UNIVERSIDAD PEDAGOGICA EXPERIMENTAL LIBERTADOR INSTITUTO PEDAGOGICO DE CARACAS SEMINARIO DE ESCRITURA

Quoting & Paraphrasing in your essay

Quoting
It is using someone elses words in order to provide more and better evidence to essays, reports, dissertations and theses. Quotations provide the authors last name, the year of publication in parenthesis and the page number (Oshima and Hogue 1978). Full references must be given at the end of the text/or paper, depending on UPEL guidelines.

Quoting
Basic ways of using quotations:

1. Quotation marks are put around the authors actual words. Often used for short quotations. For example: A sentence is a group of words that you use to communicate your ideas in writing or in speaking. Every sentence is composed of one or more clauses and expresses a complete thought. (Oshima and Hogue 1978: 156) or According to Oshima and Hogue (1978) a sentence can be defined as a group of words to communicate your ideas in writing o in speaking .

Quoting
Basic ways of using quotations: 2. The quotation is indented when it is three lines or longer. Quotation marks are usually omitted. It should be written single space (UPEL guidelines).

A paragraph is a group of sentences about a topic. A typical paragraph begins with a topic sentence, which introduces the topic. The supporting sentences that follow support the idea in the topic sentence with explanations, reasons, and other details. The concluding sentence brings the paragraph to an end, (Savage & Mayer, 2006: 57).

How to quote
1. Provide a context for each quotation.
2. Attribute each quotation to its source. 3. Explain the significance of the quotation.

Example:

Usually most teaching language materials lack some important features they need to have. That is to say, novelty; variety; attractiveness (lay-out); appealing content, cultural sensitivity and suitability, appropriate methodology, appropriate time scope, practicality, etc. Jolly and Bolitho (1998) cited in Tomlinson (1998) state: The excellence of material lies less in the products themselves than in the appropriate and unique use teachers might be better engaged in. Although there is no such thing as a perfect book or perfect language teaching material; language teaching materials need to be designed taking into account fundamental aspects which are key not only for learners but also for teachers.

Taken from: Handbook for teachers, Vsquez A. (2009)

ACADEMIC WRITING

Paraphrasing
Whats paraphrasing?
In academic writing, it is often necessary to refer to other peoples research.

It is a writing skill in which you rephrase (rewrite or restate) previously published information in different words without changing its original meaning.
Its writing the authors thoughts in using your own words without changing the authors main idea or thought.

ACADEMIC WRITING

Paraphrasing
How to Paraphrase
Read the source carefully. It is essential that you understand it fully. Identify the main point (s) and key words. Cover the original text and rewrite it in your own words. Check that you have included the main points. Write the paraphrase in your own style. Consider each point; how could you rephrase it? When to Paraphrase To highlight short sections of work only; a sentence or two or a short paragraph. To rewrite someone elses ideas without changing the meaning. To express someone elses ideas To support arguments or provide evidence for your writing.
Prepared by The Learning Centre, The University of New South Wales 2007. This Guide may be distributed for educational purposes and adapted with proper acknowledgement. Email: learningcentre@unsw.edu.au

ACADEMIC WRITING

Examples: Three facts should be recognized to improve academic achievement at the district level. First, many high schools, particularly city schools that serve large numbers of high-poverty children, perform very poorly. Second, the number and concentration of poorly performing secondary schools varies by location--only a few in some districts, a high percentage in other districts. Third, much of this poor performance is either actively created or passively allowed. It is not just the result of schools doing the best they can under challenging circumstances. Poorly performing schools and school districts directly but unconsciously contribute to the low student performance. (Balfanz, as cited in Balfanz & Mac Iver, 1999). Paraphrase #1 Take a look at the attempted paraphrase above. Three facts should be recognized to improve academic achievement at the district level. First, many high schools, particularly city schools that serve large numbers of high-poverty children, perform very poorly. Second, the number and concentration of poorly performing secondary schools varies by location--only a few in some districts, a high percentage in other districts. Third, much of this poor performance is either actively created or passively allowed. It is not just the result of schools doing the best they can under challenging circumstances. Poorly performing schools and school districts directly but unconsciously contribute to the low student performance.

