•Min-Zhan Lu (1992) has examined the differences between ... L1 composition pedagogies ... (Severino, 1993: 183)
•Kuno (1992) specifically addressed the distribution of these two particles and concludes that ...
•Maltz and Borker (1982) developed lists of what they described as men's and women's features of language. (Pennycook, 1993: 1)
•Thomas Barone (1989; 1993), for example, has used educational criticism to focus attention on how schools fail to meet the needs of underachieving students. (Flinders & Eisner, 1994: 350)
•In 1970, Foucault began to stress the connection between reason and power. (Poster, 1994: 177)
•Lakoff's pioneering work suggested that womens' speech typically displayed a range of features ... which marked it as inferior and weak. (Pennycook, 1994: 1)
•Sheetz-Brunetti and Johnson (1983) have proposed the use of simple diagrams ... to teach ESL compositions skills ...
•Mies argues that the domestication ... of women in the metropolitan nations is dependent on the exploitation of the Third World. (1986: 110)
•As Tollefson (1989) demonstrates, it is often the case that U.S. policies ... have contributed to their immigration to the U.S. in the first place [Severino, 1993: 183]
•Meyer's research (1975) has shown that the hierarchical content structure of a text plays an important role in reading comprehension. (Carrell, 1987: 47)
Johnson et al (1985) showed that on average there was actually more Cantonese spoken than English ... (Bruce, 1990: 11)
Points of difference are with authors, not
just arguments - you can't cite an argument ! This is where we often appeal to another
authority who has identified the same area of difference. E.g.
(Halliday) ... influenced Wells' thinking ... .
Wells accepts Halliday's interactive approach, yet he feels that it leaves
specifics of mother and child interactive behaviour 'unexplored'" (Chumak-Horbatsch,
1987: 99).
•'In these ... studies, [we have] the opportunity for "thick description" (Geertz, 1973) of the texts ...' [Severino, 1993: 190]
Note: Clifford Geertz is a social anthropologist who coined the term 'thick description' as an anthropological technique. Here, Severino acknowledges that authorship by simple citation in brackets
•"To use Frederick Erickson's (1984) terms, the micropolitics of the ESL teaching/learning situation inevitably reflect the macropolitics of the world situation" (Severino, 1993: 183)
The terms being used here are 'micropolitics' and 'macropolitics'; you can choose not to put these terms in quotation marks (or to do so, as we have done here!)
•2 examples:
"This stance, or, as Phelps (1989) calls it, the deep structure of response to writing, is determined by a complex of many factors ... " (Severino, 1993: 184)
"To raise a different question, will these lessons in some way promote what E.D. Hirsch (1987) calls cultural literacy ?" [Flinders & Eisner, 1994: 351]
Note: Again, no quotation marks, but note also the different placement: one at the beginning, the other at the end of the sentence.
•"... students from the wealthy and influential upper classes of their native countries - the educational and economic elite of the world, as Johns (1993) characterises them " [Severino, 1993: 182]
Note: the page number should also have been given for what is clearly a direct quotation from Johns.
•"In Hong Kong, the estimated 95% Cantonese-L1 population have what Giles & Johnson (1987: 72) term a positive ethnolinguistic identity ..." (Bruce, 1990: 10)
Note: you can insert 'what X (19??) calls/terms' in between any verb and its object without having to make any changes to the rest of the sentence.
E.g.
"the
aim is to promote cultural literacy"becomes:
"the aim is to promote what Hirsch (1987) calls cultural
literacy"