IDSC 100-01, Fall 2005

Final Project: Guide for Citing Your Sources


I am providing you here with more specific guidance on how to cite sources on your final project posters.



Every time you borrow an idea that is not your own in the body of the text, a citation to a specific source should appear, IN THE TEXT. I am seeing nice lists of "Works Cited" or "Resources" at the end of your papers this term. What is missing is much more frequent reference to these works in the body of your text. You need to connect the idea being borrowed to it's source, every time!


Online Guides: Your are REQUIRED to use this

1. Guidance on WHEN you need to cite outside sources

2. What should the text look like? I include below some of my own writing (you may ignore content) so you can see one way to do this. I suggest you put the citation in parentheses and include author and date (and maybe page number). Click here for other examples.

3. You need to CHOOSE a conventional scholarly citation format (not one you used in high school) for your "Works Cited" list. Click here for options. Pick the type of source you want on the left menu bar and click for the example format. Pick one convention and stick with it!

An EXAMPLE of Writing with Proper Citations in the Text

This example uses the author and the year in parentheses. Some citation conventions also include the page number, especially with direct quotes from the source.

In higher education, an approach grounded in the literature of teaching and learning (Bransford, Brown & Cockings, 2000) must include consideration of the research on student ethical and intellectual development (Perry, 1999; King & Kitchener, 1994; Baxter Magolda, 2001; Belenky, Clinchy, Goldberger & Tarule, 1986; Wiske, 1998). Two of the PIs, Tricia Ferrett and Joanne Stewart, are developing proposals to create published resources for faculty that “translate” and connect research on how students learn and develop to classroom practice. With regard to decision-making on complex problems such as climate change, there is not “an answer” but rather many answers. As described by one science policy expert:

“In the midst of such controversy, the boundary between facts and values invariably becomes much fuzzier than we often make it out to be? The problem is that nature can be viewed through many analytical lenses, and the resulting perspectives do not add up to a single, uniform image, but a spectrum that can illuminate a range of subjective positions.” (Sarewitz, 1999)


Works Cited (for Example above, alphabetized by first author's last name)

Baxter Magolda, M. B. (2001). Making Their Own Way: Narratives for Transforming Higher Education to Promote Self-Development. Sterling, VA: Stylus.

Belenky, M. F., Clinchy, B.M., Goldberger, N. R., & Tarule, J. M. (1986). Women's Ways of Knowing: The Development of Self, Voice, and Mind. New York: Basic Books, Inc.

Bransford, J. D., Brown, A. L. & Cockings, R. R. (Eds.). (2000). How People Learn: Brain, Mind, Experience, and School. Committee on Developments in the Science of Learning, National Research Council. Washington, D.C: National Academy Press.

King, P. M. & Kitchener, K.S. (1994). Developing Reflective Judgment. San Francisco: Jossey-Bass.

Perry, W.G. Jr. (1999). Forms of Intellectual and Ethical Development in the College Years: A Scheme. San Franciso: Jossey-Bass (Original work published in 1968 by Holt, Rinehart, and Winston, Inc.)

Sarewitz, D. (1999, March). Science and Environmental Policy: An Excess of Objectivity. Retrieved March 28, 2003 from

Wiske, Martha Stone, ed. (1998). Teaching for Understanding: Linking Research with Practice. San Francisco: Jossey Bass.



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