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Understanding g Plagiarism and Integrating Resources SESETERR Feteree the conventions of docu: ‘mentation and avoiding plagiarism sponsibilites you must doc Peng ee ca) te Thow to avoid plagiarism Cece) Cet end Orci Decne into research-based Cras) Research in Action Author: Jeffisa graduate student in clinical psychology, and he would like to work as a school counselor when he is finished with his graduate degree, Heis particularly interested in working ata two-year college Topic: Jeffis conducting research on first-year, ist generation college students. He wants tobe prepared to work with students dealing with depression, and he realizes thatthe pressures and demands of college are often overwhelming to first-year students, especially those who have no college graduates in their immediate families to act as mentors and role models Aradience: Because of Jeff's career goals and the topic of his research, he could publish the results of his research in several places. Other scholars in the field of psychology might be interested in his research, so he could publish his workin an academic journal, He might also look ata less research-oriented magazine geared toward teachers and school administrators In addition, Jeff might think about shar- ing his work with parents of first-year students in a newsletter or other publication marketed to parents of college students Purpose: Jeff wants to share the results of his research with others who can help first-year students deal withthe pressures of academic life, and he also wants to contribute tothe ongoing research inthis field QUESTIONS |. Where might Jeff look for research that has already been done on this topic? an you find appropriate publications that Jeff could consider as venues for sharing the results of his research? Looking more carefully at one of those publications, what documentation conventions do you see? Are sources cited carefully inthe text? Are reference lists provided at the end of articles? Why do you think the authors follow the conventions they doin this publication? What citation style is being used in the publication? Why do you think that style isused? 2 (One of the reasons we document resources sto uphold the copyright laws that protect, the information that we use. Copyright laws regulate the use of a particular expres: sion of an idea, Ideas that are considered “common knowledge’ are not protected by copyright, but many people disagree about what constitutes common knowledge. Therefore, if an idea you include in your writing Is not your own, you must cite it as ‘someone else's work and give that person the credit Copyright laws protect the author, or producer, of any given text (written, audio, visual, performance, etc) from people who might reproduce that text without permis: sion, The entertainment industry, both in music and movies, fights to keep very strict Copyright regulations on their texts so that they will continue to earn money for the work and resources that went into the production of those texts. Similarly, scholars, and the publishing houses that publish thelr work, also want to retain control over their materials. You should be aware that even though you might not see a copyright symbol, ©, of the statement ‘all rights reserved” on a text, copyright Is automatically dgranted to the author or producer of a work once itis published in a tangible form. For ‘example, you own the copyright to all ofthe papers you write for various purposes. Copyright does not last forever, however. The length of any text's coverage under copyright law depends on when and how the text was published, among other things, Copyright coverage can expire after a certain length of time. But remember, the ethics of documentation are not only about following copyright but also about giving credit, where credit is due and being responsible to your audience by providing pertinent information about the resource so they can find it themselves. Fair Use What should you do ifyou want to refer to something in a resource thats still protected by copyright? Fair use allows individuals to copy small portions of texts to use them in ‘other contexts, especially research and education. If you are doing a critical analysis of ‘abook that has been written in the past fifty years, you may quote a few small excerpts from it under the fair-use doctrine, Even though fair use gives you this right, you still need to document how and where you found the information. This gives credit to the copyright holder while providing your audience with the information needed to find the original sources. Ideas versus Words Copyright technically protects the expression ofan Idea, not the idea tse. And falr use allows individuals who are researching or critiquing that text to copy small portions of the text to make specific points. However, in academic research is