Mohammad T Islam (BSc, MBA, MEd)

Accurate referencing is one of the most important aspects of academic writing. It not only acknowledges the original sources of ideas and information but also strengthens your arguments and demonstrates academic integrity. For many students, however, getting the format right can be challenging. This article presents a quiz-style guide to help you understand the essentials of Harvard referencing, while also exploring why proper citation matters. Each question is followed by the correct answer, along with an explanation to help you learn from common mistakes. Question 1 Which of the following shows the correct format for referencing a book in the Reference section? a) Saunders, MNK, Lewis, P and Thornhill, A (2003) Research Methods for Business Students (3rd edn), Pitman Publishing b) Saunders, MNK, Lewis, P and Thornhill, A (2003) Research Methods for Business Students (3rd edn), London, Pitman Publishing ✅ Correct Answer: Saunders, MNK, Lewis, P and Thornhill, A (2003) Research Methods for Business Students (3rd edn), London, Pitman Publishing Explanation: In the Harvard system, a book reference must include the authors’ surnames and initials, year of publication, title in italics, edition (if not the first), place of publication, and the publisher. The incorrect option is missing the place of publication. Question 2 Which of the following sentences, if used in an essay, should have citations within them? a) Many researchers have stated that students learn best when they actively participate in workshops. b) Last year, the government spent more than five million pounds on the project. c) I would tend to disagree with their viewpoints. d) There are seven days in a week. ✅ Correct Answer: a and b only Explanation: a: Refers to other researchers’ findings → requires a citation. b: Factual, statistical information from an external source → requires a citation. c: Your opinion → does not need a citation. d: Common knowledge → no citation required. Question 3 A work written by John Smith in 2003 should be cited within the text according to the following: ✅ Correct Answer: It might be (Smith, J 2003) if there is another person with the surname Smith in the Reference section. If there is not another Smith, it should be (Smith 2003). Explanation: When two or more authors share the same surname, you should include the initials to avoid confusion. If only one “Smith” appears in your references, then the surname and year are sufficient. Question 4 Why should you include references within a text? a) To give credit where credit is due b) To provide enough information so that the reader can find the original source c) To avoid charges of plagiarism d) To demonstrate that your arguments are supported by evidence ✅ Correct Answer: All of the above Explanation: Referencing shows academic honesty, acknowledges others’ work, allows readers to verify claims, and strengthens your arguments by demonstrating that they are informed by credible sources. Question 5 Which of the following is an example of the Harvard system of referencing within a text? a) Many studies show these conclusions (Doe 2000; Jones 1999; Smith 2003). b) Many studies show these conclusions [1,2,3]. ✅ Correct Answer: a Explanation: The Harvard style uses the author’s surname and year of publication in brackets. The numbering system in option b is an example of the Vancouver referencing style, not Harvard. Question 6 You find an interesting crime statistic from the National Assembly of Wales (NAW) website on 20 February 2006. No author is listed. Which is the correct citation within the text? ✅ Correct Answer: (National Assembly of Wales 2006) Explanation: When no individual author is named, cite the organisation (corporate author) followed by the year of publication. Question 7 If you have found three distinct publications from John Doe written in 1999, 2001 and 2005, and want to mention them in the same sentence, what format should you use? ✅ Correct Answer: (Doe 1999; 2001; 2005) Explanation: When citing multiple works by the same author, list the surname once, followed by the different years separated by semicolons. Question 8 You accessed an article titled ‘RFID: Unlocking high performance in supply chain planning’ by Patrick M Byrne in Logistics Management (September 2005, Vol. 44, Issue 9, pp. 29–30) through EBSCO on 20 February 2006. The URL is given. What is the correct in-text citation? ✅ Correct Answer: (Byrne 2005) Explanation: In-text citations in Harvard style require only the author’s surname and year. Full details, including the article title, journal, volume, issue, pages, and URL, belong in the Reference list. Question 9 You find an article titled ‘Historical Crime Digest’ on the National Assembly of Wales (NAW) website, published in 2006, with no author. What is the correct Reference list format? ✅ Correct Answer: National Assembly of Wales (2006) ‘Historical Crime Digest’ [online] Available from: http://www.wales.gov.uk/subicsu/content/historical/chap2-e.pdf (accessed 20 February 2006) Explanation: For web sources without a personal author, use the corporate author (e.g. National Assembly of Wales), followed by the year, the title in quotation marks, the format ([online]), the URL, and the date accessed. Question 10 You access the article ‘RFID: Unlocking high performance in supply chain planning’ by Patrick M Byrne, published in Logistics Management, Volume 44, Issue 9, pp. 29–30 (September 2005) via EBSCO. What is the correct Reference list format? ✅ Correct Answer: Byrne, Patrick M. (2005) ‘RFID: Unlocking high performance in supply chain planning’, Logistics Management, 44(9), pp. 29–30. Explanation: Journal references in Harvard style require author(s), year, article title in quotation marks, journal title in italics, volume(issue), and page range. Question 11 Which of the following shows the correct format for referencing an e-mail in the Reference section? ✅ Correct Answer: Jones, D (2006) ‘Requested Information’ (e-mail to author) [online]. Explanation: For emails, cite the sender, year, subject line in quotes, followed by (e-mail to author) and [online]. Question 12 A work written by only two authors, such as John Doe and John Smith in 2001, should be cited in the text as: ✅ Correct Answer: (Doe and Smith 2001) Explanation: When citing two authors, include … Read more

