Authorial Identity
Avoiding Plagiarism, Developing Arguments and Demonstrating Critical
Analysis
Adapted from:
The Student Authorship Project
www.writenow.ac.uk/student_authorship.html
Are you an author?
Are you an author?
• ‘It seems a bit grand to describe
yourself as an author ... it’s just not
a word that I would associate with
myself so much unless I wrote a
book. I just thought of myself as a
student writing an essay’ (First year
undergraduate)
• ‘… we don’t feel we are [authors]
most of the time, because we’re all
writing the same essay …’ (Second
year undergraduate)
• ‘I understand that we need backup
from some scientific research ... but
still I can’t help thinking that I am
editing everything, not putting my
idea or opinion ... or something new’
(Second year undergraduate)
Definitions
Author: ‘The person who creates a written work, such as a book, story,
article or the like…’ (http://en.wikipedia.org/wiki/authors)
Authorship: ‘an explicit way of assigning responsibility and giving credit for
intellectual work’ (http://www.hms.harvard.edu/integrity/authorship.html)
Authorial identity: ‘The sense a writer has of themselves as an author, and
the textual identity they construct in their writing’ (Pittam et al., 2009; see
also Abasi et al., 2006)
Obstacles to authorial identity
• As a student you:
Are likely to know less about the
subject
Are probably writing under extreme
time pressure
Have to rely on a lot of other sources
for your material
May not be sure what your own
position is
HOWEVER:
It is important to identify
yourself as the author of your
essay: the essay expresses
your ideas and research on a
topic or issue. It is, above all
else, a form of communication
between yourself and another
person.
A student’s perspective on writing
• “If you make a claim, you get an
article or a book that you can say
proves your point. It’s like it’s not
off the top of my head, someone
else has found this.”
• “They want everything backed up
by previous research and journal
articles. You can’t just make a
point and leave it at that, you need
to show the evidence is out there.
This has been said and it is in this
journal or this book.”
A lecturer’s perspective on writing
• “I don’t think they get what
they’re asked to do…. I think
they think they’ve got to show
they’ve read stuff and so they
paraphrase and plagiarize.”
(From Norton et al. (2006). Writing essays in higher education: a
guide for students by students. Assessment Plus Project)
Authorial decisions: authors must consider…
• What the message is
• What secondary material to use
• How much importance or emphasis to put on different parts
• How to interpret the material
• What words to use to express the ideas
• What conclusions to reach
Consider these sources
• Popular Journalistic
• Academic Literature
• Student Essay
What authorial decisions did each writer make?
A piece of journalistic-style writing
Eating disorders show how the culture of an affluent society can
damage the health of its most vulnerable members. In western
countries life is very stressful, almost everyone is dissatisfied with their
body, and there is an epidemic of dieting. When emotionally
vulnerable people try to get some control over their lives, the result can
be anorexia or bulimia, which were once rare disorders but are now
increasingly common. Psychological theory can explain what is going on
in people’s minds, but the problem won’t go away until there is a
change in western values and culture.
What did that author decide?
• To announce the conclusions right at the beginning of the piece
• To adopt a very bold style
• To place emphasis on cultural factors
• To present some ‘facts’ that will need supporting with evidence
• To use certain words and phrases
…emotionally vulnerable people…
…epidemic of dieting…
…going on in people’s minds…
A piece of academic (psychology) writing
Eating disorders make up a relatively new category of psychological
disorders, and reflect the fact that psychological or emotional problems
can manifest themselves as severe disturbances in eating behaviour.
The most prevalent of these disorders are anorexia nervosa (AN) and
bulimia nervosa (BN). These are normally considered as separate
disorders, although both are associated with an obsessive fear of
gaining weight and the individual’s dissatisfaction with their own body
shape (as compared, for example, with media projected ideal images of
body shapes). Prior to the 1960s, both AN and BN were relatively rare
disorders, but have since become considerably more prevalent in
western societies.
(From Davey, 2004, Complete Psychology, p. 586)
What did that author decide?
