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These tutorials can be found on the text-based tutorials tab.
Please also visit the Academic Integrity tab for important information regarding plagiarism, contract cheating and collusion, including videos about Academic Integrity and Academic Misconduct.
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When you are writing an assignment at University, you need to find evidence to support your ideas and arguments and to provide examples.
There are many different places where you can find your supporting evidence. It is important that you use the right kind of evidence from the right kind of resources, that you use evidence appropriately, and that you have the right amount of it.
Different types of assignments and subject areas will require different types of evidence and resources, so if you’re not sure if a source would be appropriate, then speak to your tutors.
There are three key characteristics of information that you should be aware of when looking for sources to use in your academic work:
Popular |
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Blog post from a member of the general public |
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Tweets from companies/organisations
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Blog post from a member of the general public
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Newspaper articles
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Blog post from a trade magazine
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Blog post from a subject expert
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Government website
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Conference proceedings |
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Academic book |
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Article in a peer-reviewed journal |
Scholarly |
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In this resource, we have examined the three different characteristics of information, looking at why you need to use evidence in your assignments, and identifying some of the resources to find such evidence. This will help you make informed decisions about the type of sources to use in your work.
Evaluating your sources is a very important part of your research, so you must ask questions of the sources to establish their reliability, objectivity and relevance. Through asking these questions, you can begin to assess the reliability, objectivity and relevance of the information you find.
These six elements make up a quick checklist of questions that you can ask yourself when you critically evaluate the sources you find.
Remember that these questions are a guide. There are always exceptions, and you’ll need to use common sense when interpreting the answers.
You won’t always use all six questions to establish a source’s reliability, objectivity and relevance; often, just two or three will reveal something about the overall quality of the information.
Using these questions can help save time in filtering out unsuitable sources. You’ll usually be able to identify who, where and when from a book or article’s bibliographic details, or from a website’s URL and ‘about’ page.
Relevance
When choosing sources, you must think about how they match your needs – are they suitable for your purpose? Here are some examples:
This post has examined a method of evaluating information sources, based around the six questions what, why, when, where, how, and who. Asking these questions will help establish the reliability, objectivity and relevance of the evidence.
Practice applying this method, and it will become second nature.
In this post we will discuss tools you can use to look for information for your research. We’ll examine the benefits of each of these tools.
There are a number of search tools available to find information for your academic work. The tools we’ll be looking at are:
Google is the world’s most popular search engine, so much so that the word Google has made the leap from a company name to a verb.
Many people search Google on a daily basis for personal use, so it’s very likely you’ll already be familiar with using Google. This section looks at using it as part of your work at university.
Verb
All sorts: Almost anything that is openly available on the web can be found searching Google. For your academic work, you can use it to find:
You can learn more about sources of information in Know your sources
Quality of results
Variable.
There is no review process for most information published on the web, so you need to be critical when using it.
Advanced tip:
To improve the quality of your results, you can use a domain search to limit your results to those from reputable websites.
For example, you might want to limit to ac.uk domains to search UK higher education websites, or gov.uk to search government websites.
You can specify a domain using the advanced search option. An even quicker option is to do this via your Google toolbar.
Type your search term followed by, for example, site: gov.uk to get results on mental health from UK government websites.
Quantity of results
High.
This is where information overload can become an issue.
Generating thousands of results can also lead to first-page-it-is, where you settle for the first results you find and rarely look beyond the first page. This means you may miss valuable information because it is not on the first or second page.
Advanced tip:
Use the refine options to reduce the number of results and improve the relevance of your searches.
After you’ve done a search, there are a number of quick refine options available via the search tools button. The advanced search tools offers further options, including narrowing your results by language, last update and file type.
What’s it good for?
Advanced tip:
Sites like Wikipedia are particularly good for this. You can follow up on the material listed in the references/notes, further reading and external links sections of articles to find further material.
Be wary of…
The filter bubble
If you have a Google account, your search results will be tailored to reflect your interests. This is often useful when Googling for personal use, but it can be problematic when looking for information for your academic work.