Academic misconduct and malpractices are persistent challenges facing higher education institutions worldwide. They undermine the integrity of assessment, damage institutional reputation, and devalue qualifications (Sozon et al., 2024). The increasing accessibility of digital resources and online services has made academic dishonesty more complex and harder to detect. Traditional forms of misconduct such as plagiarism and collusion are now compounded by emerging threats such as contract cheating and the use of artificial intelligence (AI) to generate assignments. This article explores these four critical forms of misconduct, drawing upon academic literature, case studies, and institutional reports to analyse their causes, manifestations, and possible strategies for mitigation. Defining Academic Misconduct and Malpractice Academic misconduct is broadly defined as behaviour that compromises the integrity of learning, teaching, and assessment by gaining an unfair academic advantage (Velliaris, 2019). Malpractice, often used interchangeably, refers to dishonest or unethical academic behaviour, whether intentional or accidental. According to Ali, Sultan and Aboelmaged (2021), misconduct encompasses activities such as cheating, plagiarism, collusion, data fabrication, falsification, and impersonation. The advent of digital platforms, contract cheating services, and AI tools has expanded the scope of misconduct, requiring institutions to rethink traditional academic integrity frameworks (Pellerin & Ogandaga, 2024). Below is a summary of four major forms of academic misconduct and malpractice that university students often, either knowingly or unknowingly, engage in: 1.0 Plagiarism 1.1 Definition and Forms Plagiarism is the presentation of another person’s work, ideas, or words as one’s own without proper acknowledgement. It can take various forms, including copy-and-paste plagiarism, self-plagiarism, paraphrasing without citation, and mosaic plagiarism (Deslauriers, 2025). For example, a student who copies text from a website without citing the source engages in direct plagiarism, while a student who paraphrases a journal article but omits referencing commits implicit plagiarism. 1.2 Consequences and Challenges Plagiarism damages academic credibility and erodes trust between students and institutions. As Ogwueleka (2025) notes, it undermines creativity and critical thinking, reducing the value of higher education qualifications. Detection tools such as Turnitin and emerging AI-based detection systems have helped to identify copied content, but these systems face challenges with paraphrased or AI-generated text (Johnson, 2023). 2.0 Collusion 2.1 Definition and Examples Collusion occurs when students work together inappropriately, submitting joint work as individual effort or receiving unpermitted assistance. Unlike collaboration, which is often encouraged, collusion breaches academic integrity when it obscures individual contribution (Sozon, Alkharabsheh & Pok, 2025). For instance, two students may agree to divide sections of an essay and then submit the combined work as separate submissions, which constitutes collusion. 2.2 Implications Collusion undermines fairness in assessment and creates difficulties for educators in evaluating individual understanding (Velliaris, 2019). It may also damage trust among peers if students perceive inequities in how assessment rules are applied. 3.0 Contract Cheating and Ghostwriting 3.1 Contract Cheating Contract cheating involves students outsourcing their assignments, dissertations, or projects to third parties who complete the work in exchange for payment (Lancaster et al., 2025). This practice has expanded globally due to the rise of online “essay mills” that market academic work directly to students. According to Xu and Li (2023), contract cheating is particularly problematic because it bypasses traditional plagiarism detection software: the purchased work is original but not authored by the student. 3.3 Ghostwriting Ghostwriting is closely related to contract cheating, in which a third party writes work for a student, often for a fee, but without attribution (Möller, 2023). Ghostwriting is considered one of the most severe forms of misconduct because it completely misrepresents a student’s abilities and undermines the credibility of higher education qualifications. 3.4 Real-World Example The UK has taken legislative steps against essay mills, making it illegal to provide or advertise commercial contract cheating services (Lancaster et al., 2025). Despite such regulations, providers continue to operate internationally, often exploiting students’ anxiety about academic performance or language barriers (Deslauriers, 2025). 