{"id":56939,"date":"2021-04-19T12:10:58","date_gmt":"2021-04-19T19:10:58","guid":{"rendered":"https:\/\/world.edu\/?p=56939"},"modified":"2021-04-19T12:11:30","modified_gmt":"2021-04-19T19:11:30","slug":"making-your-writing-authoritative-a-citation-revision-strategy","status":"publish","type":"post","link":"https:\/\/world.edu\/making-your-writing-authoritative-a-citation-revision-strategy\/","title":{"rendered":"Making your writing authoritative \u2013 a citation revision strategy"},"content":{"rendered":"<p class=\"has-text-align-left\"><img fetchpriority=\"high\" decoding=\"async\" class=\"aligncenter size-full wp-image-56940\" src=\"https:\/\/world.edu\/wp-content\/uploads\/2021\/04\/mistakes.jpeg\" alt=\"\" width=\"680\" height=\"391\" srcset=\"https:\/\/world.edu\/wp-content\/uploads\/2021\/04\/mistakes.jpeg 680w, https:\/\/world.edu\/wp-content\/uploads\/2021\/04\/mistakes-250x144.jpeg 250w, https:\/\/world.edu\/wp-content\/uploads\/2021\/04\/mistakes-600x345.jpeg 600w\" sizes=\"(max-width: 680px) 100vw, 680px\" \/><\/p>\n<p class=\"has-text-align-left\">Readers expect academic writers to know what they are talking about. We meet that expectation by grounding our writing in good scholarship \u2013 and making it sound authoritative.<\/p>\n<p>Authoritative. You can see the words author and authority contained within authoritative \u2013 and this is no accident as the threesome\u00a0<a href=\"https:\/\/www.etymonline.com\/word\/authority\">have the same origins.<\/a>\u00a0An authority is a knowledgeable person or source whose word is trustworthy, reliable, dependable, valid, sound, well-founded. An author is the one who writes confidently about what they know.<\/p>\n<p>You may also see in this family of words the verb to authorise, to recognise expertise in some way. And of course the adjective authoritarian, and this points to the ways in which authors can overstep the mark \u2013 they dictate to readers rather than gently lead. I don\u2019t want to digress into wordplay here, but it is helpful to see that an authoritative writer leads and guides the reader. They are also an authority, and they have authority which readers recognise.<\/p>\n<p>One of the most prominent ways that authority is signalled in an academic text is via citation. The ways in which we deal with other people\u2019s words and works demonstrates the degree to which we assert our command of the literatures and show that our reading and interpretations are sound and believable.<\/p>\n<p>There are two dominant ways in which citations appear in academic writing.<\/p>\n<ul>\n<li><em>One way to begin writing a paper is to use a \u2018tiny text\u2019 ( Kamler and Thomson 2014)\u00a0<\/em><\/li>\n<li><em>Kamler and Thomson (2014) advocate the use of a \u2018tiny text\u2019 as a way to begin writing a paper.<\/em><\/li>\n<\/ul>\n<p>The first of these citation approaches \u2013\u00a0<em>One way to begin writing a paper is to use a \u2018tiny text\u2019 (Kamler and Thomson 2014)<\/em>\u00a0\u2013 is very much managed by the author. The author is telling you what is important about K and T\u2019s work. The author\u2019s interpretation is paramount. In offering their synthesis of their reading of Kamler and Thomson, the author has not only signalled their agreement with K and T, but also incorporated the message into their own line of argument. We might think of this as\u00a0<em>citation(1)=writer steers.<\/em><\/p>\n<p>The second of these citation approaches \u2013\u00a0<em>Kamler and Thomson (2014) advocate the use of a \u2018tiny text\u2019 as a way to begin writing a paper<\/em>\u2013 reports what K and T have said. It is not clear to the reader whether the writer agrees with K and T. The writer is standing back, they are informing but not guiding the reader to think anything in particular about K and T. We might think of this as\u00a0<em>citation(2)=writer reports<\/em>.<\/p>\n<p>The first of these citation approaches, steering, communicates an authoritative approach to the literatures. The second reporting does not. The difference is important. When supervisors say in their feedback, \u201cWhere are\u00a0<strong>you<\/strong>\u00a0in the text?\u201d they usually mean that one of the problems you need to address is citation \u2013 you need to get more of\u00a0<em>citation(1)=writer steers<\/em>.<\/p>\n<p>Here is an example which shows what happens when you shift from\u00a0<em>citation(2)=writer reports<\/em>\u00a0to\u00a0<em>citation(1)=writer steers<\/em>.<\/p>\n<p>Example:\u00a0<em>Citation(2)=writer reports<\/em>\u00a0is dominant<\/p>\n<p><em>While the idea of a public good has its roots in classical philosophy, its definition and operationalisation has largely become the stuff of economics. Neubauer (2008) argues that Smith and Hume are generally signposted as significant figures in the discursive shift from public good to public\u00a0<\/em>goods<em>. According to McIntyre, public good was, post Enlightenment, no longer taken by governing bodies as an abstract moral concept but as concrete \u2018stuff\u2019 which could be empirically investigated, measured and quantified. Hacking notes that from the 1850s onwards, nation-state governments were increasingly preoccupied with not only determining what public goods should be provided, but also with specialist statistical calculations about \u2018the public\u2019 and its economic, physical, social and cultural conditions.