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The document discusses plagiarism, defining it as copying verbatim the language and ideas of other writers and passing them off as one's own. There are two types of plagiarism: plagiarism of ideas, which occurs when one falsely takes credit for another's work, and plagiarism of language, which involves using another's words without proper citation. The document provides several methods for avoiding plagiarism, such as author-oriented citation, text-oriented citation, and using direct quotations, paraphrasing, or summarizing with proper attribution.
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plagiarism
The document discusses plagiarism, defining it as copying verbatim the language and ideas of other writers and passing them off as one's own. There are two types of plagiarism: plagiarism of ideas, which involves falsely taking credit for another's work, and plagiarism of language, which involves using another's words without proper citation. The document provides several methods for avoiding plagiarism, such as author-oriented citation, text-oriented citation, and using direct quotations, paraphrasing, or summarizing with proper attribution.
Text analysis
This document provides guidance on how to summarize a text in five steps: 1) general and understandable reading, 2) classifying the text by nature, context, author, and addressee, 3) analyzing key terms and ideas, 4) commenting on the analysis and classification, and 5) critiquing the text by discussing inconsistencies, alternative perspectives, and comparisons to other authors. General recommendations include presenting comments clearly and avoiding digressions, repetitions, disorganization, and personal remarks. Common errors to avoid are digressing from the topic, repetitive explanations without interpretation, disorganized ideas, and expressing subjective opinions.
Argumentative essay structure
The document outlines the structure of an argumentative essay, including an introductory paragraph with a thesis statement, 2 or more developmental paragraphs with topic sentences supporting the thesis, and a concluding paragraph. Each developmental paragraph presents supporting ideas with details like facts, examples, or descriptions. The concluding paragraph restates the thesis and topic sentences, offers a final thought, and wraps up the essay.
Paragraph writing general (1)
This document discusses the key elements of a well-written paragraph, including:
1. A paragraph is a group of related sentences that discusses one main idea, and may stand alone or be part of an essay. There is no defined number of sentences or lines in a paragraph.
2. There are different types of paragraphs including descriptive, example, process, opinion, and narrative paragraphs.
3. Key elements of developing a strong paragraph include a topic sentence that introduces the main idea, supporting sentences that provide details and examples, and a concluding sentence that restates the main point.
Ryedale School Year 7 knowledge and skills in English
This document provides score descriptors for English writing and reading skills in Year 7. It outlines the skills and knowledge expected at each score level from 1 to 9. Higher scores of 8 and 9 require exceptional performance, including using subject-specific terms and adapting content for purpose and audience. Scores of 6 and 7 involve making inferences, commenting on language effects, and using complex sentences and punctuation. A score of 5 requires expressing several ideas about a text with evidence. Scores of 3 and 4 involve basic inference and using the point-evidence model. Lower scores of 1 and 2 require help with reading comprehension and have limited writing skills.
Summary Response
The document provides instructions for writing a summary response paper, which consists of two parts: a summary paragraph and a response paragraph. It explains that the summary paragraph should concisely summarize the key points of the original text without personal opinions. The response paragraph allows for reaction and critical thinking, where the writer can agree or disagree with aspects of the text and support their response with a quote. Examples are provided for each paragraph type. The document outlines best practices for each section and emphasizes focusing on one main idea or point per paragraph. It concludes by specifying the assignment requirements, which are to write a one-page paper with the two paragraphs in MLA format with a works cited list.
Paragragh writing
This document defines the structure and process of writing a paragraph. It explains that a paragraph contains a topic sentence, supporting sentences, and concluding sentence. It outlines four stages of paragraph writing: prewriting, writing, editing, and publishing. The prewriting stage involves thinking of ideas and organizing them. The writing stage is drafting sentences. The editing stage checks for grammar, spelling, and organization. The publishing stage produces a final copy.
Expository essay map
This document provides an outline for writing an expository essay. It includes an introductory paragraph with a thesis statement listing the topics that will be discussed in the following body paragraphs. Each body paragraph focuses on one topic from the thesis, providing specific details and examples. The conclusion paragraph restates the major points and makes a final comment connecting the ideas to the reader.
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plagiarism
The document discusses plagiarism, defining it as copying verbatim the language and ideas of other writers and passing them off as one's own. There are two types of plagiarism: plagiarism of ideas, which involves falsely taking credit for another's work, and plagiarism of language, which involves using another's words without proper citation. The document provides several methods for avoiding plagiarism, such as author-oriented citation, text-oriented citation, and using direct quotations, paraphrasing, or summarizing with proper attribution.
