Reporting Others' Ideas
Academic essays are often required to refer to others' ideas to indicate awareness of what is being discussed, argued about, written and discovered by the academic community. A writer can introduce different ideas in different ways.
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Thompson (2001) notes that multinationals constantly seek out new or under-exploited markets. They look to increase sales – often by creating new needs among different target groups. One example here has been the activities of tobacco companies in southern countries. Another has been the development of the markets predominantly populated by children and young people. In fact, the child and youth market has grown into one of the most profitable and influential sectors (Kenway and Bullen, 2001:90). There is increasing evidence to suggest that this is having a deep effect; that our view of childhood (especially in northern and ‘developed’ countries) is increasingly the product of ‘consumer-media’ culture (Smith, 2009; Yeh and Inose, 2003). |
In the text above, all of the ideas come from other sources. The writer refers to others' ideas by emphasising the original sources in three different ways:
- Emphasising a source
- Emphasising an idea
- Emphasising the body of research
Emphasising a Source
In order to place emphasis on a single source or writer, the text can be introduced by using the author's name. This is useful if a writer is particularly well-known or important in the field.
| Name (Year) |
suggests notes claims argues |
that clause |
- Thompson (2001) notes that multinationals constantly seek out new or under-exploited markets.
Emphasising the Research
In order to emphasise the body of research, the idea can refer to research, studies or evidence, rather than an individual. This is useful to indicate how important or well-understood an idea is in the field. Note that research and evidence are non-countable nouns.
|
Research Studies Evidence |
show(s) suggest(s) |
that clause | (Name, year) |
- There is increasing evidence to suggest that this is having a deep effect; that our view of childhood (especially in northern and ‘developed’ countries) is increasingly the product of ‘consumer-media’ culture (Smith, 2009; Yeh and Inose, 2003).
Emphasising the Idea
The writer can also choose to place emphasis on the idea by citing without the need for a reporting verb.
| Clause | (Name, year) |
- In fact, the child and youth market has grown into one of the most profitable sectors (Kenway and Bullen, 2001:90)
Reporting Verbs
There are a large number of reporting verbs in English. The reporting verb indicates what value a writer places on an idea. Compare:
- Research shows that poverty is increasing.
- Research suggests that poverty is increasing.
The verb shows indicates certainty, whereas the verb suggests indicates less certainty.
| Strength of Claim | Verb |
| Certain | show, prove, demonstrate, deny, reject |
| Neutral | describe, note, observe, indicate |
| Uncertain | argue, claim, suggest, imply |
Test Yourself
Sciences
From: K. (2004). Beer and health: preventive effects of beer components on lifestyle related diseases. BioFactors, 20. pp. 303-310.
Beer contains a number of micronutrients such as ferulic acid and polyphenols, which have the potential for prevention of colonic carcinogenesis (Lapcik et al. 1998).
Emphasis on the source
Emphasis on the idea
Emphasis on the body of research
Many natural dietary phytochemicals found in fruits, vegetables, spices, and tea have been shown in recent years to be protective against cancer in various animal models (Greenwald et al., 2001).
Emphasis on the source
Emphasis on the idea
Emphasis on the body of research
While some studies have found that the mderate consumption of alcohol reduced the risk of cancer (Jain et al. 1998; Parker et al. 2002; Tsugane et al. 1999), others found that any alcohol consumption increased the risk of cancer (Dennis, 2000), or documented no correlation (Djousse et al. 2002).
Emphasis on the source
Emphasis on the idea
Emphasis on the body of research
Humanities
From Yang, Y. and Badger, R. (2015). How IELTS preperation courses support students: IELTS and academic socialisation, Journal of Further and Higher Education, 39 (4), pp. 438-465.
Hyatt (2012: 846) argues that students who achieves threshold scores on IELTS (or TOEFL) are not necessarily equipped to deal with the demands of an academic course.
Emphasis on the source
Emphasis on the idea
Emphasis on the body of research
Barman and Cheng's (2001) international undergraduates found that oral presentations, subject-specific vocabulary and understanding writers' purposes presented the greatest challenges.
Emphasis on the source
Emphasis on the idea
Emphasis on the body of research
The cultures of Western and Chinese education systems differ more generally withChinese students valuing knowledge from the teacher (Grieve and Clark, 2005), solidarity over autonomy (Coleman, 1996; Scollon, 1999) and effort over ability (Tweed and Lehman, 2012).
Emphasis on the source
Emphasis on the idea
Emphasis on the body of research
Law
From Gooding, C. (2000). The disabilty discrimination act: from statute to practice. Critical Social Policy, 20(4), pp. 533-549.
The EAT case of Kenny v. Hampshire Constabulary (1998) raises a further restriction on the scope of the reasonable adjustment duty.
Emphasis on the source
Emphasis on the idea
Emphasis on the body of research
The Taskforce, reported in "From Exclusion to Inclusion" (Disability Rights Taskforce, 1999), recommended that the structure of the DDA should be retained and built upon.
Emphasis on the source
Emphasis on the idea
Emphasis on the body of research
Early research into the response of employers and service providers to the disability act reveals a worrying degree of complacency about its impact on existing practices.
Emphasis on the source
Emphasis on the idea
Emphasis on the body of research