Week 2 Instructor Guidance As we begin Week 2, you are encouraged you review the Week 4 Unit page to prepare for when you work in a mock PLC and complete a group assignment. Start thinking now about your role and responsibilities during Week 4. WEEKLY LEARNING OUTCOMES Before moving any further, please take a moment to review and reflect on our learning expectations for the week; these are also listed with their alignment to each assessment for the week on the Week 2 Unit page: · Analyze different visions including theoretical models. · Justify the need to create and monitor a school vision. · Compare different visions to create one vision that fits the school culture. WEEK 2 – OVERVIEW In Week One, we investigated leadership styles and discussed barriers that can exist in education from our style of leadership. During Week 2, we will have two discussions and an assignment. Review the detailed instructions on the Week 2 Unit page and consider the following for guidance in your performance this week.  Discussion 1: In the Justification for a New Vision discussion, each of you will review a vision statement and analyze the need for change in that statement based on all you have learned about effective vision statements thus far and discuss this important aspect of school leadership together as a class.  Discussion 2: The Comparing Vision Statements discussion provides you with an opportunity to compare and contrast two vision statements. We concentrate on identifying the key components of each vision and offering ideas on how these visions can be enhanced together as a class to reflect 21st Century Learning.  Assignment: The assignment It’s all about Presentation is your opportunity to put your technology skills to use to show what you know about the factors influencing whether a vision needs to be changed and reflect on current day teaching and learning as well. INTELLECTUAL ELABORATIONWhat do you mean it’s NOT working? A common thread you can hear grumbling in the hallways at the start of each year is, “Why did we have to change X when it was working so well last year?”  Being a leader, it will be your responsibility to help educate colleagues about why there is a need for change and how change is not necessarily always negative in a school setting. Often change occurs because the current methods, while they appeared to be working, were not providing the gains expected toward the determined goals for the vision. Change is a catalyst leading to reflection about challenges and successes, allowing us an opportunity to modify existing structures to improve learning and teaching.  Vision statements often get overlooked as something that needs to change frequently; often the changes each school year are focused around student achievement. However, the vision statement is the glue that binds all the change initiatives together. Without a current and achievable vision statement, schools tend to wander on a path with many side trails, distra.

1. Week 2 Instructor Guidance
As we begin Week 2, you are encouraged you review the Week
4 Unit page to prepare for when you work in a mock PLC and
complete a group assignment. Start thinking now about your
role and responsibilities during Week 4.
WEEKLY LEARNING OUTCOMES
Before moving any further, please take a moment to review and
reflect on our learning expectations for the week; these are also
listed with their alignment to each assessment for the week on
the Week 2 Unit page:
· Analyze different visions including theoretical models.
· Justify the need to create and monitor a school vision.
· Compare different visions to create one vision that fits the
school culture.
WEEK 2 – OVERVIEW
In Week One, we investigated leadership styles and discussed
barriers that can exist in education from our style of leadership.
During Week 2, we will have two discussions and an
assignment. Review the detailed instructions on the Week 2
Unit page and consider the following for guidance in your
performance this week.
Discussion 1: In the Justification for a New Vision discussion,
each of you will review a vision statement and analyze the need
for change in that statement based on all you have learned about
effective vision statements thus far and discuss this important
aspect of school leadership together as a class.
Discussion 2: The Comparing Vision Statements discussion
provides you with an opportunity to compare and contrast two
vision statements. We concentrate on identifying the key