Text analysis
This document provides guidance on how to summarize a text in five steps: 1) general and understandable reading, 2) classifying the text by nature, context, author, and addressee, 3) analyzing key terms and ideas, 4) commenting on the analysis and classification, and 5) critiquing the text by discussing inconsistencies, alternative perspectives, and comparisons to other authors. General recommendations include presenting comments clearly and avoiding digressions, repetitions, disorganization, and personal remarks. Common errors to avoid are digressing from the topic, repetitive explanations without interpretation, disorganized ideas, and expressing subjective opinions.
Argumentative essay structure
The document outlines the structure of an argumentative essay, including an introductory paragraph with a thesis statement, 2 or more developmental paragraphs with topic sentences supporting the thesis, and a concluding paragraph. Each developmental paragraph presents supporting ideas with details like facts, examples, or descriptions. The concluding paragraph restates the thesis and topic sentences, offers a final thought, and wraps up the essay.
Paragraph writing general (1)
This document discusses the key elements of a well-written paragraph, including:
1. A paragraph is a group of related sentences that discusses one main idea, and may stand alone or be part of an essay. There is no defined number of sentences or lines in a paragraph.
2. There are different types of paragraphs including descriptive, example, process, opinion, and narrative paragraphs.
3. Key elements of developing a strong paragraph include a topic sentence that introduces the main idea, supporting sentences that provide details and examples, and a concluding sentence that restates the main point.
Ryedale School Year 7 knowledge and skills in English
This document provides score descriptors for English writing and reading skills in Year 7. It outlines the skills and knowledge expected at each score level from 1 to 9. Higher scores of 8 and 9 require exceptional performance, including using subject-specific terms and adapting content for purpose and audience. Scores of 6 and 7 involve making inferences, commenting on language effects, and using complex sentences and punctuation. A score of 5 requires expressing several ideas about a text with evidence. Scores of 3 and 4 involve basic inference and using the point-evidence model. Lower scores of 1 and 2 require help with reading comprehension and have limited writing skills.
Summary Response
The document provides instructions for writing a summary response paper, which consists of two parts: a summary paragraph and a response paragraph. It explains that the summary paragraph should concisely summarize the key points of the original text without personal opinions. The response paragraph allows for reaction and critical thinking, where the writer can agree or disagree with aspects of the text and support their response with a quote. Examples are provided for each paragraph type. The document outlines best practices for each section and emphasizes focusing on one main idea or point per paragraph. It concludes by specifying the assignment requirements, which are to write a one-page paper with the two paragraphs in MLA format with a works cited list.
Paragragh writing
This document defines the structure and process of writing a paragraph. It explains that a paragraph contains a topic sentence, supporting sentences, and concluding sentence. It outlines four stages of paragraph writing: prewriting, writing, editing, and publishing. The prewriting stage involves thinking of ideas and organizing them. The writing stage is drafting sentences. The editing stage checks for grammar, spelling, and organization. The publishing stage produces a final copy.
Expository essay map
This document provides an outline for writing an expository essay. It includes an introductory paragraph with a thesis statement listing the topics that will be discussed in the following body paragraphs. Each body paragraph focuses on one topic from the thesis, providing specific details and examples. The conclusion paragraph restates the major points and makes a final comment connecting the ideas to the reader.
Steps in Writing a Paragraph
The document provides guidance on writing effective paragraphs and techniques for good writing. It discusses 5 steps in paragraph writing including deciding on a controlling idea, explaining the idea, giving examples, explaining examples, and completing the paragraph's idea. It also outlines principles for writing effective paragraphs such as focusing on a main idea, using specific details, and making paragraphs coherent. The document recommends asking questions before, during, and after writing to improve paragraph structure and flow.
Paragraph structure
A paragraph consists of several sentences grouped together to discuss one main subject. It usually begins with a topic sentence that introduces the subject, followed by supporting sentences that explain or expand on the topic sentence. Some paragraphs also include a concluding sentence that summarizes the information without repeating the topic sentence.
Expository Essay Map
This document provides an outline for writing an expository essay, with paragraphs for the introduction, three body paragraphs, and conclusion. The introduction would include a thesis statement listing the topics and reasons that will be discussed. Each body paragraph focuses on one of the topics from the thesis, providing specific details and examples. Transition sentences are used to logically move between topics. The conclusion restates the main points using different vocabulary and makes a universal comment connecting to the overall topic.
