It has been emphasised that good referencing is an important academic skill ( , 2015).
Information from (2015) emphasises that good referencing is an important academic skill.
You use secondary referencing when you want to refer to a source that is mentioned or quoted in the work you are reading. To do this, you add the phrase ‘quoted in’ or ‘cited in’ (depending on whether the author of the secondary source is directly quoting or summarising from the primary source) to your intext citation, along with the details of the source that you are reading.
West (2007, quoted in Birch, 2017, p. 17) state that… You would then include full references to Birch and The Open University in your reference list as these are the sources that you have read. There is no change to the structure of the full reference for these sources. |
You should include page numbers in your citation if you are quoting directly from or using ideas from a specific page or set of pages. Add the abbreviation p. (or pp. if more than one page) before the page number(s).
Harris (2015, p. 5) argues that… In the drying process "polyphenol oxidizing reactions" form new flavour compounds (Toker 2020, pp. 585–586)... |
Add a lower case letter to the date in the in-text citation and in the matching full reference to distinguish between the sources. : Snow is formed in part because the temperature drops enough that rain freezes (The Open University, 2022a), however the freezing temperature of water is often below 0°C under certain conditions (The Open University, 2022b).
The Open University (2022a) '1.2 What are clouds?'. . Available at: (Accessed: 22 November 2022). The Open University (2022b) '1.3.1 Snow and ice'. . Available at: (Accessed: 22 November 2022). Note: this only applies when you are using multiple different sources with the same author and year – if you are referring to the same source more than once then you do not need to add a letter to the date. The citation will be the same each time and you only need to include the source once in your reference list. |
Example with one author:
Almeroth-Williams, T. (2019) City of Beasts: How Animals Shaped Georgian London . Manchester: Manchester University Press.
RSPCA (2024) Caring for cats and kittens . Available at: https://www.rspca.org.uk/adviceandwelfare/pets/cats (Accessed: 1 August 2024).
Example with two or three authors:
Grayling, A. and Ball, B. (2024) ' Philosophy is crucial in the age of AI', The Conversation , 1 August. Available at: https://theconversation.com/philosophy-is-crucial-in-the-age-of-ai-235907 (Accessed: 1 August 2024).
Chu, M., Leonard, P. and Stevenson, F. (2012) ' Growing the Base for Citizen Science: Recruiting and Engaging Participants', in J.L. Dickinson and R. Bonney (eds.) Citizen Science: Public Participation in Environmental Research . Ithaca: Cornell University Press, pp. 69-81.
Example with four or more authors:
Young, H.D. et al. (2015) Sears and Zemansky's university physics . San Francisco, CA: Addison-Wesley.
Note: You can choose one or other method to reference four or more authors (unless your School requires you to name all authors in your reference list) and your approach should be consistent.
(Includes written online module activities, audio-visual material such as online tutorials, recordings or videos).
When referencing material from module websites, the date of publication is the year you started studying the module.
Surname, Initial. (Year of publication/presentation) 'Title of item'. Module code: Module title . Available at: URL of VLE (Accessed: date).
OR, if there is no named author:
The Open University (Year of publication/presentation) 'Title of item'. Module code: Module title . Available at: URL of VLE (Accessed: date).
Rietdorf, K. and Bootman, M. (2022) 'Topic 3: Rare diseases'. S290: Investigating human health and disease . Available at: https://learn2.open.ac.uk/mod/oucontent/view.php?id=1967195 (Accessed: 24 January 2023).
The Open University (2022) ‘3.1 The purposes of childhood and youth research’. EK313: Issues in research with children and young people . Available at: https://learn2.open.ac.uk/mod/oucontent/view.php?id=1949633§ion=1.3 (Accessed: 24 January 2023).
You can also use this template to reference videos and audio that are hosted on your module website:
The Open University (2022) ‘Video 2.7 An example of a Frith-Happé animation’. SK298: Brain, mind and mental health . Available at: https://learn2.open.ac.uk/mod/oucontent/view.php?id=2013014§ion=4.9.6 (Accessed: 22 November 2022).
The Open University (2022) ‘Audio 2 Interview with Richard Sorabji (Part 2)’. A113: Revolutions . Available at: https://learn2.open.ac.uk/mod/oucontent/view.php?id=1960941§ion=5.6 (Accessed: 22 November 2022).
Note: if a complete journal article has been uploaded to a module website, or if you have seen an article referred to on the website and then accessed the original version, reference the original journal article, and do not mention the module materials. If only an extract from an article is included in your module materials that you want to reference, you should use secondary referencing, with the module materials as the 'cited in' source, as described above.
Surname, Initial. (Year of publication) 'Title of message', Title of discussion board , in Module code: Module title . Available at: URL of VLE (Accessed: date).
Fitzpatrick, M. (2022) ‘A215 - presentation of TMAs', Tutor group discussion & Workbook activities , in A215: Creative writing . Available at: https://learn2.open.ac.uk/mod/forumng/discuss.php?d=4209566 (Accessed: 24 January 2022).
Note: When an ebook looks like a printed book, with publication details and pagination, reference as a printed book.
Surname, Initial. (Year of publication) Title . Edition if later than first. Place of publication: publisher. Series and volume number if relevant.
For ebooks that do not contain print publication details
Surname, Initial. (Year of publication) Title of book . Available at: DOI or URL (Accessed: date).
Bell, J. (2014) Doing your research project . Maidenhead: Open University Press.
Adams, D. (1979) The hitchhiker's guide to the galaxy . Available at: http://www.amazon.co.uk/kindle-ebooks (Accessed: 23 June 2021).
Note: Books that have an editor, or editors, where each chapter is written by a different author or authors.
Surname of chapter author, Initial. (Year of publication) 'Title of chapter or section', in Initial. Surname of book editor (ed.) Title of book . Place of publication: publisher, Page reference.
Franklin, A.W. (2012) 'Management of the problem', in S.M. Smith (ed.) The maltreatment of children . Lancaster: MTP, pp. 83–95.
Note: When referencing a chapter of an edited book, your in-text citation should give the author(s) of the chapter.
Surname, Initial. (Year of publication) 'Title of article', Title of Journal , volume number (issue number), page reference.
If accessed online:
Surname, Initial. (Year of publication) 'Title of article', Title of Journal , volume number (issue number), page reference. Available at: DOI or URL (if required) (Accessed: date).
Shirazi, T. (2010) 'Successful teaching placements in secondary schools: achieving QTS practical handbooks', European Journal of Teacher Education , 33(3), pp. 323–326.
Shirazi, T. (2010) 'Successful teaching placements in secondary schools: achieving QTS practical handbooks', European Journal of Teacher Education , 33(3), pp. 323–326. Available at: https://libezproxy.open.ac.uk/login?url=https://search.ebscohost.com/log... (Accessed: 27 January 2023).
Barke, M. and Mowl, G. (2016) 'Málaga – a failed resort of the early twentieth century?', Journal of Tourism History , 2(3), pp. 187–212. Available at: https://doi.org/10.1080/1755182X.2010.523145
Surname, Initial. (Year of publication) 'Title of article', Title of Newspaper , Day and month, Page reference.
Surname, Initial. (Year of publication) 'Title of article', Title of Newspaper , Day and month, Page reference if available. Available at: URL (Accessed: date).
Mansell, W. and Bloom, A. (2012) ‘£10,000 carrot to tempt physics experts’, The Guardian , 20 June, p. 5.
Roberts, D. and Ackerman, S. (2013) 'US draft resolution allows Obama 90 days for military action against Syria', The Guardian , 4 September. Available at: http://www.theguardian.com/world/2013/sep/04/syria-strikes-draft-resolut... (Accessed: 9 September 2015).
Surname, Initial. (Year that the site was published/last updated) Title of web page . Available at: URL (Accessed: date).
Organisation (Year that the page was last updated) Title of web page . Available at: URL (Accessed: date).
Robinson, J. (2007) Social variation across the UK . Available at: https://www.bl.uk/british-accents-and-dialects/articles/social-variation... (Accessed: 21 November 2021).
The British Psychological Society (2018) Code of Ethics and Conduct . Available at: https://www.bps.org.uk/news-and-policy/bps-code-ethics-and-conduct (Accessed: 22 March 2019).
Note: Cite Them Right Online offers guidance for referencing webpages that do not include authors' names and dates. However, be extra vigilant about the suitability of such webpages.
Surname, Initial. (Year) Title of photograph . Available at: URL (Accessed: date).
Kitton, J. (2013) Golden sunset . Available at: https://www.jameskittophotography.co.uk/photo_8692150.html (Accessed: 21 November 2021).
stanitsa_dance (2021) Cossack dance ensemble . Available at: https://www.instagram.com/p/COI_slphWJ_/ (Accessed: 13 June 2023).
Note: If no title can be found then replace it with a short description.
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© . . .
What you need to know, harvard style tutorial.
The Harvard referencing system is known as the Author-Date style . It emphasizes the name of the creator of a piece of information and the date of publication, with the list of references in alphabetical order at the end of your paper.
Unlike other citation styles, there is no single, definitive version of Harvard Style. Therefore, you may see a variation in features such as punctuation, capitalization, abbreviations, and the use of italics.
Always check with your instructor and follow the rules he or she gives you.
Harvard Style will affect your paper in two places:
Sample References List:
Click on the Links Below to See Additional Examples:
Click on the image below to launch this tutorial that was created by the University of Leeds. The section on Citing in Text is especially useful.
Except where otherwise noted, this work is licensed under CC BY-SA 4.0 and CC BY-NC 4.0 Licenses .
Two or more works cited at one point in the text
If two or more works by different authors or authoring bodies are cited at one point in the text, use a semi-colon to separate them:
(Larsen 2000; Malinowski 1999)
The authors should be listed in alphabetical order.
