10.4 Extending skills
10.4 Extending skills CB
Reading texts pages 103
Reference list Book cover and imprint page
Vocabulary Bank Skills Bank Resources (CB)
SKILLS BANK 10.2 Constructing long sentences
10.3 Writing a bibliography/reference list
RESOURCES 5.3 Symbols and abbreviations for notes (p. 128)
T is lesson builds on some of the content from the previous two lessons to introduce students to the Vancouver referencing system and to give them practice in referencing diff erent types of sources. T ere is also some practice in using symbols and abbreviations and some practice with compound sentences.
SUBJECT NOTE Vancouver referencing Skills Bank 10.3 provides an overview of the Vancouver referencing system, and some examples of Vancouver references are given in this lesson. Students will probably need more detailed guidance on how to use the system, which should be available from the library in your institution.
Lesson aims
At the end of this lesson, students should: • have reviewed diff erent ways to use sources in their writing
• understand how to create in-text citations and reference lists using the Vancouver referencing system
• have revised symbols and abbreviations used to refer to sources
Introduction
Introduce the idea of using sources in writing. Look back at the text in Lesson 10.2 (Implementing evidence-based medicine in the clinical setting) and ask students to fi nd all the references to a source. Ask them to fi nd a quotation and a paraphrase. What are the main diff erences between quoting directly from a source and paraphrasing?
A
Explain to students that this activity builds on the essay plan they developed in Lesson 10.3 and that it will help them to practise creating more detailed, compound sentences. Tell them that, if possible, they should include some of the language from Lessons 10.2 and 10.3.
Set for individual work and pairwork checking. Give students time to work on their sentences together. Feed back visually to the class using the answers below.
SKILLS BANK 10.2 Constructing long sentences
T e example in Skills Bank 10.2 demonstrates how to develop simple sentences and phrases into full and complete sentences.
Suggested answers
1. As the relatively small number of systematic reviews available in the Cochrane Library suggests, providing timely high-quality evidence can be diffi cult.
2. T e evidence from the clinical audit at University Hospital Swendon shows that many staff may not use evidence-based clinical guidelines eff ectively.
3. Clinicians are more likely to use guidelines they have helped develop, but the development process can be complex and time-consuming.
4. Integrating clinical guidelines into patient-support systems can help implement them; however, because of long delays in the introduction of systems, their immediate impact may be limited.
B
Explain to students that this is a list of references to all the sources which were used in the text in Lesson 10.2. Explain that a reference list should include all the sources cited in a text, not sources the student may have read but not cited. If it is necessary to refer to sources not cited, these can be listed as a bibliography.
Explain to students that they will complete this activity in two parts. T e fi rst part is to identify the type of source for each item; the second part is to identify the information needed to complete the tables.
Set the fi rst part for individual work and pairwork checking. Encourage students to fi rst identify the type of source for each of the items in the list. Give them some
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Online resources 10.4_B 10.4_Closure
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