\u00a0<\/em><\/p>\n<p>Example:\u00a0<em>Citation(1) =writer steers<\/em>\u00a0is dominant<\/p>\n<p><em>While the idea of a public good has its roots in classical philosophy, its definition and operationalisation has largely become the stuff of economics. Smith and Hume are generally signposted as significant figures in the discursive shift from public good to public\u00a0<\/em>goods<em>\u00a0(Neubauer, 2008). Post Enlightenment, public good was no longer taken by governing bodies as an abstract moral concept but as concrete \u2018stuff\u2019 which could be empirically investigated, measured and quantified (McIntyre 1984). From the 1850s onwards, nation-state governments were increasingly preoccupied with not only determining what public goods should be provided, but also with specialist statistical calculations about \u2018the public\u2019 and its economic, physical, social and cultural conditions (Hacking (1999).\u00a0<\/em><\/p>\n<p>I hope you can see that the\u00a0<em>citation(1)=writer steers<\/em>\u00a0paragraph reads more easily as the writers of cited works don\u2019t get in the way. It reads more authoritatively than the\u00a0<em>citation(2)=writer reports<\/em>. Now multiply that paragraph by a lot, by several pages, and you start to see that a text which is dominated by the subservient\u00a0<em>citation(2)=writer reports\u00a0<\/em>will read less persuasively than a text which has a more balanced citation mix.<\/p>\n<p>Of course I\u2019m not suggesting that it is wrong to use the second style of citation, reporting. It\u2019s A-OK. The trick to citation and authority is all about balance. If an academic text does nothing but reporting, that\u2019s the second approach to citation, you get the\u00a0<a href=\"https:\/\/patthomson.net\/2017\/09\/11\/avoiding-the-laundry-list-literature-review\/\">laundry lis<\/a>t. He said he said she said\u2026 The laundry list reader doesn\u2019t know what to make of the serial summaries. However, if there is a balanced approach to citations, then the reader sees that the author is not simply parroting, listing selected summaries. The reader understands where the author is coming from and where they are going.<\/p>\n<p>Typically, in a dedicated literatures chapter which uses the inverted pyramid structure \u2013 it starts with a broader examination of themes in the literature and works through to literatures that are most germane to the research being presented \u2013 the balance of citation approaches changes. When the writer is writing more generally about the field and major themes, then\u00a0<em>citation(1)=writer steers<\/em>\u00a0dominates. However, when the writer gets to the texts that are most important for their own work that follows, there is a much greater use of\u00a0<em>citation(2)=writer reports<\/em>. The authors of the literatures most significant to the author\u2019s own work\u00a0<strong>do<\/strong>\u00a0get to feature in the text. But even here, where they are named and their work reported, there is still likely to be an overall strong interpretative steer as writers explain what it is about particular scholar and their work that is important to their own endeavours.<\/p>\n<p>One simple revision strategy then is to look at citation approaches and to see how choices between steering and reporting might affect the authority of the writing.<\/p>\n<ul>\n<li>What is the ratio of\u00a0<em>citation (1)=writer steers<\/em>\u00a0to\u00a0<em>citation 2)=writer reports<\/em>?<\/li>\n<li>Is the balance of citation approaches appropriate to the work of the text \u2013 is this a more general interpretation or are the citations highly sigificant and specific to the work at hand?<\/li>\n<li>Are all of those\u00a0<em>citation(2)=writer reports<\/em>\u00a0necessary?<\/li>\n<li>How many of them can be changed to\u00a0<em>citation (1)=writer steers<\/em>\u00a0without losing meaning?<\/li>\n<li>Does changing from\u00a0<em>citation (2)=writer reports<\/em>\u00a0to\u00a0<em>citation (1)=writer steers<\/em>\u00a0make the text read more easily (flow) and read authoritatively?<\/li>\n<\/ul>\n<p>It is also important to check whether there are knock on changes \u2013 do you need to add more introductory and concluding sentences to paragraphs? This sometimes happens when you shift citation approaches, and you will see in the example given earlier that the paragraph doesn\u2019t start with a\u00a0<em>he or she said<\/em>.<\/p>\n<p>Citations are not all that matters in authoring, but they can make quite a difference to how your reader sees your writing.<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Readers expect academic writers to know what they are talking about. We meet that expectation by grounding our writing in good scholarship \u2013 and making it sound authoritative. Authoritative. You can see the words author and authority contained within authoritative \u2013 and this is no accident as the threesome\u00a0have the same origins.\u00a0An authority is a [&hellip;]\n&hellip; <a href=\"https:\/\/world.edu\/making-your-writing-authoritative-a-citation-revision-strategy\/\" class=\"more\">learn more&rarr;<\/a><\/p>","protected":false},"author":33,"featured_media":56940,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[29],"tags":[366310],"coauthors":[11733],"class_list":["post-56939","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-higher-education","tag-citation-revision-strategy"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v28.2 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>Making your writing authoritative \u2013 a citation revision strategy - World leading higher education information and services<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/world.edu\/making-your-writing-authoritative-a-citation-revision-strategy\/\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:locale\" content=\"en_US\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:type\" content=\"article\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:title\" content=\"Making your writing authoritative \u2013 a citation revision strategy - World leading higher education information and services\" class=\"yoast-seo-meta-tag\" \/>\n<meta property=\"og:description\" content=\"Readers expect academic writers to know what they are talking about. 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