1. Workshop: Paraphrasing and
Avoiding Plagiarism
Elena González Rivera, Ed.D.
September 16th 2011
BIOL 3095
2. Objectives
• Define the terms
– Paraphrasing
– Direct Quoting
– Summarizing
• Discuss effective ways to summarize
• Identify appropriate transitional words
• Practice effective ways of paraphrasing
• Define plagiarism and identify it
• Discuss how to find your own voice and
avoid plagiarism
3. Exercise # 1
• In your own words and without consulting
a dictionary, write your definition of
– Paraphrasing
– Summarizing
– Direct quoting
4. I. Definitions
Paraphrasing involves:
• expressing the text in your own words.
• producing a slightly shorter version of the
original text.
• crediting the author for their intellectual
production.
Source:
http://owl.english.purdue.edu/owl/resource/563/1/
OWL University of Perdue Writing Lab
5. I. Definitions
Summarizing involves:
• placing only the author’s main idea(s) into your
own words.
• recognizing the author’s contribution by citing
him/her.
• making a significantly shorter version of the
test.
• a more ample perspective.
Source:
http://owl.english.purdue.edu/owl/resource/563/1/
OWL University of Perdue Writing Lab
6. I. Definitions
Direct quotations must:
• be a carbon copy of the original text.
• refer to a limited segment of the
source.
• give credit to the author.
Source:
http://owl.english.purdue.edu/owl/resource/563/1/
OWL University of Perdue Writing Lab
8. II. Transitional Words
Making logical transitions between ideas
• Alternative—some examples of alternative transitional words are: either, or,
nor, on the other hand, however, neither, and otherwise. They are used when
you can alternate between two concepts or expressions.
• Causal— include thus, then, unless, subsequently, therefore, because,
consequently, as a result, if, in order to/that, for, and so. They can be used when
referring to consequences or effects.
• Illustrative—phrases such as for example, for instance, to illustrate, and as an
example permit us to clarify an idea by connecting it to an example.
• Repetitive, reiterative— expressions such as include in other words, in short,
that is, stated simply, and to put it another way help add clarity through
meaningful repetition
• Spatial, physical—prepositions like the words under, beside, on top of, next to,
behind, point to a physical/spatial relationship between things mentioned in
two separate statements
• There are also transitional words to denote time (“first”), purpose (“to this end”),
summary (“without doubt”), and addition (“equally important”)
9. Paragraph model - transitional words
Studies show that there has been an
increase in the number of people who (Topic sentence)
support “medicide,” which happens when
people with terminal diseases choose to end
their lives, rahter than continue living. One
common argument for this growing support (Supporting sentence 1)
is that people should not be forced to
continue living if they are in severe pain and
cannot live with this constant pain). A (Supporting sentence 2)
second reason is that staying in the hospital
for a long time often causes a financial
burden on the family. Terminally ill people
often worry about the hardship that this will
cause their families. Finally, people who are
dying sometimes lose hope. Even if they are (Supporting sentence 3)
alive, they can often only lie in bed, and for
some people, this is not “life.” While many
people believe that medicide is an “unnatural
way to die” and should remain illegal, sick
(Counterargument or
people should certainly have the right to end rebuttal)
their lives if they want.
• Source: Dr. José Santos “Module for INGL 3201” 2007
10. III. Effective Paraphrasing
6 Steps to Effective Paraphrasing
1. Re-read a selection until you fully understand it before
trying to paraphrase
2. Close the selection and paraphrase from memory
3. Give your paraphrase a topic title and write
yourself a footnote reminding you how you could use it in
the future
4. Compare your text with the author’s
5. Place borrowed terms or phrases in quotation marks
6. Jot down all bibliographic information for citation
http://owl.english.purdue.edu/owl/resource/563/2/
“Write it in Your Own Words” by Dana Lynn Driscoll and Allen Brizee, June 2010
11. III. How to Paraphrase
The University of New South Wales in Sydney Australia mention the same steps to
paraphrasing as Purdue but adds other important elements to consider.
Elements to consider:
– Meaning: maintain the same ideas and the same relationship between
them
– Words: Use synonyms except for specialized subject vocabulary
C. Phrases: If you want to retain unique or specialist phrases, use quotation
marks (“ “)
D. Structure: Do not maintain the same grammatical or sentence structure as
the author. (Vary sentence length, change from active to passive voice, or
use adjectives instead of nouns)
D. Order: Change the order in which the text is presented without altering the
ideas
E. Attitude: Reflect the author’s attitude in your version of the text (ex. critical,
confident, etc.)
Source: http://www.lc.unsw.edu.au/onlib/sumpara.html
12. Exercise #3
• Read handout #2 entitled:
Paraphrasing and documentation
• If the hyperlink does not work, refer to the
document I attached along with the
presentation.
