular conventions

2.4.1 Illustrations
Tables, graphs, diagrams, charts, maps, drawings, photographs or other illustrations may be included in academic work to support or enhance the text and in some cases will be specifically required. Illustrations may be included in the body of the work or in an appendix.
An illustration should be fully self-contained or self-explanatory even where it is discussed in the text. That is, it must have an appropriate descriptive caption, and if necessary, a legend (giving scale, angle or direction of view, orientation, explanation of symbols, etc.). Illustrations drawn from other sources must be acknowledged using the appropriate bibliographic style.
Number illustrations consecutively through the piece of work and, where there are several, list them in a list of illustrations (see 2.3.5 above).
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2.4.2 Units of measure

Use the International System of Units (SI units) for all data (except where other units are used in a document you are quoting, or are appropriate for historical reasons). Appendix II summarises the use of SI units. Numerals up to ten should be spelt out in the text. Numbers from 11 upwards are written in Arabic characters. However, always use words rather than figures at the start of a sentence.
2.4.3 Locality references

For scientific work, where possible, indicate locations by reference to a national grid; otherwise, co-ordinate references on a map accompanying your work are acceptable. Informal references (such as near the 85 kilometre sign on the Western Highway) may be useful in the text, but are not an acceptable formal reference for scientific work.
2.4.4 Scientific terminology

Use of scientific terms should conform to accepted practice in the discipline. Avoid unnecessary jargon, especially terms from other disciplines where simple English will do. Where conventional practice permits abbreviated terms, spell out the term when you use it the first time with the abbreviation you use in brackets: thus Escherichia coli (E. coli), Geospiza magnirostris (G. magnirostris), or deoxyribonucleic acid (DNA) on first use, E. coli, G. magnirostris or DNA thereafter.
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3. General standards of writing

3.1 Writing assignments
All academic work should be clear, concise, complete and accurate; it should be selfexplanatory and fluent. All work, unless otherwise specified, should be word processed. The reader must be able to read it without difficulty. Work should be carefully proofread and, if necessary, neatly corrected. You are strongly advised to revise and edit your work. Ensure you: answer the question and/or address the topic; address the criteria for assessment; structure and express your work clearly; check spelling and grammar.
In general, assume that the work is written for an academic reader who has in-depth understanding of the discipline. However, ensure that your assignment shows your understanding of the particular topic.
3.2 Organisation
3.2.1 General arrangement
Generally speaking, essays are written in connected prose - that is complete sentences without headings - and reports are organised under appropriate headings and sub-headings. Longer pieces of work are usually organised into chapters. Conventionally, written work has an introduction, main section and conclusion. The introduction orients the reader to the content of the main section. It would usually include information on the scope and purpose of the work, the problems to be addressed and may place the work in its theoretical context. The conclusion sums up the discussion, refers it back to the underlying theme, and notes any unresolved issues. Conclusions or recommendations may sometimes be listed in a separate section. The main section of the work should have an appropriate structure. The ideas presented should flow logically and not be scattered haphazardly throughout the work. Essays, reports and similar assignments must be presented in structured paragraphs. Indicate paragraphs clearly by indenting and/or leaving an additional line free of text.
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3.2.2 Chapters, headings and numbering

Some disciplines or schools will have specific conventions or requirements, which should be observed. Some specific requirements are listed in section 4. The practice of decimal numbering of sections and subsections (as followed in this guide) is often used in report writing.
3.3 Use of English

Aim for a formal style of expression, but do not be long-winded. Write directly and precisely. The conventional rules and standards of English grammar should be observed. There are many useful guides to writing styles available in the library.
3.3.1 Vocabulary
Word usage should be accurate and appropriate, avoiding tautologies (words or phrases repeating the same idea), colloquialisms, clichs and slang. Use simple English rather than big words. Terms relating to your topic must be used precisely, but otherwise avoid jargon. Current social values, and University policy, require non-discriminatory language. particular avoid sexist or racist terminology. (See Appendix III.) In
3.3.2 Sentence structure

Most academic work should be presented in complete sentences. Generally keep sentences fairly short. Break overly long sentences into short sentences. The number of ideas presented in each sentence should be restricted. If in doubt, one idea per sentence is a good rule of thumb. Point form is acceptable in some formats such as report formats. Introduce the points with a sentence or opening clause and check punctuation. Match the grammar of your points with the introductory sentence or clause.
3.3.3 Spelling
Spelling should be in accordance with accepted formal practice. When in doubt, use a dictionary. Where English and American spellings differ, the English form should be preferred. Use the spell check function on your word processor but be aware that it will not identify all errors.
3.3.4 Punctuation
Conventionally accepted standards of punctuation should be observed. Commas are used to break up sections of a sentence where the ideas are related. (Unrelated ideas are best expressed in separate sentences.)
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A semicolon functions like a weak full stop when the decision is made not to split ideas into separate sentences. A semicolon is also used to separate items in a list. A colon is used where what follows is a list or a clarification of the earlier part of the sentence.
3.3.5 Person, tense and voice

It is conventional in academic writing to write in the third person, past, passive: for instance, It was determined that the precipitate was neutral, rather than I determined that the precipitate was neutral. In this convention, the writer refers to himself/herself as the writer, the author, or by some similar turn of phrase. This convention, which conforms to traditional scholarly publishing practice, is becoming less common. However, in general avoid the use of I.
3.3.6 Subjectivity and objectivity

Most essay and report writing requires the objective presentation of data and ideas, with logical argument and conclusions. Except where specifically asked for subjective judgements or impressions, you should be objective, and not allow subjectivity (including personal beliefs or feelings) to colour your writing. Sometimes you will be asked for your conclusions or opinions, and these should always be clearly expressed as such. Avoid such over-generalisations as It is obvious that... or As everybody knows. Common sense or universal knowledge is not academic evidence.
3.3.7 Abbreviations and latinisms

Abbreviations in the text should be avoided. Certainly avoid such shorthand abbreviations as & (for and), 18C (for eighteenth century), and ditto marks. Although such abbreviations as e.g. (for for example) and i.e. (for that is) are widely used, generally opt for the spelt out, English form. (For some exceptions to this rule, see 2.4.2 and 2.4.4 above.) Where abbreviations are part of normal conversation (such as ACT, UN or WTO) spell out the term when you use it the first time with the abbreviation following in brackets; for example: United Nations (UN) on first use, UN thereafter. Although some Latin terms such as supra (for above) and infra (for below) are common on some documents, prefer the English alternatives unless specifically required otherwise.
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4. Formats
4.1 Essays
Essay format is typically used to discuss an idea or topic. It is written in connected prose. Generally, headings, point form and illustrations are not used. Usually your lecturer will be looking for evidence of your ability to select and use sources critically, to formulate you own views, to argue and draw conclusions in a logical and coherent way, and to write clearly. Essay format is most commonly used in the humanities, the arts and the social sciences
4.2 Technical or practical reports