Expository essay map
This document provides an outline for writing an expository essay. It includes an introductory paragraph with a thesis statement listing the topics that will be discussed in the following body paragraphs. Each body paragraph focuses on one topic from the thesis, providing specific details and examples. The conclusion paragraph restates the major points and makes a final comment connecting them to the overall topic.
Essay writing
This document discusses the characteristics and structure of a good essay. It defines an essay as coming from the Latin word "exigere" meaning to examine or test. Essays improve personal skills like close reading and analysis. A good essay has unity of content, logical order, brevity while conveying the main idea, uses clear and ordinary language, and contains personal feelings related to the topic. The structure of an essay includes an introduction with a thesis statement, 3 body paragraphs supporting the thesis, and a conclusion summarizing the content in relation to the thesis.
Structure of paragraph
This document discusses the structure and development of paragraphs. It begins by defining a paragraph as a group of related sentences that explain the writer's main idea about a single topic. It then outlines the basic parts of a paragraph: the topic sentence, supporting sentences, and concluding sentence. The document also explains three common ways to develop a paragraph: by giving details, explanations, or examples. It provides steps for choosing a topic and developing a paragraph, and discusses how to write an effective concluding sentence and the benefits of peer editing.
Paragraph Writing
The document outlines the four main stages of paragraph writing: pre-writing, drafting, revision, and editing. The pre-writing stage involves brainstorming and organizing ideas through clustering. Drafting includes writing a topic sentence, developing the main idea in the body, and concluding. Revision is improving the content and organization. Finally, editing focuses on fixing grammatical errors.
Preci writing
A précis is a shortened summary of a passage that concisely covers all the main ideas. To write an effective précis, one must read the passage multiple times to gain a thorough understanding. Important points should be underlined and irrelevant details omitted. An outline is then formed using the essential ideas in a logical sequence. When writing the précis, one must avoid personal comments and directly quoting from the original passage. The précis should be a continuous narrative written in the third person and past tense using one's own words to accurately summarize the key themes and information from the original text in a concise manner.
Summary Writing SlideSHare Presentation
The definition of summary is a statement presenting the main points. An example of summary is a type of review of what happened at a meeting.
Four parts to an effective paraphrase
To effectively paraphrase a source, a paraphrase must be original, accurate, objective, and complete. It must use the writer's own vocabulary, phrasing, and sentence structure rather than copying the source. While using different words, the paraphrase must precisely reflect the ideas, tone, and emphasis of the original source. A paraphrase should not include the writer's own opinions and must objectively reflect the thoughts of the source. It also needs to include all important ideas from the source without omitting any key information.
Cautions about paraphrasing
The document cautions about five hazards of paraphrasing: 1) Changing only a few words is still plagiarism. 2) Keeping the same sentence structure and order of presentation is also plagiarism. 3) Adding ideas or explanations belongs in subsequent discussion, not in the paraphrase itself. 4) Adding interpretation or assessment should come after the paraphrase. 5) Creating a straw man fallacy by misrepresenting the source makes it an easier target for rebuttal and is unfair.
ENG103 Week 4 APA quoting
The document provides guidance on using direct quotations in academic writing according to APA style. It defines direct quotations and outlines rules for incorporating short and long quotes. Short quotes are 1-40 words enclosed in double quotation marks. Long quotes are over 40 words or 3 lines indented without quotation marks. The document notes direct quotes should be used sparingly and blended into the writer's own words. It also addresses modifying quotes by adding or removing text using square brackets and ellipses. Students are advised to paraphrase more than directly quote and not overuse quotes in their writing.
The paragraph
The document discusses the key elements of a paragraph, including the topic sentence, supporting sentences, and concluding sentence. A topic sentence states the main idea and focuses the paragraph. Supporting sentences explain and develop the topic sentence using facts, examples, and details. The concluding sentence summarizes the main points and leaves the reader with a final thought. Together, these elements provide unity and coherence within a paragraph.
Precis writing
This document defines a precis as a 1/3 length summary that retains the essential ideas of the original text. It explains that a precis is a French word meaning summary, and the process of writing a precis involves carefully reading the passage multiple times, identifying the main theme, and writing an indirect summary in the third person past tense without adding new ideas or criticizing the original. The document advises limiting the precis to 1/3 the length of the original and using clear, factual expression without copying the original's style.
