Transcript Corporate Profile

WRITING PROJECT #1:
Summarizing, Paraphrasing,
Using Direct Quotations,
and Plagiarism
Summaries
WHEN TO ...
SUMMARIZE a Source
• To present main points of a
lengthy passage (an entire
article or book)
• To condense peripheral
points necessary to
discussion
SUMMARIZING: Explanation
What is a summary?
• A brief restatement in your
own words of the content
of a passage
(i.e group of paragraphs,
chapter, article, book)
Necessary Skills
In order to use secondary
sources to support your
research writing, develop
the skills of summarizing,
paraphrasing, & directly
quoting material.
SUMMARIZING
The skill that allows you
to succinctly state the
major concepts of a
paragraph, essay, or
article is summarizing.
Secondary Sources
• Keep in mind that you use
secondary sources to assist in
advancing your own
arguments.
• Summarizing is particularly
helpful when you are
attempting to make technical
or difficult passages more
comprehensible to your reader.
Steps in Summarizing #1
Read and reread the
passage, looking up
difficult words in the
dictionary. Determine the
structure the author has
used to organize the
passage.
Steps in Summarizing #2
Divide the passage into
major ideas or sections of
thought using brackets
outside the paragraphs.
Then label each section
using annotations in the
major. Underline key ideas
and terms.
Steps in Summarizing #3
In your own words, write
one-sentence summary
sentences for each section
you have labeled with
brackets.
Steps in Summarizing #4
Put the passage away and
draft a concise version of it
in your own vocabulary
using your one-sentence
summary sentences.
Steps in Summarizing #5
Check your summary
against the original to make
sure you preserved the
meaning and organization
of the original passage.
Steps in Summarizing #6
Revise your summary, inserting
transitional words and phrases
where necessary to ensure
coherence. Check for style. Avoid a
series of short, choppy sentences.
Combine sentences for a smooth,
logical flow of ideas. Check for
grammatical correctness,
punctuation, and spelling.
Adapted from Behrens & Rosen, Part 1
Styles of Documentation
• When you are ready to incorporate your
summary into your own paper you will
need to document your source.
• In MLA (Modern Language Association)
format it is required that you include the
author's last name and the page number
in parentheses or in the text of your
summary. APA (American Psychological
Association) also requires the year of
publication.
Summary Models
Examine the following
examples of the three ways
in which you can
incorporate documentation
into your summary:
MODEL 1 Summarizing
• You can incorporate all of the source
information in your sentence. You may
wish to do this when the exact page
number may not be necessary.
Example:
In her 1990 book Wild Mind: Living the
Writer's Life, Natalie Goldberg makes it
clear from page one that the basic
maxim by which all writers thrive is
through listening to their own minds.
MODEL 2 Summarizing
• You can work part of your source
information into your text and part
of it in parentheses.
Example:
In her book Wild Mind: Living the
Writer's Life, Natalie Goldberg
stresses the importance of writers
listening to their own minds (1).
MODEL 3 Summarizing
• You can include all of the
documentation in parentheses at
the end of the sentence. This
method is generally used when you
have already introduced the source
earlier in your paper.
Example:
To gather the most effective
material, all writers need to listen
to their own minds (Goldberg 1).
Paraphrases
WHEN TO ...
PARAPHRASE a Source
• To clarify a short passage
• To emphasize main points
Explanation for PARAPHRASING
• Like summarizing, paraphrasing is an
important technique in helping you assimilate
source material into your own writing to
support your own views.
• Unlike summarizing, however, paraphrasing is
used to reword the original without necessarily
condensing it. It is a good alternative to simply
"floating" direct quotations throughout your
paper because while you must include
documentation of these borrowed ideas, you
can use your own writing style to include them.
• Using your own writing style will make the
synthesis of outside source material seem less
abrupt for your reading audience.
Steps for Paraphrasing
In order to attain accurate
and thoroughly rewritten
paraphrases consider the
following steps:
Paraphrasing Step 1
Change the order of
information from the
original version.
Paraphrasing Step 2
Find synonyms for
important words in a
dictionary or thesaurus.
Paraphrasing Step 3
Rewrite technical, jargonridden language into clearly
understood passages.
Paraphrasing Step 4
• If you must retain unusually wellworded phrases, use quotation
marks.
• When you are ready to incorporate
a paraphrase into your paper you
will need to document it as you did
your summaries.
• In the exercise that follows you will
be asked to paraphrase source
material, create lead-ins, and
practice putting them in different
positions.
Model 1 for Paraphrasing
• A lead-in can be placed at the
beginning.