Reports of this type document experimental or other research method. Reports are usually presented with an abstract or summary. The body of the report should conform to the IMRAD outline (Introduction, Method, Results and Discussion). (i) Introduction: clearly states the problem being studied, its scientific context and/or theoretical background, and the hypothesis or hypotheses being tested. You may be required to include a review of the literature on the topic (see 4.7 below). Method: has two or three sections, depending on the topic:
(ii)
(a) Subjects: precisely who or what the subjects were, the characteristics of the sample, and its relationship to the population being studied; (b) Materials and equipment: a description of the materials, chemicals, tests, etc., and of the equipment or apparatus used; (c) Procedures: how the experimental or survey work was carried out, and how the data was collected and analysed. These sections should contain sufficient information to permit replication of the study; protocols, questionnaires or sample survey forms may be included as appendices (see 2.3.6 above). (iii) Results: is a factual and concise summary of observations, measurements and statistical tests if appropriate. It will normally include tables or graphs. There should be sufficient data to support the Discussion section. Note that the Results section is purely descriptive: any discussion or conclusions are reserved for a separate.
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(iv)
Discussion: evaluates and interprets data reported in the Results section. You should not introduce new data here. Indicate whether your data support the hypothesis, and relate your findings to those of previous studies (which will probably have been noted in the Introduction). Note any flaws or special features of your study which may have influenced your findings; if you cannot explain your findings, say so. Draw any conclusions and, if appropriate, make any recommendations, including recommendations for further research. It is often desirable to list conclusions and recommendations in a separate section. You may need to check with your lecturer as to whether your task requires Ethics approval.
4.3 Business or management reports

Reports of this type are used to present information and (usually) make recommendations on a situation or problem. Typically, business report format requires you to collect information and analyse it according to one or more theoretical frameworks. The conventional outline is IBCAR (Introduction, Body, Conclusion and Recommendations). (i) Introduction: clearly states the problem being studied, the purpose and scope of the report, and the sources of information used. Body: should be organised under headings appropriate to the topic, and should cover: a statement, in detail of the problem and its background; a description of the investigation; a statement, in detail, of the data or facts collected; and an analysis of the findings and results.
(ii)
(iii)
Conclusion and Recommendations: may be one or two sections as appropriate. Conclusions should arise clearly from the data given in the body, and you should explain why one conclusion is preferred to another; new data or ideas should not be introduced here.
Note that while the headings Introduction, Recommendations and Conclusion are typically used, the term Body is never used as a heading.
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4.4 Papers
You may be asked to write in a format that is neither essay nor report format. Examples include a tutorial or research paper. In these cases headings are frequently used. Pay particular attention to task requirements and check with your lecturer or tutor if unsure.
4.5 Oral presentations

An oral presentation may be an individual or group task. The following guidelines should be used. Consider who your audience will be. Ensure the talk is audible to everyone in the room. Ensure the you have appropriate visual material such as overhead transparencies or PowerPoint slides. PowerPoint slides and transparencies should be clearly visible to all people in the room. Give your audience sufficient time to read visual material. The talk should not be read word for word from a written page; you should make some attempt to speak directly to your audience. If the exact text is important, consider providing it as a handout. If you provide a handout to accompany your presentation, it should include the same information that appears on the title page of an assignment (see 2.3.2). If you use a whiteboard, prepare the board in advance if possible. Avoid talking with your back to the audience. Try to avoid distracting mannerisms (such as fiddling with a pen or standing on one leg).
Normally you will be assessed on standard of presentation as well as content. Take every opportunity to observe and analyse what makes oral presentations work best, and apply those observations to your own practice. Pay particular attention to things such as scheduled date of presentation, and prescribed time limit.
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4.6 Computer programs

Computer programs may be submitted in hard copy or soft copy form. Soft copy submission will usually be made using removable digital media (floppy disk/CD/DVD) or via email. Submissions must include available source code. Email submissions should request that receipt of the submission be acknowledged. Any hard copy submissions should be submitted on computer printout stationery, but should have a title page (see 2.3.2 above) and any additional text required. Unless indicated otherwise, the program should include both a listing, a sample run, and instructions for use and installation of the program.
4.7 Literature reviews

A review of the literature on a topic may be a separate assignment or part of the introduction to another piece of written work. A literature review should give a written overview of the published knowledge on a topic. It should not be merely a series of annotations on separate books or articles. A literature review should include: a summary of the arguments or findings of the key thinkers or researchers in the field; a comparison and/or reconciliation of these arguments or findings; your conclusions on the state of knowledge or opinion on the topic; a note of apparent gaps in the literature with a summary of needs for further research; an explanation of how your investigation will contribute to the state of knowledge where your review is part of a longer piece of work.
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5. Methods of referencing
5.1 General introduction
Generally academic work is heavily dependent on the findings or ideas of others. As a matter of intellectual honesty and scholarly integrity you must say where ideas, information, or arguments come from, regardless of whether you are quoting directly, paraphrasing, or simply mentioning or using data from that source. To do otherwise is plagiarism, which is a serious academic offence (see 1.3). The basic principle of bibliographic citation is to provide sufficient detail to permit your reader to identify and retrieve the item accurately and readily. There are two key approaches to referencing: notes (footnoting or endnoting) and in-text citation (often referred to as the author-date or Harvard system). This guide offers four alternative standards for reference and citation: APA (American Psychological Association) Australian (formerly AGPS) (author-date system) Chicago (footnoting system) MLA (Modern Language Association)
You should use only one style in any piece of written work. Your school or lecturer is likely to specify a particular style. Each of these styles has its own detailed manual, which is available in the University library. These manuals will specify particular requirements for all elements of presentation. However, unless otherwise specified, the following general standards of presentation can be used for quotations.
5.2 Quotations
5.2.1 Direct quotations in general
A quotation is an exact reproduction of an authors words. It should be reproduced as originally printed, except: where certain words are omitted (as irrelevant or superfluous), when the omission should be indicated with three periods (full-stops) at that point in the quotation; where certain words are added to clarify or explain a point, when the added words should be placed in square brackets;
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where you wish to draw attention to an error or to inappropriate expression in the text, when you may add after the offending word(s) the word sic in parentheses.
Do not alter or correct spelling and punctuation in quotations. Examples: Salaries are computedfrom tables provided by the employing authorities. Such provisions do not exist in the [Australian] Constitution. Sampling was carried out on Firday (sic) and Saturdays.
Omissions and interpolations should be made in a way that results in an acceptable sentence structure. In quoting poetry, the line structure of the original should be preserved: do not present poetry in prose form. All quotations should be fully acknowledged (see 5.3, 5.4, 5.5 and 5.6). Note, you should not over use quotations.
5.2.2 Short quotations

Short quotations, that is, quotations of fewer than 40 words, should be incorporated into the body of the text, preserving an acceptable sentence structure, and enclosed in quotation marks. The following sentence is an example. As Emerson says, by necessity, by proclivity, and by delight, we all quote.
5.2.3 Longer quotations