4.0 The Use of Artificial Intelligence in Academic Work 4.1 Emerging Opportunities and Risks The rise of generative AI tools such as ChatGPT and other large language models presents new challenges for academic integrity. While these technologies can support learning by offering feedback, generating ideas, or aiding in language refinement, they can also be misused for automated essay generation and exam cheating (Lund et al., 2025). Sozon, Alkharabsheh and Fong (2024) highlight that AI blurs the boundaries between legitimate assistance and misconduct, as students may present AI-generated outputs as their own work without attribution. 4.2 Academic Responses Institutions are responding by updating policies, assessment design, and detection tools. Lancaster and Draper (2025) argue that universities must explicitly address AI misuse in academic integrity policies, ensuring that students understand when and how AI can be ethically integrated into their work. 4.3 Example In 2023, several Australian universities shifted back to handwritten exams and in-person assessments after reports of students using generative AI to complete online tests (Nwozor, 2025). This demonstrates the immediate impact of AI on assessment integrity. Addressing Academic Misconduct and Malpractice Preventive Strategies Preventing academic misconduct requires a multi-layered approach: Education and Awareness: Institutions must provide students with clear guidelines on plagiarism, collusion, and acceptable use of AI (Pellerin & Ogandaga, 2024). Assessment Design: Authentic assessments, oral examinations, and project-based tasks reduce opportunities for contract cheating (Velliaris, 2019). Technological Solutions: AI-driven plagiarism detection, authorship verification, and forensic text analysis tools are being developed to identify both human and machine-generated misconduct (Siddhpura & Siddhpura, 2020; Johnson, 2023). Ethical and Cultural Considerations Academic integrity is not only a technical issue but also a cultural and ethical challenge. Deslauriers (2025) argues that institutions should foster a culture of honesty by embedding integrity into teaching and learning rather than relying solely on punitive measures. Moreover, differing cultural understandings of authorship and collaboration require sensitive, context-specific responses (Sozon et al., 2025). Academic misconduct and malpractice threaten the credibility of higher education. Plagiarism, collusion, contract cheating, and the misuse of AI are interconnected issues requiring both preventative and corrective measures. While technology offers tools for detection, the foundation of academic integrity must be built on education, ethical … Read more

The Harvard Referencing System is one of the most widely used citation and referencing styles in academic writing. It ensures that sources are acknowledged properly, helps to avoid plagiarism, and demonstrates academic integrity. This study guide provides a comprehensive overview of how to cite and reference a wide range of sources, using examples and explanations for clarity. 1.0 Assignment Writing In order to produce strong and credible academic work, it is important to base your arguments on a wide range of reliable sources. To do this effectively, you should: Read widely across different types of academic material. This helps you to understand various perspectives and strengthen your arguments. Engage with multiple sources, such as books, journal articles, newspapers, reports, and reputable websites. Drawing on a variety of materials adds depth to your work. Read at the appropriate academic level, ensuring that the sources you choose are scholarly and suitable for higher education study, rather than overly simplified or non-academic. Use good-quality sources that are credible, well-regarded, and relevant to your topic. This ensures that your arguments are well supported and academically sound. 2.0 Citing and Referencing In your assignments, you must demonstrate that you have engaged with relevant and high-quality sources to support your arguments. This is achieved through two essential practices: Providing in-text citations within the body of your work to acknowledge where specific ideas, evidence, or quotations have been taken from. Including a reference list and, where required, a bibliography at the end of your work. It is important to note that: In-text citations are sometimes referred to as in-text references. Reference lists are also commonly known as References. Together, these elements show that your arguments are well founded and that you respect the intellectual property of other authors. 3.0 Why Citing and Referencing? Citing and referencing are fundamental aspects of academic writing, and they serve several key purposes: To acknowledge the work of others and ensure you avoid plagiarism, which is a serious academic offence. To help readers and tutors distinguish between your own original ideas and the material you have drawn from other sources. To demonstrate that you have relied on high-quality and reliable sources, showing the depth and credibility of your research. To improve the credibility, clarity, and overall presentation of your academic work. By citing accurately, you not only give proper credit to other authors but also strengthen your own arguments through evidence-based support. 4.0 Plagiarism Failure to cite and reference ideas, evidence, or quotations from other authors can result in accusations of plagiarism. Plagiarism is defined as presenting someone else’s work as your own. It is considered a form of academic theft and is treated very seriously within higher education. To avoid plagiarism, you must always record accurately and fully reference the details of every source you consult and use in your work. Careful note-taking and consistent referencing practices are essential to maintaining academic integrity. 