Assignment Presentation,
Referencing & Essay Writing
Guide
Catherine Booth College
The Salvation Army
Australia Southern Territory
October 2012
(We acknowledge the contribution of Dr Ross Langmead; Whitley College, Melbourne;
Major Wayne Ennis, Catherine Booth College, Melbourne)
WRITING ASSIGNMENTS – WHERE DO I BEGIN??
It is always good to ask lecturers what they expect from an assignment. Your course
notes and Unit Outline will also be of help.
TYPES OF ASSIGNMENTS:
A. An essay is an extended argument for a position or strategy, in discussion of
a question or a statement. It’s good to announce how you will tackle it, define
your main terms, outline the background, refer to the literature as you go,
argue your opinions and give attention to opposing views. It will be marked on
its grasp of issues, the quality of the argument and its awareness of the
relevant literature.
B. A tutorial paper or seminar paper is similar to an essay, except that it
 is shorter,
 can be a little less formal (written in spoken English),
 may well raise more questions than it answers and
 should serve the class by opening up questions to discuss.
A tutorial discussion is led either by a tutor or a student. A seminar is like a
tutorial, though perhaps longer and more advanced, with the discussion led by
the person reading the paper.
C. A book review is a critical reading of and personal response to a book. It
normally contains three elements: summary, evaluation and personal
response. They can be mixed in together or set out as sections.
The following guidelines might help, but are not prescriptive:
The summary could be about 400-600 words (in a 1500 word review) and
should state the overall plot and message of the book. What is the author
basically saying?
Evaluation is stating what you think of the main thrust of the book? Do you
agree or disagree? Why? What are its weaknesses and strengths? Is it well
written? Is it an important book? Who could gain from it? How does it sit
amongst other reading you’ve been doing? You might allow 500-900 words
for this section.
The personal response allows you to say how the book affected you
personally.
(Evaluation is analytical and outwardly-directed; personal
response is feeling-oriented or action-oriented, and inwardly-directed.) Did
the book motivate, inspire, bore or disgust you? Did it change you? Will it
lead to any action? You might allow 200-400 words for this section.
D. A research project involves some deliberate gathering of information by the
student, through, for example:
 empirical research (interviews, questionnaires, statistics,
 observation),
 use of primary sources (historical documents, not works about
them),
 field visits and discussion with experts or practitioners, or
 the collection of a resource folder.
Its form is less important than the process. It can be presented in a creative
form such as a submission to a church or a report to a denomination. It can
have a strong practical orientation including strategies for action. It can
include a folio of materials. It can describe the research process.
E. An exegetical paper, in biblical studies, is a study of a Bible passage. It
follows guidelines provided by the lecturer, including steps such as
manuscript analysis, source analysis, form analysis, tradition analysis,
theological (redaction) analysis, literary analysis, socio-political analysis and
grammatical analysis, all contributing to an overall understanding of the
passage. Not all of these methods will apply equally to every passage. You
may be asked in a workshop paper to focus on only one or two of these
aspects.
F. A document study is an exercise in using a primary source (often a historical
document) instead of a secondary source (someone else writing about it).
You will be given guidelines on how to comment on matters such as the
document’s author, historical reliability, title, date, nature, context,
transmission, content and historical significance.
G. A reading report or reading notebook consists of summaries of (and
responses to) what you read. It is usually completed an article or chapter at a
time. Less is expected than from a book review. It may involve briefly
summarising what is said and how you respond.
H. A journal /personal reflection requires you to write a personal response to
classes, field visits, readings or other interactions, charting what you are
learning and how it feels. You need to make regular entries. It is a very
personal type of assignment, and is designed to help you to be self aware.
You may be asked to submit the whole, unrevised journal, or to re-type
sections of it, maybe with comments.
HOW DO I INTERPRET THE QUESTION?
Think about these things……
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What does the question say: Read each question very carefully to see what
it requires of you. What are the key words? Do any of them need to be
defined? What assumptions need to be challenged? Having done this, do not
waste time on anything extraneous to the specific requirements of the
question.
What do the scholars say: On major points endeavour to produce evidence
or some kind of support for any assertion you make.
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What is your opinion: Do not give your opinion unless it is asked for and
then back your opinion with appropriate data or evidence.