2. components of each vision and offering ideas on how these
visions can be enhanced together as a class to reflect 21st
Century Learning.
Assignment: The assignment It’s all about Presentation is your
opportunity to put your technology skills to use to show what
you know about the factors influencing whether a vision needs
to be changed and reflect on current day teaching and learning
as well.
INTELLECTUAL ELABORATIONWhat do you mean it’s NOT
working?
A common thread you can hear grumbling in the hallways at the
start of each year is, “Why did we have to change X when it was
working so well last year?”
Being a leader, it will be your responsibility to help educate
colleagues about why there is a need for change and how change
is not necessarily always negative in a school setting. Often
change occurs because the current methods, while they appeared
to be working, were not providing the gains expected toward the
determined goals for the vision. Change is a catalyst leading to
reflection about challenges and successes, allowing us an
opportunity to modify existing structures to improve learning
and teaching.
Vision statements often get overlooked as something that needs
to change frequently; often the changes each school year are
focused around student achievement. However, the vision
statement is the glue that binds all the change initiatives
together. Without a current and achievable vision statement,
schools tend to wander on a path with many side trails,
distractions that do not affect the outcomes intended by the
vision, which one could follow and get lost.

3. In an issue about change written by Mendez-Morse (2012), she
discusses the need for change and how it relates to a school
vision. Vision is more than a direction for the future; it is a
foundation of the school. Once we understand why there needs
to be a vision, some of the ways to create a vision, and why
visions need to change, we can begin to make recommendations
on student learning and teaching related to the vision.
Regarding creating a vision, Mendez-Morse (2013) stated there
are four steps when creating a vision (pp. 47-49):
1. Know your organization
“It is important that a school leader understand the important
role of a school's ecology - the physical and material aspects
such as school size - and a school's culture - the attitudes and
beliefs, norms, and relationships” (Mendez-Morse, 2013, p.
47).
2. Involve critical individuals
“The individuals or groups identified as constituencies include
those that are the most critical, both inside and outside, to a
school or district” (Mendez-Morse, 2013, p. 47).
3. Explore the possibilities
“…consider future developments and trends that may influence
a school or district. Possible major changes in the economic,
social, political, and technological arenas that will impact a
school or district should be explored” (Mendez-Morse, 2013, p.
48).
4. Put it in writing
“This step uses all the information gathered and discussed, the
descriptions of the school or district, as well as the predictions
of future developments and trends that will impact a school or
district” (Mendez-Morse, 2013, p. 49).
Visions that are created collaboratively resulting in a shared
vision combined with a commitment to investing in change for
improvement, most often provide an inspiring image and
achievable direction for the future of the school.

4. Informing Others of Your Vision
As we have studied in this class so far, creating a vision is not
an experience that benefits from individual effort. Creating a
vision requires many stakeholders to ensure the vision is
realistic and meets the current and projected needs of the
school. However, the school is not necessarily the starting place
for creating a school vision. Often, district approval is
necessary before a school vision can be adjusted.
As Bennis (2011) explained -- without district and/or
superintendent approval, visions will often not be effectively
carried out as intended. Additionally, the teaching staff and
other stakeholders of the school may not agree there is a need to
change the vision. As a school leader, it is your responsibility
to ensure every member of your school staff and the district is
on board with the need to change a school vision.
Visions that are created collaboratively resulting in a shared
vision combined with a commitment to investing in change for
improvement, most often provide an inspiring image and
achievable direction for the ever changing needs of the school.
As for the rate of change of a vision statement, with the rapid
growth of technology and various forms of access to formal
learning, it is no longer possible to have a vision statement that
can reflect a decade of student learning and teaching. Such
decade long projections were appropriate for a time in the
United States’ and world’s history, but not for the 21st Century
norm where variables change quickly and schools need to be
adaptive and be responsive, even proactive, in addressing the
needs of its stakeholders. Stated another way, the vision
statement must evolve with the times to represent the culture of
the school and its community; even a global community! Your
role as the leader is to ensure that the staff and school board
understand this and, as Bennis (2011) noted, “buy into” the