5.0 Citation and Referencing Styles There are several different systems used in academic writing for citation and referencing. Each discipline or institution may prefer a particular style. The most commonly used include: Harvard style – an author–date system. American Psychological Association (APA) – also an author–date system, widely used in the social sciences. Modern Language Association (MLA) – another author–date system, often used in the humanities. Modern Humanities Research Association (MHRA) – an author–date system, mainly applied in literature and language studies. Chicago, Vancouver, and Footnote styles – all of which are numeric systems, relying on numbers in the text linked to references or footnotes. Important: Always check with your tutor or department which referencing system you are required to use for your assignments. 6.0 The Harvard Referencing Style The Harvard style is one of the most widely used referencing systems in academic writing. It follows the author–date method and is built on three key elements: In-text citations – brief references placed within the body of your text. These usually include the author’s surname, the year of publication, and, where relevant, the page number(s). Reference list – a complete list of all sources you have cited directly in your work. This list should appear at the end of your assignment and be arranged in alphabetical order by author’s surname. Do not separate sources under different categories such as books, journals, newspapers, websites etc. Bibliography – sometimes required in addition to the reference list. A bibliography contains details of all sources consulted, including those you have read but not cited directly in your text. Using these three elements ensures your work is transparent, credible, and academically sound. 7.0 Examples of In-text Citations In the Harvard style, an in-text citation is used whenever you refer to someone else’s ideas, data, or words. These citations typically include the author’s surname, the year of publication, and, where necessary, the page number(s). Examples include: According to Clegg (1985, p.543)… Barter (2003, p.258) has shown that… Evans and Foxall (2006, p.76) point out that… Reed et al. (2008, pp.30–31) suggested that… Several authors (Ray, 2002, p.23; Smith, 2004, p.70) conclude… A number of studies (Gray, 2002; Toms, 2004; Lee, 2008) have considered the Scottish economy… Other examples: 25% of manufacturing jobs were lost in the 1980s (Jones, 1995, p.64). A recent survey (Gordon, 2001, pp.21–28) has found… 8.0 Useful Phrases for Introducing Citations When incorporating the ideas of others into your work, it is important to introduce references smoothly. The following phrases can help you do this effectively: Saunders (2010) defined/ proposed/ indicated/pointed out/suggested/ showed/stated/explained/analysed/claimed……that…. As defined/proposed/indicated/suggested/showed/stated/explained/analysed/claimed/ pointed out by Saunders (2010)…. According to Saunders (2010)… To quote from Saunders (2010)… Note: When citing a work with three or more authors, use et al. (in italics) after the first author’s surname. 9.0 When Must I Provide a Citation? A citation is required whenever you make use of another author’s work, ideas, or findings. You must provide a reference when you: Quote directly from another source, using the author’s exact words. Paraphrase by rewriting an author’s ideas in your own words. Summarise arguments, theories, … Read more

Academic writing requires students and researchers to engage critically with existing literature while producing original work. Three essential techniques that allow this engagement are paraphrasing, summarising, and synthesising. These skills help writers avoid plagiarism, demonstrate understanding, and present coherent arguments by integrating ideas from multiple sources. This article examines the importance of these techniques, outlines strategies for their effective use, and highlights challenges learners face, supported by examples and references to textbooks, journal articles, and reputable academic websites. Paraphrasing Paraphrasing is the process of expressing another author’s ideas in one’s own words without altering the original meaning (Bailey, 2018). Unlike quoting, which reproduces exact words, paraphrasing demonstrates comprehension and allows the writer to integrate information smoothly into their text. For example: Original: “MPs were not paid a salary until 1912” (Rush, 2005, p.114). Paraphrase: Until the early twentieth century, members of Parliament served without financial remuneration (Rush, 2005). Effective paraphrasing involves more than simply substituting words with synonyms. It requires restructuring sentences, altering vocabulary, and contextualising ideas. According to Ajmal, Bukhari and Raza (2025), students in higher education often struggle with paraphrasing due to limited exposure to academic conventions. Common pitfalls include patchwriting—copying too closely from the source—or misrepresenting the meaning (Maulidiyah, 2024). Strategies for effective paraphrasing include: Understanding the source fully before rewriting. Changing sentence structure rather than word-by-word substitution. Using reporting verbs such as “argues,” “suggests,” or “notes.” Comparing the paraphrase with the original to check accuracy (University of Manchester, 2020). Paraphrasing ensures that academic work demonstrates originality while respecting intellectual property. Summarising Summarising condenses the main ideas of a source into a shorter version, focusing on key points and