Commercial results
A lot of the information you’ll find will be of a commercial nature, as Google’s main income comes from advertising.
Poor quality information
Anyone can publish online about any topic. There is no quality control of information; a lot of it is inaccurate, incomplete, biased, politically or commercially motivated and/or otherwise unreliable.
Google Scholar provides a simple way to search scholarly literature. From one search box, you can search across many sources and disciplines.
Its similarity to Google makes it very easy to use google Scholar to find academic texts. However, Google Scholar doesn’t provide access to everything you might need, and if you use it exclusively you’re likely to miss out on a lot of other relevant resources.
Google Scholar definition: A freely available search engine that indexes material from a wide array of scholarly publications.
What can you find using Google Scholar?
You can access a wider variety of sources using Google Scholar, including:
Academic articles
Theses
Ebooks
Abstracts from academic publishers, professional societies, online repositories, universities and other websites.
You can learn more about sources of information in Know your sources
Quality of results
Good, especially if you link Google Scholar to Locate to access resources held by the Libraries of the Coventry University Group. The video at this link shows you how to link Google Scholar to Locate.
Quantity of results
Generally high, though not as many as a Google web search, as you are already limiting your results to scholarly material.
Advanced tip:
Use the refine options or the advanced search to reduce the number of results and improve the relevance of your searches. After you’ve done a search, there are a number of quick refine options available down the left side of the results page. The advanced search tool offers further options, including narrowing your results by date range or title of publication.
What’s it good for?
Be wary of…
Reliability
Google’s definition of scholarly material may differ from your tutors’; they do not release the parameters for what qualifies as scholarly material. You’ll need to analyse the source for yourself to decide if it is scholarly or popular.
Limited coverage
It can take a while for articles to appear on Google Scholar, and a lot of academic journals don’t allow their material to be searched by it, so you may miss out on a lot of relevant articles if you don’t use other tools as well.
Limited scope
Google Scholar mainly covers journal articles, so it doesn’t retrieve other types of information such as news items or statistics.
Locate enables you to search the Library’s electronic and physical resources using a single search box.
You can access Locate at https://locate.coventry.ac.uk
Locate definition
Books, journals and more you can access using your university login.
What can you find?
Material held or subscribed to by the Library, including:
You can learn more about sources of information in Know your sources
Quality of results
High.
Locate only returns results for items that the library has.
Quantity of results
Variable.
If you use the single search box first with no limits, you’ll often get a very large number of results. You can use the refinement options down the left of the screen to limit the results to a manageable number, or use the advanced search option to improve the relevance of your results further.
What’s it good for?
Be wary of…
The filter bubble
If you’ve told Locate what your discipline is, your searches may exclude some results, similar to the way that Google personalises your searches. This can be useful, but be aware that it may bias your results in a certain direction.
Limiting yourself
When faced with a large number of results, it can be tempting to refine them to items available online only. You can miss out on a lot of relevant resources by doing this.
Databases provide access to scholarly material from academic publishers and specialist information providers. Much of this material will be peer-reviewed, which guarantees that the content will be of the highest quality. Your subject guide lists the key databases for your subject.
You will probably be less familiar with searching subject database than Google or Google Scholar. However they will give you access to the type of high-quality material that your tutors will be looking for you to use in your work.
Definition:
A database which provides bibliographic information about items such as books, articles and conference proceedings.
What can you find?
High-quality peer-reviewed scholarly material, including:
There are also specialist databases which provide access to material such as detailed company information, reports and statistics; regional, nation and international newspapers; and legal case histories and legislation.
Quality of results
Very high.
Subject databases will return results only from peer-reviewed academic sources, so you can be sure that the information you find will be of high quality.
Quantity of results
Variable.
If you learn how to use databases effectively by planning an appropriate search, you will return a good number of relevant results.
Advanced tip: you can narrow and expand your searches by using various limits and connecting terms – like limiting by date range, and using the AND term.
What’s it good for?
