Annotated Bibliography on Common Academic Writing and Referencing Errors

Annotated Bibilography 1: St. George’s Library, (2020). ‘Top 10 Referencing Mistakes and How to Avoid Them.’ St George’s Library Blog.

Description

In this article from St. George’s Library, the most frequent mistakes in referencing cited by students are listed together with recommendations on how to avoid them. These are wrong formatting, internship citations, nonexistent citations, and improper use of secondary sources among others. Specifically, the article aims to clear up misconceptions surrounding referencing by providing rational prescriptions for each of these errors. It states that correct citation also should be viewed as one of the primary research skills since it is aimed at avoiding plagiarism as well as at making a meaningful contribution to the existing knowledge (St. George’s Library, 2020). The article is intended for students to enhance their methods in formatting references and enhance the quality of their work.

Evaluation

The article is helpful and highly informative for students especially those who are in their early learning of academic writing. It is also characterised by simple language with many full and clear explanations of the rules of reference citations (Sandberg and Alvesson, 2021). The over-explaining and linking of common mistakes to rules is quite effective. It helps the reader to see when a rule applies. It is easy to refer to it as a handy piece of work for students who want to enhance their referencing techniques as the recommendations given were practical and could be used when writing academic papers. However, there is a lack of detailed discussion on the issue of citation consistency across various styles and the ways of handling citations in big research projects. The language used is quite suitable for the intended audience as it is serious and informative for the most part it is not crucially technical.

Furthermore, increasing the readability of the article by using blogs makes it even better because the readers can directly go to the section they are interested in. Additionally, the concerns I pointed out, such as the distinction between paraphrasing and direct quotation and the relevance of offering specific reference information, force one to recall how crucial proper citation is to academic honesty. Despite the article’s focus on elaborating on the most frequent referencing mistakes, it can also contain information on some of the issues that can be tougher for students and scholars, such as referencing social media posts or a government document. Altogether, the article is useful (St. George’s Library, 2020). The aim achieved the students receive the masterclass that helps them improve the important aspect of learning, paying attention to the references, which, in turn, contribute to academic success.

The article also stresses the importance of grasping the nature of the references used in a certain field of study and major reference formats like APA, MLA, and Harvard. The student is recommended to learn about them as early as possible. They make a point that the majority of mistakes are due to carelessness or inattention and not checking work for possible mistakes. Moreover, it states that it is an ongoing process to know the methods of referencing to ensure the credibility of the work done throughout one’s academic career.

Annotated Bibilography 2: Data Recognition Corporation, (2017). ‘Importance in Mastery of Academic Language to Academic Student Success’, pp.1-4.

Description

Drawing from a critical strand of the social education literature, this article articulates the centrality of academic language for academic success academically. The discussion revolves around how the use of academic language as a component of formal language with rigid syntax, is differentiated from the simple and colloquial language. As well as the differentiated use of terminology when addressing specific school subjects, aids in the appreciation and comprehension of complicated academic materials (Data Recognition Corporation, 2017). The article also explains the problems that learners with this deficiency encounter in their education journey such as grasping course content, discussions, and writing down good papers. The text stresses that the pragmatic use of academic vocabulary is not only crucial for getting good grades. Moreover, it has also explored how to mitigate academic challenges at the university level. Some of the practical solutions regarding methods of enhancing student’s academic language are also featured, and the matter of the language in focus as a part of a curriculum is also considered.

Evaluation

Relative to its purpose, the article gives a clear and coherent understanding of the significance of the academic language to the students thus making it an informative piece to educators and students. The reasons provided for porting the arguments are backed by citations to the works, which gives this claim the needed credibility. The language adopted by the author is academic and consistent with the subject. Therefore, readers with educational backgrounds can go through the article without strain (Moats, 2020). The transitions in the article seem appropriate; one section leads from the other. The reader is presented with a sequential sequence of events in an article. However, in the article, there is a lack of more detailed examples of how the practical application of knowledge in the academic language influences students’ achievements in specific disciplines. Furthermore, it may provide ways on how the identified strategies for enhancing academic language proficiency may be more effectively enacted in different learning environments, where the strategies provided appear quite useful. In general, reading the article, it is possible to state that the author has supported the hierarchical concept of vocabulary acquisition effectively and has given some effective strategies for developing academic language proficiency among students.