• To begin in a much more measured way
• To use a more cautious style
• Not to reach such a strong conclusion
• To focus more on psychological factors
• To use more moderate words and phrases
…considerably more prevalent…
…psychological or emotional problems can manifest themselves as…
…both associated with…
Extract from a student essay
How do different psychological theories explain the development of eating disorders?
“Bulimia patients typically binge when they encounter stress and experience negative affect.
Patients with bulimia nervosa are low in self-esteem” (Garner, Olmstead & Polivy, 1983, p.
1). “Many young women with an eating disorder come from families that demand
‘perfection’ and extreme self-control but do not allow expressions of warmth or conflict”
(Rosman & Baker, 1978, p. 1). “With regard to bulimia, there may be a deficiency in the
neurotransmitter serotin, which plays a role in both mood regulation and appetite”
(Hilgard’s Introduction to Psychology, p. 1).
(From www.assessmentplus.net)
Is this an improvement?
How do different psychological theories explain the development of eating
disorders?
Bulimia has been associated with stress and negative emotional states, and Garner et al.
(1983) claimed that many patients with bulimia have low self-esteem. Family factors may
also be important, especially in terms of the demands they may place on young women
and the opportunities they provide for expressing emotions. For example, demanding
perfection and self control, but not allowing expressions of warmth or conflict, were said
to characterise the families of many young women with eating disorders (Rosman &
Baker, 1978). There is also evidence that neurophysiological factors are important
mechanisms in the development of eating disorders. For example, deficiencies in
serotonin, which regulates both mood and appetite, may be part of the cause of bulimia
(Hilgard, 1999).
Tips on being a genuine author
• Think about what your own position (opinion) is before you start
writing
• When working from other sources:
• Read, think, then put the book or journal on one side before writing about it
in your work
• Think about what you have added to the points made in the source work
• Use the source material to support what you are saying in your work – refer
to it to make a point of your own
• You might consider using the SQ3R technique of reading to help keep your
reading active and focused
SURVEY
QUESTION
READ
RECALL
REVIEW
Read the title of the
document
If the text looks useful,
examine it in more detail
and ask questions
Carefully read the text
After each section, try to
remember the main points
Once you’ve finished a
whole article or chapter,
read through it again
Read the abstract,
introduction or summary
Ask why you are reading
the text and what you
want to get out of it
Break your reading up into
small sections and look for
the main idea in each
section
See if you can use these
points to answer your
questions
Make a note of any key
points you have missed
For books, look at the
contents page and chapter
titles
Who is the author? What is Keep your questions in
the aim of the text?
mind as you read through
each section: New
questions may come to
you as you read –
incorporate these into
your reading
Can you summarise the
key points without
referring back to the text
or your notes?
Has it answered your
questions? If not, what
other reading do you need
to do? Has the text pointed
you towards any other
sources of information?
Notice the headings and
sub-headings in the text:
Look at any figures, charts,
or tables
How does this source
compare
(argument/theory/
method/evidence) to other
sources on the same topic?
Go over the section in your
mind several times until
you have assimilated all
the information you need
In depth learning will only
happen if you keep
reviewing the material –
do this periodically
Make brief notes of the
important points, making
sure you put them into
your own words
More tips…
• When including quotations from other work:
• Think about what point you are making with the quote
• Use the quotation to make a point of your own
• Keep the quotation as short as possible – do not use quotes to take the place
of your own words or points.
ALWAYS make it clear when you are using a direct quote by using quotation
marks and following the conventions of the APA guide
Using quotations
USE SPARINGLY!
ALWAYS INTRODUCE OR
BLEND QUOTES INTO
YOUR OWN WRITING
e.g. While it is clear that
some students use quotes
effectively, it has also
been highlighted that
‘there is still an over-use
of these within academic
writing’ (Beaumont,
2015, p. 2)
YOU MUST PROVIDE THE
PAGE OR PARAGRAPH
NUMBER FOR YOUR
QUOTE
• A quotation of less than 40 words:
should be enclosed in quotation
marks and included in the body of
the essay.