Précis writing
This document defines précis writing as summarizing a written text in a shortened form by restating the main points in as few words as possible. It outlines that a précis should grasp the central theme, pick out the main points while omitting details, and give the points a logical sequence and coherence. The language used should be in the writer's own words to avoid direct expressions from the text, written in full sentences and indirect speech as a third person without personal opinions or quotations. The length of a précis should be about one-third the number of words in the original text, which can be achieved by avoiding illustrations, figures of speech, emphatic sentences and substituting single words for groups of words.
Components of a Paragraph
The document outlines the key components of a paragraph: the topic sentence introduces the main subject or focus, body sentences in the middle provide supporting details linked to the topic, and the concluding sentence summarizes the main points or restates the topic in a new way.
Summarizing
This document is quoted from Academic Writing Skill, IFL, Cambodia. It's for students in year three not only at IFL but also other universities in Cambodia.
Guidance for the exam
This document provides guidance for students taking an exam on analyzing texts. It recommends spending time planning answers and annotating texts before writing. Students should back up claims with evidence from the texts and be tentative in drawing conclusions. When writing, descriptions of language techniques and comparisons between texts are important. A minimum of three references to wider contextual reading are required, with at least one for each genre addressed in the exam questions. Links between texts can be made through common themes, forms, times, or language techniques. Terminology should be used correctly, and context may be relevant to the analysis.
Writing process
This document outlines the stages of the writing process: prewriting, drafting, revising, and editing. It describes various prewriting techniques like freewriting, clustering, tagmemics, topoi, and outlining to generate ideas. Drafting is the initial organization of information. Revising refines content, structure, and thesis. Editing eliminates grammatical errors. The goal is to move from idea generation to polished writing through these iterative stages.
Precis writing
The document is a presentation on precis writing. It begins with an introduction to precis by Maida, defining it as a clear, compact summary that preserves the essential points of the original. Several students then discuss important qualities of a good precis such as clarity, correctness, objectivity, coherence and conciseness. Tehreem, Ayesha and others outline common rules for writing a precis, including maintaining the key meaning, using an outline, omitting unnecessary details, indirect speech, and more. The presentation concludes with an exercise on precis writing.
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Steps in Writing a Paragraph
The document provides guidance on writing effective paragraphs and techniques for good writing. It discusses 5 steps in paragraph writing including deciding on a controlling idea, explaining the idea, giving examples, explaining examples, and completing the paragraph's idea. It also outlines principles for writing effective paragraphs such as focusing on a main idea, using specific details, and making paragraphs coherent. The document recommends asking questions before, during, and after writing to improve paragraph structure and flow.
Paragraph structure
A paragraph consists of several sentences grouped together to discuss one main subject. It usually begins with a topic sentence that introduces the subject, followed by supporting sentences that explain or expand on the topic sentence. Some paragraphs also include a concluding sentence that summarizes the information without repeating the topic sentence.
Expository Essay Map
This document provides an outline for writing an expository essay, with paragraphs for the introduction, three body paragraphs, and conclusion. The introduction would include a thesis statement listing the topics and reasons that will be discussed. Each body paragraph focuses on one of the topics from the thesis, providing specific details and examples. Transition sentences are used to logically move between topics. The conclusion restates the main points using different vocabulary and makes a universal comment connecting to the overall topic.
Expository essay map
This document provides an outline for writing an expository essay. It includes an introductory paragraph with a thesis statement listing the topics that will be discussed in the following body paragraphs. Each body paragraph focuses on one topic from the thesis, providing specific details and examples. The conclusion paragraph restates the major points and makes a final comment connecting them to the overall topic.
Essay writing
This document discusses the characteristics and structure of a good essay. It defines an essay as coming from the Latin word "exigere" meaning to examine or test. Essays improve personal skills like close reading and analysis. A good essay has unity of content, logical order, brevity while conveying the main idea, uses clear and ordinary language, and contains personal feelings related to the topic. The structure of an essay includes an introduction with a thesis statement, 3 body paragraphs supporting the thesis, and a conclusion summarizing the content in relation to the thesis.
Structure of paragraph
This document discusses the structure and development of paragraphs. It begins by defining a paragraph as a group of related sentences that explain the writer's main idea about a single topic. It then outlines the basic parts of a paragraph: the topic sentence, supporting sentences, and concluding sentence. The document also explains three common ways to develop a paragraph: by giving details, explanations, or examples. It provides steps for choosing a topic and developing a paragraph, and discusses how to write an effective concluding sentence and the benefits of peer editing.