Possible Paraphrase (the order of sentences is different and the wording) Balfanz (in Balfanz & Mac Iver,1999), wrote that many urban schools serving children of poverty perform very poorly (p. 4). He noted that these schools are not equally distributed: some districts have a few, while other districts especially those with large numbers of poor and minority childrenhave many. He stated that poor student performance was not just a result of uncontrollable conditions in the districts, but was also attributable to the actions or neglect by policy makers at the school, district, and state levels.

Taken from: http://www2.smumn.edu/deptpages/~tcwritingcenter/FACULTY_RESOURCES/Plargiarism_from_WC. htm

Original quoting:
McDonald's has expanded rapidly overseas in recent years. Its skill in managing fast-food operations has proven to be just as valuable in countries as diverse as France, Russia, China, Germany and Brazil as they have been in the United States. Prior to McDonald's entry, none of these countries had American-style fast-food chains, so McDonald's brought a unique product as well as unique skills to each country. Plagiarized version: In recent years, McDonald's has expanded rapidly overseas. In countries as diverse as France, Russia, China, Germany and Brazil they have proven to be just as valuable at managing fast-food chains as in the United States. Previously, none of these countries had American-style fast-food chains. McDonald's brought unique skills and a unique product to these countries.

ACADEMIC WRITING

Paraphrasing Original one: McDonald's has expanded rapidly overseas in recent years. Its skill in managing fast-food operations has proven to be just as valuable in countries as diverse as France, Russia, China, Germany and Brazil as they have been in the United States. Prior to McDonald's entry, none of these countries had American-style fast-food chains, so McDonald's brought a unique product as well as unique skills to each country.
From Hill, C. W. L. (1994). International business: Competing in the global marketplace. Illinois: Irwin.

Acceptable paraphrase:

Hill (1994) cites McDonald's as an example of a company that has been able to successfully expand into the international market. McDonald's has created a global impact not only with its "American-style" fast-food products, but its particular brand of management practices.
From Hill, C. W. L. (1994). International business: Competing in the global marketplace. Illinois: Irwin.

Original quoting: "This unique observation provides only one example of the strong maternal inclinations of female gorillas. An amazing aspect of the incident was that Effie, whose back was turned toward her infant, was aware of Poppys silent plight even before the human onlooker facing both animals realized that something was amiss" (Fossey, 1983, p. 89).

Acceptable paraphrasing:

"In Gorillas in the Mist, Fossey (1983) gives an example to demonstrate that gorillas are very protective mothers. As a tiger approached her offspring Effie, a mother gorilla, sensed the danger even though she was not facing Effie. The researcher observing them did not notice the danger, but the mother gorillas vigilance allowed her to take steps to save the baby gorilla (p. 89).

Original quoting:
The following text appears in Stephen R. Coveys, The 7 Habits of HighlyEffective People, Copyright 1989, pp. 210-211.

Another common alternative is simply to think Win. People with the Win mentality dont necessarily want someone else to lose. Thats irrelevant. What matters is that they get what they want. When there is no sense of contest or competition, winning is probably the most common approach in everyday negotiation. A person with the Win mentality thinks in terms of securing his own endsand leaving it to others to secure theirs.

Paraphrase that Plagiarizes:

Covey believes that people with the Win mentality are not concerned about others achieving their goals, needs or desires. Thats irrelevant. Their primary goal is to achieve for themselves.

Original quoting: 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 manner. Therefore, you should strive to limit the amount of exact transcribing of source material while taking notes. Lester, James D. Writing Research Papers, 2nd. Ed. (1976: 46-47). Paraphrase that Plagiarizes: Students often use too many 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.

Original quoting:
The following text appears in Stephen R. Coveys, The 7 Habits of HighlyEffective People, Copyright 1989, pp. 210-211.