Two or three authors or authoring bodies
When citing a work by two or three authors or authoring bodies, cite the names in the order in which they appear on the title page:
(Malinowski, Miller & Gupta 1995)
(Holt 1997) or Holt (1997) wrote that... | Holt, DH 1997, , Prentice-Hall, Sydney. | |
(McCarthy, William & Pascale 1997) | McCarthey, EJ, William, DP & Pascale, GQ 1997, , Irwin, Sydney. | |
(Bond et al. 1996) | Bond, WR, Smith, JT, Brown, KL & George, M 1996, , McGraw-Hill, Sydney. | |
(A history of Greece 1994) | 1994, Irwin, Sydney. | |
(ed. Jones 1998) | Jones, MD (ed.) 1998, , Academic Press, London. | |
(eds Bullinger & Warnecke 1985) | Bullinger, HJ & Warnecke HJ (eds) 1985, , Springer-Verlag, Berlin. | |
(trans. Smith 2006) | Colorado, JA 2006, trans. K Smith, Oxford University Press, Oxford. | |
(Australian Bureau of Agricultural and Resource Economics 2001) | Australian Bureau of Agricultural and Resource Economics 2001, , ABARE, Canberra. | |
A number of disturbing facts intrude' (Milkman 1998, p. 25) | Milkman, R 1998, 'The new American workplace:high road or low road?' in , eds P Thompson & C Warhurst, Macmillan Press, London, pp. 22-34. | |
(Drafke, 2009) | Drafke, M 2009, , 10th edn, Pearson/Prentice Hall, Upper Saddle River, N.J | |
(Aghion & Durlauf 2005) | Aghion, P & Durlauf, S (eds.) 2005, , Elsevier, Amsterdam. Available from: Elsevier books. [4 November 2004]. | |
'Historical thinking is actually a Western perspective' (White 2002, p. 112) | White, H 2002, 'The westernization of world history' in , ed J Rusen, Berghahn Books, New York pp. 111-119. Available from: ACLS Humanities E-Book. [14 May 2009]. | |
(Bond 1991a) (Bond 1991b) | Bond, G 1991a, , McGraw-Hill, Sydney. Bond, G 1991b, , Irwin, London. | |
(Conley & Galeson 1998) | Conley, TG & Galeson, DW 1998, 'Nativity and wealth in mid-nineteenth century cities', , vol. 58, no. 2, pp. 468-493. | |
(Liveris 2011) | Liveris, A 2011, 'Ethics as a strategy', , vol. 28, no. 2, pp.17-18. Available from: Proquest [23 June 2011]. | |
(Improve indigenous housing 2007)
| Available from: http://www.architecture.com.au/i-cms?page=10220 . [8 February 2009]. | |
(Jones, n.d.) | Jones, MD n.d., . Available from: <http://www.architecture.com.au>. [6 June 2009]. | |
(Department of Industry, Tourism and Resources 2006) | Department of Industry, Tourism and Resources 2006, , Government of Australia, Available from: <http://www.innovation.gov.au>. [28 February 2009]. | |
(Australian Securities Exchange 2009) | Australian Securities Exchange 2009, . Available from: <http://www.asx.com.au/professionals/market_information/index.htm>. [5 July 2009]. | |
(Newton 2007) | Newton, A. 2007, Newcastle toolkit. 16 January 2007. . Available from: <https://elgg.leeds.ac.uk/libajn/weblog/>. [23 February 2007]. | |
(OpenOffice.org 2005) | OpenOffice.org, computer software 2005. Available from: <http://www.openoffice.org>. [11 January 2005]. | |
(The Lunar Interior 2000) | , 2000. Available from: <http://www.planetscapes.com/solar/browse/moon/moonint.jpg>. [28 November 2000]. | |
(Aspect Huntley 2009) | Aspect Huntley DatAnalysis 2009, . Available from: Aspect Huntley DatAnalysis. [20 May 2009]. | |
(Datamonitor 2009) | Datamonitor 2009, . Available from: Business Source Premier. [20 May 2009]. | |
(Datastream 2009) | Datastream, 2009, . Available from: Datastream. [20 May 2009]. | |
(Riley 1992) | Riley, D 1992, 'Industrial relations in Australian education', in Contemporary Australasian industrial relations: , ed. D. Blackmur, AIRAANZ, Sydney, pp. 124-140. | |
(Fan, Gordon & Pathak 2000) | Fan, W, Gordon, MD & Pathak, R 2000, 'Personalization of search engine services for effective retrieval and knowledge management', , pp. 20-34. Available from: ACM Portal: ACM Digital Library. [24 June 2004]. | |
(Brown & Caste 1990) | Brown, S & Caste, V 2004, 'Integrated obstacle detection framework' Paper presented at the , IEEE, Detroit MI. | |
(Ionesco 2001) | Ionesco, J 2001, 'Federal election: new Chip in politics', 23 October, p. 10. | |
(Meryment 2006) | Meryment, E 2006, 'Distaff winemakers raise a glass of their own to their own', , 7 October, p. 5. Available from: Factiva. [2 February 2007]. | |
(Hilts 1999) | Hilts, PJ 1999, 'In forecasting their emotions, most people flunk out', 16 February. Available from <http://www.nytimes.com>. [19 February 2000]. | |
( 7 January 2011, p. 12) | Not required. | |
(Effective performance appraisals 1994) | 1994, (video recording), Melbourne, Educational Media Australia. | |
(Crystal 1993) | Crystal, L (executive producer) 1993, (television broadcast) 11 October 1993, New York and Washington DC, Public Broadcasting Service. | |
(Van Nuys 2007) | Van Nuys, D (producer) 2007, 'The anatomy of a lobotomist [Show 84]', (podcast). Available from: <http://www.shrinkrapradio.com/>. [11 April 2007]. | |
(Kloft 2006) | Kloft, M (producer/director) 2006, The Nuremberg trials (motion picture), in M.Sameuls (executive producer), (podcast). Available from: <http://www.pbs.org/wgbh/amex/rss/podcast_pb.xml>. [4 March 2006]. | |
| (Shocked 1992) | Shocked, M 1992, 'Over the waterfall', on (CD). New York, Polygram Music. |
(Norton 2006) | Norton, R 2006, 'How to train a cat to operate a light switch' (video file). Available from: <http://www.youtube.com/watch?v=Vja83KLQXZs>. [4 November 2006]. | |
(Cookson 1985) | Cookson, AH 1985, , US Patent 4554399. | |
(Standards Australia 2008) | Standards Australia 2008, AS 4758.1-2008. Available from: Standards Australia Online. [1 December 2008]. | |
(Standards Australia/New Zealand Standard 1994) | Standards Australia 1994, AS/NZS 3951.10:1994, Standards Australia, NSW. | |
(Jennings 1997) | Jennings, P 1997, 'The performance and competitive advantage of small firms: a management perspective', , vol. 15, no. 2, pp. 63-75. Available from: The University of Western Australia Library Course Materials Online. [1 September 2004]. | |
(Foster 2004) | Foster, T 2004, , lecture notes distributed in Financial Accounting 101 at The University of Western Australia, Crawley on 2 November 2005. | |
(Hos 2005) | Hos, JP 2005, Ph.D thesis, University of Western Australia. | |
(May 2007) | May, B 2007, Bristol UK, Canopus Publishing. | |
(Baril 2006) | Baril, M 2006, WU2006.0058. Available from: Australasian Digital Theses Program. [12 August 2008]. | |
pers.comm. | ||
(O'Reilly, cited in Byrne 2008) | In the reference list provide the details of the author who has done the citing. |
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Note: This is an advanced guide to Harvard, useful for professional editors, academics, and students looking to bump up their grades with flawless referencing! If you’re new to Harvard and feel a little lost, check out our introduction to Harvard referencing . For extra help from Harvard experts, try our student proofreading services for free, or learn more about our editing services for businesses .
Harvard referencing refers to the general citation style of listing a source’s author and date in parentheses within the text, with a corresponding entry in a reference list at the end of the work.
If a customer says they’ve been asked to use the Harvard referencing style, it could be one of many variations. You should check if a particular version has been specified. If there isn’t, use this guide to apply the version we use, but add a note for the customer to check with their institution. Also, pay attention to the requested dialect. Quotation marks, for instance, will vary depending on whether the citation is written in US or UK English .
Essentially, the surname of the author of the source and the year of its publication must be given in the text. If it is not known when a source was published, it must be indicated with “no date” (abbreviated to “n.d.” ) in place of the year.
If a direct quote is made from a source, then the in-text citation must also include the page number (or paragraph) of the quote. For page numbers, the basic form is “p.” for a single page and “pp.” for quotes spanning multiple pages. For paragraphs, use “para.” (e.g., for websites that don’t have pages); for long documents without page numbers, you can choose to include the section or chapter number or name (e.g., Smith, 1998, Section title, para. 3), but do check with your institution’s style guide.
Those key pieces of information are given in parentheses in the same font as the surrounding text and separated by commas. The bracketed citation should immediately follow the portion of the sentence that comes from the external source. If the author is mentioned in the sentence, then the bracketed citation (which will then just include the year of publication) will need to follow directly after the author’s name.
In-text citations can take three basic forms :
If the source doesn’t come from an author with a surname – a corporate body, for example – then the name of that organization takes the place of the surname:
These basic rules will need to be adapted to various circumstances, which we will discuss next.
When there are multiple authors of the same work, the main thing to remember is that in-text citations name one or two authors. For three or more authors, only the first is mentioned, followed by “et al.” (in which case, note that a period is used in addition to a comma because “al.” is an abbreviation).
NB: When it comes to the full list of references at the end, all authors – some institutions put a cap on this, but others simply say to consult the course tutor – should be listed.
When both authors are named, the in-text citation will spell out “and” rather than use an ampersand (“&”).
Two authors of the same source | This example (Carter and Burge, 1967) OR Carter and Burge (1967) gave this example. |
Three (or more) authors of the same source | This example (Powell et al., 1971) OR Powell et al. (1971) gave this example. |
An exception to only giving the surname of the author is if there are authors with the same surname and publications from the same year. In that case, the author’s initials should be added for clarity . Whether that initial comes before or after the surname, and whether or not it should have a period, will depend upon the university’s style guide. Our general approach is to put a period after an initial, as you would in any writing, but you should go for consistency within the document and flag the issue with a comment.
Authors with the same surname | This example (A. Hopper, 1911) OR B. Hopper (1911) gave this example. |
More frequently, you may come across citations for more than one work by the same author. If they were from different years but cited together, there is no need for the author’s name to be repeated. The years of publication are then listed in reverse chronological order (i.e., the newest comes first) with the years separated by semicolons . Each individual source is then listed in the reference list.
NB: When it comes to the full list of references at the end, the order of sources by the same author is chronological (i.e., with the earliest first).
If, however, the author has multiple works from the same year, a lowercase letter should be added to the year to differentiate the sources. The lettering should be alphabetical in the order that the sources are cited in the text .
NB: The crucial thing to check here is that the same system is reflected in the reference list at the end.
Multiple works by the same author in the same citation | There are a couple of sources that cover this (Woodhouse, 2022; 2020). |
Different works with the same author and date | This was a productive year (Woodhouse, 2022a), as can be seen here (Woodhouse, 2022b). |
If there is more than one source cited in support of a statement (e.g., multiple works by the same author), they will need to be cited in reverse chronological order and separated by semicolons . If the list includes works from the same year , they should be cited alphabetically by author .
NB: If the customer has consistently cited references in chronological order, then you should simply add a note for them to check whether this is what their university requires. Given the many variations on the Harvard theme, this could well be the case.
