The document discusses proper attribution of outside sources when writing. It defines quoting, paraphrasing and summarizing others' work and explains that while ideas and facts may be included, the original language and wording should either be enclosed in quotation marks or rephrased in your own words. The document also discusses what constitutes plagiarism, how to properly cite sources in-text to avoid plagiarism, and provides examples of acceptable paraphrasing versus paraphrasing that is too similar to the original.

1. 1
Incorporating Outside Material
Portions of this presentation are adapted from:
The Writing Resources Center:
http://wrc.uncc.edu/
They Say/I Say: The Moves that Matter in
Academic Writing, 1st ed., pp. 39-47, by Gerald Graff
and Cathy Birkenstein.
DePaul University School for New Learning:
Teaching Resources

2. Outside Material (Ideas or words from your sources)
Quoting, Paraphrasing, and Summarizing
 Quoting (Writing to Repeat): You present the ideas and the wording
of a source, unchanged from the original (placed within quotation
marks and cited)
 Paraphrasing (Writing to Translate): You present the ideas of a source
unchanged, but you express them in your own writing style (doesn’t
need quotation marks, but still should be cited)
 Summarizing (Writing to Condense): You present the important ideas
of a source in briefer form and in your own writing style (doesn’t need
quotation marks, but still should be cited)

3. 3
Avoiding Plagiarism
Writers need to understand current definitions of plagiarism, which have
Changed over time, and which differ from culture to culture.
Plagiarism is a cultural concept:
 Many cultures do not recognize Western notions of plagiarism, which rest on
the belief that language and ideas can be “owned” by writers.
 In many countries other than the U.S., using the words and ideas of others
without attribution is considered a sign of respect as well as an indication of
knowledge.
Adapted from:
Lunsford, Andrea. The Everyday Writer . 3rd ed. Boston, MA: Bedford/St. Martin’s, 2004. Print.

4. 4
What is “Plagiarism”?
 In an instructional setting, plagiarism occurs when a writer
deliberately uses someone else’s language, ideas, or other
original (not common-knowledge) material without
acknowledging its source.
 This definition applies to texts published in print or online,
to manuscripts, and to the work of other students.

5. 5
What is NOT Plagiarism?
 Most current discussions of plagiarism fail to distinguish
between plagiarism and misuse of sources.
 A student who attempts (even if clumsily) to identify and
credit his or her source, but who misuses a specific
citation format or incorrectly uses quotation marks or
other forms of identifying material taken from other
sources, has not plagiarized. Instead, the student has
failed to cite and document sources appropriately.

6. 6
Materials That Require
Acknowledgement
Quotations, paraphrases,
summaries
Facts not widely known
or claims that are arguable
Help provided by others
Materials That Do NOT
Require
Acknowledgement
Common knowledge
Ideas available in a wide
variety of sources
Your own findings from
primary or field research

7. 7
Understand Why to Credit Sources…
Correctly
 Show that you are a knowledgeable and credible
researcher.
 Demonstrate fairness—that you have considered
multiple points of view.
 Provide background for your research by placing it
in the context of the work of others (joining the
conversation)
 Help readers follow your thoughts and understand
how your ideas relate to those of others.
 Point readers where to go to find more information
on your subject.

8. What Makes a Good Paraphrase?
Frequently, students unintentionally misuse sources when they
attempt to paraphrase: to rephrase someone else’s ideas into
your own words and sentence patterns.
A good paraphrase…
Expresses someone else’s ideas in your own words and in your
own style:
 word choice
 sentence structure
 organization of ideas
Demonstrates your inferential thought processes
Includes a citation.

9. Paraphrasing
How to Paraphrase
1. Review the original material until you understand it
completely.
2. Put the original material away.
3. Write out what the original material said using your own
words.
 Avoid looking at the source while you are doing this!
1. Compare the original to yours to check for the same
meaning.
2. Attach a proper citation at the end of the sentence.

10. An Unacceptable Paraphrasing Is Too Close to the Original
Original
The rise of industry, the growth of cities, and
the expansion of the population were the
three great developments of late nineteenth
century American history. As new, larger,
steam-powered factories became a feature of
the American landscape in the East, they
transformed farmhands into industrial
laborers, and provided jobs for a rising tide of
immigrants. With industry came urbanization,
the growth of large cities (like Fall River,
Massachusetts, where the Bordens lived),
which became the centers of production as
well as of commerce and trade.”
Too Close
The increase of industry, the growth of cities,
and the explosion of the population were three
large factors of nineteenth century America. As
steam-driven companies became more visible in
the eastern part of the country, they changed
farm hands into factory workers and provided
jobs for the large wave of immigrants. With
industry came the growth of large cities like Fall
River where the Bordens lived, which turned into
centers of commerce and trade as well as
production.
10