it expected that you will also document where and how you found specific ideas. For example, imagine that a doctor who specializes in hip replacements has conducted research into a new ‘method for connecting the replacement hip to the patient's thighbone, When writing his article about the new method, he needs to briefly discuss the methods current in Use to demonstrate why his new method is better. When referring to the other methods, he is not reprinting the exact details of them; however, he stil must cite the resources 142 a@lqlnt understanding Plagiarism and Integrating Resources that originally presented the other methods, f the audience wants, or needs, to read more specific or detailed material about the other hip replacement methods, the docu: ‘mentation will provide the way. Plagiarisr imately about ethics. Therefore, out documenting, you are being Remember, documentation and plagiarism are ul if you plagiarize by copying the work of others wit unethical in two ways: 1. you are most likely breaking copyright law, and you are not acknowledging the work of others When we are talking about plagiarism in an academic setting, most instructors are highly concerned about the second issue. The production of original ideas is valued in academic settings, and its important to give credit to the original author(s). Writing assignments are one of many methods that instructors use to evaluate how much you. have leamed in the course. If you copy someone's work without documenting It, you have committed plagiarism: you have stolen someone's Ideas and you are not demon. strating your own learning, Part of the difficulty in talking about plagiarism, however, is that it can be diff cult to define. Plagiarism includes many kinds of academic violations, including the following turning in an entire work composed by someone else and claiming itas your own, using someone else's exact words in your writing without acknowledging the @ paraphrasing someone else's work or using someone else's ideas in your writing without acknowledging the source In addition, some professors classify turning in work that you have completed for another classas a form of academic dishonesty. To complicate matters, plagiarism (as it 's defined in academic settings) happens in other settings as normal practice. In some contexts, copying parts of text into a new document is considered normal, accepted practice (in the writing of contracts, for example). Furthermore, in different cultures and settings, the “rules” of documentation and plagiarism shift. Simply put, plagiarism isa complex issue, and the rules of plagiarism are shaped by rhetorical context, ust like everything else that we have discussed in this text. Two kinds of plagiarism are commonly viewed as academic violations, however. In \cademic contexts, students who plagiarize often fall into one of two categories 1. Blatant plagiarism, Someone knowingly copied sections of other resources and submitted them as his or her own work Careless plagiarism, Someone knowingly used information from an outside resource but thought that it was considered common knowledge or did ree AnannnnannaaAnAaAne VUeudeuUuULULULUUU Bowe PU not adequately provide in-text and full bibliographic documentation within the paper. Both kinds of plagiarism have serious academic consequences, and itis important to understand the conventions of citing sources in order to avoid them, Blatant Plagiarism 's there a difference between copying a whole paper and copying and pasting text from several sources into @ paper? For the purposes of following an academic code of condluct, not really! in either case, the wniter is knowingly copying another resource and presenting that work as his or her own, Obviously if you submit an entire paper that was written by another individual, you are plagiarizing, However, f you copy and paste small sections from another resource, shouldn't that count as far use? Yes tfyou djocument where and how you found that resource both within the paper (through the use of quotation marks or block quotations and in-text citations, explained later in this chapter) and in the bibliographic citations at the end of the paper Ifyou do not Properly cite those copied and pasted sections, you are plagiaizing. Why would a student do something that is so readily characterized as plagiarism? ‘There are a few common reasons, and at least two of them are completely avoidable with proper planning: |The student didn’t understand the assignment or the material and relied on someone elses work instead, 2._ The student ran out of time to work on the assignment and copied someone ‘else's work out of desperation, In the fist instance, the student who doesn't understand the assignment or materal Should seek help from the instructor, or perhaps from someone else in the class orn an academic support center, to understand the requirements of the assignment. Planning