Example:
Lillian Schlissel, Director of
American Studies at Brooklyn
College, asserts that the pioneers
of the West claimed rights to the
land because the Indians had not
farmed it nor had they put
permanent structures on it (19).
Model 2 for Paraphrasing
• A lead-in can be placed in the
middle.
Example:
The pioneers of the West claimed
rights to the land because as
Lillian Schlissel, Director of
American Studies at Brooklyn
College, explains the Indians had
not farmed it nor had they put
permanent structures on it (19).
Model 3 for Paraphrasing
• A lead-in can be placed at the end.
Example:
The pioneers of the West claimed
rights- to the land because the
Indians had not farmed it nor had
they put permanent structures
on it suggests Lillian Schlissel,
Director of American Studies at
Brooklyn College (19).
Direct
Quotations
WHEN TO ... QUOTE a Source:
Criteria 1 for Direct Quotations
1. To use a direct quotation,
you must meet one of three
(3) criteria including …
• Another’s writer’s language
is particularly memorable
and will add interest and
liveliness to your paper.
Criteria 2 for Direct Quotations
2.To use a direct quotation, you
must meet one of three (3)
criteria including …
• Another’s writer’s language is
so clearly and economically
stated that to make the same
points in your own words
would, by comparison, be
ineffective.
Criteria 3 for Direct Quotations
3. To use a direct quotation,
you must meet one of three
(3) criteria including …
• You want the solid
reputation of a source to
lend authority and
credibility to your own
writing.
Use of Direct Quotations
• One way of incorporating source
material into your research paper is
using direct quotations.
• Use direct quotations when you want to
include ideas expressed so precisely
that you cannot improve upon them or
condense them without sacrificing the
meaning.
• The appropriate use of direct quotations
can add emphasis, emotion and logic to
your ideas.
Sparingly Used
• In order to achieve this effect, however,
they should be used sparingly for two
reasons:
• 1) Readers will become bored with
endless strings of directly quoted
material. They are interested in learning
about your perspective on an argument.
• 2) You lose your role as the speaker of
the paper if you use too many direct
quotations.
Lead-ins
Unlike summaries and
paraphrases, all direct quotations
should be integrated into your
paper with a narrative lead-in and
in most cases, a sentence or two
after to explain their significance.
In other words, you cannot simply
"float" direct quotations into your
paper without proper explanation.
See my additional PowerPoint presentation on Lead-ins
elsewhere on the website.
Models for incorporating direct quotations
Again you have three
stylistic options for
incorporating direct
quotations:
Model 1 for Quotations
A lead-in can be placed at the beginning with
an explanatory sentence.
Example:
In a recent Washington Post article Sari
Horwitz and Valerie Strauss contend, "The D.C.
public school system is one of the few in the
Washington area that offers free all-day prekindergarten and kindergarten and, in many
cases, free or low cost after-school programs"
(B-1). This trend of decreasing free preschool
programs leaves many parents with only one
option: no preschool for their children.
Model 2 for Quotations
A lead-in can be placed in the middle
with an explanatory sentence.
Example:
"The D.C. public school system is one
of the few in the Washington area that
offers free all-day pre-kindergarten and
kindergarten," claim Sari Horwitz and
Valerie Strauss, "and, in many cases
free or low cost after-school programs"
(B-1). This trend of decreasing free preschool programs leaves many parents
with only one option: no pre-school for
their children.
Model 3 for Quotations
A lead-in can be placed at the end with
an explanatory sentence.
Example:
"The D.C. public school system is one
of the few in the Washington area that
offers free all-day pre-kindergarten and
kindergarten and, in many cases, free or
low cost after-school programs," assert
Sari Horwitz and Valerie Strauss (B-1).
This trend of decreasing free pre-school
programs leaves many parents with
only one option: no pre-school for their
children.
More rules for quotations
Two additional rules for
punctuating direct
quotations are as
follows:
Extra Rule #1
1.
If a quotation is longer than four lines
(MIA) or 40 words (APA) use block
format. Indent ten spaces (five for APA)
and do not include quotation marks.
Use a colon after a full-sentence lead-in
to introduce long quotations.
See your Lester textbook, p. 191-192, for
an illustration of handling longer
quotations in research papers.
Extra Rule #2
2.
In short quotations place the
period after the parenthetical
documentation. In long quotations,
since there are no quotation marks
being used, keep the end
punctuation of the of the original
followed by the parenthetical
documentation.