Quotations of 40 words or more should be set apart from the main text. All lines of the quotation are indented approximately five spaces. The quotation is single-spaced in a font one point smaller than the text. No quotation marks are used.
5.2.4 Referring to titles

When a title is referred to in the text, use the exact title, in italics.
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5.3 American Psychological Association (APA) style

The following information is based on guides provided by the University library. For more information and examples you may refer to the Web based guide at: <http://www.ballarat.edu.au/library/research/citation/apa/>. Additional guidelines will be given in the next edition of this guide.
5.3.1 Introduction
The APA (American Psychological Association) style is widely accepted in the physical, natural and social sciences, and more recently in the humanities. APA style uses the author-date system (otherwise known as the Harvard system) which comprises brief in-text citations and a comprehensive list of references. The APA style is detailed in the 5th edition of the Publication manual of the American Psychological Association (2001). This can be found in each of the University of Ballarat campus libraries.
5.3.2 In-text citation

The following excerpt illustrates the APA style in practice. Students making the transition to higher education are known to experience difficulties in coming to terms with the standard of work required of them (Krause, 2001, p. 156). One problem that often causes significant feelings of anxiety amongst students is that of plagiarism, which academics can usually detect quite easily (Salusinszky, 2004), and the correlating emphasis that they place on correct citing and referencing of information sources. The essence of this problem, neatly crystallised by Anderson and Poole (2001), is that in scholarly writing, it is nearly always essential to refer to the work of others (p. 16). Devlin (2004) proffers this advice about paraphrasing: When you summarise the main ideas . . . from someone else in your own words, you are also expected to clearly acknowledge that someone else first wrote about the ideas you have summarised. Giving proper references shows that you have read the appropriate literature and are well informed. (p. 23) A recommended solution to the problems that students experience is for academic staff to provide specific instruction to help them recognise when plagiarism occurs (Landau, Druen, & Arcuri, 2002). There is also a role for librarians to provide guidance that assists students to determine the appropriate citation style to use, generally in the form of guides and tutorials (Freimer & Perry, 1986).
This excerpt is from a journal article being prepared for publication by R Counsel and M Staley, University of Ballarat.
In practice, highlighting is not used. It is used in the above example to draw your attention to the in-text citations, which are included in the following reference list.
5.3.3 Reference list

The reference list is designed to provide information to enable each source that you have cited in text to be identified. According to the Publication manual of the American Psychological Association (2001, p. 216), it should: appear on a separate page, under the heading 'References' ; be double spaced, and entries should have a hanging indent; contain references listed alphabetically by the surname of the first author/editor, or by the title if no author/editor is given. In practice, the highlighted information would not be provided in a reference list.
References Anderson, J., & Poole, M. (2001). Assignment and thesis writing (4th ed.). Milton, QLD, Australia: John Wiley & Sons. Book by two authors, later edition, published outside USA
Devlin, M. (2004). Avoiding plagiarism and cheating: A guide for students at Swinburne University of Technology. Retrieved January 7, 2005, from Swinburne University of Technology Web site: http://www.swin.edu.au/corporate/Webmanager/plagiarism/plagiarism_guide.pdf Document published on a universitys Web site Freimer, G. R., & Perry, M. M. (1986). Student problems with documentation. Journal of Academic Librarianship, 11, 350-354. Retrieved December 8, 2004, from ERIC database. Journal article in online database accessed via the WWW Krause, K. (2001). The university essay writing experience: A pathway for academic integration during transition. Higher Education Research & Development, 20, 147-168. Journal article in print periodical/serial held in UB Library Landau, J. D., Druen, P. B., & Arcuri, J. A. (2002). Methods for helping students avoid plagiarism. Teaching of Psychology, 29(2), 112-115. Retrieved December 8, 2004, from Academic Search Premier database. Journal article in online database accessed via the WWW
Salusinszky, I. (2004, April 26). There's nothing novel about faking originality. The Australian, p. 10. Retrieved January 24, 2005, from Australia/New Zealand Reference Centre database. Newspaper article in online dbase accessed via the WWW
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5.3.4 Constructing entries in a reference list

In the sections below, the paragraphs in bold give the elements required for each entry and the order and format in which they appear. Then an example is given in regular font.
5.3.4.1 Books
Obtain this information from the title page, exactly as it appears: Authors Surname, Initials. (Year of Publication). Title (Edition and/or Volume number if relevant). Place of Publication [City and Country if outside US]: Name of Publisher. OShea, R.P. (2000). Writing for psychology: An introductory guide for students (3rd ed.). Sydney, Australia: Harcourt Brace. If no author listed: Title (Edition and/or Volume number if relevant). (Year of Publication). Place of Publication [City and State if within US]: Name of Publisher. Publication manual of the American Psychological Association (5th ed.). (2001). Washington, DC: American Psychological Association.
5.3.4.2 Journal articles (in print periodical)

Authors Surname, Initial. (Year). Title of Periodical, Volume number, Page number/s. Best, C. J., Cummins, R. A., & Sing, K. L. (2000). The quality of rural and metropolitan life. Australian Journal of Psychology, 52, 69-74.
5.3.4.3 Electronic sources

Citation references to electronic sources should follow the format similar to that for printed sources (author, title, date, etc.), with the addition of information about retrieval. The retrieval statement should identify the date of retrieval (where applicable) and the source / URL.
5.3.4.4 Journal articles (in Internet database)

The basic retrieval statement for journal articles accessed via the World Wide Web (WWW) is: Retrieved [month, day, year] from the [name of] database. Farr-Wharton, Y. (1997). Translating policy into practice: The teaching and learning experience. Assessment & Evaluation in Higher Education, 22, 211+. Retrieved February 26, 2001, from the Academic Search Elite database.
5.3.4.5 Web sites

The basic retrieval statement for specific documents on a Web site is: Retrieved [month, day, year] from [URL] Electronic references. (n.d.). Retrieved http://www.apastyle.org/elecref.html December 13, 2001, from
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5.4 Australian (formerly AGPS) style

The following information is based on the guide provided by the University library. For more information and examples you may refer to the Web based guide at: <http://www.ballarat.edu.au/library/research/citation/aust/>. Additional guidelines will be given in the next edition of this guide.
5.4.1 Introduction
The Australian style manual, previously published by the AGPS (Australian Government Publishing Service), presents three methods of citation: the documentary-note system (using footnotes or endnotes), the Vancouver system (using numerals) and the recommended author-date system (otherwise known as the Harvard system). The author-date system, also used by both the APA and Chicago manuals, is widely accepted in the physical, natural and social sciences. It comprises brief in-text citations and a comprehensive list of references. The Australian style is detailed in the Style manual for authors, editors and printers 6th ed. 2002. This can be borrowed from each of the UB campus libraries.