11. Original
Students frequently overuse direct
quotations in taking notes, and as a
result they overuse quotations in the
final [research] paper. Probably only
about 10% of your final manuscript
should appear as directly quoted
matter. Therefore, you should strive
to limit the amount of exact
transcribing of source materials while
taking notes.
Lester, James D. Writing Research
Papers. 2nd ed. (1976): 46-47.
Poor
Students often use too many direct
Quotations when they take notes,
resulting in too many of them in the
final research paper. In fact,
probably only about 10% of the final
copy should consist of directly quoted
material. So it is important to limit the
amount of source material copied while
taking notes (Lester 46-47).
 Purple = Same as Original
 Red= Synonyms added while
maintaining sentence structure
 Blue = New Material
11
Paraphrasing Examples

12. Paraphrasing Examples
Original
Students frequently overuse
direct quotations in taking
notes, and as a result they
overuse quotations in the final
[research] paper. Probably
only about 10% of your final
manuscript should appear as
directly quoted matter. Therefore,
you should strive to limit the
amount of exact transcribing of
source materials while taking notes.
Good
In research papers, students
often quote excessively,
failing to keep quoted
material down to a desirable
level. Since the problem
usually originates during
note taking, it is essential to
minimize the material
recorded verbatim (Lester
46-47).
12
Good rule of thumb: If it can be color-coded to show similarities,
then it is too close to the original.

13. Original
The rise of industry, the growth of cities, and
the expansion of the population were the
three great developments of late nineteenth
century American history. As new, larger,
steam-powered factories became a feature of
the American landscape in the East, they
transformed farmhands into industrial
laborers, and provided jobs for a rising tide of
immigrants. With industry came urbanization,
the growth of large cities (like Fall River,
Massachusetts, where the Bordens lived),
which became the centers of production as
well as of commerce and trade.
Acceptable
According to Williams, Smithburn, and
Peterson, Fall River, where the Borden family
lived, was typical of northeastern industrial
cities of the Nineteenth century. Steam-powered
production had shifted labor from
agriculture to manufacturing, and as
immigrants arrived in the U.S. they found work
in these new factories. As a result, populations
grew, and large urban areas arose. Fall River
was one of these manufacturing and
commercial centers (200).
Williams, Joyce G., Eric Smithburn, and M. Jeanne Peterson, eds. Lizzie Borden:
13
A Case Book of Family and Crime in the 1890s. Bloomington, IN: TIS
Publications, 1980. Print.

14. Paraphrase
According to Williams, Smithburn, and
Peterson, Fall River, where the Borden family
lived, was typical of northeastern industrial
cities of the Nineteenth century. Steam-powered
production had shifted labor from
agriculture to manufacturing, and as
immigrants arrived in the U.S. they found
work in these new factories. As a result,
populations grew, and large urban areas
arose. Fall River was one of these
manufacturing and commercial centers (200).
Paraphrase with Partial
Quotations
According to Williams, Smithburn, and
Peterson, Fall River, where the Borden family
lived, was typical of northeastern industrial
cities of the nineteenth century. As labor
shifted from agriculture to manufacturing, the
demand for workers “transformed farm hands
into factory workers,” and created jobs for
immigrants. In turn, growing populations
increased the size of urban areas. Fall River
was one of these manufacturing hubs that
were also “centers of commerce and trade”
(200).
14

15. Patchwork Plagiarism
Direct "patchwork" plagiarism occurs when
a writer copies material from several writers
and rearranges that material with no attempt
to acknowledge the original sources.
15

16. 16

17. IN-TEXT
CITATIONS
17

18. In-text citations..
1) Let your audience (and me) differentiate between your
thoughts and ideas and those from your outside material.
2) Create a link to sources listed on your Works Cited Page
so that readers can find them
Reminder: Do not simply put in-text citations at the end
of your paragraphs. This doesn’t help me determine the
difference between your voice and someone else’s voice
within that paragraph.

19. Sample In-text Citations
 Basic Format for an in-text citation:
(Author’s last name page number).
 After a Direct Quotation:
In the debate over toothpaste brands, “Nine out of ten doctors
choose Crest” (Mills 106).
 After a Paraphrase:
In arguments regarding brands of toothpaste, a majority of
doctors picked Crest (Mills 106).
 When the author’s name is given in the sentence:
In the debate over toothpaste brands, Mills says: “Nine
out of ten doctors choose Crest” (106).