Multiple sources cited in support of the same point. | There are multiple sources that cover this (Woodhouse, 2022; Powell et al. 1971; Carter, 1940; A. Hopper, 1911; B. Hopper, 1911) |
You may see cases where the title of the source is given in place of the author. This is likely because the source has no named author (whether individual or corporate). In these cases, using the title of the source (the book, collection, etc.) is an acceptable variation, but it’s advisable to flag it with a comment to make sure.
If you’re presented with a reference to a work within a work (i.e., the customer hasn’t read the original but has come across it as a reference in another), this is a secondary citation.
In-text Citation | Full Reference Information |
---|---|
A. Hopper (1911), cited in Carter (1940), says… | Carter, P. (1940) Place of Publication: Publisher. |
The Harvard style requires a full list of all the sources that are cited within the text to be provided at the end of the document. The standard formatting requirement is to include it on a separate page titled Reference List .
Sometimes, a university will require a list of all the sources considered within a piece of work, even if they haven’t all been cited. This type of list is called a Bibliography .
In either case, the sources are listed alphabetically by the first item in the source’s full reference (usually the author’s surname). A corporate author or title of a work (if that comes first) starting with “The,” “A,” or “An” should be listed as if that word weren’t there (e.g., a source from the Open University would be listed under “O,” not “T”).
Detailing the sources in a reference list is probably the biggest cause of headaches for both writers and proofreaders. This is because the particular requirements differ depending on the type of source – and there are many .
The information itself is usually straightforward; it’s the formatting that gets tricky. In general terms, you could use the following as a checklist:
Item | Example |
---|---|
Author’s name: Surname first, then initial(s) after a comma, with a period after each initial. | (1911). “This is my chapter,” in A. Name (ed.) Kingston-Upon-Hull: Publisher, pp.30–45. |
Year of publication in parentheses, although this can vary between Harvard styles. | Hopper, A. “This is my chapter,” in A. Name (ed.) Kingston-Upon-Hull: Publisher, pp.30–45. |
Title of any individual chapter (or similar) comes before the details of the main work. It is presented in quote marks and in sentence case; think of this as the warm-up to the main event. To separate this from the next piece of information, it is usually followed by a comma. | Hopper, A. (1911). “ ,” in A. Name (ed.) Kingston-Upon-Hull: Publisher, pp.30–45. |
Title of the main work goes in sentence case (usually, although this can vary) and italics; think of this as stressing the importance of the main work. To separate this from the next piece of information, it is usually followed by a period. | Hopper, A. (1911). “ ,” in A. Name (ed.) . Kingston-Upon-Hull: Publisher, pp.30–45. |
If the source is not in hard copy/print form, the format is given in square brackets with a period after the closing bracket. | Hopper, B. (1911). “And this is my chapter,” in A. Name (ed). Available at https://allmadeup details.domain/yestotallymadeup/ (Accessed 1 April 2022). |
The place of publication appears before the name of the publisher, usually followed by a colon to separate it from the next piece of information. | Hopper, A. (1911). “This is my chapter,” in , Publisher, pp.30–45. |
Publisher’s name comes after the place of publication. Think of the publisher as taking the important final credit. If further information does follow, there will need to be a comma in place. | Hopper, A. (1911). “This is my chapter,” in , Kingston-Upon-Hull: pp.30–45. |
Any range of pages, URLs, and dates of access to online material come last. Make sure page ranges are formatted with an en dash (–) rather than a hyphen (-). | Hopper, A. (1911). “This is my chapter,” in , Kingston-Upon-Hull: Publisher, OR Hopper, B. (1911). “And this is my chapter,” in A. Name (ed). [Online]. |
The final piece of information is followed by a period. | Hopper, A. (1911). “This is my chapter,” in Kingston-Upon-Hull: Publisher, pp. 30–45. OR Hopper, B. (1911). “And this is my chapter,” in A. Name (ed). [Online]. Available at https://allmadeup details.domain/yestotallymadeup/ (Accessed 1 April 2022). |
Let’s start with the most common types and see how those translate from in-text citations to full reference listings so that you can easily recognize them and, if necessary, fix them.
These sources are most likely to follow the general checklist given above. Within the list, “year of publication” is abbreviated to “year.” For particular issues relating to authors and years, please refer to the notes on in-text citations.
Source Type | In-text Citation | Full Reference Information |
---|---|---|
Book | (Author, year) OR Author (year) says… | Author, X. (year). Place of Publication: Publisher. |
e.g. | (Floyd, 2021) | Floyd, D. L. (2021). Cardiff: Stratosphere Books. |
Chapter of an edited book | (Author of chapter, year) OR Author of chapter (year) says… | Author of Chapter, X. (year). “Title of chapter,” in Y. Editor (ed.) Place of Publication: Publisher, page range. |
e.g. | (Telfer, 2008) | Telfer, E. (2008). “Food as art,” in A. Neill and A. Ridley (eds.). , 3rd ed. New York: Routledge, pp.11–29. |
Journal (printed) | (Author, year) OR Author (year) says… | Author, X. (year). “Title of article,” volume, issue or part number, page range. |
e.g. | (Boyer, 2007) | Boyer, S. D. (2007). “The logic of mystery,” , vol. 43, no. 1, pp.89–102. |
Here’s where things start to get different.
Source Type | In-text Citation | Full Reference Information |
---|---|---|
Movie/ film | ( , year of release) OR (year of release) shows… | (year of release). Directed by Director Full Name [Film]. Place of Distribution if available: Distribution Company. |
e.g. | ( , 1946) | (1946). Directed by Frank Capra [Film]. US: RKO Radio Pictures. |
Audio CD/vinyl | (Artist, year of release) OR Artist (year of release) | Artist (year of release). [Medium]. Place of Distribution: Distribution Company. |
e.g. | (Beatles, 1967) | The Beatles (1967) [Vinyl]. London: Parlaphone. |
Some additional information is required here, most commonly:
Source Type | In-text Citation | Full Reference Information |
---|---|---|
Website content | (Author, year of publication or last updated) OR Author (year of publication or last updated) states… | Author, X. (year). [Online]. Available at: URL (Accessed date). |
e.g. | (Proofed, 2022) | Proofed Inc. (2022) [Online]. Available at https://proofed.com/services/proofreading/ (Accessed 5 December 2022). |
With a wealth of sources available, there will always be something that doesn’t quite fit with the general principals. At the end of this guide is an alphabetical list of some you may come across and how they may appear ( remembering that there may be variations between universities ).
The aim of the list is to provide a baseline so that you know the main elements to expect. Consistency of presentation is key, as is the use of the commenting tool to point out where information may be missing – or the format may require checking with the university’s own preferences.
To summarize, the Harvard referencing style can be – and is – interpreted in a wide variety of ways. We’ve set out the Proofed standard approach, so here’s what to do when it almost inevitably differs from the approach taken by the customer:
(1911). “This is my chapter,” in , 2nd edn. Kingston-Upon-Hull: Publishing House, pp.30–45. |
The main purpose of referencing is for writers to avoid plagiarism. For that same reason, there is a limit on what can be done for a customer.
Source Type | In-text Citation | Full Reference Information |
---|---|---|
Annual report (print or online) | (Author, year) OR Author (year) says… | Author, X. (year). Place of Publication: Publisher, report number if given. OR Author, X. (year). [Online]. Available at: URL (Accessed date). |
(Artist, year of release) OR Artist (year of release) | Artist (year of release). [Medium]. Place of Distribution: Distribution Company. | |
(Author, year of publication or last updated) OR Author (year of publication or last updated) states… | Author, X. (year of publication or last updated). “Title of message,” , day and/or month of posted message [Blog]. Available at: URL (Accessed date). https://proofed.com/writing-tips/how-to-reference-a-print-book-harvard-style/ | |
(Author, year) OR Author (year) says… | Author, X. (year). . Place of Publication: Publisher. | |
(Reviewer, year of publication of review) OR Reviewer (year of publication of review) praised Author’s book… | Reviewer, Y. (year of publication of review). “Title of book review,” review of by Author, X. volume number, issue or part number, page range. | |
(Author of chapter, year) OR Author of chapter (year) says… | Author of Chapter, X. (year). “Title of chapter,” in Editor, Y. (ed.) Place of Publication: Publisher, page range. | |
(print or online) | (Author, year) OR Author (year) states… | Author Organization (year). Place of Publication: Publisher, code or guideline number if given. OR Author Organization (year). [Online]. Available at: URL (Accessed date). |
(published in print/online and unpublished) | (Author, year) OR Author (year) says… | Author, A. (year). “Title of paper,” Location, date of conference. Place of Publication: Publisher, page range. OR Author, A. (year). “Title of paper,” Location, date of conference. Publisher [Online]. Available at: URL (Accessed date). OR Author, A. (year of presentation, if unpublished) “Title of paper,” paper presented at Location, date of conference. Note that if conference papers have been gathered together and published in book form (normally titled something like “Transactions of the …”), then a cited conference paper can be treated like a chapter in an edited book. |
(Author, year) OR Author (year) says… | Author, X. (year). . Place of Publication: Publisher. OR Author, X. (year). “Title of standalone unit or block,” . Place of Publication: Publisher. | |
(Author, year) OR Author (year) shows… | Author, X. (year). . Place of Publication: Publisher. OR Author, X. (year). [Online]. Available at: URL (Accessed date). | |
(hardcopy and online) | (Author, year) OR Author (year) defines… | Author, X. (year). “Title of dictionary entry,” edition number. Place of Publication: Publisher. OR Author, X. (year). “Title of dictionary entry,” , edition number [Online]. Available at: URL (Accessed date). |
Dissertation or thesis (hardcopy and online) | (Author, year of submission or publication) OR Author (Year of submission or publication) says… | Author, X. (year of submission or publication). PhD/Masters/Bachelors etc. thesis/dissertation. Place of Publication: Awarding Institution. If available online, provide the URL and accessed date. |
(online) | (Author, year of eBook publication) OR Author (year of eBook publication) says… | Author, X. (year of eBook publication). [Online]. Place of publication if available: Publisher if available. Available at: URL (Accessed date). |
eBooks (on reader) | (Author, year of eBook publication) OR Author (year of eBook publication) says… | Author, X. (year of eBook publication). [Type of eBook Reader]. Place of Publication: Publisher (Accessed date). |
(Editor, year) OR Editor’s Title of book (year) collects… | Editor, Y. (ed.) (year). Place of Publication: Publisher. | |
eJournal article | (Author, year) OR Author (year) says… | Author, X. (year). “Title of article,” volume, issue or part number, page range [Online]. Available at: URL (Accessed date). Note that if the journal is available in print/hardcopy, then you should just treat it as a hardcopy journal. |