The following excerpt illustrates the author-date citation system in practice. Students making the transition to higher education are known to experience difficulties in coming to terms with the standard of work required of them (Krause 2001, p. 156). One problem that often causes significant feelings of anxiety amongst students is that of plagiarism, which academics can usually detect quite easily (Salusinszky 2004), and the correlating emphasis that they place on correct citing and referencing of information sources. The essence of this problem, neatly crystallised by Anderson and Poole (2001, p. 16), is that in scholarly writing, it is nearly always essential to refer to the work of others. Furthermore, some advice about paraphrasing indicates that: When you summarise the main ideas . . . from someone else in your own words, you are also expected to clearly acknowledge that someone else first wrote about the ideas you have summarised. Giving proper references shows that you have read the appropriate literature and are well informed (Devlin 2004, p. 23). A recommended solution to the problems that students experience is for academic staff to provide specific instruction to help them recognise when plagiarism occurs (Landau, Druen & Arcuri 2002). There is also a role for librarians to provide guidance that assists students to determine the appropriate citation style to use, generally in the form of guides and tutorials (Freimer & Perry 1986).
This excerpt is from a journal article being prepared for publication by R Counsel, Information Services, and M Staley, Student Services, University of Ballarat.
In practice, highlighting is not used. It is used in the above example to draw your attention to the in-text citations, which are included in the following reference list.
5.4.3 Reference list

The reference list is designed to provide information to enable each source that you have cited in text to be identified. According to the Australian manual (2002, p. 189), it should: appear at the end of a work, under the heading 'References' ; contain references listed alphabetically by the surname of the first author/editor, or by the title if no author/editor is given. In addition, it can be assumed that the reference list should: have a space between each entry and entries should be without a hanging indent.
In practice, the highlighted information would not be provided in a reference list.
References Anderson, J & Poole, M 2001, Assignment and thesis writing, 4th edn, John Wiley & Sons, Milton, Qld. Book by two authors, later edition Devlin, M 2004, Avoiding plagiarism and cheating: A guide for students at Swinburne University of Technology, Higher Education Division, Swinburne University of Technology, Hawthorn, Vic., viewed 7 January 2005, <http://www.swin.edu.au/corporate/Webmanager/plagiarism/plagiarism_ guide.pdf>. Document published on a universitys Web site Freimer, GR & Perry, MM 1986, Student problems with documentation, Journal of Academic Librarianship, vol. 11, pp. 350-4, ERIC database, viewed 8 December 2004, <http://www.epnet. com/>. Journal article in online database accessed via the WWW Krause, K 2001, The university essay writing experience: A pathway for academic integration during transition, Higher Education Research & Development, vol. 20, pp. 147-68. Journal article in print periodical/serial held in UB Library Landau, JD, Druen, PB & Arcuri, JA 2002, Methods for helping students avoid plagiarism, Teaching of Psychology, vol. 29, no. 2, pp. 112-15, Academic Search Premier database, viewed 8 December 2004, <http://www.epnet.com/>. Journal article in online database Salusinszky, I 2004, There's nothing novel about faking originality, Australian, 26 April, p. 10, Australia/New Zealand Reference Centre database, viewed 24 January 2005, <http://www.epnet. com/>. Newspaper article in online dbase accessed via the WWW
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5.5 Chicago style

The following information is based on the guide provided by the University library. For more information and examples, you may refer to the Web based guide at: <http://www.ballarat.edu.au/library/research/citation/chicago/>. Additional guidelines will be given in the next edition of this guide.
5.5.1 Introduction
Published by the University of Chicago Press, the manual presents two methods of citation: the author-date system (otherwise known as the Harvard system), and the notes system using footnotes and/or endnotes. The notes system is widely accepted in literature, history and the arts. It comprises numbers inserted in the text, referring to short bibliographic citations, which are fully described in a bibliography. The Chicago style is detailed in the Chicago manual of style 15th ed. 2003. This can be borrowed from each of the UB campus libraries.
5.5.2 Footnotes
The following excerpt (from a journal article being prepared for publication by R Counsel and M Staley, University of Ballarat) illustrates the Chicago footnote system in practice. Students making the transition to higher education are known to experience difficulties in coming to terms with the standard of work required of them.1 One problem that often causes significant feelings of anxiety amongst students is that of plagiarism, which Imre Salusinszky contends can usually be detected quite easily by academics,2 and the correlating emphasis that they place on correct citing and referencing of information sources. The essence of this problem, neatly crystallised by Anderson and Poole, is that in scholarly writing, it is nearly always essential to refer to the work of others.3 Furthermore, some advice about paraphrasing indicates that: When you summarise the main ideas . . . from someone else in your own words, you are also expected to clearly acknowledge that someone else first wrote about the ideas you have summarised. Giving proper references shows that you have read the appropriate literature and are well informed.4 A recommended solution to the problems that students experience is for academic staff to provide specific instruction to help them recognise when plagiarism occurs.5 There is also a role for librarians to provide guidance that assists students to determine the appropriate citation style to use, generally in the form of guides and tutorials.6
1 2
Krause, University Essay Writing Experience, 156. Salusinszky, Faking Originality, 10. 3 Anderson and Poole, Assignment and Thesis Writing, 16. 4 Devlin, Avoiding Plagiarism and Cheating, 23. 5 Landau, Druen and Arcuri, Avoid Plagiarism, 113. 6 Freimer and Perry, Student Problems with Documentation, 354.
In practice, highlighting is not used. It is used in the above example to draw your attention to the in-text citations, which are included in the following bibliography.
5.5.3 Bibliography
The bibliography is designed to provide information to enable each source you have cited briefly in footnotes to be identified. According to the Chicago manual (2003), it should: appear at the end of a work, under the heading Bibliography; be double spaced, and entries should have a hanging indent; contain references listed alphabetically by the surname of the first author/editor, or by the title if no author/editor is given.
Bibliography Anderson, Jonathan, and Millicent Poole. Assignment and Thesis Writing. 4th ed. Milton, QLD: Wiley, 2001. Book by two authors, later edition, published outside USA
Devlin, Marcia. Avoiding Plagiarism and Cheating: A Guide for Students at Swinburne University of Technology. Higher Education Division, Swinburne University of Technology, 2004. http://www.swin.edu.au/corporate/Webmanager/plagiarism/plagiarism_guide.pdf (accessed January 7, 2005). Document published on a universitys Web site
Freimer, Gloria R., and Margaret M. Perry. Student Problems with Documentation. Journal of Academic Librarianship 11, no. 6 (1986): 350-54. http://www.epnet.com/ (accessed December 8, 2004). Journal article in online database accessed via the WWW
Krause, Kerri-Lee. The University Essay Writing Experience: A Pathway for Academic Integration During Transition. Higher Education Research & Development 20, no. 2 (2001): 147-68. Journal article in print periodical/serial held in UB Library Landau, Joshua D., Perri B. Druen, and Jennifer A. Arcuri. Methods for Helping Students Avoid Plagiarism. Teaching of Psychology 29, no. 2 (2002): 112-15. http://www.epnet.com/ (accessed December 8, 2004). Journal article in online database via the WWW
Salusinszky, Imre. There's Nothing Novel About Faking Originality. Australian, April 26, 2004: 10. http://www.epnet.com/ (accessed January 24, 2005). Newspaper article in online dbase accessed via the WWW
5.6 Modern Language Association style (MLA)

The following information is based on the guides provided by the University library. For more information and examples you may refer to the Web based guide at: <http://www.ballarat.edu.au/library/research/citation/mla/>. Additional guidelines will be given in the next edition of this guide.
5.6.1 Introduction
The MLA (Modern Language Association of America) style is widely used in the humanities, particularly languages and literature. MLA style comprises brief parenthetical citations in the text and a comprehensive works-cited list. The MLA style is detailed in the MLA Handbook for Writers of Research Papers 6th ed. 2003. This can be borrowed from each of the UB campus libraries.