Paragraph Writing
The document outlines the four main stages of paragraph writing: pre-writing, drafting, revision, and editing. The pre-writing stage involves brainstorming and organizing ideas through clustering. Drafting includes writing a topic sentence, developing the main idea in the body, and concluding. Revision is improving the content and organization. Finally, editing focuses on fixing grammatical errors.
Preci writing
A précis is a shortened summary of a passage that concisely covers all the main ideas. To write an effective précis, one must read the passage multiple times to gain a thorough understanding. Important points should be underlined and irrelevant details omitted. An outline is then formed using the essential ideas in a logical sequence. When writing the précis, one must avoid personal comments and directly quoting from the original passage. The précis should be a continuous narrative written in the third person and past tense using one's own words to accurately summarize the key themes and information from the original text in a concise manner.
Summary Writing SlideSHare Presentation
The definition of summary is a statement presenting the main points. An example of summary is a type of review of what happened at a meeting.
Four parts to an effective paraphrase
To effectively paraphrase a source, a paraphrase must be original, accurate, objective, and complete. It must use the writer's own vocabulary, phrasing, and sentence structure rather than copying the source. While using different words, the paraphrase must precisely reflect the ideas, tone, and emphasis of the original source. A paraphrase should not include the writer's own opinions and must objectively reflect the thoughts of the source. It also needs to include all important ideas from the source without omitting any key information.
Cautions about paraphrasing
The document cautions about five hazards of paraphrasing: 1) Changing only a few words is still plagiarism. 2) Keeping the same sentence structure and order of presentation is also plagiarism. 3) Adding ideas or explanations belongs in subsequent discussion, not in the paraphrase itself. 4) Adding interpretation or assessment should come after the paraphrase. 5) Creating a straw man fallacy by misrepresenting the source makes it an easier target for rebuttal and is unfair.
ENG103 Week 4 APA quoting
The document provides guidance on using direct quotations in academic writing according to APA style. It defines direct quotations and outlines rules for incorporating short and long quotes. Short quotes are 1-40 words enclosed in double quotation marks. Long quotes are over 40 words or 3 lines indented without quotation marks. The document notes direct quotes should be used sparingly and blended into the writer's own words. It also addresses modifying quotes by adding or removing text using square brackets and ellipses. Students are advised to paraphrase more than directly quote and not overuse quotes in their writing.
The paragraph
The document discusses the key elements of a paragraph, including the topic sentence, supporting sentences, and concluding sentence. A topic sentence states the main idea and focuses the paragraph. Supporting sentences explain and develop the topic sentence using facts, examples, and details. The concluding sentence summarizes the main points and leaves the reader with a final thought. Together, these elements provide unity and coherence within a paragraph.
Precis writing
This document defines a precis as a 1/3 length summary that retains the essential ideas of the original text. It explains that a precis is a French word meaning summary, and the process of writing a precis involves carefully reading the passage multiple times, identifying the main theme, and writing an indirect summary in the third person past tense without adding new ideas or criticizing the original. The document advises limiting the precis to 1/3 the length of the original and using clear, factual expression without copying the original's style.
Précis writing
This document defines précis writing as summarizing a written text in a shortened form by restating the main points in as few words as possible. It outlines that a précis should grasp the central theme, pick out the main points while omitting details, and give the points a logical sequence and coherence. The language used should be in the writer's own words to avoid direct expressions from the text, written in full sentences and indirect speech as a third person without personal opinions or quotations. The length of a précis should be about one-third the number of words in the original text, which can be achieved by avoiding illustrations, figures of speech, emphatic sentences and substituting single words for groups of words.
Components of a Paragraph
The document outlines the key components of a paragraph: the topic sentence introduces the main subject or focus, body sentences in the middle provide supporting details linked to the topic, and the concluding sentence summarizes the main points or restates the topic in a new way.
Summarizing
This document is quoted from Academic Writing Skill, IFL, Cambodia. It's for students in year three not only at IFL but also other universities in Cambodia.