ahead and seeking help early can avoid ths situation, Planning ahead will aso help you avokd the second circumstance, running out of time and plagarzing from desperation, ‘The assignments laid out inthis text will also help you avold that circumstancera care fully written research plan, for example, wll help you plan the time to find al of the Information you need to complete your own work. Careless Plagiarism Many cases of plagiarism are what we cal'careless plagarism’—plaglarism that could have been avoided by an understanding ofthe rules of citation and careful docurners tation of outside sources The fist step in voiding this type of plalaism is learning to kdentiy appropriate and inappropriate uses of secondary sources and understancing When to use -text citations Lean howto conectly paraphrase and surnmorize sates you avold plagiarism, A vast majority ofthe time, careless plagiarism could have been easily avoided ifthe student had left enough time to double- and triple-check the docamentae tion. Understanding the conventions of documentation will oa long way tonord helbing you avold plagiarism due to carelessness. © Make sue to dive youself enough time to carefully document and double-check your research befone men ing itn fora grade or sharing it with someone ese Understanding Plagiarism and integrating Re Once you have developed your argument and know wh dence you wil incorporate into the final published pr about how to incorporate those of information that you present in froma secondary resource, oduct, you should start thinking {sources into your writing For every outside pe Your writing, whether itis from primary research o make sure to do the following four things, Incorporate the resour 5. summary, paraphrase, of luotation into your imerpret the resource, connecting it to your argu *. Document the location ofthe resource. 1204 follow these four steps when incorporating resources into your w iting, you wil Pe sue fo avoid plagiarism as wel as provide your readers with oe mation the Introduction of the Resource One of the common challens ges students face in researc how h-based wilting is figuring out J? Segantly Incorporate resources into their own argument. Whee a happens 's that a student ends up plopping’ a quotation in uotations together, or just putting a quotation in important ond nae Stina gives your audience a content for why the neste is densant and also retains your voice in the argument you are cone ting. The intro Gluction of your resource functions in two ways. Fist rari a transition from what Inworrete Previously discussing in your argument. Second, and nena importantly, it fale the fesource itself—what its, and if needed, where eee from. in the following example (in APA format, used by the American Psychological Association), pre.cuthors (Main etal, 2007) introduce the summaries cf ona articles with a bef ireroduction about why they are important—they are econ 2 paragraph, or stringing several a paragraph by itself. Introducing VO2nas increase myocardial tolerance to ischemia-repertvsion (1-R) (Strom etal 2005), improve cariae performsnee and ameli ahs emphasis on this example isthe date ofthe studies and what the studies dem Sastate, The authors ofthe studies are not the main poiat here, Porting the statement that th eed to be introduced into th in the in-text citation. Howey Into the sentence. Yan resource is sup he studies are recent therefore, the authors’ names do not he actual text of the manuscript appear only in the next example, the autho © Espirtuisa well-known A ‘shame is incorporated sian Araerican scholar; there PANAMA AA building Espiritu’s name into the sente writer (Han, 2006) the point about Asian American identity formation but is also backin: showing that it came from a well-known scholae Howeve tu (1992) points out, identity Formation for Asian Americans in the United States is more a reflection of common experiences they found within Wester orders than the diserepant histories and cultures oftheir homelands. (p. To put this in a completely different context, think about how you might use a movie view in a conversation. If you quote a reviewer about a particular movie, you mig lust emphasize what the reviewer said, However, if you were trying to convince a fiend hat this movie is worth going to you might say, “Ebert gave it a thumbs up.’ Not only would you be quoting the source on the quality of the movie, you would also be work g the well-known reviewer's name into your reference to give it more weight and uthority in your argument. IF you are doing primary research, ike Jeff at the beginning of the chapter, yo will also need to introduce the primary data, in Jeffs example, he might give pieces of d information about specific students to help his audience understand how nation he is giving them. For example, he might describe how old have children before he in ‘ quote about the stress of balancing a personal and ho ne life with attending cole Introduce Secondary Resources Find a specific section ofa resource that you ae fil certain that you will use inyour inal researc paper. Answer te following questions bout ths specific information or piece of evidence 1. Why might this resource be elpfulin know the authors name? Does the the development of your argument? author have very strong credentials What might be important to pointcut related to ths topic? (fs, you might, to your audience about the informa Consider incorporating the author tion so that they pay attention to this name, and maybe even hs or her resource in your argument? credentials, wen introducing the 2. Whois the autho? ste author well resource) known inthe field? Wil the audience Now try writing an introduction tothe information from that resource that you could Include in your final paper. Include the relevant information that wll help your audience interpret the re- source you are presenting to them, Here are two examples. ‘Leading researchers in child psychology agree that spanking can be damaging to a small child According to Glenn, a respected researcher in child psychology ee 146 Digit Understanding Plagiarism and Integrating Resources ‘Once you've introduced the information from your resource, you then need to incor c porate the actual data you are using into the sentence. Yau can directly quote the : resource of more casually refer to it by summarizing or paraphrasing the information. oe provided in the resource, - Many beginning researchers make the two com ‘mon mistakes of incorporating lots of direct quotes and incorporating very long {quotes into their papers. To avold committing these common errors, make sure sist, | that you are directly quoting forthe right reasons. © General, you only need to q EERE | quote a resource directly for one of the following reasons : 1 are doing direct analysis ofa writen text and need to provide the specif : examples you are analyzing. The section of text that you would lke to use is short and could easily be incorporated into your larger text. 1 The author(s) of the resource used language that you believe to be particularly powerful and/or persuasive for your intended audience, and you would lose ‘meaning or emphasis if you paraphrased it. The textis well known, and your audience might already be familiar with the z quotation, You want to comment directly on the author's ideas and/or language. Ifyou can articulate why you chose to quote directly instead of paraphrase a resource, you generally are doing it for the right reasons. If you are only directly quoting a resource because you have the resource and want to include it in your argument, you probably should summarize or paraphrase instead. Many scholars examine texts and language and ate interested in the specific phras ing that someone might use in an expression. While analyzing any text, they must refer tothe specific words on the page as well asthe specific utterances of individuals. In this ° ‘ase, the scholars are focusing on the choice, order, and style of words, among other e things. They must include detailed quotations from the texts that they then continue S toanalyze in their papers. Obviously, this type of scholarship requires writers to include c direct quotati into their papers 7 Although other scholars may nat be specifically studying language and texts, they € are sensitive to highly expressive moments where someone wrote of said just the right c thing. For example, in 1964 when the U.S. Supreme Court ruled in the case Jacobellv. 7 Ohio on wihether a specific film was pornographic, a portion of Justice Potter Stewart's = oncurting opinion attempted to define pornography and included these words: Cc “I shall not today attempt further to define the kinds of material | understand to be = embraced... blut | know it when |see it! Since then, many arts and humanities schol= ars who have written about the difficulty of defining pornography quote Stewart when referring tohis attempt at a definition. The exact language is striking (" know it when | see it") and the sense of ambiguity would be lost if someone paraphrased it Cite e oc og Many arguments that revolve around defnitions use dct quotes to dstngulsh specific ideas, concepts, and perspectives fiom one another. As Jf from the gual beginning ofthe chapter starts t write sbout his research about depression In. (aan first-generation college students, he will need t0 define both “depression” and shine “frst generation calege student Especially inthe case of depression Jeffwillhave | Sant to ckatly explain how and why he defines depesion in acetain way-To ation Matas late his defnton, he wl ned to refer to diferent psychologist defitions He wil probebly quote some he agrees with, focusing on expressive and “perfectly stated language. eff might also quote psychologists definitions thathe