omitting detail. It differs from paraphrasing in that it reduces length significantly while retaining essential meaning (Cottrell, 2019). For example: Original: “The proportion of manual workers in the parliamentary Labour Party declined from 1945 to 1979, from approximately one in four to one in ten. Of the 412 Labour MPs elected in 2001, 12% were drawn from manual backgrounds” (Criddle cited in Norton, 2005, p.23). Summary: The Labour Party’s working-class representation declined significantly from 1945 to 2001 (Norton, 2005). Summarising is particularly useful when reviewing literature or providing context. Delgado-Osorio (2024) highlights that summarising in academic contexts requires the ability to identify and prioritise relevant ideas, which demands critical thinking. Moreover, Qurbonbayeva (2025) stresses that effective summarisation prevents plagiarism by ensuring writers do not rely excessively on long quotations. Key techniques include: Identifying the thesis or main argument. Selecting supporting points relevant to the writer’s purpose. Condensing information into concise statements. Avoiding unnecessary detail such as examples unless directly relevant. By summarising effectively, writers can present complex information in a clear, accessible manner while maintaining focus. Synthesising Synthesising goes beyond paraphrasing and summarising. It involves combining ideas from multiple sources to produce new insights or arguments (Hart, 2018). Instead of presenting sources separately, synthesis integrates perspectives, showing relationships, agreements, or contradictions. For example: Source A: Research shows paraphrasing improves comprehension (Ajmal et al., 2025). Source B: Summarising develops the ability to prioritise ideas (Delgado-Osorio, 2024). Synthesis: Together, these studies suggest that paraphrasing and summarising complement one another, enhancing both understanding and critical evaluation. Synthesis is crucial in literature reviews, where the aim is not merely to report what has been written, but to demonstrate how different works contribute to the academic conversation. According to Maulidiyah (2024), synthesis allows writers to construct coherent arguments by linking diverse findings. However, novice writers often list sources sequentially without integrating them, resulting in descriptive rather than analytical writing. Strategies for synthesis include: Comparing and contrasting sources. Grouping ideas under themes. Highlighting similarities or contradictions. Developing new interpretations by combining perspectives. Synthesis thus represents a higher-order academic skill, requiring both comprehension and critical analysis. The Role of Paraphrasing, Summarising and Synthesising in Academic Integrity Proper use of paraphrasing, summarising, and synthesising promotes academic integrity by avoiding plagiarism. Failure to acknowledge sources, whether deliberate or accidental, can result in accusations of academic misconduct (Pears and Shields, 2019). As Qurbonbayeva (2025) notes, these skills not only demonstrate respect for intellectual property but also cultivate a culture of honesty and excellence in writing. Furthermore, these techniques enhance clarity, ensuring that academic work is accessible to readers. They also show the writer’s ability to critically engage with sources, a key criterion in academic assessment. For example, a literature review on climate change that merely lists sources lacks depth, whereas one that synthesises perspectives demonstrates higher-level critical thinking. Challenges and Pedagogical Approaches Students often encounter difficulties in mastering these skills. Ajmal, Bukhari and Raza (2025) observe that language barriers, limited exposure to academic texts, and inadequate training contribute to poor paraphrasing and synthesis. Common errors include over-reliance on quotations, failure to integrate sources, and loss of original meaning. Pedagogical approaches to address these challenges include: Explicit instruction in source-based writing (Maulidiyah, 2024). Practice activities focusing on paraphrasing and summarising different types of texts. Feedback and peer review, which help students refine their skills. Digital tools such as Turnitin, which encourage reflection on originality. Instructional strategies should focus not only on technical aspects but also on fostering critical thinking. In conclusion, paraphrasing, summarising, and synthesising are indispensable skills in academic writing. Paraphrasing demonstrates understanding and allows seamless integration of sources. Summarising condenses complex information, enabling clarity and focus. Synthesising integrates multiple perspectives, creating new insights and strengthening arguments. Together, these techniques enhance originality, uphold academic integrity, and promote critical engagement with knowledge. Mastery of these skills requires practice, explicit instruction, and awareness of ethical considerations. For students and researchers, developing competence in these areas is not only a requirement for academic success but also a foundation for lifelong learning. References Ajmal, A., Bukhari, S. and Raza, M.A. (2025) ‘Source-based writing skills in higher education: A study of paraphrasing, summarising, and synthesising in Pakistan’s academic context’, International Premier Journal of Languages & Literature, [online]. Available at: https://ipjll.com/ipjll/index.php/journal/article/view/167 (Accessed 11 September 2025). Bailey, S. (2018) Academic Writing: A Handbook for International Students. 5th ed. Abingdon: Routledge. Cottrell, S. (2019) The … Read more