Encyclopedia entry (hardcopy or online, author or unauthored) | (Author, year) OR Author (year) defines… NB: Where unauthored, replace Author with Title of Encyclopedia. | Author, X. (year). “Title of encyclopedia entry,” Edition number. Place of Publication: Publisher. OR Author, X. (year). “Title of encyclopedia entry,” Edition number [Online]. Available at: URL (Accessed date). NB: Where unauthored, start with and move “Title of entry” to come after the edition number. |
Exhibition (catalog) | (Author, year) OR Author (year) noted that… | Author, X. (year). [Exhibition catalog]. Location, date(s) of exhibition. NB: If no author is available, begin with the title of the exhibition. If the catalog is available online, provide the appropriate URL/accessed date. |
Foreign language title | (Author, year) OR Author (year) says… | Author, X. (year). Place of Publication: Publisher. Cite and reference as you would for an English language material, but keep the title in the original language. |
Government publication | (Country. Government Department, year) OR According to the Government Department (Country, year)… | Country. Department. Place of Publication: Publisher. (Document number). If available online, replace everything from “Place of publication” onwards with: Available at: URL (Accessed DD Month YYYY). |
Gray literature (brochures, pamphlets, fact sheets etc.) | (Author, year) OR Author (year) says… | Author, X. (year). [Type of Document, e.g. Brochure]. Place of Publication: Publisher. |
Illustration in book (hardcopy or online) | (Author, year, page featuring illustration) | Author, X. (year). Place of Publication: Publisher, page number(s) for illustration (illus./fig./diagram/logo.). OR Author, X. (year). (illus./fig./diagram/logo.) [Online]. Available at: URL (Accessed date). |
(online or in real life) | (Artist, year of production) OR Artist (year of production) illustrates… | Artist, Z. (year of production). Collection if Applicable [Online]. Available at: URL (Accessed date]. OR Artist, Z. (year of production). [Medium]. Collection or Institution in which the work is held, Location. If the image does not have a title, then you can use a brief description in square brackets instead (e.g., “[Drawing of colorful flowers in a green vase]”). |
Interview (by author or between two other people) | (Interviewee, year) OR Interviewee (year) said… | Interviewee, W. (year). Date of interview, Place of interview. |
Journal article (forthcoming) | (Author, year) OR Author (year) says… | Author, X. [Forthcoming]. “Title of article,” [Online]. Available at: URL (Accessed date). |
Journal (printed) | (Author, year) OR Author (year) says… | Author, X. (year). “Title of article,” volume, issue or part number, page range. |
Online journal article (as opposed to ejournal articles, ejournals are only available online) | (Author, year) OR Author (year) says… | Author, X. (year). “Title of article,” volume, issue or part number, page range. NB: Unlike most other material accessed online, if a journal article is simply read online (website or PDF), then it is generally referenced as if it were the print version. |
Pre-print journal article (e.g., ArXiv) | (Author, year) OR Author (year) says… | Author, X. (year written) [Pre-print]. “Title of article,” |
Lecture (unpublished) | Tutor/Lecturer (year) states… | Tutor/Lecturer, V. (year). “Title of seminar/lecture/presentation,” University Name. Unpublished. |
Magazine (hardcopy and online) | (Author, year) OR Author (year) says… | Author, X. (year). “Title of article,” issue or part number if applicable, day and/or month of publication, page range. OR Author, X. (year). “Title of article,” issue number if applicable, day and/or month of publication [Online]. Available at: URL (Accessed date). |
( , year of release) OR (year of release) shows… | (year of release). Directed by Director Full Name [Film]. Place of Distribution if available: Distribution Company. | |
Movie/film (foreign language) | ( , year of release) OR (year of release) shows… | (year of release). Directed by Director Full Name [Film]. Place of Distribution if available: Distribution Company. Cite and reference as you would for an English language material but keep the title in the original language. |
Multi-volume work | (Author or Editor, year) OR Author (year) says… | Author or Editor, X. (year). Volume number, Edition if not first edition. Place of Publication: Publisher. If you wish to cite all volumes in a multivolume work, then write the total number of volumes instead of the volume number (e.g. 6 vols). |
Musical score | (Composer, year) OR Composer (year) shows… | Composer, U. (year). A. Name (ed.). Place of Publication: Publisher. |
Newsletter | (Author, year) OR Author (year) says… | Author, X. (year). “Title of article,” issue number if applicable, day and/or month of publication, page range. OR Author, X. (year). “Title of article,” issue number if applicable, day and/or month of publication [Online]. Available at: URL [Accessed date]. |
(hardcopy, or online) | (Author, year) OR Author (year) says… | Author, X. (year). “Title of article,” issue number if applicable, day and/or month of publication, page range. OR Author, X. (year). “Title of article,” issue number if applicable, day and/or month of publication [Online]. Available at: URL [Accessed date]. |
Older work (e.g., Aristotle, Plato) | (Author, book and/or line or chapter number) NB: If only one work by the author has survived, there is no need to give the title in the citation. | Author, trans./ed. Translator/Editor (year of publication of translation/edition). Place of Publication: Publisher. If the work has been translated and edited, for example, you would say “trans. X.X. Translator, ed. X.X. Editor.” Some guides might want you to put commentary or introduction authors in, in which case it would be “Commentary by X.X. Commentator,” for example. |
Personal comms (emails, letters) | (Sender, year) OR Sender (year) says… | Sender, T. (year). Email to Recipient Name, date of message. |
Photographs (online, or in real life) | Photographer (year) illustrates… | Photographer, S. (year). [Photograph], [Online]. Available at: URL (Accessed date]. OR Photographer, S. (year). [Photograph]. Collection or institution in which the work is held, Location. If the photograph does not have a title, then you can use a brief description in square brackets instead (e.g., “[Four pigeons sitting on a bench]”). |
Play | ( , year of performance) OR (year of performance) illustrates… | Author (year of performance). Directed by Director Full Name [Venue, Location, day and/or month seen]. |
(Author or presenter, year) OR Author or presenter (year) states… | Author or Presenter, X. (year). “Title of podcast,” day and/or month of airing [Podcast]. Available at: URL (Accessed date). | |
(hardcopy, or online) | (Author, year) OR Author (year) says… NB: To pinpoint a phrase, the line number may be added after the year, separated with a comma. | A poem in a standalone book should be referenced as a book. A poem found online should be referenced in the same way as a web page. |
Author’s poem (Editor of anthology, year) was… | A poem in an edited anthology should be referenced in the same way as a chapter of an edited book. | |
Press release | (Organization, year) OR Organization (year) said… | Organization (year). [Press release]. Available at: URL (Accessed date). |
( year of transmission) OR In (year)... | (year). Channel, date of transmission. If the transmission is available online, include the URL and date of access. | |
Religious text (e.g., the Qur’an, the Bible) | (Book and chapter or Surah: verse) | Sacred Text Name. Book and chapter/Surah: verse. If applicable, also provide: Version (date). Place of Publication: Publisher. OR Trans. A. Name (date). Place of Publication: Publisher. |
e.g. | (Ruth 1: 16–17) (Qur’an 20:26) (Shemot 3:14) | The Holy Bible. Ruth 1: 16–17. Good News (2013). Swindon: Bible Society. Qur’an 20:26. Trans. A. Yusuf Ali (2013). Ware: Wordsworth. Torah. Shemot 3:14. |
(Author, year) OR Author (year) states… | For paper copies of reports, reference these using the same format as for books. For online copies of reports, reference these using the same format as for eBooks. | |
Shakespeare (play script, sonnet, or anthology) | (Shakespeare, year of version publication, Act:Scene:Line) OR (Editor or Compiler, year of anthology) | Shakespeare, W. (year of version publication). Edited by A. Name. Place of Publication: Publisher. OR Editor, Y. (ed.) (year of publication of anthology). Place of Publication: Publisher. |
(Author, year) OR Author (year) says… | Author, X. (year). [...] [Social Media Platform]. Date of post. Available at: URL (Accessed date). NB: If the author’s real name is unknown, their username may be used and capitalized as it appears online. | |
Social media profile page | (Author, year last updated) OR Author (year last updated) states… | Author, X. (year). [Social Media Platform]. Date of post. Available at: URL (Accessed date). |
Speech | (Speaker, year) OR Speaker (year) said… | Speaker, R. (year). Location, date. |
(Organization, year) OR Organization (year) says… | Organization (year). Number: Place of Publication: Publisher. | |
Statistics | Cite and reference in the same way as datasets, remembering that the year will relate to the year the statistics were published, not the year they were gathered. | |
Statute or Act (pre-1963) | ( Regnal year Abbreviated name of sovereign, chapter number) OR As enacted in (Regnal year Abbreviated name of sovereign, chapter number) | (Regnal year Abbreviated name of sovereign, chapter number). Place of Publication: Publisher (if available). |
e.g. | ( (26 Hen. 8, c. 1) OR As enacted in the (26 Hen. 8, c. 1) | (26 Hen. 8, c. 1). |
Statute or Act (post-1963) | (Country, ) OR s.X(Y) of the Act (Country, ) states… (Wales. OR s.27(1) of the Act ( ) states… | (chapter number of the Act; abbreviated to 'c.'). Place of Publication: Publisher. (anaw 2). London: The Stationery Office. OR (c.22). London: The Stationery Office. |
Translated book | (Author, year of translated version) OR Author (year of translated version) says… | Author, X. (year of translated version [year of original work if available]). (trans. A. Translator). Place of Publication: Publisher. |
( year of broadcast) OR In (year of broadcast) | (year of broadcast). Channel, date of transmission. OR (year of broadcast) Channel, date of transmission [Online]. Available at: URL (Accessed date). | |
(online) | ( , date uploaded) OR (date uploaded) shows… | (date uploaded). Title of Platform, added by Username of Uploader [Online]. Available at: URL (Accessed date). |
Webinar | (Author or presenter, year) OR Author or presenter (year) states… | Author or Presenter, X. (year). [Webinar]. Publisher or sponsor of the webinar. Available at: URL (Accessed date). NB: If no recording of the webinar is available, the URL availability details may be replaced with the date the webinar was delivered. |
(Author, year of publication or last updated) OR Author (year of publication or last updated) states… | Author, X. (year). Publisher/Website Name if Different from Author. Available at: URL (Accessed date). | |
White paper (published or unpublished) | (Department, year) | Department (year). (Command paper number). Place of Publication: Publisher. OR Department (year). (Command paper number). Available at: URL (Accessed date). |
Working paper | (Author or Organization, year) | Author, X. or Organization (year). (Working paper series or number). Place of Publication: Publisher. OR Author, X. or Organization (year). (Working paper series or number). Available at: URL (Accessed date). |
Yearbook | (Institution, year) | Institution (year). Place of Publication: Publisher. |
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Generate accurate Harvard reference lists quickly and for FREE, with MyBib!
