The document discusses why and how to cite sources when writing. It explains that citing sources gives credibility to ideas, acknowledges the work of previous scholars, and is the honest thing to do. Sources should be cited when using direct quotations, others' unique ideas, statistics, or images. Common knowledge does not need to be cited. The document then reviews how to properly paraphrase a source, including reading the original work multiple times, stating the idea in your own words without looking, and checking your paraphrase against the original. It provides an example of integrating a paraphrased citation into a paragraph using a topic sentence, transition, and concluding thoughts.

1. From Research to Writing . . .
HOW?

2. Why do we cite sources?
•To let our readers know how we arrived at our
conclusions (gives more credibility to our ideas)
•To stand on the shoulders of the scholars
who came before us – and allow others to
stand on our shoulders
•Because giving credit to others is the
honest thig to do!

3. What should I cite?
• Direct quotations
• Someone else’s unique ideas (in a
paraphrase)
• Statistics
• Diagrams, images, sound clips

4. I don’t have to cite:
• My own ideas or conclusions
• Things that are “commonly known” by my
audience

5. How to paraphrase
1. Read the other person’s idea/opinion several times, until you understand it.
2. Close the book/website/article.
3. Say your understanding of the idea out loud, to yourself or to someone
else.
4. Write out the idea/opinion – that will be your paraphrase.
5. Make sure to include the person’s name/affiliation in your paraphrase.
6. Check back with the original.
7. Don’t forget to write down where you found this info so you can cite it!

6. Example:
Education researchers Rodrigues, Sabino, and
Zhou claim that using social networking media in
online classrooms allows students to play a
more active role in their learning, rather than a
passive role as absorbers of information (1152).
Person’s name or
affiliation
In-text citation tells the
reader where you found
this information.

7. Integrating your
paraphrase
Make a “sandwich” with your research
information:
Start with your point (the topic sentence of
the paragraph).
Use a transitional phrase or word to bring in
your research.
End with your conclusions or a summary of
the research, in your own words.

8. Integrating the paraphrase
Although some teachers resist the idea of using
Facebook in the classroom, there is evidence that
incorporating such social media can benefit student
learning. For example, education researchers
Rodrigues, Sabino, and Zhou claim that using social
networking media in online classrooms allows students
to play a more active role in their learning, rather than a
passive role as absorbers of information (1152). It
seems possible that if research continues to support
its use, more teachers will soon be encouraging their
students to Tweet and Facebook in the classroom.
Topic sentence
transitionresearch
End the paragraph with your
summary/conclusions

9. P.S. Here’s how the two citation
pieces fit together:
In text citation:
Education researchers Rodrigues, Sabino, and
Zhou claim that . . . than a passive role as
absorbers of information (1152).
Works Cited citation:
Rodrigues, Jay, Frank Sabino, and Louise Zhou. “Enhancing
E-Learning Experience with Online Social Networks.” IET
Communications 5.8 (2011): 1147-1154. Academic Search
Premier. Web. 24 Oct. 2012.

10. P.S. Here’s how the two citation
pieces fit together:
In text citation:
Education researchers Rodrigues, Sabino, and
Zhou claim that . . . than a passive role as
absorbers of information (1152).
Works Cited citation:
Rodrigues, Jay, Frank Sabino, and Louise Zhou. “Enhancing
E-Learning Experience with Online Social Networks.” IET
Communications 5.8 (2011): 1147-1154. Academic Search
Premier. Web. 24 Oct. 2012.