Unless specifically asked to write a sermon or sermon notes: ‘don’t’.
Sermonizing, moralizing, theologising are different kinds of activities. In
theology you get no marks for the first two.
Here are some definitions you might need 
Analyse:
To analyse is not to give an explanation, to argue a case, to express an opinion,
comment, discuss, outline, assess or summarise. It is to break the topic into its
separate elements and to identify each of those elements and the way those
elements relate and interact to one another.
Discuss:
When you are asked to discuss a statement or a topic, then you must combine an
‘analysis’ of the statement with argumentation of differing points of view about the
statement of topic.
Compare, contrast, Compare and Contrast:
To ‘compare’ is to put things alongside one another and to look at them. In doing so
you will find similarities as well as differences which are significant. However,
comparisons are generally concerned with likenesses.
To ‘contrast’ means to put two things in opposition to one another – to show where
they differ.
To ‘compare and contrast’ means indicate the similarities and differences.
Explain, Interpret, account for, elaborate:
This type of question is aimed especially at testing your understanding, your grasp of
the issues involved in a topic, practice, event, doctrine.
‘Elaborate’ is similar to ‘explain’, but requires you spell out in more detail by means
of examples or illustrations.
Justify:
You are required to set the main arguments or considerations which support what
you are asked to justify. You should note any important objections which may be
brought against the proposition and, if possible, show how that objections can be
met.
Outline, Summarize:
‘Outline’ means you are sketch in the main observable features of an event, theory,
doctrine, in the fewest words.
‘Summarize’ means reducing the matter of the subject to its basic skeleton by
eliminating all detail of a peripheral or accidental nature.
Critically examine, evaluate, appraise:
This involves reference to some publically accepted standards or criteria in the light
of which a judgment is made.
The criteria to which you appeal will be such things as: Scripture, decisions of
Church Councils, documents of history, principles implied by established practices.
At the next level, appeal should be made to the views and arguments of accepted
authorities: reference books, published articles by scholars of note. Scholars do
differ and you will need to choose between their opinion. When you do this,
endeavour to give a reason for the choice you have made.
Describe, give an account of, make a survey of:
When asked to do any of these you are being asked to give a factual answer. The
facts may be about a historical situation, an ethical theory, a theological doctrine.
You are not being asked to assess, to evaluate, to comment upon or to moralize
about. Whenever you depart from a plain statement of the facts, you depart from the
point of the question.
BEGINNING MY RESEARCH – WHERE DO I START?
Search
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Check the books listed on the subject bibliography listed on your Unit
outline.
Look for books and articles recommended by your lecturer.
Search the library catalogue by author, title or subject.
Access Online databases. Passwording to these subscription databases
is available from the Librarian.
Ask
Browse
The College Librarian is always happy to help you source your
information, if she is not available contact her via email.
The library shelves in your subject area. Browse through some journals in
your subject area.
Read

Often there is too much information, skim resources and choose what you
need, remembering you can always look again.
Read the required text which you have purchased for the subject. This
will be listed on unit outline bibliography and will be marked with an
asterick.
Borrow or Photocopy Borrow from the library what you can. If a book is already on loan use the
“Reserve” system available through the library loans package. You will be
notified when the book comes in.
If a book is “Not for Loan” (Reference) either read it in the library or
photocopy the pages you require.
NOW – TO WRITE THE ESSAY – A FEW SIMPLE STEPS
1. Introduction
Your introduction is the most important paragraph of your essay. It introduces the
topic, outlines your argument and sets up all the paragraphs that will follow. The
introduction fundamentally aims to set out your position on the topic and
foreshadows the ideas you will write about in the body of your essay.
In your introduction you should:
 State your argument clearly and concisely
 ‘Hook’ the reader in with a strong sentence that shows you know the
material from the outset.
 Introduce your main ideas which will back up your argument
After writing the body of your essay you should review your introduction to ensure
that if reflects what you have said in the body of the essay.
It is important to note that you do not need to expand on or develop the ideas you
present when you initially introduce them in the introduction, this is done in your body
paragraphs. In addition you do not need to present evidence or specific examples at
this stage.