A Harvard Referencing Generator is a tool that automatically generates formatted academic references in the Harvard style.
It takes in relevant details about a source -- usually critical information like author names, article titles, publish dates, and URLs -- and adds the correct punctuation and formatting required by the Harvard referencing style.
The generated references can be copied into a reference list or bibliography, and then collectively appended to the end of an academic assignment. This is the standard way to give credit to sources used in the main body of an assignment.
Harvard is the main referencing style at colleges and universities in the United Kingdom and Australia. It is also very popular in other English-speaking countries such as South Africa, Hong Kong, and New Zealand. University-level students in these countries are most likely to use a Harvard generator to aid them with their undergraduate assignments (and often post-graduate too).
A Harvard Referencing Generator solves two problems:
A well-formatted and broad bibliography can account for up to 20% of the total grade for an undergraduate-level project, and using a generator tool can contribute significantly towards earning them.
Here's how to use our reference generator:
MyBib supports the following for Harvard style:
⚙️ Styles | Harvard, Harvard Cite Them Right |
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📚 Sources | Websites, books, journals, newspapers |
🔎 Autocite | Yes |
📥 Download to | Microsoft Word, Google Docs |
There isn't "one true way" to do Harvard referencing, and many universities have their own slightly different guidelines for the style. Our generator can adapt to handle the following list of different Harvard styles:
Daniel is a qualified librarian, former teacher, and citation expert. He has been contributing to MyBib since 2018.
Home / Guides / Citation Guides / Harvard Referencing / Harvard Referencing Style Examples / How to reference an article in Harvard referencing style
What is an article.
Almost all writers and academics reference other people’s writing in their works. Referencing demonstrates that you have researched your topic, are well versed in its arguments and theories, and it also helps avoid charges of plagiarism.
The Harvard citation system is just one of many referencing styles – and which style you choose is normally guided by the institution or publication you are writing for.
In this article, you will learn how to use the Harvard citation system to reference the following types of articles:
Properly citing article details in the reference list will help the readers to locate your source material if they wish to read more about a particular area or topic.
If accessed online:
Academic or scholarly journals are periodical publications about a specific discipline. No matter what your field is, if you are writing an academic paper, you will inevitably have to cite a journal article in your research. Journal articles often have multiple authors, so make sure you know when to use et al. in Harvard style . The method for referencing a journal article in the reference list is as follows:
Reference list (print) structure:
Last name, F. (Year published) ‘Article title’, Journal name , Volume(Issue), Page(s).
Shepherd, V. (2020) ‘An exploration around peer support for secondary pupils in Scotland with experience of self-harm’, Educational Psychology in Practice, 36(3), pp. 297-312.
Note that the article title uses sentence case. However, the title of the journal uses title case. Additionally, the volume number comes immediately after the journal title followed by the issue number in round brackets.
If the original material you are referencing was accessed online, then the method for citing it in the reference list will be the same as that in print, but with an additional line at the end.
Reference list (online) structure:
Last name, F. (Year published) ‘Article title’, Journal Name , Volume(Issue), Page(s). Available at: URL or DOI (Accessed: date).
Shepherd, V. (2020) ‘An exploration around peer support for secondary pupils in Scotland with experience of self-harm’, Educational Psychology in Practice, 36(3), pp. 297-312. Available at: https://www.tandfonline.com/doi/full/10.1080/02667363.2020.1772726 (Accessed: 08 October 2020).
In-text citations are written within round brackets and start with the last name of the author followed by the year published, both separated by a comma.
You can also mention the author within the text and only include the publication year in round brackets.
Examples:
In this article (Shepherd, 2020) deals with…
According to Shepherd (2020), when peer support is available…
Talking about the secondary education system, Shepherd (2020, p.299) suggests that…
Even if you are referring to an incident which is public knowledge, you still need to cite the source.
The name of the author in a newspaper article is referred to as a byline. Below are examples for citing an article both with and without a byline.
Reference list (print) structure:
Last name, F. (Year published). ‘Article title’, Newspaper name , Day Month, Page(s).
Hamilton, J. (2018). ‘Massive fire at local department store’, The Daily Local, 10 August, p. 1.
Last name, F. (Year published). ‘Article title’, Newspaper name , Day Month, Page(s). Available at: URL (Accessed: Day Month Year).
Gambino, L. (2020) ‘Kamala Harris and Mike Pence clash over coronavirus response in vice-presidential debate,’ The Guardian, 8 October. Available at: https://www.theguardian.com/us-news/2020/oct/07/debate-kamala-harris-mike-pence-latest-news (Accessed: 8 October 2020).
Reference list structure, no byline:
The basic reference list structure for the reference is the same for both print and online articles. If information isn’t available, simply omit it from the reference.
Newspaper name (Year published) ‘Article Title’, Day Month, Page(s). Available at: URL (Accessed: Day Month Year).
The Chronicler (2016) ‘Local man wins lottery jackpot twice in one year’, 30 May, p. 14. Available at: https://thechroniclerpaper.com/local-man-wins-lottery-twice (Accessed: 1 October 2020).
In-text citation structure (print or online):
The last name of the author and date are written in round brackets, separated by a comma. The method is similar to referencing journal articles in in-text citations.
(Hamilton, 2018)
In his paper, Gambino (2020) mentioned that…
For articles accessed online which do not have an author, the name of the publication is mentioned in place of the author’s name and is italicized.
( The Chronicler , 2016)
The structure of magazine articles is similar to that of a journal article.
Last name, F. (Year published) ‘Article title’, Magazine Name , Volume(Issue), Page(s).
Ornes, S. (2020). “To save Appalachia’s endangered mussels, scientists hatched a bold plan”, ScienceNews, (198), p.2.
Last name, F. (Year published) ‘Article title’, Magazine name , Volume(Issue), Page(s). Available at: URL (Accessed: Date).
Ornes, S. (2020) ‘To save Appalachia’s endangered mussels, scientists hatched a bold plan’, ScienceNews, (198), p.2. Available at: https://www.sciencenews.org/article/endangered-mussels-appalachia-rivers-biologists-conservation-plan (Accessed: 3 October 2020).
In-text citation (print or online) structure:
(Author last name, Year published)
(Ornes, 2020)
Published October 29, 2020.
Harvard Formatting
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Harvard Referencing Examples
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A publication of the harvard college writing program.
Harvard Guide to Using Sources
Citations provide information to help your audience locate the sources you consulted when writing a paper or preparing a presentation. Some of your instructors will specify which citation format you should use; others will tell you to choose your own citation format as long as you use it consistently. The most common citation formats are MLA (Modern Language Association) style, which is primarily used for papers in the humanities; APA (American Psychological Association) style, which is primarily used for papers in the social sciences; and Chicago style (The Chicago Manual of Style), which is used for both humanities and social science papers.
Some of your courses at Harvard will require you to use other citation formats. Some science courses may require you to use the citation style of the American Medical Association (AMA). AMA style is considered a standard citation format for academic writing in the sciences and is used in many textbooks and medical journals. The AMA Manual of Style is available online . The American Chemical Society publishes its own style guide , which you may be asked to use in chemistry courses. The Harvard Department of Economics provides students with a departmental style guide, which you can find here . If you are not sure which format to use for a specific course, consult your instructor.
Both APA and MLA styles require you to credit your sources in two ways. First, you must include a parenthetical citation in the text of your paper that indicates the source of a particular quotation, paraphrased statement or idea, or fact; second, you must include a list of references at the end of your paper that enables readers to locate the sources you have used. You can read more about MLA style here and APA style here .
Chicago style also requires you to credit your sources both in the text and at the end of your paper. Chicago offers guidance on two types of in-text citations–notes or parenthetical citations. You can read more about Chicago style here .
If you have questions about which citation style to use, you should always check with your instructor.
Scribbr Citation Generator
Accurate APA, MLA, Chicago, and Harvard citations, verified by experts, trusted by millions
Cite any page or article with a single click right from your browser. The extension does the hard work for you by automatically grabbing the title, author(s), publication date, and everything else needed to whip up the perfect citation.
⚙️ Styles | APA, MLA, Chicago, Harvard |
---|---|
📚 Source types | Websites, books, articles |
🔎 Autocite | Search by title, URL, DOI, or ISBN |
Inaccurate citations can cost you points on your assignments, so our seasoned citation experts have invested countless hours in perfecting Scribbr’s citation generator algorithms. We’re proud to be recommended by teachers and universities worldwide.
Staying focused is already difficult enough, so unlike other citation generators, Scribbr won’t slow you down with flashing banner ads and video pop-ups. That’s a promise!
Look up your source by its title, URL, ISBN, or DOI, and let Scribbr find and fill in all the relevant information automatically.
Generate flawless citations according to the official APA, MLA, Chicago, Harvard style, or many other rules.
When your reference list is complete, export it to Word. We’ll apply the official formatting guidelines automatically.
Create separate reference lists for each of your assignments to stay organized. You can also group related lists into folders.
Are you using a LaTex editor like Overleaf? If so, you can easily export your references in Bib(La)TeX format with a single click.
Change the typeface used for your reference list to match the rest of your document. Options include Times New Roman, Arial, and Calibri.
Scribbr’s Citation Generator is built using the same citation software (CSL) as Mendeley and Zotero, but with an added layer for improved accuracy.
Describe or evaluate your sources in annotations, and Scribbr will generate a perfectly formatted annotated bibliography .
Scribbr’s popular guides and videos will help you understand everything related to finding, evaluating, and citing sources.
Your work is saved automatically after every change and stored securely in your Scribbr account.
Tools and resources, a quick guide to working with sources.
Working with sources is an important skill that you’ll need throughout your academic career.
It includes knowing how to find relevant sources, assessing their authority and credibility, and understanding how to integrate sources into your work with proper referencing.
This quick guide will help you get started!
Sources commonly used in academic writing include academic journals, scholarly books, websites, newspapers, and encyclopedias. There are three main places to look for such sources:
When using academic databases or search engines, you can use Boolean operators to refine your results.
Get started
In academic writing, your sources should be credible, up to date, and relevant to your research topic. Useful approaches to evaluating sources include the CRAAP test and lateral reading.
CRAAP is an abbreviation that reminds you of a set of questions to ask yourself when evaluating information.
Lateral reading means comparing your source to other sources. This allows you to:
If a source is using methods or drawing conclusions that are incompatible with other research in its field, it may not be reliable.