disagrees. fauna with, and he could use direct quotes to emphasize the difference between his defi- _Chagrer & nition and the. Uimately itis important to remember that you do not always need to direty quote individvals who support your opinion, perspective o argument Unless the spe- Gre language essential to your argument you shoul try to summarize or paraphrase your resources. © sv ) UG Summarizing and Paraphrasing Revisited Unless youneed to directly quote for - ‘one of the reasons listed, you should either summarize or paraphrase the resources you = are incorporating into your argument. Summarizing might be useful if ou want to con- = dense some of the ideas of a particular resource to support your argument. Ifyou don't, - ‘want to condense the ideas but you don't have a reason to directly quote the original > author, you might paraphrase the source, This could be a useful strategy if the original language of the source might be inaccessible to your audience, for example. © Another important step when incorporating resources into your writing success fully s to interpret the resource for your audience. Many novice researchers tend > to"dump” quotations or statistics into their writing, without making explicit con- | Famers > nections to thelr arguments. When a writer does this, he or she is expecting the beg - audience to make the connections themselves. Abetter approach isto provide the | tmnarting 2D —_connectionfor your reader which prevents him orherfrom making the wrong con- nection or interpreting the resource in a manner that does not support the argu- fates! ‘ment. By interpret your voice, not someone else's, remains the dominant one in your research. eine This final connection can take place in either the sentence that includes the januari and Information from the resource (as wells the introduction and in-text citation) orn garaghrae a separate sentence. Sometimes getting everything (Introduction, resource, Inter _##¢Chagler pretation, and in-text citation) into one sentence is overwhelming anditis easler on both the writer and the reader ifyou interpret your resource in the following sentence. Ifyou choose to do the latter, always interpret the resource immediately following the sentence in which you included the resource. ‘Some resources might not need interpretation, however. Ifyou have found a pai 5 Llarly effective quotation, for example, you might want to have it stand alone without interpreting for your reader. Such cases should be conscious choices, though. In other ' ‘words, if you choose not to interpreta resource you have included, you should have a clearly understood reason for not doing so. 19 Your resources for your audience, you are also ensuring that _ Incaing 2g Understanding Plagia n and integrating Resources Good interpretations can b ¢ challenging to write. Try to avoid the trap of just iit c ing,*This quotation means that. . Instead, think about how to use your interpretation to point the reader back to the argument that you are developing. Consider the earli example about Justice Stewart’ language for defining pornography. A student writing about the difficulty of regulating pornography on the Internet might write the follo ¢ ing passag . This phrase incopates the quotation c \ into te sentence ) Thispaseintdes the quotati (om (963) see See Mee|poMFONTANHICN c by claining itwhen | see it” [EWN aISUpENTS Cour jaStEE € “aiTReulEy eon Ines RUUS Mention thay his itis ‘ wher that NWSysteMs iy the Ute States hissemencenteprets the quotation and eles ¢ Alter introducing and incorporating information from the resource, documentation is the next step. You must document the resource in the same sentence as you refer t in you argument. Most guidelines require a two step documentation process for c previous published resources: e |. Inctext citation, In-text citations give the reader just enough information t ° locate the correct ful bibliographic citation elsewhere in the document. n-text “itations are brief so that readers are not dstupted by them and can continue ¢ toread with the flow of the text ¢ 2. Full bibliographic citation. Full bibliographic citations provide detalled o information on how and where to locate the resource, Since ful bibliographic 7 citations are bulky and do not ft well within the flow of the text, most are = found in either footnotes (at the bottom of the page! or endnotes (at the end of the paper) You should cite any information that you locate from an outside The only exception is if the infor Within the context in which you are writing the document. {in other words, i this com ‘mon knowledge to your audience?) Your citations should be included in ev that incorporates information fro Is considered cammon knowledge an outside resource, Before figuring out how to construct your in-text and full bibliographic Citations, you need to determine which citation style you will follow. This book contains