5. need for the change (p. 45).
Reflect on this quote as you complete your learning week: “ If
you don’t know where you are going, you might wind up
someplace else” Yogi Berra
References
Bennis, W. (2011). Managing the dream: Leadership in the 21st
century. Training: The Magazine of Human Resource
Development, 27(5), 44-46.
Mendez-Morse, S. (2013) Vision, leadership and
change. Southwest Educational Development Laboratory, 2(3).
45-49.
Additional References
Nanus, B. (2009). Visionary leadership: Creating a compelling
sense of direction for your organization. San Francisco: Jossey-
Bass.
Papalewis, R. (2011). A case study in organizational culture:
Administrator's shared values, perceptions, and
beliefs. Planning and Change, 32(3), 158-165.
Sergiovanni, T.J. (2007). Adding value to leadership gets
extraordinary results. Educational Leadership, 65(8), 23-27.
Westley, F. & Mintzberg, H. (2010). Visionary leadership and
strategic management. Strategic Management Journal, 26(4),
17-32.
Required Resource
1. Gabriel, J., & Farmer, P. (2009). How to help your school
thrive without breaking the bank. Alexandria, VA: Association

6. for Supervision and Curriculum Development.
a. Chapter 2, pp.44-66
Recommended Resources
1. Kose, B. W. (2011). Developing a transformative school
vision: Lessons from peer nominated principals. Education &
Urban Society, 43(2), 119-136. Retrieved from the ERIC
database in the Ashford University Library.
2. Marzano, R., Waters, T., & McNulty, B. (2005). School
leadership that works: From research to results. Alexandria,
VA: Association for Supervision and Curriculum Development.
3. Meadan, H., Shelden, D. L., Appel, K., & DeCrazia, R. L.
(2010). Developing a long-term vision: A road map for student's
futures. Teaching Exceptional Children, 43(2), 8-14. Retrieved
from the EBSCOhost database in the Ashford University
Library.
4. Rozycki, E. G. (2004). Mission and vision in education. From
the trenches. Educational Horizons, 82(2), 94-98. Retrieved
from the ERIC database in the Ashford University Library.
Discussions
To participate in the following discussions, go to this
week's Discussion link in the left navigation.
1. Justification for a New Vision
This discussion is your opportunity to meet the course
objectives Analyze different visions including theoretical
models and Justify the need to create and monitor a school

7. vision. Additionally, this discussion is your opportunity to
demonstrate mastery of the Course Learning Outcomes 1 and 3
and reinforces your competency with the MAED Program
Learning Outcomes 2, 5, 6 and 7.
“One of the most important responsibilities of any leader is
establishing a vision and inviting others to share in its
development” (Gabriel & Farmer, 2009, p.28). When we discuss
creating a new or modifying an old vision the first question to
ask is why? Why is there a need for change? Without a
justification as to why the vision should be changed,
stakeholders may be reluctant to participate in the process of
changing a vision. Stakeholders may argue that the vision is
working and the need for change would fill an already
overburden work load. As a leader you need be prepared to
justify why the vision should be changed in order to ensure
stakeholders will share in the development of the new vision.
Initial Post
Select a context below for your response and address the
prompts as directed:
a. If you are currently in a school setting: Post your school’s or
organization’s vision and then address the following:
· Explain how you know your school is achieving the current
vision. If the school it is not achieving the current vision,
identify the areas in which the school is not achieving and
explain why.
· Describe how stakeholders in your school know the vision and
discuss the vision of the school.
· Discuss why the vision you posted needs to be changed or
remain the same. Identify the specific parts of the vision that
need to be changed or remain the same.
b. If you are not currently in a school setting: Locate the