2. Body of Essay
The body of your essay should seek to support the contention you put forward in the
introduction. In these paragraphs you should develop your argument and provide
evidence to support your position. Each paragraph should add a clear point to your
argument.
Your paragraphs should:
 Cover the main issues raised by the question
 Include only material relevant to the question
 Provide an appropriate coverage of information relevant to the topic
 Reflect broad reading on the topic
You should develop your argument in a logical progression and link each sentence
and paragraph to the next. This may be achieved by using linking words, for
example ‘ in addition’, ‘consequently’, ‘nevertheless’, ‘furthermore’. In general each
paragraph should develop one major aspect of your argument and each paragraph
should use a variety of evidence to support points made.
3. Conclusion of Essay
The conclusion should aims to do three things:
A. You should aim to leave your reader with a clear understanding of what you
have said in your essay.
B. You should reinforce both your contention and your main points by restating
these in the conclusion. Your conclusion is used only to reinforce what you
have already said and you should NOT introduce any new information or
ideas in this paragraph.
C. Your conclusion should end with a sentence that rounds off your essay.
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WHAT WILL THE LECTURER LOOK FOR IN MARKING MY
ASSIGNMENT??
 Have you answered the question? Generally the question will
give you the basis for constructing your answer.
 Is your assignment structured correctly (eg: introduction; body
paragraphs; conclusion)
Is your understanding of the major concepts clear?
Is your argument logical and well developed?
Is it original?
Have you used adequate and appropriate sources? Is there good use of
primary sources and evidence of secondary reading?
Marking schemes are often shaped based on these criteria and the specific question
being asked.
ESSAY PRESENTATION PROTOCOLS – A CHECKLIST
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Electronic Submission of Assignments
During 2010 we trialled the electronic submission of assignments
(training.college@aus.salvationarmy.org); this has become our
preferred way of submitting assignments. The following still applies:
An assessment task cover sheet must also be emailed.
Complete all details on this coversheet.
Double spaced or ½ spaced.
25 mm margin on each edge of the page.
Font size of not smaller than 10.
A4 size paper must be used.
Each page to be numbered.
Proof read with punctuation, spelling and grammar corrected.
Elimination of slang, ambiguous language and subjective bias.
Correct bibliographic acknowledgment of all sources of information and
ideas.
Bibliography appropriate to your style of referencing.
Actual word length recorded (generally a 10% variation on specified
length is accepted).
All required forms relating to assessments can be found on the following webpage:
http://www.salvationarmy.org.au/en/Find-Us/Victoria/Catherine-BoothCollege/School-for-Christian-Studies1/Student-Resources/
SUBMITTING ASSIGNMENTS /LATE ASSIGNMENTS
Assessment Requirements
Students enrolled for credit in a unit are required to complete all assessment tasks
for that unit. Unless permission from the Dean of Studies is granted to vary this
requirement, students will not be permitted to sit for any final exams in a unit or to
submit the major essay or assignment, when previous assignments remain
outstanding. Assignments must be submitted on time. Penalties will be applied to
late submissions. Maintaining the flow of the unit in this way contributes to the
learning process.
Detailed information relating to extensions, submission of late assignments and
penalties, the setting out of assignments, acknowledgement of sources, plagiarism
and inclusive language can be found in the section, Assignment Presentation,
Referencing and Essay Writing Guide at the back of this handbook. The following
are brief descriptions:
Extensions
Extensions may be granted for 1 to 14 days after the due date, for specified reasons,
at the lecturer’s discretion. Extensions are to be applied for before the due date on
the official form, obtained from the College. There is no penalty if the assessment is
then handed in by the agreed due date.
Dean’s Extensions
Due to unforeseen extraordinary circumstances, students may find themselves
unable to submit assignments by the due date. These circumstances may include,
but are not limited to: serious illness or injury, pregnancy or childbirth issues, serious
illness or bereavement of close family members, serious upheaval or disaster,
traumatic experiment, legal responsibilities (e.g. jury service). For extensions of up
to four weeks, or beyond the final day of the examination period for semester, a
student may apply for a Dean’s Extension. Extensions are to be applied for in
writing before the due date. The student must discuss the need for an extension
with the Dean before the due date of the assignment. At this time, the Dean must
inform the student of any supporting documentation which the student is required to
provide to support the extension. The Dean may reject the application if supporting
documentation is not received.