The following excerpt (from a journal article being prepared for publication by R Counsel and M Staley, University of Ballarat) illustrates the MLA documentation style in practice, giving the authors name and page number from where the idea has been quoted or paraphrased. Students making the transition to higher education are known to experience difficulties in coming to terms with the standard of work required of them (Krause 156). One problem that often causes significant feelings of anxiety amongst students is that of plagiarism, which Imre Salusinszky contends can usually be detected quite easily by academics (10), and the correlating emphasis that they place on correct citing and referencing of information sources. The essence of this problem, neatly crystallised by Anderson and Poole, is that in scholarly writing, it is nearly always essential to refer to the work of others (16). Furthermore, some advice about paraphrasing indicates that: When you summarise the main ideas . . . from someone else in your own words, you are also expected to clearly acknowledge that someone else first wrote about the ideas you have summarised. Giving proper references shows that you have read the appropriate literature and are well informed (Devlin 23). A solution to the problems that students experience, recommended by Landau, Druen and Arcuri (113), is for academic staff to provide specific instruction to help them recognise when plagiarism occurs. There is also a role for librarians to provide guidance that assists students to determine the appropriate citation style to use, generally in the form of guides and tutorials (Freimer and Perry 354).
In practice, highlighting is not used. It is used in the above example to draw your attention to the in-text citations, which are included in the following list of work cited.
5.6.3 List of works cited

The list of works cited is designed to provide information to enable each source that you have cited in text to be identified. According to the MLA Handbook (145-47), it should: appear on a separate page, under the heading 'Works Cited; be double spaced, and entries should have a hanging indent; contain references listed alphabetically by the surname of the first author/editor, or by the title if no author/editor is given.
Works Cited Anderson, Jonathan, and Millicent Poole. Assignment and Thesis Writing. 4th ed. Milton, QLD: Wiley, 2001. Book by two authors, later edition, published outside USA
Devlin, Marcia. Avoiding Plagiarism and Cheating: A Guide for Students at Swinburne University of Technology. Swinburne University of Technology. 2004. 7 Jan. 2005 <http:// www.swin.edu.au/corporate/Webmanager/plagiarism/plagiarism_guide.pdf>. Document published on a universitys Web site Freimer, Gloria R., and Margaret M. Perry. Student Problems with Documentation. Journal of Academic Librarianship 11 (1986): 350-54. ERIC. EBSCOhost. U of Ballarat Lib. 8 Dec. 2004. Journal article in online database accessed via the WWW in UB Library Krause, Kerri-Lee. The University Essay Writing Experience: A Pathway for Academic Integration During Transition. Higher Education Research & Development 20 (2001): 147-68. Journal article in print periodical/serial held in UB Library Landau, Joshua D., Perri B. Druen, and Jennifer A. Arcuri. Methods for Helping Students Avoid Plagiarism. Teaching of Psychology 29.2 (2002): 112-15. Academic Search Premier. EBSCOhost. U of Ballarat Lib. 8 Dec. 2004. Journal article in online database
Salusinszky, Imre. There's Nothing Novel About Faking Originality. The Australian 26 April 2004: 10. Australia/New Zealand Reference Centre. EBSCOhost. U of Ballarat Lib. 24 Jan. 2005. Newspaper article in online database accessed via the WWW in UB Library
In practice, the highlighted information would not be provided in a list of works cited.
5.6.4 Constructing entries in a list of works cited

In the sections below, the paragraphs in bold give the elements required for each entry and the order and format in which they appear. Then an example is given in regular font.
5.6.4.1 Books
Obtain this information from the title page, exactly as it appears: Authors Surname, First names/Initials. Title. Edition and/or Volume number if relevant. Place of Publication: Name of Publisher [abbreviated], Year of Publication. Griffith, Kelley. Writing Essays About Literature: A Guide and Style Sheet 5th ed. Fort Worth: Harcourt, 1998. If no author listed: Title. Edition and/or Volume number if relevant. Place of Publisher, Year of Publication. Style manual for authors, editors and printers. 5th ed. Canberra: AGPS, 1994.
5.6.4.2 Journal articles (in print periodical)

Authors Surname, First names/Initials. Title of Article. Title of Periodical Vol number (Year): Page number/s. Saint-Amour, Paul K. Oscar Wilde: Orality, Literary Property, and Crimes of Writing. NineteenthCentury Literature 55 (2000): 59-91.
5.6.4.3 Electronic sources

Citation references to electronic sources should follow the format similar to that for printed sources (author, title, date, etc.), with the addition of information about retrieval. The retrieval statement should identify the date of retrieval (where applicable) and the source/URL.
5.6.4.4 Journal article from an Internet database/Subscription service

The retrieval statement for a journal article accessed via the WWW is: Authors Surname, First names/Initials. Title of Article Title of Journal. Volume number. Issue number (Year of Publication): Number range or total number of pages. Name of Database. Name of Service. Name and City of Library. Date of access <URL of Services home page>. Hassall, Anthony J. A Tale of Two Countries: Jack Maggs and Peter Careys Fiction. Australian Literary Studies. 18.2 (1997): 8 pp. Academic Search Elite. EBSCOhost. U of Ballarat Lib., Ballarat, Vic. 19 April 2001 <http://www.ebsco.com>.
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5.6.4.5 Professional or personal Web sites

The retrieval statement for professional or personal site is: Authors Surname, First names/Initials. Title [or description such as Home page]. Name of institution / organisation associated with the site. Date of access <Network address>. Modern Language Association. 19 Apr. 2001 <http://www.mla.org/>.
5.6.4.6 Complete scholarly project or information database

The retrieval statement for a scholarly project is as follows: Title. Editor. Version number. Date of publication/latest update. Name of sponsoring institution / organisation. Date of access <Network address>. Voice of the Shuttle: Web Page for Humanities Research. Ed. Alan Liu. 18 Apr. 2001. U of California, Santa Barbara. 19 April 2001 <http://vos.ucsb.edu/>.
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Appendix I Sample abstracts