It also shows the aspect of cultural influence on the development of the academic language where the author claims that students with a non-English speaking background would suffer from other challenges in learning the academic language (Data Recognition Corporation, 2017). This clearly explains why there is a need for support programs that fit into the obvious challenges faced by such students. Additionally, the article proposed that mastery of academic language is not only important in school. It is also vital for students’ future employment due to people, who can effectively communicate in writing and orally, are always in demand. Finally, the author of the article calls for a strategic approach to the general development of language, particularly to incorporation of the academic language skills into all segments of schooling.

Annotated Bibilography 3: Junaid, R., and Santaria, R., (2022). ‘Common Mistakes in the Student’s Academic Writing’: Rethinking for Curriculum Development. European Journal of Humanities and Educational Advancements, 3 (03), pp.69-74.

Description

This paper by Rusdiana Junaid and Rustan Santaria identifies and discusses frequently committed mistakes of the undergraduate students of Universitas Cokroaminoto Palopo (UNCP), Indonesia. The authors categorise these mistakes into two main groups such as mechanical errors, which entail procedural mistakes like layout, capitalization, punctuation, spelling, size of the font, and content errors. The overall mistakes in the language is addressed like grammar, choice words, argumentative presentation, and discourse. The research samples used in the study are based on the theses from 2014 to 2017 (Junaid and Santaria, 2022). Thus, it supports the idea that these mistakes represent several problems in the curriculum and instruction approaches in the English Language Education Study Program. The article is focused on the fact that composing is a challenging task in the case of academically written texts as well as in the case of students who learn and write in their second language. The author claims that curriculum enhancements regarding informative writing could be the solution to the mentioned difficulties. The following conclusions are useful as a reference to the development of curriculum at UNCP and other similar educational establishments.

Evaluation

The article is authentic as it is published in a reputable international scholarly journal. The qualitative report and the research focus on identifying the most frequently made mistakes in academic writing by Indonesian university students. The authors emphasise their statements with concrete data examples from the given sets, which makes their arguments logical and sound. The language that has been adopted in the article is quite academic and the flow of the paper is logical making it easy to pass the main messages. It is said that most of the information in the article to relevant research studies, showing extensive knowledge of the subject matter (Post et al., 2020). This can be deemed as one of the advantages of this study as it offers tangible suggestions on how curriculum can be developed for enhancing student performance in academic writing. For instance, the article could make use of a separate section on limitations and assumptions. It could pinpoint more specifically to the extent that the results of the study. It is said that might have been influenced by the constraints of the methodology and sampling.

They also imply that these misuses might be attributed to the scarcity of the students’ encounter with the printing of academic texts during earlier years of study coupled with a general lack of effective practice in the creation of elaborated academic manuscripts. It has been stated that academic writing is quite different from daily writing as the credibility, and authenticity of the assessment is the utmost priority (Junaid and Santaria, 2022). It also stresses the need for both initial and regular writing instruction asserting that students require more practice in this area during their schooling. Furthermore, Junaid and Santaria called for the improvement of formative assessment records, checking standards, and result response procedure that aids in the student's capability to recognise their errors. They also suggest that staff members who teach should undergo professional enhancement to help the students overcome these issues.

At Native Assignment Help, we understand that mastering academic writing and proper referencing is essential for academic success. This annotated bibliography, supported by our expert assignment help services, highlights common mistakes students make in writing and citations, offering practical insights and strategies to improve quality, avoid plagiarism, and meet university standards.

Bibliography

Data Recognition Corporation, (2017). ‘Importance in Mastery of Academic Language to Academic Student Success’, pp.1-4.

Junaid, R., and Santaria, R., (2022). ‘Common Mistakes in the Student’s Academic Writing’: Rethinking for Curriculum Development. European Journal of Humanities and Educational Advancements, 3 (03), pp.69-74.

Moats, L.C., (2020). ‘Teaching Reading" Is" Rocket Science: What Expert Teachers of Reading Should Know and Be Able to Do’. American Educator, 44(2), p.4.

Post, C., Sarala, R., Gatrell, C. and Prescott, J.E., (2020). ‘Advancing theory with review articles’. Journal of Management Studies, 57(2), pp.351-376.

Sandberg, J. and Alvesson, M., (2021). ‘Meanings of theory: Clarifying theory through typification’. Journal of Management Studies, 58(2), pp.487-516.

St. George’s Library, (2020). ‘Top 10 Referencing Mistakes and How to Avoid Them.’ St George’s Library Blog. https://stglibrary.wordpress.com/2020/02/10/top-10-referencing-mistakes/