Do any of you have experience of any cross-institutional /
intra-university bodies attempting to lay down guidelines for
referencing ... to persuade subject areas to adopt standardised (or
straight-jacket-ing!) conventions, or even (horrible thought) police the
system?! Taking on board Ann's point about combined / cross subject
programmes, how do others cope when students are given conflicting
guidelines for different parts of a course?
John
John Hilsdon
Co-ordinator, Learning Development
University of Plymouth
Drake Circus
Plymouth
PL4 8AA
01752 232276
[log in to unmask]
http://www.plymouth.ac.uk/learn
-----Original Message-----
From: learning development in higher education network
[mailto:[log in to unmask]] On Behalf Of Colin Neville
Sent: 30 September 2005 13:48
To: [log in to unmask]
Subject: More naughty thoughts, please
Yes, more naughty, salty, even saucy thoughts, welcomed on referencing:
the
stuff that will brighten an otherwise dull discussion board corner of
the
future LearnHigher referencing site.
For my part, referencing is also about giving a modest genuflection to
the
flipping hard work that goes into writing or editing a book, or even a
peer-reviewed journal these days. I'm with Ann though, on this business
of
stops, commas, italics as, if you look at the 19th century origins of
the
author/date system (or Harvard)it was a simple unadorned system, but one
that
attempted to bring some order and consistency to essay writing, as
higher
education grew and expanded. We have added our own bureaucratic or
idiosyncratic layers to it over the years; but what else is new?
Colin Neville
University of Bradford
Effective Learning Service
School of Management
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