Penalties
Work that is submitted late without an official extension may be penalised. Work
submitted more than two weeks late without an extension will receive a maximum of
a pass and if later than one month or on the last day of semester without an official
extension, a Fail grade is normally recorded.
GRADES
At Catherine Booth College you will receive written feedback on each assignment, as
one element of the overall learning process.
As part of the MCD University of Divinity, the body which grants the degrees and
diplomas, Catherine Booth College lecturers also give grades. You will get a grade
for each assignment and one for the overall unit. This is what the grades refer to in
percentage terms:
Fail
F
less than 50%
Pass
P
50 to 64%
Credit
C
65 to 74%
Distinction
D
75 to 84%
High Distinction
HD
85% or more
Here are some simple guidelines on what each grade means:
F
Inadequate understanding of the subject; little knowledge of the area;
little insight or reading in evidence.
P
Adequate understanding of information concerning the subject, but little
critical awareness or insight shown.
C
Competent grasp of information on the subject, plus an awareness of
some important themes and critical issues.
D
Clear grasp of information and major themes, plus an ability to offer
constructive comment on these themes and critical issues.
HD
As for D, but showing in addition an ability to integrate the insights from
contemporary resources, tradition and personal experience.
Clearly other factors come into play as well. Answering a question which is not quite
the question asked will attract a lower grade. An assignment in which part of the
task is completed well but another has been ignored or treated inadequately will also
attract a lower grade. Sufficiently poor expression or poor presentation (such as a
missing bibliography or footnotes) may warrant a lower grade. Poor spelling or
grammar begins to be marked down when the marker can’t understand what the
student is getting at.
Ungraded work will be marked as S (satisfactory) on assignments and successful
completion of ungraded units will show as PP on students’ transcript – pass or fail
mark only.
USING QUOTES IN YOUR ASSIGNMENT
When short quotations of 24 words or less are used,they should be included in the
body of the text and placed within quotation marks. For example “life wasn’t meant
to be easy”. (Fraser,1983)
When a larger quotation is used, it should be set off from the text by being singlespaced, indented at least four spaces from the left of the margin and need not be
placed within quotation marks. The following is an example :
Pentecost is the clearest symbol of what God wants, expects and intends for
God’s people. Pentecost reminds us that we, who once were strangers to God,
have now been welcomed and claimed by God....In the kingdom of God there are
no undocumented persons, for our passport is the blood of the lamb.
(Rhodes,1998:66)
Any quotes would need to be referenced as either a footnote or in-text citation. This
will be explained further below.
ACKNOWLEDGEMENT OF SOURCES OF INFORMATION
In scholarly writing, the ideas or words of other authors are always acknowledged.
The rationale is that such words or ideas are someone else’s intellectual property.
In addition, your reader (or the marker) has the right to be able to check the accuracy
of what you cite in your essay. For these reasons, the correct acknowledgment of
ideas and facts is an essential part of essay and assignment writing. The basic rule
is simple: when you refer (either by quoting or paraphrasing) in your essay to ideas
or information which you have obtained from another person, you must acknowledge
the contribution the other person has made to your work.
The only time you do not reference your source is when it would clearly be too
difficult to identify any one source, as is the case with facts well-known to the general
public. Information gained from your lectures should be acknowledged.
There is no universally correct style of acknowledging facts and ideas. As you will
see from your reading, different institutions and publications adopt different systems.
Students undertaking external study courses should refer to the essay guidelines of
the particular institution where they are studying. Work submitted to Catherine Booth
College should follow College guidelines detailed further below with examples.
USE OF COMPUTER BASED INFORMATION
There is a wealth of information available at the click of a mouse button. Beware of
copying whole slabs of information from the internet, particularly if they are not
reputable sources. For example Wikipedia is generally not a reliable source as it can
be freely altered by the general public with no scholarly evidence. Always seek to
verify an internet source as reliable and scholarly. In addition, copied text needs to
be cited correctly to avoid plagiarism. Furthermore, using whole slabs of information
often indicates that you have not adequately understood or researched the subject.
It is important students show ability to assess and analyse information, and also to
detect prejudice and/or bias in sources. It is recommended no more than 25% of the
bibliography be derived from the Internet.
