Why referencing is important – Neville cites researchers Walker and Taylor (1998, pp.11-15) and posits that all styles of referencing support five principles of referencing (p. 7):
1. The principle of intellectual property. A person can claim ownership of an idea if it has been presented in a ‘fixed’ way, published or presented in the public domain.
2. The principle of access. Readers are able to locate documents (materials) referred to so that the reader can use the information.
3. The principle of economy. References should present ample information so that the reader can locate the sources but not require long explanations which might slow down reading.
4. The principle of standardization. References should be presented so that a reader can understand the meaning of the notations and information provided.
5. The principle of transparency. Terms and expressions should be unambiguous.
According to the author Colin Neville, referencing is important for at least nine reasons: (pages 8-12)
1. Tracing the origin of ideas
2. Building a web of ideas
3. Finding your own voice
4. Validity of arguments
5. Spreading knowledge
6. An appreciation for the work of others
7. Influences on the research
8. Grading criteria
9. Avoidance of plagiarism
Neville presents the following six scenarios when a writer should reference: (quoted directly from page 17)
1. To give the reader the source of tables, statistics, diagrams, photographs and other illustrations included in your assignment
2. When describing or discussing a theory, model or practice associated with a particular writer (this links with the next two items)
3. To give weight or credibility to an argument supported by you in your assignment
4. When giving emphasis to a particular theory, model or practice that has found a measure of agreement and support among commentators
5. To inform the reader of sources of direct quotations or definitions in your assignment
6. When paraphrasing another person’s work, which is outside the realm of common knowledge, and that you feel is particularly significant or likely to be a subject of debate. This can also include definitions.
"Plagiarism has always concerned teachers and administrators, who want students’ work to represent their own efforts and to reflect the outcomes of their learning. However, with the advent of the Internet and easy access to almost limitless written material on every conceivable topic, suspicion of student plagiarism has begun to affect teachers at all levels, at times diverting them from the work of developing students’ writing, reading, and critical thinking abilities.
This statement responds to the growing educational concerns about plagiarism in four ways: by defining plagiarism; by suggesting some of the causes of plagiarism; by proposing a set of responsibilities (for students, teachers, and administrators) to address the problem of plagiarism; and by recommending a set of practices for teaching and learning that can significantly reduce the likelihood of plagiarism. The statement is intended to provide helpful suggestions and clarifications so that instructors, administrators, and students can work together more effectively in support of excellence in teaching and learning." from the opening statements of the WPA Statement on Best Practices
Council of Writing Program Administrators. (2019, December 30). Defining and Avoiding Plagiarism: The WPA Statement on Best Practices.