Finding high-quality, peer-reviewed material.
Performing a comprehensive literature search for material on your topic.
Be wary of…
Being put off
Searching databases may not look quite as straightforward as using other tools, but by using them you will search across few but quality, relevant resources, so it will ultimately save you time.
Being spoilt for choice
There are a lot of databases available, and not all of them will be useful to you. Before you start, make sure you look at your subject guide to see which ones are most relevant to your own work.
We’ve examined the four main tools in your search toolkit:
Choosing the right tool for your needs will help you to avoid information overload, and find the most relevant resources quickly and easily.
In this post, we’ll explore some of the issues involved around plagiarism and academic integrity, with the focus on these areas:
Your academic work should include your voice. You can and should include the ideas of others in your work; these can help you form your own ideas and conclusions about a topic.
Your work should acknowledge and add to the academic conversation that is already going on in your area of study. While you are contributing to the academic discussion, it is important to ensure that your voice is distinguished from the voice of others.
Failure to clearly differentiate your voice can result in plagiarism.
In this section, we’ll look at what plagiarism is. We’ll also look at how it is detected and what the penalties are.
The Coventry University definition of plagiarism is:
“Taking the ideas or words of others and passing them off as your own. To make clear to readers the distinction between your words, images, etc. and the work of others, it is essential that you reference your work accurately. Plagiarism is a type of intellectual theft. It is also important to be aware that self-plagiarism (i.e. reusing your own work without referencing it) is also classed as plagiarism”.
This is what happens when you submit an assignment:
In this section, we’ll look at some students’ own experiences surrounding plagiarism.
Our answer:
Our answer:
Our answer:
Our answer:
Our answer:
There are a number of techniques you can use to avoid the risk of unintentionally plagiarising in your work.
In this post we have explored the following areas:
You should now have a better idea of what plagiarism is, and be aware of the techniques you can use in your work to ensure that you make your own voice heard and maintain your academic integrity.
You may now also wish to read the ‘Citing it right: Introduction to referencing’ post, or look at our referencing guides.
Your ability to be critical will be vital to your academic success.
Any assignment that asks you to analyse, discuss, evaluate, examine, reflect, compare or contrast will require you to think, read and write critically.
Being critical encompasses a range of skills that are both vital to academic study and transferable to many other areas of life, including identifying arguments, analytical reasoning and synthesising information.
In this resource, you’ll explore how to be critical, highlighting practical strategies you can use in your academic reading and writing that will enable you to demonstrate critical analysis in your assignments.
To be critical means that you constantly question and evaluate what is put in front of you. Never accept anything on faith!
It means having confidence in your own analysis. Look for gaps in a scholar’s argument and pinpoint any assumptions they are making. Also, always check an argument against other sources of evidence and your own existing knowledge.
We all do a lot of reading in our day-to-day lives, but we don’t devote the same amount of time and attention to everything we read. The way you read a novel will be very different to the way you read a noticeboard; your approach varies according to your purpose.
The three main approaches to academic reading are information, understanding and analysis.
Critical reading is much like being a judge at a trial; you must cross examine the arguments of other scholars. These arguments are subjective, much like a witness testimony in court.
You must ask:
By questioning everything you read in this way, examining all pieces of evidence and how they relate to each other, you can make a critical decision about the validity and relevance of the arguments made.
This step-by-step process can help you to be critical when reading. Following each step will ensure that you engage fully with the texts you are reading.
This strategy will help you to focus your reading effectively, taking into account both the small details and the wider context.
We will now look at each step in more detail.
The vast majority of your assignments will require you to write critically. In order to do this, you need to use the analysis you have done in your reading and apply the same approach to your writing.
Critical writing gives you the opportunity to:
Critical writing requires analysis and discussion, rather than merely description.
This section will examine the differences between descriptive and analytical writing, and outline a strategy that you can use to ensure that your writing remains critical throughout your assignment.
Description v analysis
‘It says’; ‘I say’; ‘and so’
This strategy helps you write critically by breaking your writing down into three main areas.