Guidance for the exam
This document provides guidance for students taking an exam on analyzing texts. It recommends spending time planning answers and annotating texts before writing. Students should back up claims with evidence from the texts and be tentative in drawing conclusions. When writing, descriptions of language techniques and comparisons between texts are important. A minimum of three references to wider contextual reading are required, with at least one for each genre addressed in the exam questions. Links between texts can be made through common themes, forms, times, or language techniques. Terminology should be used correctly, and context may be relevant to the analysis.
Writing process
This document outlines the stages of the writing process: prewriting, drafting, revising, and editing. It describes various prewriting techniques like freewriting, clustering, tagmemics, topoi, and outlining to generate ideas. Drafting is the initial organization of information. Revising refines content, structure, and thesis. Editing eliminates grammatical errors. The goal is to move from idea generation to polished writing through these iterative stages.
Precis writing
The document is a presentation on precis writing. It begins with an introduction to precis by Maida, defining it as a clear, compact summary that preserves the essential points of the original. Several students then discuss important qualities of a good precis such as clarity, correctness, objectivity, coherence and conciseness. Tehreem, Ayesha and others outline common rules for writing a precis, including maintaining the key meaning, using an outline, omitting unnecessary details, indirect speech, and more. The presentation concludes with an exercise on precis writing.
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The document provides an agenda for a class that includes a writing workshop on revision strategies, skill reviews on integrating quotations and citing summarized material, and MLA formatting. It also outlines a peer review activity where students will get into pairs, read each other's essays aloud, and answer questions about the essays on separate sheets of paper. The rest of the document covers topics like integrating short and long quotations according to MLA style, citing summarized material, avoiding grammatical errors when using quotations, and formatting the works cited page.
Ewrt 2 class 9 peer review
This document outlines the agenda for a class on writing and revision strategies. It includes a writing workshop on peer review, skills review on integrating quotations and citing summarized material, and information on MLA formatting and the works cited page. Students will get into pairs to provide feedback on each other's essays using questions from a handout. Teams will be used for class discussions and earning participation points related to essays about philosophers Lao-Tzu and Machiavelli and their application to A Game of Thrones.
MLA Citation Style
This document provides instruction on using MLA citation style. It begins by defining plagiarism and explaining the importance of citation styles in avoiding plagiarism. It then details the key components of MLA style, including in-text citations and bibliographic entries. Examples are provided for different source types such as books, articles, and websites. The document emphasizes correctly citing sources within the text and providing a Works Cited list to give credit to authors and avoid plagiarism. Practice examples are included to reinforce the proper formatting of in-text citations and bibliographic entries using MLA style.
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This document provides guidelines for writing a formal essay at Holy Cross High School. It discusses the overall goals of developing critical reading and writing skills. The key aspects of a formal essay are defined, including having a clear thesis statement with an arguable position and implied reasoning. Guidelines are provided for essay structure, which includes an introduction, body paragraphs with topic sentences and evidence, and a conclusion. Additional guidelines cover writing in third person, using proper tense, avoiding abbreviations and contractions, and documenting sources with parenthetical citations. Formatting requirements such as margins, font, and page numbering are also specified.
Ewrt 2 class 9 peer review
This document provides an agenda for a class on writing and citing sources. It includes sections on revision strategies, integrating quotations, citing summarized material, MLA formatting, and works cited pages. It outlines a writing workshop where students will get into peer review pairs and provide feedback on each other's essays using a handout of questions. It provides guidance on integrating short and long quotations, including punctuation rules. It also reviews citing summarized material, avoiding grammatical errors when quoting, and formatting the works cited page in MLA style. The class will then change peer review teams and discuss essays related to the philosophers Lao-Tzu and Machiavelli and how their ideas apply to A Game of Thrones.
Citing sources
This document provides guidance on avoiding plagiarism by properly citing sources. It discusses that plagiarism involves presenting others' words or ideas as one's own without citation. To avoid plagiarism, sources must be properly cited. The document then explains MLA in-text citation style, which follows the author-page method. It also discusses incorporating research through quotes, paraphrases, and summaries. Quotes must match the source word-for-word, while paraphrases restate essential information in new words and form. Summaries concisely focus on the main idea. The document provides examples and guidelines for properly citing sources in research papers.
Issue Analysis EssayWorkshop on Draft IIIntroDo you ha.docx
Rape culture leads to the widespread underreporting of sexual assault crimes. Victims fear retaliation or being disbelieved. If reported, a case often won't proceed due to lack of evidence. And the legal process is draining for victims, involving reliving trauma through repeated testimony and cross-examination. Rape culture myths affect how society and the legal system treat victims. Comprehensive reform is needed to support victims and properly address this prevalent issue.