ACADEMIC INTEGRITY
The Catherine Booth College community is committed to integrity in all areas of life,
including academic integrity. Two broad categories define acts of academic
dishonesty: cheating and plagiarism. The category of cheating extends to all
assignments as well as to exams.
We define cheating in two principal ways:
 copying work from other students or from written material
 collusion on written assignments or tutorials without the instructor’s
authorisation, with another person to produce work which is then presented as
their own individual work.
Students are expected to submit material for grading purposes that reflects their own
work. Material submitted for grading purpose may contain up to 20% of direct
quotes from any one source, proper citation is required.
When an allegation of academic dishonesty arises, disciplinary proceedings will be
initiated. The MCD University of Divinity has established policies regarding these
matters and the Catherine Booth College adheres to these policies. Should a
student fail to meet these rules it may be necessary to move towards terminating a
student.
Disciplinary proceedings will be initiated as follows:
 Lecturer and the Dean of Studies will review the first instance, resulting in a
warning being issued and the student needing to resubmit the assessment.
 The second instance will be reviewed by the Dean of Studies and may result in
a failure being recorded for the assessment.
 The third instance will be reviewed by the Academic Board and may result in a
recommendation to Territorial administration for the placing of the student on
academic probation or even termination.
Collusion
Collusion would include, but not be limited to:
 Writing the whole or part of an assignment with another person without
authorisation.
 Using notes or research of another person to prepare an assignment.
 Using for an assignment the resource material of another student that has
been annotated, highlighted or underlined.
 Allowing another student access to a completed and assessed assignment on
the same subject which gives the other student and advantage in submitting
their own assignment.
Plagiarism
Plagiarism is using the work of others without giving them the credit. In tertiary study
it is seen as stealing from others and is taken very seriously.
What is Plagiarism?
Many people think of plagiarism as copying another's work, or borrowing someone else's original
ideas. But terms like "copying" and "borrowing" can disguise the seriousness of the offense:
According to the Merriam-Webster Online Dictionary, to "plagiarize" means
to steal and pass off (the ideas or words of another) as one's own to use (another's production)
without crediting the source to commit literary theft; to present as new and original an idea or
product derived from an existing source.
In other words, plagiarism is an act of fraud. It involves both stealing someone else's work and
lying about it afterward. But can words and ideas really be stolen? According law, the answer is
yes. The expression of original ideas is considered intellectual property, and is protected by
copyright laws, just like original inventions. Almost all forms of expression fall under copyright
protection as long as they are recorded in some way (such as a book or a computer file). All of the
following are considered plagiarism:
 turning in someone else's work as your own
 copying words or ideas from someone else without giving credit
 failing to put a quotation in quotation marks
 giving incorrect information about the source of a quotation
 changing words but copying the sentence structure of a source without giving credit
 copying so many words or ideas from a source that it makes up the majority of your work,
whether you give credit or not
Most cases of plagiarism can be avoided, however, by citing sources. Simply acknowledging that
certain material has been borrowed, and providing your audience with the information necessary
to find that source, is usually enough to prevent plagiarism.
Source: http://www.plagiarism.org/learning_center/what_is_plagiarism.html accessed 4/08
INCLUSIVE LANGUAGE
It is CBC policy to use inclusive language in both teaching and assignments.
It is not hard to use ‘humankind’ instead of ‘mankind’, and so on. Sometimes using
the plural helps. For example:
‘Disciples are wise to nourish their spiritual health’ instead of
‘The disciple is wise to nourish his spiritual health’.
It is up to students whether they use or avoid male pronouns for God. It is also up to
students whether to leave sexist language in quotations or make them inclusive. An
example of acceptable editing follows, using square brackets:
As Paul Tillich says, ‘Theology is about [humankind’s] ultimate concern’.
If you find it difficult to use inclusive language, consult a guide.
1
CITING REFERENCES IN YOUR ASSIGNMENT – IT’S NOT AS
HARD AS YOU THINK!
This college accepts two ways of citing references in your assignment:
1. The Footnote system
2. In-text citation
You may use either of the two styles but must CONSISTENTLY use one of these
styles throughout the whole assignment. Use the examples below to help you each
time you write an assignment. Microsoft word has a very helpful program which will
format your referencing according to the style you select. There are other free
programs which can also be used (eg. Zotero).