13. Exercise #4
• Now that you have read an example of a
paraphrase, complete the following
exercise by evaluating the quality of 3
paraphrased versions of a test. Handout
#3 contains the exercise.
Compare paraphrases
14. Exercise #5
• Now you will practice paraphrasing 5
passages by completing handout #4
Paraphrasing exercises
16. Define Plagiarism
• Plagiarism is
– taking another person’s ideas and pretending
they are yours
– a type of intellectual theft
– the result of ignorance or deliberate intention
• Plagiarism has serious consequences
17. Clarification of Term
• Take the plagiarism quiz
http://www.lc.unsw.edu.au/plagiarism/plagquiz
18. How Does Plagiarism Happen?
“Intellectual insecurity related to 'use your own
words' paradox
The Problem:
• “One of the contradictions about academic writing
is that while you are expected to read, research
and refer to experts and authorities, you are also
expected to produce 'original' work.”
• “So, you are asked for your view, but it must also
contain academic research. Therefore, you
plagiarize because you're not sure how to develop
your own argument, or don't have the confidence
in your conclusions.”
• http://www.lc.unsw.edu.au/plagiarism/how_1.html
19. How Does Plagiarism
Happen?
The Solution
• “You need to realize the ways in which your own ideas (your voice) may be incorporated
into your own writing.
• Most of the work you will do at university will concern the words, information and ideas
of other writers and researchers.
• When writing assignments, your job is to synthesize answers from the opinions of
others, rather than just think up an answer 'off the top of your own head'.
• Don't be concerned about drawing from various sources. Student writers, especially
early on, are more like DJs 'sampling' than classical composers. Even if you are writing
a PhD, you still need to develop your ideas in relation to other writers.
• Finding your own voice is not about saying something original (something that no other
person has ever said before) but about producing something of your own from the ideas/
research in the same way in which DJs produce 'original' music from the pre-recorded
sounds of other music 'writers'.”
• http://www.lc.unsw.edu.au/plagiarism/how_1.html
20. Four Steps to Finding Your Own
Voice
“1. Overt
One way is to write yourself into the essay
– For example: 'I will argue that …’
– 'In this essay I argue that... '’
– From our investigations we conclude that …
– The researchers of this study concludes…
– One can conclude from this investigation…
• 'By drawing such a clear distinction between your voice and the voice of your
sources, the marker is more able to 'hear' what you are trying to say.
• WARNING: Some disciplines and schools don't allow their students to use 'I' in their
written assignments. Check with your lecturers and tutors before you adopt this strategy.
2. 'Original' Research
The content of lectures and weekly readings can only give you the basics: you are
expected to go beyond the material presented in class when you are producing a
research-based assignment. Some students never go beyond lecture material and/or the
set readings when doing research.
But by branching out on your own, by reading more widely you'll have many more ideas
to draw from. By broadening your research you'll be able to include ideas and information
not discovered by others who've not read as widely as you have. This will allow you to
construct a different argument from other students and, in turn, this research will give
your argument a more individual quality.”
http://www.lc.unsw.edu.au/plagiarism/voice.html
21. Four Steps to Finding Your Own
Voice
“3. Organization
The way you put your essays together may give them a distinctive
quality. Although you must always engage with and answer the
question, and the question will always place limits on your essay,
the question itself does not dictate the structure of your essay. It
does not give you the 'correct' sequence of paragraphs: the order
of the paragraphs is your choice.
Impose your framework over the question, and don't let your
sources dictate the structure of your essay either.
4. Integration: choosing the right words
What transition signals and reporting verbs (states, argues, asserts,
writes etc.) do you use to show your relationship to the ideas
expressed by other writers?
By carefully selecting your reporting verbs you can use the words/ideas
of others and your own considered opinion of their view.”
22. Using the Correct Words
Evans states that 'the sky is red' states' indicates that you have a
(2001:8). largely neutral stance toward the
idea expressed.
Evans argues that 'the sky is red' 'argues' indicates that you think that
(Evans, 2001:8) Evans supports his opinion with
argument & evidence
Evans asserts that 'the sky is red' ‘asserts' indicates that you think that
(Evans, 2001:8 Evans does not fully support his idea
Evans claims that 'the sky is red' 'claims' indicates that you think that
(Evans, 2001:8) Evans does not support his idea at all
Evans rightly argues that 'the sky is 'rightly argues' indicates that you
red' (2001:8) agree strongly with the view
Evans wrongly argues that 'the sky 'wrongly argues' indicates that you
is red' (2001:8 disagree with conclusion that Evans
has drawn
Evans is partially correct when he 'partially correct' suggests that you
argues that 'the sky is red' (200 1: 8) agree with some, but not all, of Evans'
view
23. Exercise #6
• Take one of the articles you found for your review
paper and paraphrase a passage from it.
• Summarize the the article, “Proteomic biomarker
discovery: It’s more than just mass spectrometry”
• Include a direct quote in your summary