8. Ashford University vision statement. Post the vision and then
discuss the following:
· Discuss the aspects of the vision statement that could be
changed to reflect current trends in schools or within your
organization.
· Explain how stakeholders at the organization or school would
be able to clearly articulate and carry out the vision statement.
Guided Response: Post replies to at least two peers before the
close date of this discussion. In your replies, consider asking
questions of peers about their responses to encourage further
conversation. Identify similarities in the vision statement you
posted to that of your fellow peers. Discuss changes you would
make to the vision statement posted by your fellow peers and
why you would change the vision statement. Though two replies
is the basic expectation, for deeper engagement and learning,
you are encouraged to provide responses to any comments or
questions others have given to you (including the instructor)
before the last day of the discussion; this will further the
conversation while also giving you opportunities to demonstrate
your content expertise, critical thinking, and real world
experiences with this topic.
2. Comparing Vision Statements
This discussion is your opportunity to meet the course
objectives Compare different visions to create one vision that
fits the school culture and Analyze different visions including
theoretical models. Additionally, this discussion is your
opportunity to demonstrate mastery of the Course Learning
Outcome 1, it reinforces your competency with the MAED
Program Learning Outcome 2 and demonstrates your mastery of
the MAED Program Learning Outcomes 5, 6, and 7.
In our other discussion, you discussed the justification needed
when creating or modifying a vision statement. In this

9. discussion you will compare and analyze different vision
statements. As you recall from your readings this past week, a
vision statement is a goal, where the school hopes to be in the
future. It is concise and easy to recall. It describes a clear,
compelling argument in intellectual terms, the future reality of
what the school hopes to become to help all students learn. As
you participate in this discussion, think about those statements
and how they are articulated in the two visions you compare.
Initial Post
Review the two visions below and evaluate each vision in
regards to the list below from Gabriel & Farmer (2009, Chapter
2):
. What patterns do you see in the statements?
. What do you like or dislike in the statements?
. Are the statements easy to understand?
. Are the statements too vague, or are they specific enough?
. Are they too long? or too short?
. Do the Statements express and idea or hope for the future?
. Are they too unambitious? Too “pie in the sky”?
. Do they clarify a direction for the school and for its
improvement efforts?
Vision 1: Our vision is that our school will instill on the
children: A set of moral values, basic skills and desire to obtain
more knowledge. They will have strong self-esteem and high
personal expectations. They will have tolerance for others and
respect others opinions. Our school values the partnership
between school, parents and the community in which we serve.
Vision 2: Our vision is that children will achieve distinction in
all academics and sporting activities. We will offer
opportunities in differentiated, effective and rigorous
curriculum so all children can succeed. We will have a
professional and highly motivated staff. Each child will be
valued as an individual in his/her own right and his/her moral
development encouraged.

10. Guided Response: Post replies to at least two peers before the
close date of this discussion. In your replies, consider asking
questions of peers about their responses to encourage further
conversation. In your responses, provide an analysis of your
peers interpretations of the vision and identify the perspectives
that are different than yours and the ones that are similar.
Though two replies is the basic expectation, for deeper
engagement and learning, you are encouraged to provide
responses to any comments or questions others have given to
you (including the instructor) before the last day of the
discussion; this will further the conversation while also giving
you opportunities to demonstrate your content expertise, critical
thinking, and real world experiences with this topic.
Assignment
To complete the following assignment, go to this
week's Assignment link in the left navigation.
It's All About Presentation
This assignment is your opportunity to further meet the
following course objective: Justify the need to create and
monitor a school vision. Additionally, this assignment
demonstrates your mastery of the Course Learning Outcome
One and mastery of the MAED Program Learning Outcomes
Five, Six, and Seven.
This week you discussed why a school or organization would
create or modify an existing vision and you reviewed and
compared different vision statements. The next step in the
process of creating a school vision is presenting the need for
creating a new school vision to the school board or
organization. This assignment puts your technical skills and
21st century skills and creativity to good use in having you

