MLA1103Fall2014

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Incorporating Outside Material Portions of this presentation are adapted from:

The Writing Resources Center: http://wrc.uncc.edu/

They Say/I Say: The Moves that Matter in Academic Writing, 1st ed., pp. 39-47, by Gerald Graff and Cathy Birkenstein.

DePaul University School for New Learning: Teaching Resources

Outside Material (Ideas or words from your sources)Quoting, Paraphrasing, and Summarizing

Quoting (Writing to Repeat): You present the ideas and the wording of a source, unchanged from the original (placed within quotation marks and cited)

Paraphrasing (Writing to Translate): You present the ideas of a source unchanged, but you express them in your own writing style (doesn’t need quotation marks, but still should be cited)

Summarizing (Writing to Condense): You present the important ideas of a source in briefer form and in your own writing style (doesn’t need quotation marks, but still should be cited)

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Avoiding PlagiarismWriters need to understand current definitions of plagiarism, which haveChanged over time, and which differ from culture to culture.

Plagiarism is a cultural concept:

Many cultures do not recognize Western notions of plagiarism, which rest on the belief that language and ideas can be “owned” by writers.

In many countries other than the U.S., using the words and ideas of others without attribution is considered a sign of respect as well as an indication of knowledge.

Adapted from:Lunsford, Andrea. The Everyday Writer . 3rd ed. Boston, MA: Bedford/St. Martin’s, 2004. Print.\

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What is “Plagiarism”? In an instructional setting, plagiarism occurs when a writer

deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source.

This definition applies to texts published in print or online, to manuscripts, and to the work of other students.

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What is NOT Plagiarism? Most current discussions of plagiarism fail to distinguish

between plagiarism and misuse of sources.

A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other forms of identifying material taken from other sources, has not plagiarized. Instead, the student has failed to cite and document sources appropriately.

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Materials That Require Acknowledgement

Quotations, paraphrases, summaries

Facts not widely known or claims that are arguable

Help provided by others

Materials That Do NOT Require Acknowledgement

Common knowledge

Ideas available in a wide variety of sources

Your own findings from primary or field research

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Understand Why to Credit Sources…Correctly

Show that you are a knowledgeable and credible researcher.

Demonstrate fairness—that you have considered multiple points of view.

Provide background for your research by placing it in the context of the work of others (joining the conversation)

Help readers follow your thoughts and understand how your ideas relate to those of others.

Point readers where to go to find more information on your subject.

What Makes a Good Paraphrase?Frequently, students unintentionally misuse sources when they

attempt to paraphrase: to rephrase someone else’s ideas into

your own words and sentence patterns.

A good paraphrase…

Expresses someone else’s ideas in your own words and in your own style: word choice sentence structure organization of ideas

Demonstrates your inferential thought processes

Includes a citation.

ParaphrasingHow to Paraphrase

1. Review the original material until you understand it completely.

2. Put the original material away.3. Write out what the original material said using your own

words. Avoid looking at the source while you are doing this!

1. Compare the original to yours to check for the same meaning.

2. Attach a proper citation at the end of the sentence.

Original

The rise of industry, the growth of cities, and

the expansion of the population were the

three great developments of late nineteenth

century American history. As new, larger,

steam-powered factories became a feature of

the American landscape in the East, they

transformed farmhands into industrial

laborers, and provided jobs for a rising tide of

immigrants. With industry came urbanization,

the growth of large cities (like Fall River,

Massachusetts, where the Bordens lived),

which became the centers of production as

well as of commerce and trade.”

Too Close

The increase of industry, the growth of cities,

and the explosion of the population were three

large factors of nineteenth century America. As

steam-driven companies became more visible in

the eastern part of the country, they changed

farm hands into factory workers and provided

jobs for the large wave of immigrants. With

industry came the growth of large cities like Fall

River where the Bordens lived, which turned into

centers of commerce and trade as well as

production.

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An Unacceptable Paraphrasing Is Too Close to the Original

Original

Students frequently overuse direct

quotations in taking notes, and as a

result they overuse quotations in the

final [research] paper. Probably only

about 10% of your final manuscript

should appear as directly quoted

matter. Therefore, you should strive

to limit the amount of exact

transcribing of source materials while

taking notes.

Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

PoorStudents often use too many direct

Quotations when they take notes,

resulting in too many of them in the

final research paper. In fact,

probably only about 10% of the final

copy should consist of directly quoted

material. So it is important to limit the

amount of source material copied while

taking notes (Lester 46-47).

Purple = Same as Original

Red= Synonyms added while maintaining sentence structure

Blue = New Material

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Paraphrasing Examples

OriginalStudents frequently overuse

direct quotations in taking

notes, and as a result they

overuse quotations in the final

[research] paper. Probably

only about 10% of your final

manuscript should appear as

directly quoted matter. Therefore,

you should strive to limit the

amount of exact transcribing of

source materials while taking notes.