• Longer quotations (over 40
words): should be indented and
presented in single-line spacing
without quotation marks.
• Double inverted commas should be
used (“)
• Always reproduce quotations
exactly, including their
punctuation. You should even
reproduce any spelling or
grammatical errors from the
original. Insert [sic] to
demonstrate errors.
• You may make alterations or
additions to a quoted passage to
help fit the quotation neatly into
your sentence or paragraph.
Enclose any words that you add
in square brackets [ ] and insert
three dots ... to indicate
omissions. *
* E.g. Jones has claimed that ‘‘[students] are often unsure about
using…referencing systems’’ (p.12).
Final tips
• When you think you have finished, ask yourself…
•
•
•
•
What decisions did I take?
How many of the sentences did I compose?
What point have I made in each paragraph?
Have I made my argument (or answer to the question) clear in the
introduction, conclusion AND throughout the essay?
• Can I take responsibility/credit for this writing?
• Am I happy to submit this as a communication between myself and another
person
• Am I proud to have authored this piece of writing?
If the answers are not clear, perhaps this version is not your final draft …
Useful web sites
The Assessment Plus project web site, with many downloadable resources for student and staff on writing for
assessment: http://www.assessmentplus.net
An interactive site on essay writing at James Cook University, Australia:
http://www.jcu.edu.au/studying/services/studyskills/writing/index.htm
A site at the Open University with advice on writing and assessment generally: http://www.open.ac.uk/studystrategies/
A site at the University of Teesside with a wide range of advice on essays, exams, academic writing and
plagiarism: http://dissc.tees.ac.uk/
Reference Psyte, an excellent website on referencing for psychology students:
http://www2.hud.ac.uk/hhs/ref_psyte/
The Royal Literary Fund’s essay writing advice:
http://www.rlf.org.uk/fellowshipscheme/writing/essayguide.cfm
A guide to using English for academic purposes: http://www.uefap.com/vocab/vocfram.htm
The Institute of Education’s site with advice on writing essays, reports, critical reviews and dissertations:
http://www.ioe.ac.uk/caplits/writingcentre/index.htm
Write Now, a web site for students devoted to writing for assessment: http://www.writenow.ac.uk/
Books about writing for students
Clanchy, J. (1997). Essay writing for students: a practical guide. Melbourne: Addison Wesley Longman.
Cottrell, S., (2003) The Study Skills Handbook. (2nd Ed.) Palgrave.
Creme, P. & Lea, M.R. (1997). Writing at university: a guide for students, 2nd ed. Buckingham: Open University.
Fairbairn, G.J. & Fairbairn, S. (2001). Reading at University: A Guide for Students. Buckingham: Open University.
Fairbairn, G.J. & Winch, C. (1996). Reading, Writing and Reasoning: A Guide for Students. Buckingham: Open University.
Greetham, B. (2001). How to write better essays. Basingstoke: Palgrave.
Hennessy, B. (2002). Writing an Essay: Simple Techniques to Transform Your Coursework and Examinations (Student Handbooks). Oxford: How
To Books.
Levin, P. (2004). Write Great Essays! Reading and Essay Writing for Undergraduates and Taught Postgraduates. Buckingham: Open University.
Lewis, M., & Reinders, H., (2003) Study Skills for Speakers of English as a Second Language. Palgrave.
Norton, L. et al. (2006). Writing essays in Higher Education: A Guide for Students by Students. Available from
http://www.writenow.ac.uk/assessmentplus/
Peck, J. & Coyle, M. (2005). The student’s guide to writing: grammar, punctuation and spelling. Basingstoke: Palgrave.
Peck, J. & Coyle, M. (2005). Write it right: a handbook for students. Basingstoke: Palgrave.
Redman, P. (2001). Good Essay Writing: a Social Sciences Guide. London: Sage.
Turley, R.M. (2000). Writing Essays: A Guide for Students in English and the Humanities. London: Routledge.