Once you have found information that you want to include in your paper, signal phrases can help you to introduce it. Here are a few examples:
Function | Example sentence | Signal words and phrases |
---|---|---|
You present the author’s position neutrally, without any special emphasis. | recent research, food services are responsible for one-third of anthropogenic greenhouse gas emissions. | According to, analyzes, asks, describes, discusses, explains, in the words of, notes, observes, points out, reports, writes |
A position is taken in agreement with what came before. | Recent research Einstein’s theory of general relativity by observing light from behind a black hole. | Agrees, confirms, endorses, reinforces, promotes, supports |
A position is taken for or against something, with the implication that the debate is ongoing. | Allen Ginsberg artistic revision … | Argues, contends, denies, insists, maintains |
Following the signal phrase, you can choose to quote, paraphrase or summarize the source.
Whenever you quote, paraphrase, or summarize a source, you must include a citation crediting the original author.
Citing your sources is important because it:
The most common citation styles are APA, MLA, and Chicago style. Each citation style has specific rules for formatting citations.
Scribbr offers tons of tools and resources to make working with sources easier and faster. Take a look at our top picks:
Writing the college essay
How do you write a letter to a friend that shows you’re a good candidate for the University of Pennsylvania? What reading list will help the Columbia University admissions committee understand your interdisciplinary interests? How can you convey your desire to attend Yale by inventing a course description for a topic you’re interested in studying?
These are the challenges students must overcome when writing their supplemental essays . Supplemental essays are a critical component of college applications—like the personal statement, they provide students with the opportunity to showcase their authentic voice and perspective beyond the quantitative elements of their applications. However, unlike the personal essay, supplemental essays allow colleges to read students’ responses to targeted prompts and evaluate their candidacy for their specific institution. For this reason, supplemental essay prompts are often abstract, requiring students to get creative, read between the lines, and ditch the traditional essay-writing format when crafting their responses.
While many schools simply want to know “why do you want to attend our school?” others break the mold, inviting students to think outside of the box and answer prompts that are original, head-scratching, or downright weird. This year, the following five colleges pushed students to get creative—if you’re struggling to rise to the challenge, here are some tips for tackling their unique prompts:
University of Chicago
Prompt: We’re all familiar with green-eyed envy or feeling blue, but what about being “caught purple-handed”? Or “tickled orange”? Give an old color-infused expression a new hue and tell us what it represents. – Inspired by Ramsey Bottorff, Class of 2026
What Makes it Unique: No discussion of unique supplemental essay prompts would be complete without mentioning the University of Chicago, a school notorious for its puzzling and original prompts (perhaps the most well-known of these has been the recurring prompt “Find x”). This prompt challenges you to invent a new color-based expression, encouraging both linguistic creativity and a deep dive into the emotional or cultural connotations of color. It’s a prompt that allows you to play with language, think abstractly, and show off your ability to forge connections between concepts that aren’t typically linked—all qualities that likewise demonstrate your preparedness for UChicago’s unique academic environment.
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How to Answer it: While it may be easy to get distracted by the open-ended nature of the prompt, remember that both the substance and structure of your response should give some insight into your personality, perspective, and characteristics. With this in mind, begin by considering the emotions, experiences, or ideas that most resonate with you. Then, use your imagination to consider how a specific color could represent that feeling or concept. Remember that the prompt is ultimately an opportunity to showcase your creativity and original way of looking at the world, so your explanation does not need to be unnecessarily deep or complex—if you have a playful personality, convey your playfulness in your response; if you are known for your sarcasm, consider how you can weave in your biting wit; if you are an amateur poet, consider how you might take inspiration from poetry as you write, or offer a response in the form of a poem.
The goal is to take a familiar concept and turn it into something new and meaningful through a creative lens. Use this essay to showcase your ability to think inventively and to draw surprising connections between language and life.
Harvard University
Prompt: Top 3 things your roommates might like to know about you.
What Makes it Unique: This prompt is unique in both form and substance—first, you only have 150 words to write about all 3 things. Consider using a form other than a traditional essay or short answer response, such as a bullet list or short letter. Additionally, note that the things your roommate might like to learn about you do not necessarily overlap with the things you would traditionally share with an admissions committee. The aim of the prompt is to get to know your quirks and foibles—who are you as a person and a friend? What distinguishes you outside of academics and accolades?
How to Answer it: First and foremost, feel free to get creative with your response to this prompt. While you are producing a supplemental essay and thus a professional piece of writing, the prompt invites you to share more personal qualities, and you should aim to demonstrate your unique characteristics in your own voice. Consider things such as: How would your friends describe you? What funny stories do your parents and siblings share that encapsulate your personality? Or, consider what someone might want to know about living with you: do you snore? Do you have a collection of vintage posters? Are you particularly fastidious? While these may seem like trivial things to mention, the true creativity is in how you connect these qualities to deeper truths about yourself—perhaps your sleepwalking is consistent with your reputation for being the first to raise your hand in class or speak up about a cause you’re passionate about. Perhaps your living conditions are a metaphor for how your brain works—though it looks like a mess to everyone else, you have a place for everything and know exactly where to find it. Whatever qualities you choose, embrace the opportunity to think outside of the box and showcase something that admissions officers won’t learn about anywhere else on your application.
University of Pennsylvania
Prompt: Write a short thank-you note to someone you have not yet thanked and would like to acknowledge.
What Makes it Unique: Breaking from the traditional essay format, this supplement invites you to write directly to a third party in the form of a 150-200 word long letter. The challenge in answering this distinct prompt is to remember that your letter should say as much about you, your unique qualities and what you value as it does about the recipient—all while not seeming overly boastful or contrived.
How to Answer it: As you select a recipient, consider the relationships that have been most formative in your high school experience—writing to someone who has played a large part in your story will allow the admissions committee some insight into your development and the meaningful relationships that guided you on your journey. Once you’ve identified the person, craft a thank-you note that is specific and heartfelt—unlike other essays, this prompt invites you to be sentimental and emotional, as long as doing so would authentically convey your feelings of gratitude. Describe the impact they’ve had on you, what you’ve learned from them, and how their influence has shaped your path. For example, if you’re thanking a teacher, don’t just say they helped you become a better student—explain how their encouragement gave you the confidence to pursue your passions. Keep the tone sincere and personal, avoid clichés and focus on the unique role this person has played in your life.
University of Notre Dame
Prompt: What compliment are you most proud of receiving, and why does it mean so much to you?
What Makes it Unique: This prompt is unique in that it invites students to share something about themselves by reflecting on someone else’s words in 50-100 words.
How to Answer it: The key to answering this prompt is to avoid focusing too much on the complement itself and instead focus on your response to receiving it and why it was so important to you. Note that this prompt is not an opportunity to brag about your achievements, but instead to showcase what truly matters to you. Select a compliment that truly speaks to who you are and what you value. It could be related to your character, work ethic, kindness, creativity, or any other quality that you hold in high regard. The compliment doesn’t have to be grand or come from someone with authority—it could be something small but significant that left a lasting impression on you, or it could have particular meaning for you because it came from someone you didn’t expect it to come from. Be brief in setting the stage and explaining the context of the compliment—what is most important is your reflection on its significance and how it shaped your understanding of yourself.
Stanford University
Prompt: List five things that are important to you.
What Makes it Unique: This prompt’s simplicity is what makes it so challenging. Stanford asks for a list, not an essay, which means you have very limited space (50 words) to convey something meaningful about yourself. Additionally, the prompt does not specify what these “things” must be—they could be a physical item, an idea, a concept, or even a pastime. Whatever you choose, these five items should add depth to your identity, values, and priorities.
How to Answer it: Start by brainstorming what matters most to you—these could be values, activities, people, places, or even abstract concepts. The key is to choose items or concepts that, when considered together, provide a comprehensive snapshot of who you are. For example, you might select something tangible and specific such as “an antique telescope gifted by my grandfather” alongside something conceptual such as “the willingness to admit when you’re wrong.” The beauty of this prompt is that it doesn’t require complex sentences or elaborate explanations—just a clear and honest reflection of what you hold dear. Be thoughtful in your selections, and use this prompt to showcase your creativity and core values.
While the supplemental essays should convey something meaningful about you, your values, and your unique qualifications for the university to which you are applying, the best essays are those that are playful, original, and unexpected. By starting early and taking the time to draft and revise their ideas, students can showcase their authentic personalities and distinguish themselves from other applicants through their supplemental essays.
Scribbr Referencing Generator
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Tools and resources, a quick guide to working with sources.
Working with sources is an important skill that you’ll need throughout your academic career.
It includes knowing how to find relevant sources, assessing their authority and credibility, and understanding how to integrate sources into your work with proper referencing.
This quick guide will help you get started!
Sources commonly used in academic writing include academic journals, scholarly books, websites, newspapers, and encyclopedias. There are three main places to look for such sources:
When using academic databases or search engines, you can use Boolean operators to refine your results.
Get started
In academic writing, your sources should be credible, up to date, and relevant to your research topic. Useful approaches to evaluating sources include the CRAAP test and lateral reading.
CRAAP is an abbreviation that reminds you of a set of questions to ask yourself when evaluating information.
Lateral reading means comparing your source to other sources. This allows you to:
If a source is using methods or drawing conclusions that are incompatible with other research in its field, it may not be reliable.
Once you have found information that you want to include in your paper, signal phrases can help you to introduce it. Here are a few examples:
Function | Example sentence | Signal words and phrases |
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You present the author’s position neutrally, without any special emphasis. | recent research, food services are responsible for one-third of anthropogenic greenhouse gas emissions. | According to, analyzes, asks, describes, discusses, explains, in the words of, notes, observes, points out, reports, writes |
A position is taken in agreement with what came before. | Recent research Einstein’s theory of general relativity by observing light from behind a black hole. | Agrees, confirms, endorses, reinforces, promotes, supports |
A position is taken for or against something, with the implication that the debate is ongoing. | Allen Ginsberg artistic revision … | Argues, contends, denies, insists, maintains |
Following the signal phrase, you can choose to quote, paraphrase or summarize the source.
Whenever you quote, paraphrase, or summarize a source, you must include a citation crediting the original author.
Referencing your sources is important because it:
The most common citation styles in the UK are APA, MLA, Harvard, Vancouver, MHRA, and Oscola. Each citation style has specific rules for formatting citations.
Scribbr’s free Reference Generator can generate perfect references and in-text citations in both APA and MLA styles. More citation styles will be available soon!
Scribbr and partners offer tons of tools and resources to make working with sources easier and faster. Take a look at our top picks:
The value created when teams work well together is a self-sustaining resource built on mutual respect.
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Being in the business of providing care means spending a lot of time thinking about the human element of the work. After all, people are at the heart of everything that matters most in healthcare — both those receiving care and those working to provide it. That’s human capital.
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English names of cities in Novosibirsk Oblast, a federal subject ( oblast ) of Russia .