1 These can be found in the Training College library: What did I say? Using non-discriminatory language
(Parkville, Vic.: University of Melbourne, 1996); Nancy A Hardesty, Inclusive language in the Church
.(Atlanta,GA: John Knox, 1987); Vivienne Faull and Jane Sinclair, Count us in: Inclusive language in liturgy
(Bramcote, UK: Grove Books, 1986). (Atlanta,GA: John Knox, 1987); Vivienne Faull and Jane Sinclair, Count
us in: Inclusive language in liturgy (Bramcote, UK: Grove Books, 1986).
1. THE FOOTNOTE SYSTEM
The Footnote system is the preferred style of MCD University of Divinity for
assignment work. Some examples are given in the table below but for full details on
referencing
with
this
system,
please
refer
to
this
website
–
http://www.chicagomanualofstyle.org.
Footnotes are an important part of any assignment. When you refer to someone’s
work—let’s say Richard Bauckham’s book on the Bible and mission— you insert a
footnote number (as in this sentence) and give the details in a footnote at the bottom
of the page.2 If you refer to the same work again—let’s say Bauckham’s book— a
shortened citation is enough (Examples of footnote 2 and 3 are at the bottom of this
page)3
A bibliography (using the footnote system)
When using the footnoting system your bibliography should include everything you
have directly cited in your assignment, plus any other material you have examined in
the course of your research. A bibliography is always arranged alphabetically (by
the author’s surname).
Below are some examples of how to deal with different text types using the
footnoting system and when compiling your bibliography under this system. Notice
how the entries vary a little from the footnotes --with their name order (surname then
Christian name); full-stops and lack of brackets.
2 Richard Bauckham, Bible and mission: Christian witness in a postmodern world (Grand Rapids: Baker, 2003).
3 Bauckham, Bible and mission.
RESOURCE
FOOTNOTE EXAMPLES
BIBLIOGRAPHY EXAMPLES
BOOK
(One author)
Michael Casey, Towards God - the Ancient Wisdom of Western Prayer.
(Mulgrave : John Garratt, 1995) p. 5
Casey, Michael. Towards God - the Ancient Wisdom of Western Prayer.
Mulgrave: John Garratt, 1995.
BOOK
(Two authors)
Glen H. Stassen and David P. Gushee, Kingdom ethics. (Illinois :
Intervarsity, 2003) p. 22.
Stassen, Glen H. and Gushee, David P.Kingdom ethics. Illinois:
Intervarsity, 2003.
BOOK
(Three or more
authors)
Roland Harrison et al Biblical criticism. (Michigan : Zondervan, 1978) p.
40.
Harrison, Roland et al. Biblical criticism. Michigan: Zondervan, 1978.
BOOK
(Editor)
Malcolm Payne (ed) Modern social work theory. (England : Palgrave,
2005)
Payne, Malcolm (ed) Modern social work theory. England : Palgrave,
2005.
BOOK PUBLISHED
ELECTRONICALLY
If a book is available in more than one format, cite the version you consulted. For books consulted online, list a URL and include an
access date. If no fixed page numbers are available, you can include a section title or a chapter or other identifying information.
William Booth. In darkest England and the Way Out. (London : The
Salvation Army, 1890) (Electronic version) Accessed on September
13,2010, retrieved from http://www.questia.com/library/book/in-darkestengland-and-the-way-out-by-general-william-booth.jsp
Booth, William. In Darkest England and the Way out. London : The
Salvation Army, 1890
(Electronic version). Accessed on
September 13, 2010 retrieved from
http://www.questia.com/library/book/in-darkest-england-andthe-way-out-by-general-william-booth.jsp
CHAPTER
(Or part of a book)
Joe Remenyi, ‘What is development?’ in Key issues in development.
Damien Kingsbury et al (Basingstoke, UK: Palgrave Macmillan, 2004),
22-44.
Remenyi, Joe. ‘What is development?’ In Key issues in development,
eds. Damien Kingsbury et al. Basingstoke, UK: Palgrave
Macmillan, 2004. 22-44.