Plagiarism
PLAGIARISM: Explanation
• When you begin putting your paper together it
is important for you to allow yourself enough
time to think about the ideas you have read
and develop your own perspective.
• After all, the purpose of writing a research
paper is to develop the topic further-to present
the information in a new light which is your
own way of seeing the topic.
• Not only does this benefit the academic
community, but it advances your own learning
more meaningfully.
• Many students have difficulty managing their
time thereby shortchanging this important
stage of developing their own ideas.
• When this happens they run the risk of
plagiarizing their sources in order to save time.
What is Plagiarism?
Plagiarism is the practice of
intentionally or
unintentionally using
another author's words or
ideas as though they were
your own.
What is Common Knowledge?
One area that may pose a problem
for you is deciphering whether an
idea is considered "common
knowledge" or not. In general if an
idea is well-known to a general
audience then it doesn't need to be
documented. The following
excerpts are examples of
information that could be
considered common knowledge.
Examples of Common Knowledge
• President Bill Clinton grew up in
Arkansas.
• There are more fat grams in a cup
of ice cream than in a cup of
yogurt.
• In general, women live longer than
men.
• The Confederacy was led by
Jefferson Davis.
Examples of Kinds of Plagiarism
• There are several ways in which
plagiarism can occur.
• Examples of plagiarism follow the
excerpt from a book by Charles
Moskos and John Butler titled All
That We Can Be: Black Leadership
and Racial Integration the Army
Way.
Excerpt from a book
By Charles Moskos and John Butler
titled All That We Can Be: Black
Leadership and Racial Integration the
Army Way
Original:
Throughout our history, military service
has been a source of stable family life in
black America. Money earned in military
service has paid for the educations of
generations of black children.
WORD FOR WORD PLAGIARISM WITHOUT
QUOTATION MARKS
• Plagiarized (MLA): Charles Moskos and
John Butler point out that money earned
in military service has paid for the
educations of generations of black
children (37).
In this example of plagiarism the writer
has copied the second sentence of the
original verbatim without using
quotation marks. This gives the
impression that the wording is the
writer's and not the authors', Moskos
and Butler.
FAILURE TO ACKNOWLEDGE ALL QUOTED
MATERIAL
• Plagiarized (APA): Moskos and Butler
(1996) contend that "money earned" in
military service has paid for the
educations of generations of black
children (p. 37).
• In this version the writer encloses only
part of the directly quoted material in
quotation marks failing to acknowledge
the rest of the excerpt which is copied
verbatim.
PATCHWORK PLAGIARISM
• Plagiarized (MLA): The educations of
generations of black children have been
paid for by the military. Indeed, military
service has provided a source of stable
family life for black America throughout
our history (37).
• Even though the information in this
version has been re-ordered, the writer
is still using much of the passage
verbatim. It appears that this is a
paraphrase despite the fact that much
of the exact wording of the original
should be set off with quotation marks.
PARAPHRASE WITHOUT DOCUMENTATION
Plagiarized. The U. S. military has given
blacks the opportunity. to provide
supportive family environments.
Consequently many blacks have been
able to receive an education through the
benefits of being in such family
situations.
• The ideas of the original have been
completely reworded into a paraphrase;
however, the ideas are the author's
ideas and should be documented.
PARAPHRASE WITH INCOMPLETE
DOCUMENTATION
• Plagiarized (MLA): The U.S. military has given
blacks the opportunity to provide supportive
family environments (Moskos and Butler 37).
Consequently many blacks have been able to
receive an education through the benefits of
being in such family situations.
• This paraphrase is similar to the previous one
except for the addition of parenthetical
documentation after the first sentence. All
paraphrased material should be documented.
Passages of more than one sentence should
be framed with a lead-in and documentation at
the end.
MISREPRESENTATION OF ORIGINAL SOURCE
• Plagiarized (APA): Moskos and Butler (1996) assert that
most educated blacks came from military families (p.
37).
•
The content of this passage is unrelated to the content of the
original. With this type of plagiarism writers may want to make
certain ideas or their own ideas appear more credible or they
may have simply taken careless notes.
• Acceptable (MLA): In their recent book Charles Moskos
and John Butler suggest that the U.S. military has given
blacks the opportunity to provide supportive family
environments. Consequently many blacks have been
able to receive an education through the benefits of
being in such family situations (37).
DIRECTIONS FOR WP#1 EXERCISES
• Now print out the exercise for Writing
Project #1.
• Complete each of the four exercises.
• Make sure the exercises are typed
and in one MS Word document/file
with a title page on the front
• Email the assignment to Professor
Dye on or before the announced
deadline.