Please note this appendix has not been updated for this revised edition. Three sample abstracts are reprinted below. They are shown here to give an indication of expectations of good abstract writing.
Abstract 1 Experiment 1 SC614 - inorganic chemistry Title: Synthesis of a Copper Complex Followed by Full Characterization. Abstract:
An intensely royal-blue complex of copper and ammonia was prepared by the action of excess 2M ammonia solution on a solution of copper sulphate. The solid product was isolated by filtration. Qualitative analysis of this solid showed the presence of: copper (tests with NaOH, NH3, KI, Fe and Cupron Reagent), ammonia (treated with NaOH and test gas by smell and with litmus) and sulphate (white precipitate with Ba+). Quantitative analysis gave the following composition: Cu: 24.09% NH3: 25.83% SO4: 36.42% H20: 13.66% (electrochemical precipitation on Pt cathode) (Kjeldahl method) (gravimetric by BaSO4 precipitation) (by difference)
Conclusion: formula of the complex is [Cu(NH3)4]SO42H20. The synthesis produced a uniform, free flowing, intensely blue powder shown to be reasonably pure product by quantitive analysis. Care should be taken in handling all copper compounds as they are known to be toxic. The procedure for isolating the product could be improved by using a smaller volume of more concentrated ammonia solution in the precipitation step.
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Abstract 2 Experiment 10 SM513 Metallurgy Title: The Heat Treatment of Steel Abstract:
The effects of tempering temperature and time on the tensile properties, hardness and microstructure of a 1040 steel water-quenched after austenitising at 870oC were investigated. As the tempering was increased from 200 - 400 - 6500C, or the time at these temperatures increased from 15 - 60 minutes, the tensile strength and hardness decreased while the ductility increased. Increasing the tempering temperature and time both increased the tendency for the as-quenched martensite to transform to the more stable ferrite and spheroidised carbide microstructure. The controlled heat treatment of 1040 steel by quenching and tempering therefore provides a convenient method of ensuring that the steel will have the correct microstructure and mechanical properties to meet the job specifications.
Abstract 3
A number of state-registered nurses (163) in two large Melbourne hospitals were surveyed by questionnaire to obtain data about nurses information-seeking behaviour. The results confirmed the findings from the literature: nurses have regular information needs for (in descending order of importance) clinical reasons (especially drug information and patient management), continuing education and keeping up, training others, meeting patients information needs, and other purposes. Information sources most used were (in descending order of importance) nursing and non-nursing professional colleagues, medical records, private collections, and ward libraries. Only 31% ever used hospital or other libraries even where those sources could have provided answers to otherwise unanswered questions. Tertiarytrained nurses were significantly (at 0.25) more likely than hospital-trained nurses to use libraries. Age and length of experience were not significant variables. The report concludes with recommendations administrators, medical librarians, and researchers. for nurse educators and
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Appendix II Weights and measures

1. General rules
Use of units for weights and measures should be in accordance with the International System of Units (SI). The final authority is Australian Standard AS1000-1979: The International System of Units (SI) and its Application, on which this Appendix is based. SI units should always be used except when: (i) (ii) (iii) quoting from a source which uses other units, other units are clearly more appropriate (usually for historical reasons), or you are instructed otherwise.
2. Some important units

(Note that the following list of standard and derived units is not complete; it includes only a selection of those most commonly used.) Quantity Length Mass Electric current Time Thermodynamic temperature Luminous intensity Plane angle Frequency Force Pressure, stress Energy, work Power Potential difference Note: (i) For practical purposes the degree Celsius (symbol = 0C) is preferred; the degree Celsius is equal in magnitude to the kelvin and they may be derived from each other using the formula: TC = T TK where TC is temperature Celsius, T is thermodynamic temperature, TK = 273.15K. For practical purposes other well-established measures of plane angles may be preferred: degree, minute, and second (symbols = o, ,).
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Unit Name metre kilogram ampere second kelvin candela radian hertz newton pascal joule watt volt
Symbol m kg A s K cd rad Hz N Pa J W V
see note (i) below see note (ii) below
(ii)
The following non-SI units are accepted by the Australian standards as permissible due to their widespread use and practical importance.
Quality Area Volume, capacity Mass Time
Unit Name hectare litre tonne day, hour, minute
Symbol ha L or l t d, h, min
Notes 1ha = 10,000 m2

prefer L where l might be confused with the number 1
1 t = 1,000kg
3. Multiples of SI units
(Prefixes are prescribed for factors from 1018 to 10-18; the following list includes only a selection of those most commonly used.) Factor 103 106 109 10-2 10-3 10-6 10-9 Prefix kilo mega giga centi milli micro nano Symbol Examples k M G c m n km; kPa MW GHz cm mg; mV A ns; nm
see note below
Note: avoid using centi- where practicable; prefer mm to cm and mL to cm3. These prefixes are combined with the unit name and the resulting multiple is written as one word (thus, millimetre, megawatt). The symbols are combined as one symbol (thus, mm, MW, kJ). Only one prefix should be used in formatting a multiple of a derived unit (thus, km/s, kilometres per second rather than mm/s, millimetres per microsecond); the prefix should be attached to the numerator rather than the denominator (thus, mm/s rather than m/ks).
4. Writing unit names and symbols

In the body of the text you should use the unit name rather than the symbol. Unit names should always start with a lower-case letter, except for the degree Celsius, or at the beginning of a sentence. Names of units are written in the plural when the value is greater than one.
Symbols should be used in tables, graphs, formulae, etc. Symbols are written in lowercase except for those derived from personal names, which are capitalised: see the
examples in the table above. Symbols are never pluralised and should be written without a period (full stop); leave a space between the value and the symbol. Examples In text: The average current is 0.75 ampere. seventy millimetres in length . In tables: Current = 0.75 A 70 mm
Use a period (full stop) for product of quantities in symbols and a slash for their division (thus, N.m, m/s). Do not use this method in the text, however (thus, metres per second).
5. Gross numerals
The use of million (thousand x thousand or 106) is widespread and permitted by the Australian standard. Because of differences between U.S. and Australian practice avoid using billion (Aust = 1012; U.S. = 109), trillion (Aust = 1018; U.S. = 1012), etc. In scientific work prefer the use of exponential notation (for example, 6.022 x 1023).
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Appendix III Guidelines for inclusive language

Accepted current practice requires that you write in a way that does not appear to reflect bias or prejudice, on the basis of such characteristics as gender, culture, disability, sexual orientation, age or religion. Sometimes this requires careful thought, since traditional ways of writing or speaking in English reflect a deeply-entrenched bias which can be offensive. The following guidelines are designed to assist in the choice of acceptable language.
1. Where possible, avoid the use of man

The use of man to denote people, or, the human species, can appear to exclude, or subordinate, women. Rephrasing is usually possible. For example, instead of: mankind the average man chairman use human beings, people, or society the average person chair
Avoid the suffix -man in occupation titles. For example, instead of: storeman policeman use stores officer police officer
2. Avoid the pronoun he