ARTICLE IN A
PRINTJOURNAL
Hannah Digby. ‘Experience of place in Australian identity and theology’,
Pacifica 17 (2004): 297-310.
Digby, Hannah. ‘Experience of place in Australian identity and
theology’. Pacifica 17 (2004): 297-310.
RESOURCE
E-JOURNAL
ARTICLE
FOOTNOTE EXAMPLES
BIBLIOGRAPHY EXAMPLES
For items retrieved from a commercial database, add the name of the database, if the article is from an online journal list a URL and
the access date.
Mitchell Zoler. Dealing with dementia. Medical World News, vol
32, (2), 55. Retrieved July 25th 2009, from Proquest database.
Zoler, Mitchell. Dealing with dementia. Medical World News, vol 32, (2),
55. Retrieved July 25th 2009, from Proquest database.
NEWSPAPER OR
MAGAZINE
ARTICLE
Juliette Hughes. ‘An intelligent design of the times’, The Age (22
October 2005): 8.
Hughes, Juliette. ‘An intelligent design of the times’, The Age (22 October
2005).
DVD/VIDEO
Salvation Army Eastern Territory. William Booth – God’s Soldier.
(Australia : Salvos Publication, 2006).
William Booth – God’s Soldier DVD. Salvation Army Eastern Territory.
(Australia): Salvos publication, 2006
WEBSITE
<www.jesusallaboutlife.com.au/au.com.allaboutlife.registry/page
s/Research.asp>, Date of material 12-9-04, Accessed 16-2-06.
Bible Society of New South Wales, ‘“The church an insurmountable
problem but Jesus is cool”, says research’,
<www.jesusallaboutlife.com.au/au.com.allaboutlife.registry/pages/Re
search.asp>, Date of material 12-9-04, Accessed 16-2-06.
CD-ROM
Philip Hughes. Australian Religious Communities. CD Rom.
(Nunawading: Christian Research Association, 2004)
Hughes, Philip (2004b). Australian Religious Communities. CD-ROM. 2nd ed.
Nunawading, Vic.: Christian Research Association.
UNPUBLISHED
PAPER/
MANUSCRIPT
Athol Gill, ‘No justice without reconciliation’, Sermon preached
at St Martin's Community Church, Collingwood, Melbourne,
1989.
Gill, Athol. ‘No justice without reconciliation’, Sermon preached at St Martin's
Community Church, Collingwood, Melbourne, 1989.
THESIS OR
DISSERTATION
Jason Davies-Kildea. “What is the meaning of Salvation in the
Salvation Army today?”(M.Theol thesis, Melbourne College of
Divinity, 2008)
Davies-Kildea, Jason. What is the meaning of Salvation in the Salvation Army
today? M.Theol. Thesis : Melbourne College of Divinity, 2008.
BLOG ENTRY OR
COMMENT
Blog entries or comments may be cited in running text ( For example“In a comment posted to the Becker-Posner Blog on February,
23,2010,….) instead of in a note, and they are commonly omitted from a bibliography. However below are examples of the formal
versions of a citation for a footnote and bibliography.
Jack, comment on Posner, “Double Exports”
Becker-Posner Blog. http:// uchicagolaw.typepad.com/beckerposner/.
IN-TEXT CITATIONS AND BIBLIOGRAPHY.
The in-text citation system is very common in the social sciences and is quite acceptable in theology. Some examples are given in the
table below. For full details on this style of referencing refer to http://www.apastyle.org.
This style of referencing uses brief citations in the text, such as (Jones 2005: 82-84) and lists the full details only in the bibliography at
the end.
For example in the text the reference notes include:
Surname of author, date of publication and page numbers if applicable.
(Jones 2005 :82-84)
In the bibliography the full reference includes:
Surname of author, Christian name,Date of publication (in brackets) Title of work(in italics). Place of publication: Publisher.
Jones, Peter. (1996) The uncommon good. Illionois : Intervarsity.
Here are some examples of citing references in the text using the in-text citation method. Notice how the different situations are
handled:
Teilhard saw spirit and matter almost as if they were the inside and outside of things (Santmire 1985: 160; McDonagh 1986:
79).
In exploring biblical notions of peace Mark Brett (2003) applies them practically.