11. create a presentation for the school board or organization. Have
fun with the presentation! Get creative and make it informative,
entertaining, and engaging.
Content
· Audience and Technology: Create a presentation for a school
board or managerial staff audience. Use the technology of your
choice. Some recommendations include PowerPoint, Present.me,
YouTube, Prezi, Jing, or SlideRocket.
· Presentation: Create an eight to ten slide presentation that
includes a title slide, a reference slide, speaker notes, in-text
citations for media, quotes, paraphrases, and summaries,
appropriate use of media, such as graphics, sound, and/or
animation, and a consistent theme, format or font for
readability. If you use a program without visible speaker notes,
submit those in a separate document.
· Vision Statement: Explain why the vision statement should
include 21st century skills.
· Conciseness/Recall: Explain why the vision needs to be
concise and easy to recall.
· Justification: Justify why the vision statement should reflect
all stakeholders at the school or organization.
· Achievability: Describe why the vision statement should be
achievable.
Written Communication
· APA Formatting: Use APA formatting consistently throughout.
It is recommended you use the content area labels as headings
for each section of your content for the presentation.
· Syntax and Mechanics: Display meticulous comprehension and

12. organization of syntax and mechanics, such as spelling and
grammar. Your written work must contain no errors and be very
easy to understand.
· Source Requirement: Uses no less than three scholarly sources
in addition to the course textbook, providing compelling
evidence to support ideas. All sources on the reference page
must be used and cited correctly within the body of the
assignment.
1
Security Management Plan
2
Contents

13. I. Project O utline (Week 1)
...............................................................................................
..... 3
II. Security Requirements (Week 1) .......................................
Error! Bookmark not defined.
III. Security Business Requirements (Week 2)
......................................................................... 7
IV. Security Business Requirements (Week 2) ........................
Error! Bookmark not defined.
V. Security Policy (Week 3)
...............................................................................................
..... 8
VI. System Design Principles (Week 4)
................................................................................... 9
VII. The Training Model (Week 5)
.......................................................................................... 10
VIII. References
.......................................................................... Error!
Bookmark not defined.
3
I. Project Outline (Week 1)

14. American Airlines developed in New York in nine-teen thirty
and become public in the
stock exchange in nineteen thirty nine. The company relocated
to Fort Worth Texas in nineteen
seventy-nine. The company created AMR Holdings in nineteen
eighty-two, this company gained
joint ownership in American Airlines and American Eagle.
AMR produced the financial backing
without taking part in operations. American Airlines is
formerly US Air; the airline currently is
worth billions of dollars. American Airlines is the largest
airline and connects with one thousand
airports worldwide; in one hundred fifty countries. The
passenger annual revenue averages one
hundred million dollars in the United States and internationally.
The company’s aircraft
inventory is thirty three hundred. American Airlines initiated
the first online booking, which
includes, flight information arrival, departure, seat information,
city, connecting flights, boarding
tickets, flight status, etc. In the year twenty fifteen, American
Airlines merged with US Air to
form the largest airline conglomerate in the world. The
company contributes to more than nine

15. hundred thousand jobs in the United States and Internationally.
A. Organizational Structure
The Program Manager; manages the projects financial,
organizational, and schedules.
This individual makes sure, project activities, achieved on
schedule, and within budget
restrictions. Certifies that established program, project criteria,
and practices met; confirms
quality of products. Categorizes, monitors, and manages risks,
within acknowledged constraints.
The Senior Enterprise Architect certifies continuous integration
of architectures. The
individual in this position performs impact analyses with,
upkeep from domain architects, and
maintenance development of business cases for IT projects.
Incumbent suggests architecture
4
strategy and planning guidance to the project team. Implements
an active role in recognizing
evaluations and needs of need for new technologies.

16. The Technology Architect cultivates and retains the Technical
Reference Model and
Standards identification correspondence. This individual
evaluates, investigates, suggests, and
identifies system environments, such as networks, nodes,
operating systems, servers, and
middleware.
The Business Architect evaluates data documents, business
processes, states, and
information flow. This individual supports, the progress of
business cases of projects, certifies
that business goals and strategies documented.
The Information and Data Architect evaluates and makes
documentation of business
processes and information; which includes physical and logical,
documentation of relationships.
This individual suggests, data architecture improvements,
related to, information use
requirements. Certifies data standard compliance administered.
The Applications Architect evaluates system documents,
external and internal modules,
control, and data movement. This individual evaluates and
suggests standards and tools, used in