guidelines for four of the most popular citation styles, which have been developed by professional organizations for academic writing 4, Modern Language Association (MLA). Scholars who study literature languages, and other humanities generally follow MLA documentation style. American Psychological Association (APA). Scholars who stu sociology, and other social sciences usually follow APA documentation style. psychology, a) The Chicago Manual of Style (CMS), CMS includes two types of citation styles, one designed for the humanities and one designed for the so ences. History scholars tend to follow CMS documentation style 2 Council of Science Editors (CSE). CSE is a good example of a citation style in : the sciences; specific citation wever, engineers, chemists, and doctors often have discipline syle guidelines as well As with any other decision you make during itation style should be based on four research process, your selection of ical situation. 1 Style to Use U + ‘Asyou consider which citation tye tous, answer the fllowing question. |. Whatis your topic? What style guides are. What cation style will your audience be specially associated with your topic? expecting? 2. Lookat the resources you've collected 4. Where will ou be publishing or sharing thus fa, What style guides do many of your work? Do the publishers have their ‘those resources use? own style guidelines? In-Text Citations One of the challenges in citing resources accurat ing out what the in-text citations should luok lke. A second challenge is and when to include citations in the text. © The rules for when and where to include in-text citations are fairly consistent across citation styles. n-text citations should be included for every id that you take from another resource. When in doubt, cite, bie quotation, and piece of information ae 150 ig 0% Understanding Plagiarism and Integrating Resources Take a look at the following paragraph, noting where in-text citations have been Included—and where they have not. The annotations explain why citations were or re not included. This example isin MLA format A cation isincuded forthe quoted resourc ] Wo pag numbers sted because an terme hased arte inthe Chron No cation fisted aftr the fst sentence because this could be SY STENTS NUTT CUN URE MUON Hie PATTEM TLE OFT LO CUOTEATONSATTPAWAPN Aceoring to w tly ‘ianyAliig on the Fnieniet WS publi domain and theyre not See as chain” (Kel}OgB)! But students need to understand that in academic writing, atribution is ¢ just of exact words but also of ideas. SEVIER AS MO PSN ZS BDI FON A MW WO HORSES AT OES LT NG HLS OHTA HSN HN USE OHTA CH WRTRLTIO} changing a word or two does not ereate an appropriate paraphrase ‘Te intent tations nea inthe mile ofthe sentence, just ae the information that came fan the resource The reader an asume that the est of heinfrmation nthe sentences the author’ own eas er interpretation Practice In-Text Citations Open a research-based document you wrote be- partners dacument where you think an in-text fore—pethaps a paper you rished fora df cation should go. Then switch back and se if ent dass Saveitas anew fileanddeleteallofthe youagre with what your partner matkedin your in-text tations (ft is a ong paper, you might document, Compare the marked sections wit just copy and past a small potion aft fr this your original paper—did you include al af the activity). Ifyou are in a class, switch documents in-text ctatons that you should have included? vath partner and marl of the places in your Where do you and your partner disagree? Compiling a full list of references atthe end of your part of the research process. Your bibliography, list of refer in importa ences, or works cited list ull provide further information and resources for your readers in case they would like to follow up and discover more information about your top for themselves. For example, a works cited lis (MLA format) for the paragraph excerpt Included in the pres ing section would look ike thi ai jal 7 Works Cited : Howard, Rebecca Moore. “Plagiarisms, Authorships, and the Academie Death ill} . Penalty.” College English 57.3 (1995): 788-806. Print _gridetines for Penalty.” College E 10995): 788.806. F ae - Kellogg, Alex P, “Students Plagiarize Less Than Many ‘Think, a New Study | Sighense 7 Finds.” The Chronicle of Higher Education. 