NOTE : This is a name category. It should contain names of specific cities in Novosibirsk Oblast, not merely terms related to cities in Novosibirsk Oblast, and should also not contain general terms for types of cities in Novosibirsk Oblast.
This category contains only the following page.
Written by Adelice Lindemann
Modified & Updated: 25 Jun 2024
Reviewed by Sherman Smith
Novosibirsk, often referred to as the “Capital of Siberia,” is a vibrant and dynamic city located in southwestern Russia. With a population exceeding 1.5 million residents, it is the third most populous city in Russia and serves as the administrative center of the Novosibirsk Oblast.
Nestled along the banks of the Ob River, Novosibirsk is renowned for its rich cultural heritage, scientific advancements, and picturesque landscapes. As the largest city in Siberia, it offers a perfect blend of modern and traditional attractions, making it a fascinating destination for both locals and tourists .
In this article, we will delve into 37 interesting facts about Novosibirsk, shedding light on its history, architecture, natural wonders, and cultural significance. Whether you are planning a visit or simply curious about this intriguing city, these facts will give you a deeper understanding of what Novosibirsk has to offer.
Situated in southwestern Siberia, Novosibirsk has a population of over 1.6 million people, making it one of the largest and most vibrant cities in the country.
Novosibirsk was established as a railway junction on the Trans-Siberian Railway, playing a significant role in the development of Siberia.
Due to its economic and cultural significance, Novosibirsk is often referred to as the capital of Siberia.
The city is home to a wide range of industries, including machinery manufacturing, chemical production, energy, and metallurgy .
Novosibirsk hosts several renowned scientific and research institutions, contributing to advancements in various fields including nuclear physics, chemistry, and biotechnology.
This iconic cultural institution showcases world-class ballet and opera performances and is a must-visit for art enthusiasts visiting the city .
Novosibirsk boasts numerous theaters, showcasing a wide variety of performances from traditional plays to experimental productions.
Thanks to its strategic location on the Trans-Siberian Railway, the city serves as a crucial transportation hub connecting Siberia with other regions of Russia .
The majestic Ob River adds to the city’s natural beauty and provides opportunities for recreational activities such as boating and fishing.
With temperatures dropping well below freezing in winter, the city experiences a true Siberian winter with snowy landscapes.
Home to a wide variety of animal species, including rare and endangered ones, the Novosibirsk Zoo attracts visitors from near and far.
The city is home to Novosibirsk State University, one of the top universities in Russia, renowned for its research and education programs.
Opened in 1985, the Novosibirsk Metro provides efficient transportation for residents and visitors alike.
Surrounded by stunning landscapes, including the Altai Mountains and the Novosibirsk Reservoir, the city offers numerous opportunities for outdoor activities.
Showcasing talented acrobats , clowns, and animal acts, the Novosibirsk State Circus offers entertaining shows for all ages.
The city is dotted with art galleries, showcasing the works of local and international artists .
From traditional Russian cuisine to international flavors, the city offers a wide range of dining options to satisfy all taste buds.
Exploring the museum gives visitors an insight into the rich history and culture of the region.
The city is home to numerous bars, clubs, and entertainment venues, ensuring a lively atmosphere after dark .
Ice hockey is a popular sport in the city, with local teams competing in national and international tournaments .
Music lovers can enjoy classical concerts and symphony orchestra performances in this renowned venue.
Akademgorodok is a unique scientific community located near Novosibirsk, housing numerous research institutes and academic organizations.
The city features a mix of Soviet-era buildings, modern skyscrapers, and historic structures, creating an eclectic cityscape.
The city’s ballet schools and academies attract aspiring dancers from across Russia and abroad.
Located nearby, the Altai Mountains offer breathtaking landscapes, hiking trails, and opportunities for outdoor adventures.
From music and theater festivals to art exhibitions, the city’s cultural calendar is always packed with exciting events .
Residents and visitors can enjoy the beauty of nature in the city’s well-maintained parks and botanical gardens.
The city is home to several technology parks and innovation centers, fostering the development of cutting-edge technologies.
The residents of Novosibirsk are known for their hospitality and friendly nature, making visitors feel welcome.
The city is dotted with shopping malls, boutiques, and markets, offering a wide range of shopping options.
The city has been home to many famous Russian writers and poets, and their works are celebrated in literary circles.
The city is known for its advanced medical facilities and expertise, attracting patients from around the world.
With buses, trams, trolleybuses, and the metro, getting around the city is convenient and efficient.
The city has a strong sports culture, with numerous sports facilities and opportunities for athletic activities .
The city is home to numerous IT companies and startups, contributing to the development of the digital economy.
The city comes alive with festivities, including concerts, fireworks, and cultural events, to commemorate its foundation.
With its excellent educational and healthcare systems, cultural amenities, and vibrant community, Novosibirsk provides a great living environment for its residents.
Novosibirsk is a fascinating city filled with rich history, stunning architecture, and a vibrant cultural scene. From its origins as a small village to becoming the third-largest city in Russia, Novosibirsk has emerged as a major economic and cultural hub in Siberia . With its world-class universities, theaters, museums, and natural attractions, Novosibirsk offers a myriad of experiences for visitors.
Whether you’re exploring the impressive Novosibirsk Opera and Ballet Theater, strolling along the picturesque banks of the Ob River, or immersing yourself in the city’s scientific and technological achievements at the Akademgorodok, Novosibirsk has something for everyone.
From its iconic landmarks such as the Alexander Nevsky Cathedral to its vibrant festivals like the International Jazz Festival , Novosibirsk has a unique charm that will captivate any traveler. So, make sure to include Novosibirsk in your travel itinerary and discover the hidden gems of this remarkable city.
Q: What is the population of Novosibirsk?
A: As of 2021, the estimated population of Novosibirsk is around 1.6 million people.
Q: Is Novosibirsk a safe city to visit?
A: Novosibirsk is generally considered a safe city for tourists. However, it is always recommended to take standard precautions such as avoiding unfamiliar areas at night and keeping your belongings secure.
Q: What is the best time to visit Novosibirsk?
A: The best time to visit Novosibirsk is during the summer months of June to September when the weather is pleasant and suitable for outdoor activities. However, if you enjoy the winter chill and snow, visiting during the winter season can also be a unique experience.
Q: Are there any interesting cultural events in Novosibirsk?
A: Yes, Novosibirsk is known for its vibrant cultural scene. The city hosts various festivals throughout the year, including the International Jazz Festival, Novosibirsk International Film Festival, and the Siberian Ice March Festival.
Q: Can I visit Novosibirsk without knowing Russian?
A: While knowing some basic Russian phrases can be helpful, many establishments in Novosibirsk, especially tourist areas, have English signage and staff who can communicate in English. However, learning a few essential Russian phrases can enhance your travel experience.
Novosibirsk's captivating history and vibrant culture make it a must-visit destination for any traveler. From its humble beginnings as a small settlement to its current status as Russia's third-largest city, Novosibirsk has a story worth exploring. If you're a sports enthusiast, don't miss the opportunity to learn more about the city's beloved football club , FC Sibir Novosibirsk. With its rich heritage and passionate fan base, the club has become an integral part of Novosibirsk's identity.
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Although prebunking games have shown promise in Western and English-speaking contexts, there is a notable lack of research on such interventions in countries of the Global South. In response to this gap, we developed Gali Fakta, a new kind of media literacy game specifically tailored for an Indonesian audience. Our findings indicate that participants who engaged with Gali Fakta exhibited significantly greater skepticism toward false news headlines and expressed a reduced likelihood of sharing them. Importantly, playing Gali Fakta did not lead to increased skepticism or decreased sharing intent for factual headlines. These results suggest that Gali Fakta holds promise as a scalable media literacy intervention in Indonesia.
Department of Computer Science and Engineering, University of Notre Dame, USA
Department of Psychology, UIN Sunan Kalijaga, Indonesia
Gali Fakta is a media literacy game inspired by WhatsApp, specifically designed for an Indonesian audience. Its name, “Gali Fakta,” translates to “dig up the facts,” and it was developed through a collaboration between technology experts at Moonshot and researchers at the University of Notre Dame (see Figure 1). The design of the game draws inspiration from the Learn to Discern Program by IREX.
The game is quick to play, taking only about five minutes, and it simulates a group chat with family and friends on a messaging app. Throughout the game, players are tasked with protecting their loved ones from falling for hoaxes. Players can select from three different content areas—health, news, or finance—which prompt people to message them and share various types of content. Each content area provides lessons on safeguarding oneself and others against four types of misinformation: fake social media accounts, confirmation bias, untrustworthy social media sources, and algorithmically-generated filter bubbles.
During gameplay, when players observe their fictional friends or family members sharing misinformation from the mentioned categories, they are presented with two response options. For instance, if a character messages the player about a favorite musical artist requesting money on social media, the player must decide whether the post is factual. In this example, the absence of a verification symbol indicates the post is false. If the player answers incorrectly, they receive a prompt explaining the correct response (see Figure 2). Throughout the game, players engage in conversations with fictitious family members, offering ten different responses and opportunities to learn about misinformation techniques. Before its release, the game script underwent review and revision by Indonesian subject matter experts.
Gali Fakta aims to create psychological inoculation by first providing a forewarning that the user’s friends and family may be spreading misinformation and then exposing the user to misinformation shared by fictitious friends and family members in the simulated WhatsApp environment along with lessons on how to detect such misinformation. We hypothesized that after playing Gali Fakta participants would become more conscious of their social media behavior and more discerning when encountering false information. The false information in our study was a variety of false headlines, some of which were politically charged and sensationalist. Others were simply factually inaccurate (see Appendix B for details). Our study revealed that playing Gali Fakta was associated with higher accuracy in evaluating false news headlines and a decreased self-reported intention to share false headlines.
Media literacy, prebunking, and Indonesia
Indonesia ranks as the world’s fourth-largest country, with a rapidly increasing number of citizens gaining digital access. Currently, around 77% of the population is online, and this figure is projected to reach 90% by 2025 (Kemp, 2023; Nurhayati-Wolff, 2023). This growing online presence also creates a vulnerability to online misinformation. Researchers have found that misinformation was evident during the 2019 Indonesian general election, particularly on social media platforms (Theisen et al., 2021). Besides political misinformation, misinformation related to health and finance also circulates widely in the Indonesian information ecosystem (McRae et al., 2022; Mujani & Kuipers 2020; Nasir & Nurmansyah, 2020). Research has also indicated that students in Indonesia face challenges in distinguishing between false and factual news (Syam & Nurrahmi, 2020). A 2020 report by GeoPoll found that over 40% of Indonesians admitted they only read the headline and “rarely” or “never” read the article before sharing it on social media (McDonnell & MacKinnon, 2020). More research is needed to determine the most effective media literacy tools for different countries as well as different types of misinformation. Notably, misinformation and disinformation disproportionately affect individuals with lower levels of media literacy (Jalli & Idris, 2019).