17. application development. Also suggests, strategies for system
architecture.
The Chief Security Officer (CFO) plays a huge role in the
advancement of a secured
system architecture. This individual manages documents,
security features of the enterprise
architecture system, financial budgeting costs, vulnerability
calculations, access, design, and
authentication. Makes sure security summaries identified and
sustained for all application
processes.
5
The Technical Writer oversees and creates, documentation
regarding the repository
making sure content is understandable, usable, and follow
content management standards.
Repository and Configuration Manager oversees the
maintenance of documents and
performs audits, content management tools, and report
configurations.
B. Memo

18. TO: Security Team
FROM: Project Manager
DATE: August 22, 2016
SUBJECT: Work Group Communication Flows
Managing information across the network consists of handling
the logical and
physical network architecture. A comprehensive strategy and
plan for the security of the
network infrastructure includes policy and standard
requirements for network assets.
Development of policies for accountability of risks, logs,
authorization, users, and
monitoring, for potential risks;
Identify threats & breaches in the system applications, network,
and equipment;
Define routing and firewalls to identify network structure;
Define data centers, communication branches, and delimited
zones;
Define encryption, integrity, and confidentiality standards;
Define network architecture structure.
The communication flow and analysis includes voice, data, and

19. video signaling
across the network infrastructure. A strategic plan of the
security management needed
6
for data to travel over the intranets and extranets. Organized
internet policies, standards,
controls, and policies developed to provide a secured network
system. System devices
includes, cabling, topologies, network services, and devices.
The Project Manager oversees a structured approach and the
CSO is responsible
for all directives of the Security Management Plan. I look
forward to all input of
strategies and a scheduled timeline of all events pertinent in the
security development of
the system infrastructure.
7

20. II. Security Business Requirements (Week 2)
8
III. Security Policy (Week 3)
9
IV. System Design Principles (Week 4)
10
V. The Training Model (Week 5)
11
VI. References

21. PLEASE DO NOT SUBMIT A BID FOR THIS ASSIGNMENT
IF YOU DO NOT UNDERSTAND EDUCATION TERMS AND
CONCEPTS. ALL DIRECTIONS MUST BE FOLLOWED AND
NO PLAGARIASM. MY SCHOOL USES SOFTWARE TO
DETECT COPIED MATERIAL.
It's All About Presentation
This assignment is your opportunity to further meet the
following course objective: Justify the need to create and
monitor a school vision. Additionally, this assignment
demonstrates your mastery of the Course Learning Outcome
One and mastery of the MAED Program Learning Outcomes
Five, Six, and Seven.
This week you discussed why a school or organization would
create or modify an existing vision and you reviewed and
compared different vision statements. The next step in the
process of creating a school vision is presenting the need for
creating a new school vision to the school board or
organization. This assignment puts your technical skills and
21st century skills and creativity to good use in having you
create a presentation for the school board or organization. Have
fun with the presentation! Get creative and make it informative,
entertaining, and engaging.
Content
· Audience and Technology: Create a presentation for a school
board or managerial staff audience. Use the technology of your
choice. Some recommendations include PowerPoint, Present.me,
YouTube, Prezi, Jing, or SlideRocket. YOU WILL NOT
CREATE THE PRESENTATION ONLY THE CONTENT FOR
IT. YOU CAN INCLUDE PICTURES AND GRAPHICS WITH