1 Feb, 2002. Web. 25 Nov, | Chater It As you compile your lst, keep in mind that you are providing a tral for your audi tence to find the same resources that you used in conducting your research, So, even though you might be able to find the same article in several places (online and in 2 —_princbased newspaper for example), you should provide the corect information for 7 Jouraudlence ond the version ofthe ace you read ; As yu think abou the ferent places that you might be able to find the same I resource, consider this example from a student's research for a biology class. Tawnee is 4 7 dcolege studentin New YorkCty. Her biology clsshesgottenhertothinkalotabout | —__ sustainably. On December 10,2006 whi sitingatalocal cote shop she picked up aE the New York Times and read an article about eco-tourism and being carben neutral. If ie 7 sheweretowitea ull bistographicctationin APAformatforthatarice,besedonthe | —_oneshe readin the physical newspaper would locke this © : 7 Higgins, M. (2006, December 10), Carbon neu: Raising the J —_OnceTawnee started the spring semestet she emailed a couple of her fiends about the artce She Just gave them the name ofthe ate the name ofthe author, and * —thatitwas na December issue ofthe New York Times ; Sara one ofTawnees endl looked frit onthe New York Times Web se and decided she might use itin a paper as well Sarah's full bibliographic citation in APA, 3 format would look like this; Chagter iS. 7 Higgins, M. (2006, December 10). Carbon neutral: Raising the ante on eco- _ | ad tourism. New York Times, Retrieved February 13, 2007, from http: . Teresa another ane of avnces ends oakedin ene of her ibvaty's databases for | . New York Times, setion 5, p. 12. Retrived February 13, 2007, from Lexis- 5 Nexis Notice, Teresa did include the original print page numbers because that information as included with the electronic copy in LexisNexis, ee 152 @lighht understanding Plagiarism and Integrating Resources Wy 4 Each of the citations has distinct features that would help a reader find that exact version of the article. While this might seem inconsequential at frst (they're all the same antcle afterall right?), consider this:in an online version ofa periodical, many publish ers provide a space where readers can comment on an article similar to a blog, Such additional commentary might have been helpful to you in interpreting the content of the article, and you might want to point your readers to that discussion. In adltion, some periodicals only include portions of the fll article in the online version, and read F5 might not be able to find the section you are quoting if you read the print version and then reference the online version, You put together your full st of resources atthe end of your esearch, follow the ‘Quidelines forthe citation style you have chosen, Each style hasits own unique details, but youl see commonalities among them, We've found that students encounter some common problems, regardless of the style they are following. Try to avoid these com: ‘mon pitfalls, Loon 1. Incorrect formatting of authors’ names. Check te formating guideline fo c and capitalizing the tle of the work corecty For example in MLA format, you include the autho’ fll frst name, but in APA format, you include only the 2. Noauthor' following step ted. If you cannot find an author for your resource, consider the © Really search for the author. On Web sites, the author's name may be listed ona different page. Take some time and really sea 2 Government agencies, organizations, and corporations can be authors, Prec © Ifyou really can't find an author, do not start your citation with the date, Use thee the title of the work in the place of the author. & 3. Incorrect use of italic. Tiles of major works (books, films, television shows) and periodicals (magazines, newspapers, and journals) are italicized, Specific articles, chapters, and television episode ttles are not italicized. In some citation styles, they are put in quotation marks—see the specific guidelines for your citation style for more guidance. Keep in mind that italicizing and underlining serve the same purpose—underlining actually s used to indicate 2a place where the text shouldbe italicized for programs, printers of fonts that not italicize. (The Modesn Language Association (MLA, in their current Quidelines, endorse the use of italics in place of underlining} ans Incorrect punctuation. Follow the exact punctuation guidelines for your itation style f style has its specific rules, and they are important to follow. For exam very period, comma, semicolon, and quotation mark, Each AAPA you should not include periods at the end of afull bibliographic citation with @ URL paneen Inaccurate listing of URLs for digital resources. If your source isa Web ste, provide the full URL (Web site address. fit is from a database, give only the like a newspaper Web site, provide the general URL. Styles differ in the specifics -d examples included with your citation styles fr listing URLs. See the deta latabase name. itis from a very large Web site witha good search engine, | guidelines aro Use the Online Resource Center — 3 to Check Your Citations = THEMINEe ene fr Te Moder) aneanpettetintaatanynnetnns — A SGistohetorpotesactatee gue nan. ook et ot te wesoe ene at ww ES a cles examples of diferent types of citations in .cengage.comenglishMile-Cochran/WGTR. MLA, APA, CMS, and CSE styles. Ifyou cannot find

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