Traditionally, the male pronoun was used generically for all people, which implied a subordinate status for women. Therefore, alternatives to the use of generic he, his and him should be used. In some cases the pronoun can be omitted: a staff members seniority can be judged from salary. In some cases the sentence can be written in the plural: lecturers should display their timetables on the door. In some areas, especially in more formal writing, sentences can be made impersonal: the holder of an unreturned library book will not be permitted to borrow further. In some cases, both pronouns can be used: he or she or her or his.
3. Avoid gratuitous mention of specific characteristics

It is not acceptable to draw attention to a persons specific characteristics such as sex, sexual orientation, religion, race, age, weight or disability if it has no relevance to the context. For example, it may not be appropriate to refer to a male nurse or a female judge. These references are appropriate only when such characteristics are a relevant issue.
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4. Be consistent
Be consistent in the way you refer to people. If you use one form of phrasing when writing about men, use the same form when writing about women. For example, only use the word girls if you would use boys in the same context. Inconsistency can be particularly objectionable when a condescending attitude is implied as when someone refers to the girls in the office (rather than the staff in the office). Another example is in the use of title: use titles or first names in all cases.
5. Use Ms for preference

As a general rule, use Ms as the title for women, rather than Miss or Mrs (except where some other title such as Dr is appropriate). Logically, there is no reason to imply marital status for women when we do not do so for men. However, some women may prefer to be known by the more traditional forms.
6. Vary word order

Traditional word order in English follows a conventional pattern that subordinates women: thus, we are used to reading about he and she, men and women, husbands and wives, boys and girls. If you find such a pattern developing in your writing, change the order to provide variety.
7. Take care when quoting

The rules for scholarly quotation elsewhere in this guide should be followed. However, if direct quotation introduces an unnecessary or inappropriate bias, consider paraphrasing rather than quoting directly. In following these guidelines (which are not comprehensive) you should understand that what is important is not rigid application or a token practice; rather it is the spirit of the law that is being advocated. Be thoughtful about the language you use to ensure that all people are treated fairly through the words you use. Equally, still try to avoid convoluted expressions and strive for clear and simple language.
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Index
Note: This index has not been comprehensively updated for this edition. Entries in this index refer to paragraph numbers not page numbers. References to Appendices are shown as A.I, A.II, etc.
A
A4 Paper APA style Abbreviations Abstracts , samples of Acknowledgements , in footnotes , of illustrations , of sources American Psychological Association (APA) style American spelling American units of size Ampersand , avoidance of APA style Appendices Assistance , acknowledgement of Audibility Australian (formerly AGPS) Authors , using APA , using Australian (formerly AGPS) style , using Chicago , using MLA Avoiding plagiarism 2.2.1 5.3 2.4.4 3.3.7 2.3.3 A. II 2.3.7 2.2.8 2.4.1 5 5.3 3.3.3 A. II 3.3.7 5.3 2.3.6 2.3.7 4.5 5.4 5.3.2; 5.3.3 5.4.2; 5.4.3 5.5.2; 5.5.3 5.6.2; 5.6.3 1.3.2
, scientific terminology , when to avoid
B
Billion Books , use of ,citing of (APA) ,citing of (MLA) A.II 5.3.4.1 5.6.4.1 2.2.5 4.3
Borders Business reports
C
Captions Chapters Charts Chicago style
2.4.1 3.2.2 2.4.1 5.5

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Citation , using APA , using Australian (formerly AGPS) , using Chicago , using MLA Clarity of writing Cliches Co-authors APA. Australian (formerly AGPS) Chicago MLA Colloquialisms Computer programs Conclusion Constructing entries in a reference list Contents , list of Co-ordinates in map references Copies , number of Copying (plagiarism) Correct English Corrections Cover sheets Covers
5 5.3 5.4 5.5 5.6 3.1 3.3.1 5.3.3 5.4.3 5.5.3 5.6.3 3.3.1 4.6 3.2.1; 4.2; 4.3 5.3.4; 5.6.4 2.3.4 2.4.3 2.1 1.3 3.3 2.2.4 2.3.2 2.2.2
D
Data Date , presentation of , in citations (APA) (Australian formerly AGPS) 2.3.6; 2.4.1 5.3.2 5.4.2 2.1 3.2.2 2.4.1 4.2 3.3.7 4.6 2.2.4 2.4.1
Dates due Decimal numbering of paragraphs Diagrams Discussion sections (reports) Ditto marks , avoidance of Documentation , program Double spacing Drawings
E
E.g. Electronic sources , avoidance of , referencing (APA) , referencing (Australian - formerly AGPS) , referencing (Chicago) , referencing (MLA) , sequence , title page , abstract, synopsis or summary , table of contents , list of illustrations
Elements of content
3.3.7 5.3.4.3 5.4.3 5.5.3 5.6.4.3 2.3 2.3.1 2.3.2 2.3.3 2.3.4 2.3.5
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, appendices , acknowledgements English language Equipment section , reports Essays Experimental reports Extensions of time
2.3.6 2.3.7 3.3 4.2 1.2; 3.2.1; 4.1 4.2 2.1
F
Fastening of pages First person , use of Folders Footnotes , bibliographic , non-bibliographic Format 2.2.3 3.3.5 2.2.2 5.5.3 2.2.8 2.2.4
G
Gender neutral language General introduction to referencing Grammar Graphs Grid references A.III 5.1 3.3.4 2.4.1 2.4.3
H
Handing in work Handouts , in oral presentations Harvard system of referencing Headings 2.1 4.5 5.3; 5.4 3.2.2
I
I , use of I.e. , avoidance of IBCAR outline (reports) Illustrations , lists of Imperial weights and measures IMRAD outline (reports) Indentation , in bibliographies , of paragraphs Infra , avoidance of International System of Units In-text citation 3.3.5 3.3.7 4.3 2.4.1 2.3.5 2.4.2 4.2 5.5.3 2.2.5 3.3.7 2.4.2; A.II 5.3.2 5.4.2 5.6.2 3.2.1; 4.2; 4.3 2.4.2; A.II
Page 41 of 44
, APA , Australian (formerly AGPS) , MLA
Introduction ISU Units