22. YOUR INFORMATION.
· Presentation: Create an eight to ten slide presentation that
includes a title slide, a reference slide, speaker notes, in-text
citations for media, quotes, paraphrases, and summaries,
appropriate use of media, such as graphics, sound, and/or
animation, and a consistent theme, format or font for
readability. If you use a program without visible speaker notes,
submit those in a separate document.
· Vision Statement: Explain why the vision statement should
include 21st century skills.
· Conciseness/Recall: Explain why the vision needs to be
concise and easy to recall.
· Justification: Justify why the vision statement should reflect
all stakeholders at the school or organization.
· Achievability: Describe why the vision statement should be
achievable.
Written Communication
· APA Formatting: Use APA formatting consistently throughout.
It is recommended you use the content area labels as headings
for each section of your content for the presentation.
· Syntax and Mechanics: Display meticulous comprehension and
organization of syntax and mechanics, such as spelling and
grammar. Your written work must contain no errors and be very
easy to understand.
· Source Requirement: Uses no less than three scholarly sources
in addition to the course textbook, providing compelling
evidence to support ideas. All sources on the reference page
must be used and cited correctly within the body of the

23. assignment.
Plagiarism
Paraphrasing
and Citing Sources
What is plagiarism?
Using someone else’s ideas
Writing
Artwork
Speech
and saying that you made it up.
It is STEALING
Computers and the ability to copy and paste (rather than having
to retype things) makes it easy to plagiarize but it is still wrong.
Why should you NOT plagiarize?
It’s dishonest and bad.
It’s illegal
You can’t take pride in work that is not yours.
People will disrespect you if they know you have done it.
If you do it in school you can get expelled. In college, you can
be kicked out, and they will not give you your money back.

24. Examples of plagiarism
There are two species of marine otter, the North Pacific
sea otter and the South American marine otter. The North
Pacific sea otter is one of the largest mustelids. Males can grow
to almost 5 feet (1.5 meters) in length and weight up to 1009
pounds (45 kilograms). Females are slightly small. This otter
has thick fur that is dark brown, sometimes almost black, with
white hairs blended in.; It has white whiskers on its face. When
not in a hurry, North Pacific sea otters often swim on their
backs. They float that way, too, while using their bellies for
tables.
Sea otters are the heaviest members of the weasel family,
but among the smallest marine mammals. Unlike most marine
mammals, the sea otter's primary form of insulation is an
exceptionally thick coat of fur, the densest in the animal
kingdom. Although it can walk on land, the sea otter lives
mostly in the ocean.
I typed the top part of this exactly as written in The New Book
of Knowledge, and copied and pasted the second paragraph from
Wikipedia - http://en.wikipedia.org/wiki/Sea_otter. By the way,
Wikipedia is useful, but should never be used as a source to be
cited in your reports because it’s not always credible.
Credible – believable or trustworthy
*Important*
Paraphrasing
Even when you honestly cite your sources, most of the writing
should be in your own words. When you learn new information
from other sources, you should make notes and then write in
your own words, combining the information from all the
different sources. Even though it’s in your own words, you must

25. cite the source where you learned it from.
Example of paraphrasing process
Take notes (not full sentences) from the sources:
2 kinds of sea otter
North Pacific
South American
North Pacific sea otter biggest
males – 5 feet, 100 pounds
females smaller
Dark brown or black fur
White hairs
White whiskers
Swim and float on backs
Bellies = tables
Heaviest type of weasel
Smallest kind of marine mammal
Insulation = thick fur (What is insulation??)
Can walk on land, but lives in water
The New Book of Knowledge. (2007). Volume 14, p. 252.
Scholastic Library Publishing: New York.
Wikipedia. (2012). Retrieved from
http://en.wikipedia.org/wiki/Sea_otter.
Dictionary.com:
in·su·la·tion
/ˌɪnsəˈleɪʃən, ˌɪnsyə-/ Show Spelled[in-suh-ley-shuhn, ins-
yuh-] Show IPA

