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APPENDICES
‘In all five cases there is very little observable teaching; the more basic phenomenon is learning. The
practice of the community creates the potential ‘curriculum’ - that which may be learned by newcomers with
legitimate peripheral access.’ (Lave and Wenger, 1991: p 93)
If you want to insert a long quotation (over two lines) but do not to want include all of the text, you can remove
the unnecessary text and replace with ‘...’.
Lave and Wenger (1991) note that the role of the master is principally to provide legitimate access of the
apprentice to the learning opportunities present in the community of practice, and not to teach.
‘In all five cases there is very little observable teaching … the community creates the potential ‘curriculum’ -
that which may be learned by newcomers with legitimate peripheral access.’ (p 93)
You should only do this when you use a quotation taken from one paragraph.
When you use quotations within your text, sometimes you may want to insert one or two words in the
quotation so that your complete sentence is grammatically correct. To indicate that you have inserted words
into a quotation, these have to be enclosed in square brackets.
Lave and Wenger (1991) note that the role of the master is principally to provide legitimate access of the
apprentice to the learning opportunities present in the community of practice, and not to teach.
‘It implies participation in an activity system about which participants share understandings concerning what
they are doing [and] what that means in their lives and for their communities.’ (p 98).
As an academic at a high level in your primary discipline you will have developed your writing skills, but
be aware that convention and expectation may be different when writing in education. For example when
writing in a ‘scientific’ style one often discusses work and develops an argument showing understanding and
integration of other people’s work and ideas in your own words. This is called paraphrasing. However when
writing in education one often has to ‘unpack’ the ideas expressed by others and re-assemble them into a
more narrative argument and to do this effectively often requires extensive direct quotation annotated and
discussed to show meaning, interpretation and context.
Writing a reference using the Harvard style
To write your own references you need different bits of information about each item that you read when you are
researching a piece of work. These bits of information are called ‘bibliographic’ information.
For all types of references the key bits of information you need to start with are:
1. Author/editor: This means the primary (main) person who produced the item you are using. If you
are using a website or web page, and there isn’t an author, you can use what is called a ‘corporate
94 EDU © Imperial College London 2014-15
‘In all five cases there is very little observable teaching; the more basic phenomenon is learning. The
practice of the community creates the potential ‘curriculum’ - that which may be learned by newcomers with
legitimate peripheral access.’ (Lave and Wenger, 1991: p 93)
If you want to insert a long quotation (over two lines) but do not to want include all of the text, you can remove
the unnecessary text and replace with ‘...’.
Lave and Wenger (1991) note that the role of the master is principally to provide legitimate access of the
apprentice to the learning opportunities present in the community of practice, and not to teach.
‘In all five cases there is very little observable teaching … the community creates the potential ‘curriculum’ -
that which may be learned by newcomers with legitimate peripheral access.’ (p 93)
You should only do this when you use a quotation taken from one paragraph.
When you use quotations within your text, sometimes you may want to insert one or two words in the
quotation so that your complete sentence is grammatically correct. To indicate that you have inserted words
into a quotation, these have to be enclosed in square brackets.
Lave and Wenger (1991) note that the role of the master is principally to provide legitimate access of the
apprentice to the learning opportunities present in the community of practice, and not to teach.
‘It implies participation in an activity system about which participants share understandings concerning what
they are doing [and] what that means in their lives and for their communities.’ (p 98).
As an academic at a high level in your primary discipline you will have developed your writing skills, but
be aware that convention and expectation may be different when writing in education. For example when
writing in a ‘scientific’ style one often discusses work and develops an argument showing understanding and
integration of other people’s work and ideas in your own words. This is called paraphrasing. However when
writing in education one often has to ‘unpack’ the ideas expressed by others and re-assemble them into a
more narrative argument and to do this effectively often requires extensive direct quotation annotated and
discussed to show meaning, interpretation and context.
Writing a reference using the Harvard style
To write your own references you need different bits of information about each item that you read when you are
researching a piece of work. These bits of information are called ‘bibliographic’ information.
For all types of references the key bits of information you need to start with are:
1. Author/editor: This means the primary (main) person who produced the item you are using. If you
are using a website or web page, and there isn’t an author, you can use what is called a ‘corporate
94 EDU © Imperial College London 2014-15