Another common alternative is simply to think Win. People with the Win mentality dont necessarily want someone else to lose. Thats irrelevant. What matters is that they get what they want. When there is no sense of contest or competition, winning is probably the most common approach in everyday negotiation. A person with the Win mentality thinks in terms of securing his own endsand leaving it to others to secure theirs.

Paraphrase that Alters the Meaning of the Original Passage:

Covey believes that people operating in the Win paradigm have the strong desire to win at any cost. They consider it okay for other people to achieve their own goals, needs or desires, but their primary goal is to achieve their own goals, needs, and desiresso others had better stay away.

Original quoting:
The following text appears in Stephen R. Coveys, The 7 Habits of HighlyEffective People, Copyright 1989, pp. 210-211.

Another common alternative is simply to think Win. People with the Win mentality dont necessarily want someone else to lose. Thats irrelevant. What matters is that they get what they want. When there is no sense of contest or competition, winning is probably the most common approach in everyday negotiation. A person with the Win mentality thinks in terms of securing his own endsand leaving it to others to secure theirs.

Acceptable paraphrase: Paraphrase with Author Mentioned in the Citation: Author, Year of Publication, Page Number
People operating in the Win paradigm are not concerned about others achieving their goals, needs or desires. They do not mind if others reach their own goals, but their primary goal is to achieve their own goals for themselves (Covey, 1989, pp. 210-211).

References consulted
Jordan, R. R. (1999). Academic Writing Course: Study Skills in English. Harlow: Longmann Oshima, A. & A. Hogue. (1991). Writing Academic English. New York: Addison-Wesley Publishing Company. Other sources consulted: http://www2.smumn.edu/deptpages/~tcwritingcenter/FACULTY_RESOURC ES/Plargiarism_from_WC.htm http://library.ucol.ac.nz/main.asp?page=64

ACADEMIC WRITING

Practice:
One of the most important elements that the perspective drawer needs to establish is the horizon line or the eye level. In a landscape or seascape, the horizon line is where the land or sea appears to meet the sky. It is important to establish this line even though it may be obscured by hills or buildings (Smagula, 2002, p.172). Paraphrased version # 1: According to Smagula (2002), drawing the horizon or the eye level line in a landscape, seascape, hills or building is a very important element that perspective painters have to portray in their work. Paraphrasing # 2: According to Smagula (2002) the horizon line or eye line is an essential component in the work of prospective drawers. This line, where the land meets the sea, should be established even though it may be hidden in some cases.

Citations are widely recognized as being an important and distinctive property of academic texts. Indeed, the presence or absence of citations allows the casual reader to get an immediate sense of whether a text is an academic or popular one. Because citation is such an obvious surface phenomenon, it has been much discussed in the academic world, (Swales and Feak, 2009).
Paraphrase # 1: According to Swales and Feak (2009) including citations in academic texts has become an important feature in the academic world. Having citations or not having them is what allows casual readers to identify texts as academic texts or popular ones. Parapharsing # 2:

Including citations in academic texts has become an important feature in the academic world. Having citations or not having them is what allows casual readers to identify texts as academic texts or popular ones, (Swales and Feak, 2009, p.110).

Original quoting: "All campus constituencies have a role in ensuring fairness, and a lapse by one member of the community does not excuse misconduct by another. Rationalizations such as 'everyone does it' or 'the curve was too high' do not justify or excuse dishonesty" (The Centre for Academic Integrity, 1999, p.7)

Paraphrase # 1: According to The Centre for Academic Integrity (1997) campus constituencies play a fundamental role in order to guarantee the honesty and correct conduct of its members.
Paraphrasing # 2: Universities constituencies ensure the proper behaviour of all its members. No act of misconduct or dishonesty will be allowed by any of its members. (The Centre for Academic Integrity, 1999: 7).

Original quoting: 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 manner. Therefore, you should strive to limit the amount of exact transcribing of source material while taking notes. Lester, James D. Writing Research Papers, 2nd. Ed. (1976: 46-47).

Acceptable paraphrase: In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during taking note taking, it is essential to minimize the material recorded verbatim, (Lester, 1976: 46-47).