26. noun 1. material used for insulating.
2. the act of insulating.
3. the state of being insulated.
in·su·late
/ˈɪnsəˌleɪt, ˈɪnsyə-/ Show Spelled[in-suh-leyt, ins-yuh-]
Show IPA
verb (used with object), -lat·ed, -lat·ing.
1.
to cover, line, or separate with a material that prevents or
reduces the passage, transfer, or leakage of heat,
in·su·late
/ˈɪnsəˌleɪt, ˈɪnsyə-/ Show Spelled[in-suh-leyt, ins-yuh-]
Show IPA
verb (used with object), -lat·ed, -lat·ing. 1. to cover, line, or
separate with a material that prevents or reduces the passage,
transfer, or leakage of heat,
Paraphrasing Process (continued)
Use your notes to write the information in your own words.
Make sure to cite the source where you learned the information.
In-text citation – after you say something, put the author and
the year in parenthesis before the period at the end of your
sentence.
You only have to cite the source once….not every sentence,
unless you change sources. Then if you mention the first one
again, you have to cite it again.
Reference page – List all the sources you used in your paper.

27. Correct Paraphrasing Example
Sea otters are a kind of weasel and they are also marine
mammals. They are the biggest kind of weasel, but the smallest
kind of marine mammal (Wikipedia, 2012). There are two kinds
of sea otters. The North Pacific one is the biggest, and the
South American kind is smaller. North Pacific male sea otters
can be about five feet and weigh 100 pounds, and the females
are smaller (The New Book of Knowledge, 2007). They have
thick fur that is usually dark brown or black. Their thick fur
insulates them by keeping their heat inside their bodies
(Wikipedia, 2012). Sea otters swim and float on their backs a
lot (The New Book of Knowledge, 2007). They use their bellies
like a table to set their food . They can walk on the ground, but
they live in the water (Wikipedia, 2012).
Photos and Pictures
You even need to cite your sources for photos and pictures.
(David Menke, 2012)
Turnitin
Turnitin is a tool to check work for plagiarism. The score given
by Turnitin shows how much of the work is identical to other
sources. The score should be 15% or less, meaning that 85% of
the paper is in your own words.
Teachers use Turnitin to check their students’ work. It makes it
very EASY for teachers to catch you if you plagiarize.

28. Turnitin
Direct Quotations
When you include a direct quotation, you must enclose it in
quotation marks, and follow it with the author, date, and page or
paragraph number in parenthesis.
Example:
“Otters sometimes float in forests of kelp, or giant seaweed, in
which they entangle themselves to provide anchorage in the
swirling sea” (National Geographic, 2007, par. 2).
Knowing if something is plagiarized
Not only do teachers have tools like Turnitin to catch
plagiarism, they can tell when something is not in students’ own
words. One clue is when students write words they don’t even
understand or write in a way they don’t talk.
See part of the otter report as an example:
Here is how the people at National Geographic write. The parts
in red do NOT sound like a kid!

29. Sea otters like to float at the water's surface, lying on their
backs in a posture of serene repose. They sleep this way, often
gathered in groups. Otters sometimes float in forests of
seaweed, in which they entangle themselves to provide
anchorage in the swirling sea.
If a kid wrote it, it would sound like this:
Sea otters like to float on their backs on top of the water. They
feel nice and peaceful this way. They sleep this way, floating on
their backs, sometimes together with a lot of other otters.
Sometimes they float in seaweed so they can tie themselves to it
and not float away into the ocean when it’s stormy.
Reference List
The last page of your report should be the Reference Page. You
should type References at the top and then list all your sources
below, including the author’s name, year, title, and publishing
company or website.
You put the list in alphabetical order by author’s last name.
Reference List
References
Alaska Sea Otter & Steller Sea Lion Commission. (2005).
Retrieved from
http://www.seaotter-sealion.org/seaotter/factsseaotter.html.
Menke, D. (2012). U.S. Fish and Wildlife Service.

30. National Geographic. (2007). Sea Otter. Retrieved from
http://animals.nationalgeographic.com/animals/mammals/sea-
otter/.
Websites about Plagiarism
Plagiarism.org
Plagiarism Checker – like Turnitin. You can put your own
papers through. (Costs $$)
Avoiding Plagiarism - UC Riverside
Avoiding Plagiarism - U of Indiana