Educ 703 historical topic analysis assignment instructionsove
This document provides instructions for a historical topic analysis assignment in an education course. Students are asked to research a historical topic related to education, analyze its causes and effects, and address it from a biblical worldview perspective. The paper must be at least 1,300 words and cite at least 5 sources following APA format. It should include sections on the topic's summary and context, a critical analysis, and a conclusion. Academic integrity and plagiarism are also addressed.
Apa citing, paraphrasing and quoting presentation
This document discusses proper paraphrasing, quoting, and summarizing techniques when using other authors' work. It explains that paraphrasing involves putting an author's idea into your own words and citing the source, while a quotation uses the exact words in quotation marks. A summary should contain the main points from the author in a condensed form. Examples are provided to illustrate proper paraphrasing versus plagiarism. The document also reviews when to paraphrase, quote, or summarize and covers APA formatting guidelines.
APA Workshop: Writing a Research Paper
This document provides guidance on writing a research paper using APA style. It instructs students to first choose a topic and begin researching sources. It then discusses keeping track of sources in a bibliography, outlining ideas, and drafting introductions and topic sentences. The document explains how to integrate sources ethically by citing them and provides examples of paraphrasing and summarizing sources correctly in APA style through restating ideas in one's own words and structure.
Quotation, paraphrasing and summarizing
you will learn this presentation how to use professional academic writing skills and how to quote, rephrase and summarize literatures or journals as well as to avoid plagiarism
Writing Skills - Mechanics
The document provides guidance on writing mechanics such as numbers, dates, titles, underlining/italics, hyphenating words, spaces/punctuation, and commonly used abbreviations in research papers. It also covers documentation best practices like citations, bibliographic references, taking notes, integrating sources, and keeping a working bibliography. Key points include using numerals for numbers above 10, consistency with dates, italicizing or putting titles in quotation marks depending on the type of work, using hyphens carefully, and giving proper credit to sources in citations and a reference list.
Using quotations effectively
The document provides guidance on using quotations effectively in academic writing according to MLA style. It discusses when and how to incorporate direct quotes into essays, including using signal phrases, giving credit to sources, formatting short and long quotes, and constructing the Works Cited page. Direct quotes should be sparingly used and must always be properly introduced, cited, and discussed in the text. Both in-text citations and a reference list are needed to give credit to original sources.
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jennifer bart
- 1. Plagiarism
- 3. Plagiarism * A serious form of academic dishonesty and is frowned upon in the academic. * Defined as the copying verbatim of language and ideas of other writers and taking credit for them.
- 6. Two Types of Plagiarism 1. Plagiarism of Ideas 2. Plagiarism of Language
- 7. Plagiarism of Ideas • Occurs when credit for a work is ascribed to oneself untruthfully.
- 8. Plagiarism of Language • When an author uses the language of another writer and claims it as his or her own. Proper citations should be done to avoid plagiarism.
- 10. How to Avoid Plagiarism 1. Author-Oriented Citation 2. Text-Oriented Citation 3. Another Way of Citation
- 11. • Author-oriented citation starts with the surname of the author, followed by the year of publication in parentheses. Verbs of statement such as argues, posits, and emphasizes at the start of the paragraph or sentence may be used.
- 12. • A paragraph or sentence from a source is followed with the surname of the author of the work and the year of publication. The citation must be include in the parentheses.
- 13. • Start the sentence or paragraph by using the phrase “according to…” followed by the surname of the author and the year of publication in parentheses.
- 14. 1. Using direct quotation 2. Summarizing 3. Paraphrasing
- 15. • Lift the text and enclose them in quotation marks. In addition to author’s name, the page numbers are included. • If the text is too long, you may omit certain parts and replace them with an ellipses (three dots).
- 16. • A short restatement of the main idea of a text.
- 17. A statement in your own words of the main idea and supporting details of a text.
- 18. 1. Literal Paraphrasing 2. Structural Paraphrasing 3. Alternative Paraphrasing
- 19. Only replaces vocabulary terms from the original text.
- 20. Changes the sentence structure as well as the word class of key words of the original text.
- 21. The writer first poses question about the text such as what the text is about, how the main idea supported and the stand of the author about the topic. Then, the writer answers these question using his/her own words after reading the text, making sure that all ideas are connected.