Bear all of this in mind when you are reviewing your work. Check that you have enough ‘I say’ and ‘and so’ within your assignment to ensure you avoid purely descriptive writing.
Reports come in many forms and formats; the ability to write clear and well-structured reports is often a requirement at university and throughout your career.
This resource will give you a brief introduction to producing a written report for subjects where they are most commonly used, exploring typical conventions and considerations that you must bear in mind.
The most important thing to remember when producing a report is that a report is not an essay! Before you start working on an assignment, check that a report is what is required. Then identify the purpose of the report and the type of report required.
Reports | Essays |
Reports are broken up into sections, which then usually have sub-headings within them. Reports can also include diagrams, graphics and tables. | Essays are traditionally long, flowing texts without any sub-headings. |
Reports have stated aims that they will fulfil; they will say something new and worthwhile, and will demonstrate the significance of the findings. | An essay can often allow the author more opportunity to develop and expand on ideas and concepts. |
Reports are based on empirical data. | Essays typically explore theoretical arguments and scenarios. |
Reports can, in some instances, be presented orally; a written report would usually be submitted with a presentation. |
Reports have several conventions which make them different from other pieces of academic work.
Here, we will explore the three components of a report: Structure, Purpose, and Referencing.
Reports are well-structured, making use of section titles and sub-headings. This section will explore elements which are common to the structures of most report types, detailing what each section is. The main body tends to vary the most from report to report. You should check your assignment brief, and, if you are in any doubt, talk to your tutor.
When you begin to plan the structure of your report, it is important to consider your headings carefully.
Ensure you choose the headings which fit the form of your project the best.
A report contains numbered headings and sections, which help the reader to find the information they require.
These are the typical sections that a report may include:
When writing any report you need to consider the reasons you are writing it and the audience it is aimed at. Report assignments are often use to assess a student’s ability to clearly communicate information in their subject in a format used in professional contexts.
Reports use a number of different ways to present information. The best format to use will depend on the information that you are trying to communicate, and the audience that it is aimed at. Most of the report is likely to be text, including the discussion and analysis, but text might not be the best way to communicate parts of the information.
The three most common types of reports are Business, Laboratory, and Technical. Other sub-types may include case studies, reflective reports or specific professional reports.
Business reports – These typically report on company activities. The purpose is to improve business operations, and the audience would be directors, accountants or marketing staff.
Laboratory reports – These typically report on the results of laboratory testing. The purpose is to report on the success or failure of tests, by analysing collected data. The audience would be other scientific experts is the field.
Technical reports – These typically report on processes, techniques and specifications. The purpose is to share knowledge on how to complete processes, using software, construction techniques, and design. The audience would include other users, peers and team members.
Figures (tables, charts, graphs, images and diagrams) can all be used to present certain types of information more effectively. They should have a clear purpose and help you to communicate your ideas to the reader. Text should also be used to explain the importance of the information included in any figures. This might be an analysis of the data contained in a table, or the importance of differences shown on a graph.
Graphs, charts, illustrations and other visual aids can make your information easier to understand and can aid the analysis of data. However, they should only be used if they enhance the analysis or understanding. If they serve no purpose, they should not be used. Also, they should not detract from the written text, or replicate it.
As with any other form of academic writing, it is important to acknowledge the sources referred to in your report. For more on referencing, see the ‘citing it right’ post and our referencing guide.
In the ‘Purpose’ section, we looked at how figures should only be included where they help communicate ideas more clearly. This section will look at how these figures should be labelled and referenced, to help readers get the most out of them. All figures should be labelled, whether they are your own or from other sources. Figures taken from other sources must also be referenced.
Reports are a record of your own research and work. All reports are different, but mostly follow the key conventions which have been highlighted in this resource. Treat a report like any other piece of academic work and maintain the same high standards of writing and referencing. Remember that some reports are more specialised and have their own subset of conventions, which you should be aware of.
If you are in any doubt, always refer to the assignment brief or check with your tutor.