To combat this issue, prebunking games based on inoculation theory have shown promise in helping individuals discern fact from fiction and reducing their inclination to share misinformation (Basol et al., 2020). Inoculation theory involves building resistance to misinformation by exposing individuals to small doses of false or misleading information in a controlled setting (Compton et al., 2021). However, these prebunking games have limitations, such as potentially increasing skepticism towards both factual and false information (Modirrousta-Galian & Higham, 2022). Additionally, individuals may still share false information due to social or political motives, despite possessing higher levels of media literacy (Sirlin et al., 2021). Moreover, most prebunking games and media literacy interventions have been tailored to Western, English-speaking audiences and may not be culturally relevant to other populations. Iyengar, Gupta, & Priya (2022) found that participants from India increased their ability to detect misinformation after playing the Western-based media literacy intervention Bad News Game. However, the authors note that their English-speaking and highly educated sample was not representative of much of the population of India. Harjani and colleagues (2022) created a media literacy game that was designed for participants in India and tested its effectiveness with a sample of participants from north India. Unfortunately, they did not find that their game improved participants’ ability to evaluate misinformation or reduced willingness to share misinformation with others. The authors note that future work may benefit by partnering with local researchers and universities in order to better adapt interventions originally designed with a Western audience in mind. They also note the importance of considering the potential lack of digital literacy of a rural audience, which could limit the effectiveness of playing an online media literacy game.
Recognizing the popularity of WhatsApp in Indonesia and its susceptibility to misinformation due to the ease of forwarding messages without fact-checking, we designed Gali Fakta to mimic the WhatsApp interface (Banaji et al., 2019; de Freitas Melo et al., 2020; Neyazi et al., 2022; Yustitia & Asharianto, 2020). Political groups have also exploited WhatsApp during the 2019 Indonesian election to disseminate misleading or false information through political memes (Baulch et al., 2022). Our aim was to develop a game that aligns with the information environment of its players to enhance prebunking effectiveness. We partnered with Indonesian scholars and media experts during the development of the game to constantly improve the feel, aesthetics, and clarity of our lessons. For example, there are laws against spreading false information in Indonesia (Lamb & Teresia, 2022) and neighboring Malaysia (Sipalan, 2021). Therefore, we aimed to avoid any negative associations with learning about misinformation through a game that might unintentionally glorify misinformation spreading. Instead, Gali Fakta focuses on empowering users to protect their friends and family from hoaxes. We conducted an evaluation to assess whether playing Gali Fakta could enhance the ability of Indonesian participants to identify false headlines, reduce their likelihood of sharing false headlines, and improve their self-reported media literacy habits.
Finding 1: Playing Gali Fakta significantly increased participants’ skepticism for false news headlines but not for factual headlines.
We conducted a series of ordinary least squares (OLS) regressions to investigate whether playing Gali Fakta predicted participants’ tendency to rate false news headlines as more inaccurate, indicating increased skepticism. OLS regressions identify relationships between variables by minimizing the sum of squared errors.
Participants in the Gali Fakta condition significantly rated false news headlines as more inaccurate compared to those in the control condition while controlling for age, gender, education, media literacy, urban versus rural residence, religiosity, income, and political ideology ( p < .001). Notably, engaging with Gali Fakta did not lead to a significant increase in inaccuracy ratings of factual headlines ( p = .173). Thus, playing Gali Fakta effectively enhanced participants’ discernment of false headlines, but this heightened skepticism did not extend to factual headlines. Full regression tables, means, and effect sizes are provided in Appendix A.
Finding 2: Playing Gali Fakta significantly reduced participants’ intent to share false headlines but not factual headlines.
In the subsequent analysis, we conducted a series of OLS regressions to assess whether playing Gali Fakta was associated with a decreased intent to share false headlines. Figures 3 and 4 illustrate the effects of playing Gali Fakta on evaluating both factual and false headlines.
Results revealed that engaging with Gali Fakta significantly predicted a reduced intent to share false headlines even when controlling for age, gender, education, media literacy, urban vs rural residence, religiosity, income, and political ideology ( p = .002). The regression coefficients for playing Gali Fakta were 0.192 for rating false headlines and 0.215 for sharing false headlines. This means that participants who played our brief media literacy game rated false headlines as more inaccurate by about 0.2 of a point on a 1–5 scale point and decreased their likelihood to share by about 0.2 on a 1–5 scale. Notably, playing Gali Fakta did not lead to a significant decrease in sharing intent for factual headlines ( p = .114). Once again, these findings underscore the effectiveness of our media literacy game in fostering skepticism and caution regarding misinformation, while not affecting the sharing intent for accurate information.
We also analyzed to what extent participants differentiated between factual and false headlines. As a robustness check, we analyzed discernment (i.e., the difference in ratings between factual and false headlines) and still found that playing Gali Fakta significantly improved both headline accuracy discernment and sharing discernment (see Appendix A). While our results demonstrate that playing Gali Faktaimproves participants’ ability to discern factual headlines versus false news headlines, it is unclear if playing Gali Faktawould impact social media behavior or override social and political motives to share misinformation. We do find it encouraging that these positive effects hold while controlling for education, media literacy, and political ideology.
Finding 3: Playing Gali Fakta does not impact self-reported media literacy.
In addition to assessing headline ratings and sharing intention, we also examined whether playing Gali Fakta would lead to an increase in self-reported media literacy. Our analysis did not reveal a significant increase in participants’ self-reported media literacy following engagement with Gali Fakta ( p = .622). This null result may be attributed to limitations inherent in self-report media literacy scales, as they may not comprehensively measure individuals’ actual media literacy skills (Jones-Jang et al., 2021). Alternatively, it is possible that Gali Fakta may not prompt participants to reflect on the specific types of questions posed in the media literacy scale used.
Future studies could explore more targeted inquiries, such as assessing participants’ confidence in correcting misinformation shared by others online, which aligns more closely with the tasks undertaken in Gali Fakta. While playing Gali Fakta did not influence self-reported media literacy scores, we found that participants who played the game versus a control group were significantly better able to evaluate the accuracy of false news headlines and also reported a reduced likelihood of sharing false news headlines. Future work can also investigate the duration of this effect along with whether Gali Fakta can be successful in different country-level populations after translations. Finally, we measured the ability to evaluate false text-based headlines as our measure of misinformation. However, this is only one type of misinformation, and it does not capture the ability to evaluate more complex types of misinformation, such as hyperpartisan misinformation and misleading information from mainstream news that is not completely false. Future research could develop media literacy interventions that are specifically designed to teach individuals to identify these more complicated types of misinformation.
While our effect sizes are small, we believe these positive results are encouraging from playing a brief media literacy game. Gali Fakta is an extremely scalable intervention, and small effects could have more meaningful cumulative effects if the game is shared widely in public campaigns and in educational settings. Large social media accounts can simply share Gali Fakta with their audience and encourage their followers to play the game and share it with their friends and family. Additionally, Gali Fakta offers a fun and simple exercise to add to media literacy curriculums. Gali Fakta is freely available in both its original Bahasa Indonesian version 1 https://literata.id/game/ as well as the translated English version. 2 https://galifakta.com/
Participants
We recruited 1,006 Indonesian participants through Bilendi & Respondi’s survey platform, with 495 assigned to the Gali Fakta condition and 511 to the control condition (see Appendix A for power analysis). Participants from Bilendi & Respondi’s database have enough digital literacy to sign up for an online survey platform, which may yield an important baseline of digital literacy that is required to understand and learn from our game. Data was collected in February of 2023. We excluded 191 participants who did not respond to the question about political ideology, aiming to control for politics given the political nature of some headlines. The average age of participants was 38.53 ( SD = 11.43), with 52.89% male and 81.51% residing in urban areas. On a religiosity scale ranging from 1 (not religious at all) to 5 (very religious), the average score was 3.80 ( SD = 0.81). The average level of conservatism, rated on a scale from 1 (very liberal) to 5 (very conservative), was 3.37 ( SD = 1.01). Regarding education, 74.85% completed tertiary school, and 99.7% completed secondary school. The average annual income was 133,401,566.79 Indonesian Rupiah or 8,357 USD ( SD = 544,834,772.12 for IDR and 34,133.90 for USD).
Participants were randomly assigned to play either Gali Fakta or Tetris (see Figure 5), a game chosen as an effective control condition due to its comparable time and cognitive demands (Roozenbeek & van der Linden, 2020). After playing the assigned game, participants evaluated seven factual and seven false headlines covering topics of climate change (two headlines), COVID-19 (three headlines), and non-political matters (two headlines), such as money-saving techniques (see Appendix B for headline list).
The topics were equal across both the factual and false headlines. Headlines were chosen from actual headlines circulating on Indonesian social media during February 2023 that provided a mix of political topics (climate change and COVID-19) as well as nonpolitical topics. In addition to being politically charged topics, false information about climate change and COVID-19 was spread by disinformation campaigns throughout Indonesia (Kurnia et al., 2024; Muzykant et al., 2021). Disinformation surrounding these topics also represents attempts to discredit scientific expertise. Participants rated the accuracy of each headline and their likelihood of sharing it on a 1–5 Likert scale. Additionally, participants completed an 11-item media literacy scale from Austin et al. (2021) counterbalanced with the headline questions. This scale assessed media literacy regarding news source credibility and critical evaluation of news content (see Appendix B). Finally, participants provided demographic information, including age, gender, education, geographic location, religiosity, income, and political ideology.
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Portions of this work were supported by the U.S. Agency for International Development (USAID) Cooperative Agreement Number 7200AA18CA00059.
The authors declare no competing interests.
Data collection methods were evaluated and approved by the Institutional Review Board (IRB) of The University of Notre Dame. All subjects verbally consented to participation in this survey and to receive follow-up SMS messages to their mobile phone.
This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided that the original author and source are properly credited.
All materials needed to replicate this study are available via the Harvard Dataverse: https://doi.org/10.7910/DVN/BKXRNQ
We would like to thank USAID, Moonshot, Brave Factor, and IREX for their help during this project.
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Citation Styles Guide | Examples for All Major Styles. Published on June 24, 2022 by Jack Caulfield.Revised on November 7, 2022. A citation style is a set of guidelines on how to cite sources in your academic writing.You always need a citation whenever you quote, paraphrase, or summarize a source to avoid plagiarism.How you present these citations depends on the style you follow.
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Although prebunking games have shown promise in Western and English-speaking contexts, there is a notable lack of research on such interventions in countries of the Global South. In response to this gap, we developed Gali Fakta, a new kind of media literacy game specifically tailored for an Indonesian audience. Our findings indicate that participants who