Good

In research papers, students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).

12Good rule of thumb: If it can be color-coded to show similarities, then it is too close to the original.

Paraphrasing Examples

Original

The rise of industry, the growth of cities, and

the expansion of the population were the

three great developments of late nineteenth

century American history. As new, larger,

steam-powered factories became a feature of

the American landscape in the East, they

transformed farmhands into industrial

laborers, and provided jobs for a rising tide of

immigrants. With industry came urbanization,

the growth of large cities (like Fall River,

Massachusetts, where the Bordens lived),

which became the centers of production as

well as of commerce and trade.

Acceptable

According to Williams, Smithburn, and

Peterson, Fall River, where the Borden family

lived, was typical of northeastern industrial

cities of the Nineteenth century. Steam-

powered production had shifted labor from

agriculture to manufacturing, and as

immigrants arrived in the U.S. they found work

in these new factories. As a result, populations

grew, and large urban areas arose. Fall River

was one of these manufacturing and

commercial centers (200).

13Williams, Joyce G., Eric Smithburn, and M. Jeanne Peterson, eds. Lizzie Borden: A Case Book of Family and Crime in the 1890s. Bloomington, IN: TIS Publications, 1980. Print.

Paraphrase

According to Williams, Smithburn, and

Peterson, Fall River, where the Borden family

lived, was typical of northeastern industrial

cities of the Nineteenth century. Steam-

powered production had shifted labor from

agriculture to manufacturing, and as

immigrants arrived in the U.S. they found

work in these new factories. As a result,

populations grew, and large urban areas

arose. Fall River was one of these

manufacturing and commercial centers (200).

Paraphrase with Partial Quotations

According to Williams, Smithburn, and

Peterson, Fall River, where the Borden family

lived, was typical of northeastern industrial

cities of the nineteenth century. As labor

shifted from agriculture to manufacturing, the

demand for workers “transformed farm hands

into factory workers,” and created jobs for

immigrants. In turn, growing populations

increased the size of urban areas. Fall River

was one of these manufacturing hubs that

were also “centers of commerce and trade”

(200).

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Patchwork Plagiarism

Direct "patchwork" plagiarism occurs when a writer copies material from several writers and rearranges that material with no attempt to acknowledge the original sources.

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IN-TEXT CITATIONS

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In-text citations..

1) Let your audience (and me) differentiate between your thoughts and ideas and those from your outside material.

2) Create a link to sources listed on your Works Cited Page so that readers can find them

Reminder: Do not simply put in-text citations at the end of your paragraphs. This doesn’t help me determine the difference between your voice and someone else’s voice within that paragraph.

Sample In-text Citations Basic Format for an in-text citation:

(Author’s last name page number).

After a Direct Quotation: In the debate over toothpaste brands, “Nine out of ten doctors choose Crest” (Mills 106).

After a Paraphrase:

In arguments regarding brands of toothpaste, a majority of doctors picked Crest (Mills 106).

When the author’s name is given in the sentence:

In the debate over toothpaste brands, Mills says: “Nine out of ten doctors choose Crest” (106).

Sample In-text CitationsBlock Quotes: Quotations more than 4 lines are indented

1 inch with no quotation marks and double-spaced. The punctuation comes before the citation.

A recent study found the following:The “placebo effect,” which had been verified in previous studies, disappeared when behaviors were studied in this manner. Furthermore, the behaviors were never exhibited again, even when real drugs were administered. Earlier studies were clearly premature in attributing the results to a placebo effect. (Miele 276)

Note: You should use block quotes sparingly and only when absolutely necessary. Be prepared to discuss the entire quote.

In-text Citations: Special CasesIf the source has no known author, then use an

abbreviated version of the title

No Author:

Full title: “California Cigarette Tax Deters Smokers”

Citation: … (“California” 56).

Internet Source/No page number:

Citation: … (Harrington par. 6)

INTEGRATING OUTSIDE

MATERIAL

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Proportion: Using Quotations Sparingly Novice writers may be tempted to:

Over-quote Quote too l itt le Quote for the wrong purposes Quote the wrong type of material

Over-quoting weakens argument and/or a sense of engagement: The essay wil l tend to ramble and consequently wil l lack focus. The ideas and flow become choppy if unnecessary material

interrupts main ideas. If the writ ing is meant to be persuasive, the author may

inadvertently reveal a very unpersuasive lack of self-confidence.

Proportion: Using Quotations Sparingly

Quote the parts of others’ writing that relate to your point. Do not use quotations simply to demonstrate that you’ve

read the author’s work or for the sake of having something to quote. Not just any outside material is “quote-worthy.”

Do not use quotes just to have “filler” or “padding”.

Quote when necessary to establish authority, make a clarification, provide context, pinpoint a controversy, create a dramatic effect, or showcase eloquence.