Deacy’s 2005 book on faith and film broke new ground.
‘Redemption’ is a much contested term these days (Davis, Kendall and O’Collins , 2004). To begin with it is a metaphor from
another time (Davis et al 2004: 12).
Is mission best done together as Christians? (World Council of Churches 1999) It is arguable that unity in mission has never
been more important (WCC 1999: 255).
There is a rapidly changing context for discipleship (P. Johnson 2002) which calls for innovative approaches (D. Johnson
2004).
The views of Australians on religion need to be analysed carefully (Hughes 2004a, 2004b).
Pronouncing the ‘shahadah’ is central to identifying as a Muslim (‘The Islam Page’).
A Bibliography (using in-text citation)
A bibliography is always arranged alphabetically (by the author’s surname), the date following immediately.
Below are some examples of how to deal with different text types using the in-text citation method and when compiling your
bibliography. Note that the date comes early, after the authors name not after the publisher.
RESOURCE
IN TEXT EXAMPLES
BIBLIOGRAPHY EXAMPLES
BOOK
(One author)
(McDonagh 2003, 53). OR
…McDonagh (2003, 53)...
McDonagh, Sean (2003). To care for the earth: A call to a new theology. London:
Geoffrey Chapman.
BOOK
(Two authors)
(Gibbs and Coffey 2001, 87) OR
… Gibbs and Coffey (2001,87)
Gibbs, Eddie and Coffey, Ian (2001) Church Next. Illionois : Intervarsity.
BOOK
(Three or more
authors)
(Davis et al 2001, 87). OR
... Davis et al (2001, 87)...
Davis, Stephen T, Kendall, Daniel and O’Collins, Gerald. (2001). The redemption:
An interdisciplinary symposium on Christ as redeemer. Oxford: Oxford University
Press.
BOOK
(Editor)
(Payne ed. 2005, 66) OR
…. Payne ed. (2005,66)
Payne, Malcolm ed. Modern social work theory. (2005) England : Palgrave.
CHAPTER
(Or part of a
book)
(Evans 2004, 509). OR
... Evans (2004, 509)...
Evans, Stephen, ‘Catholic-Protestant Views of Justification: How Should
Christians View Theological Disagreements?’ in Davis, Stephen T, Daniel Kendall
and Gerald O’Collins, eds. (2004). The redemption: An interdisciplinary
symposium on Christ as redeemer. Oxford: Oxford University Press.
JOURNAL
ARTICLE
(Brett 2003). OR
... Brett (2003)...
Brett, Mark (2003). ‘Biblical concepts of peace: Pathways to reconciliation’. Rays:
MIT Journal of Theology 4 (Feb). 18-40.
E-JOURNAL
ARTICLE
For items retrieved from a commercial database, add the name of the database and the access date; if the article is from an online
journal list a URL and the access date.
NEWSPAPER
ARTICLE
(Sendjaya 2000). OR
... Sendjaya (2000)...
Senjaya, Sen (2000). ‘Servant Leadership: Its Origin, Development, and
Application in Organisations’. Journal of Leadership and Organisational Studies
(Aug). 57-64. Accessed from Proquest database.25th July, 2011
In her article in The Age, 22 October 2005,
Juliette Hughes…
Hughes, Juliette. ‘An intelligent design of the times’, The Age (22 October 2005):
8.
RESOURCE
IN TEXT EXAMPLES
BIBLIOGRAPHY EXAMPLES
DVD/VIDEO
(Salvation Army Eastern Territory, 2006).
Salvation Army Eastern Territory (2006).William Booth – God’s Soldier. Australia:
Salvos publication.
WEBSITE
(Bible Society NSW 1994). OR
... Bible Society NSW (1994)...
Bible Society of New South Wales, ‘“The church an insurmountable problem but
Jesus is cool”, says research’,
<www.jesusallaboutlife.com.au/au.com.allaboutlife.registry/pages/Research.asp>,
Date of material 12-9-94, Accessed 16-2-06.
CD-ROM
(Hughes 2004b) OR
…Hughes (2004b)…
Hughes, Philip (2004b). Australian Religious Communities. CD-ROM. 2nd ed.
Nunawading, Vic.: Christian Research Association.