J
Jargon Journal articles (in print periodical) , reference list (APA) , reference list (MLA) 2.4.4; 3.3.1 5.3.4.2 5.6.4.2
L
Laboratory reports Late submission , penalties for Latinisms Layout , of bibliographies Legends (to illustrations) Legibility Length of written work , penalties for Line-spacing Lists , of contents , of illustrations , of references Literature reviews Locality references Long quotations A.I 1.4 3.3.7 2.2 5.5.3 2.4.1 3.1 2.2.7 1.4 2.2.4 2.3.4 2.3.5 5.3.3; 5.4.3 5.5.3; 5.6.3 4.2; 4.7 2.4.3 5.2.3
M
Management reports Maps , locality references to Margins Materials sections (reports) Measures , weights and Methods sections (reports) Methods and timing Metric units Million , use of Modern Language Association 4.3 2.4.1 2.4.3 2.2.5 4.2 2.4.2; A.II 4.2 2.1.1 2.4.2; A.II A.III 5.6
N
National grid map references Non-sexist language Notes , non-bibliographic Numbering Numerals 2.4.3 A.III 2.2.8 3.2.2 2.4.2
O
Oral presentations
4.5
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Ordering Organisation , logical Overhead transparencies
2.3.1; 3.2 3.2 4.5
P
Page clips Page numbering Paper sizes Papers Paragraphs , indentation of , numbering of , writing of Passive voice , use of Penalties Periodical articles , citing of (APA) , citing of (Australian - formerly AGPS) , citing of (Chicago) , citing of (MLA) Person , first , third Personal Web sites , referencing (MLA) Photographs Pictures Place of publication ,APA ,Chicago Plagiarism , definition of , avoiding plagiarism Practical reports Present tense , use of Procedures sections , reports Programs , computer Proofreading Punctuation Purpose of this guide 2.2.3 2.2.6 2.2.1 4.4 2.2.5 3.2.2 3.3.4 3.3.5 1.4 5.3.3 5.4.3 5.5.3 5.6.3 3.3.5 3.3.5 5.6.4.5 2.4.1 2.4.1 5.5.3.2 5.5.4.2 1.3 1.3.1 1.3.2 4.2 3.3.5 4.2 4.6 2.2.4; 3.1 3.3.4 1.1
Q
Quantity , units of Questionnaires in appendices Quotations A.II 2.3.6 5.2
R
Raw data in appendices Reading of oral presentations Recommendations sections References , lists of , map grip Referencing
2.3.6 4.5 2.3.1; 4.3 5.3.3 2.4.3 5

Page 43 of 44
Reference list
, APA , Australian(formerly AGPS) , Chicago , MLA
Referring to titles Report writing , definition of , management , scientific Reports , business , laboratory , numbering in , practical , technical Research reports Results sections (reports) Reviews of the literature
5.3.3 5.4.3 5.5.3 5.6.3 5.2.4 1.2 4.3 4.2 4.3 4.2 3.2.2 4.2 4.2 4.2 4.2 4.2
S
S.I. Units Scientific report , writing , terminology Sections , numbering of Seminar presentations Sentence structure Sequence Single-spacing Short quotations Slang Spacing Speaking in public Specific names Spelling Stapling Stationery Subjectivity Subjects, sections (reports) Submission of work , methods and timing Subsections , numbering of Summaries Supra , avoidance of Survey questionnaires , in appendices Symbols for SI Units Synopsis , samples of System International (SI) Units 2.4.2; A.II 4.2 2.4.4 3.2.2 4.5 3.3.2 2.3.1; 3.2 2.2.4 5.2.2 3.3.1 2.2.4 4.5 2.4.4 3.3.3 2.2.3 2.2.1 3.3.6 4.2 2.1 2.1.1 3.2.2 2.3.3 3.3.7 2.3.6; 4.2 A.II 2.3.3 A.I 2.4.2; A.II
T
Tables
2.4.1
Page 44 of 44
, in appendices , of contents , of illustrations Tautology Technical reports , terminology Tense Terminology , scientific Third person , use of Timing of submission of work Title page Transparencies, overhead Trillion , use of Tutorial presentations
2.3.6 2.3.4 2.3.5 3.3.1 4.2 2.4.4 3.3.5 2.4.4 3.3.5 2.1.1 2.3.2 4.5 A.II 4.5
U
Units of weights and measures Usage , English Using this guide 2.4.2; A.II 3.3 1.2
V
Visual aids Vocabulary Voice , in speaking , passive, use of , speaking 4.5 3.3.1 3.3.5 4.5
W
Web page , citation (APA) , citation (Australian - formerly AGPS) , citation (Chicago) , citation (MLA) , referencing (APA) , referencing Australian - formerly AGPS) , referencing (Chicago) , referencing (MLA) 5.3.2 5.4.2 5.5.2 5.6.2 5.3.3; 5.3.4.5 5.4.3 5.5.3 5.6.3; 5.6.4.5 2.4.2; A.II 3.1 3.2 3.3
Web sites
Weights and measures Writing assignments , organisation , use of English
Word processing
2.2.4
Page 45 of 44

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General Guide for the Presentation of

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General Guide for the Presentation of Academic Work Revised Edition

2. General standards of presentation

3. General standards of writing

1.1 The purpose of this guide

1.2 Using this guide

General Guide for the Presentation of Academic Work Revised Edition

1.3.2 Avoiding plagiarism

General Guide for the Presentation of Academic Work Revised Edition

General standards of presentation

2.2.4 Word processing, proof reading and spacing

General Guide for the Presentation of Academic Work Revised Edition

2.2.5 Margins and paragraphing

2.2.6 Page numbering

2.3 Elements of content

General Guide for the Presentation of Academic Work Revised Edition

2.3.2 Title page

2.3.3 Abstract, synopsis or summary

2.3.4 Table of contents

General Guide for the Presentation of Academic Work Revised Edition

2.3.5 List of illustrations

2.4 Particular conventions

General Guide for the Presentation of Academic Work Revised Edition

2.4.2 Units of measure

2.4.3 Locality references

2.4.4 Scientific terminology

General Guide for the Presentation of Academic Work Revised Edition

3. General standards of writing

General Guide for the Presentation of Academic Work Revised Edition

3.2.2 Chapters, headings and numbering

3.3 Use of English

3.3.2 Sentence structure

General Guide for the Presentation of Academic Work Revised Edition

3.3.5 Person, tense and voice

3.3.6 Subjectivity and objectivity

3.3.7 Abbreviations and latinisms

General Guide for the Presentation of Academic Work Revised Edition

4.2 Technical or practical reports

General Guide for the Presentation of Academic Work Revised Edition

4.3 Business or management reports

General Guide for the Presentation of Academic Work Revised Edition

4.5 Oral presentations

General Guide for the Presentation of Academic Work Revised Edition

4.6 Computer programs

4.7 Literature reviews

General Guide for the Presentation of Academic Work Revised Edition

General Guide for the Presentation of Academic Work Revised Edition

5.2.2 Short quotations

5.2.3 Longer quotations

5.2.4 Referring to titles

General Guide for the Presentation of Academic Work Revised Edition

5.3 American Psychological Association (APA) style

5.3.2 In-text citation

5.3.3 Reference list

General Guide for the Presentation of Academic Work Revised Edition

5.3.4 Constructing entries in a reference list

5.3.4.2 Journal articles (in print periodical)

5.3.4.3 Electronic sources

5.3.4.4 Journal articles (in Internet database)

5.3.4.5 Web sites

General Guide for the Presentation of Academic Work Revised Edition

5.4 Australian (formerly AGPS) style