Typically, you would always want to paraphrase whenever possible with a citation (author’s name & pg./par. number.)

For your blog:• Paraphrase whenever possible.• Quote when necessary.• Provide a citation.• ALWAYS make sure you are including it because you have something to say.

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Dangling Quotes or Hit and Run Quotes

“Dangling” or “Hit and Run” quotes happen when material appears SPLAT!!! in the middle of the paper without being introduced or explained.

These types of quotes confuse the reader and disrupt the flow.

This is point in the paper that makes the reader think, “Huh?”

Integrating Outside MaterialWhen incorporating outside material, the Framing

Technique can situate outside material into your text clearly:

Introduce the material.

Give the quote or paraphrase.

Explain the material.

Introducing material Be a good host.

1. Remember that your reader has not done your research. They are unfamiliar with certain aspects of your line of inquiry that you may take for granted.

2. You are the mediator between your sources and your audience.

3. Be a good host: Imagine the writing situation as a party where the guests do not know each other and you are the host; it is your responsibility to introduce them to each other and to be fair and courteous to everyone.

Things your reader does not know:

Where the material come from: Who the author or publisher is, what their background is, why they should be trusted, what their how their expertise relates to the topic

How up-to-date the information is

Context or purpose of the source: Conditions or results of a study, the perspective the author has on the topic, etc.

How it connects to what you’re doing

Explaining the Material How you choose to explain the material (and also how you reflect and

comment on it) is essentially where “your voice” starts to come in.

Readers interpret material differently and may not infer the same things you infer, even when you are reading the same text, looking at the same statistic, etc. Tell readers how they should be reading or interpreting the material. Tell them what they are supposed to “get from it.”

Make sure the reader knows what the information or claim means.

Examples of Explaining Outside Material

Basically, X is affirming _____________.

In other words, X believes _________.

In making this comment, X argues that ________.

X is insisting that __________.

X’s point is that ___________.

The essence of X’s argument is that __________.

Consider some of the following:

Are there terms used that you understand that the reader may not? Does the information prove a certain point or perspective from your research?

What do you think this information reveals about the issue that you want the reader to pick up on as well?

Remember: If it doesn’t need explanation, then it’s likely not worth incorporating. This especially applies for using direct quotes. Paraphrase whenever possible, but be sure to cite.

Explaining the Material

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Dangling Quotes or Hit and Run Quotes

Example 1

Original: 

Martin Luther King knew how to skillfully appeal to his audience in “Letter from Birmingham Jail.” "In your statement you assert that our actions, even though peaceful, must be condemned because they precipitate violence…Isn’t this like condemning Jesus because his unique God-consciousness and never-ceasing devotion to God’s will precipitated the evil act of crucifixion?" (527). 

Dangling Quotes or Hit and Run Quotes

Better:

Martin Luther King knew how to skillfully appeal to his audience in “Letter from Birmingham Jail.” For example, he said, "In your statement you assert that our actions, even though peaceful, must be condemned because they precipitate violence…Isn’t this like condemning Jesus because his unique God-consciousness and never-ceasing devotion to God’s will precipitated the evil act of crucifixion?" (527). This is a perfect example of how he makes every attempt to connect to his audience.

Dangling Quotes or Hit and Run Quotes

Best:

Martin Luther King knew how to skillfully appeal to his audience in “Letter from Birmingham Jail.” He understood that his audience, eight clergymen whose life’s purpose was to serve God, would understand and relate to ecclesiastical references. For example, at one point King uses a religious reference to counter the clergymen’s claim that the actions of King and his followers, while nonviolent, must be denounced because they eventually incite violence in others. Specifically, King asserts: “Isn’t this like condemning Jesus because his unique God-consciousness and never-ceasing devotion to God’s will precipitated the evil act of crucifixion?” (527). King’s audience will likely understand and relate to the religious analogy, rendering King’s argument more credible to his readers.

Example 2Susan Bordo writes about women and dieting: “Fiji is just one example. Until television was introduced in 1995, the islands had no reported cases of eating disorders. In 1998, three years after programs from the United States and Britain began broadcasting there, 62 percent of the girls surveyed reported dieting.”

RevisedThe feminist philosopher Susan Bordo deplores the hold that the

Western obsession with dieting has on women. Her basic argument is that increasing numbers of women across the globe are being led to see themselves as fat and in need of a diet. Citing the island of Fiji as a case in point, Bordo notes that “until television was introduced in 1995, the islands had no reported cases of eating disorders. In 1998, three years after programs from the United States and Britain begun broadcasting there, 62 percent of the girls surveyed reported dieting” (149-50). Bordo’s point is that the West’s obsession with dieting is spreading even to remote places across the globe. Ultimately, Bordo complains, the culture of dieting will find you, regardless of where you live.