20. Sample In-text Citations
Block Quotes: Quotations more than 4 lines are indented
1 inch with no quotation marks and double-spaced. The
punctuation comes before the citation.
A recent study found the following:
The “placebo effect,” which had been verified in previous
studies, disappeared when behaviors were studied in this
manner. Furthermore, the behaviors were never exhibited
again, even when real drugs were administered. Earlier
studies were clearly premature in attributing the results to a
placebo effect. (Miele 276)
Note: You should use block quotes sparingly and only when absolutely necessary.
Be prepared to discuss the entire quote.

21. In-text Citations: Special Cases
If the source has no known author, then use an
abbreviated version of the title
No Author:
Full title: “California Cigarette Tax Deters
Smokers”
Citation: … (“California” 56).
Internet Source/No page number:
Citation: … (Harrington par. 6)

22. INTEGRATING
OUTSIDE
MATERIAL
22

23. Proportion: Using Quotations Sparingly
 Novice writers may be tempted to:
 Over-quote
 Quote too little
 Quote for the wrong purposes
 Quote the wrong type of material
 Over-quoting weakens argument and/or a sense of engagement:
 The essay will tend to ramble and consequently will lack focus.
 The ideas and flow become choppy if unnecessary material
interrupts main ideas.
 If the writing is meant to be persuasive, the author may
inadvertently reveal a very unpersuasive lack of self-confidence.

24. Proportion: Using Quotations
Sparingly
Quote the parts of others’ writing that relate to your point.
Do not use quotations simply to demonstrate that you’ve
read the author’s work or for the sake of having
something to quote. Not just any outside material is
“quote-worthy.”
Do not use quotes just to have “filler” or “padding”.
Quote when necessary to establish authority, make a
clarification, provide context, pinpoint a controversy, create
a dramatic effect, or showcase eloquence.

25. Typically, you would always want to
paraphrase whenever possible with a citation
(author’s name & pg./par. number.)
For your blog:
• Paraphrase whenever possible.
• Quote when necessary.
• Provide a citation.
• ALWAYS make sure you are including
it because you have something to say.
25

26. Dangling Quotes or Hit and Run
Quotes
“Dangling” or “Hit and Run” quotes happen when
material appears SPLAT!!! in the middle of the paper
without being introduced or explained.
These types of quotes confuse the reader and disrupt the
flow.
This is point in the paper that makes the reader think,
“Huh?”

27. Integrating Outside Material
When incorporating outside material, the Framing
Technique can situate outside material into your text
clearly:
Introduce the material.
Give the quote or paraphrase.
Explain the material.

28. Introducing material
Be a good host.
1. Remember that your reader has not done your research. They are
unfamiliar with certain aspects of your line of inquiry that you may
take for granted.
2. You are the mediator between your sources and your audience.
3. Be a good host: Imagine the writing situation as a party where the
guests do not know each other and you are the host; it is your
responsibility to introduce them to each other and to be fair and
courteous to everyone.

29. Things your reader does not
know:
Where the material come from: Who the author or
publisher is, what their background is, why they should
be trusted, what their how their expertise relates to the
topic
How up-to-date the information is
Context or purpose of the source: Conditions or results of
a study, the perspective the author has on the topic, etc.
How it connects to what you’re doing

30. Explaining the Material
 How you choose to explain the material (and also how you reflect and
comment on it) is essentially where “your voice” starts to come in.
 Readers interpret material differently and may not infer the same
things you infer, even when you are reading the same text, looking at
the same statistic, etc. Tell readers how they should be reading or
interpreting the material. Tell them what they are supposed to “get
from it.”
 Make sure the reader knows what the information or claim means.

31. Examples of Explaining Outside Material
Basically, X is affirming _____________.
In other words, X believes _________.
In making this comment, X argues that ________.
X is insisting that __________.
X’s point is that ___________.
The essence of X’s argument is that __________.

32. Explaining the Material
Consider some of the following:
 Are there terms used that you understand that the reader may
not? Does the information prove a certain point or perspective
from your research?
 What do you think this information reveals about the issue that
you want the reader to pick up on as well?
Remember: If it doesn’t need explanation, then it’s
likely not worth incorporating. This especially applies
for using direct quotes. Paraphrase whenever
possible, but be sure to cite.
32

33. Dangling Quotes or Hit and Run
Quotes
Example 1
Original:
Martin Luther King knew how to skillfully appeal to his
audience in “Letter from Birmingham Jail.” "In your
statement you assert that our actions, even though
peaceful, must be condemned because they precipitate
violence…Isn’t this like condemning Jesus because his
unique God-consciousness and never-ceasing devotion to
God’s will precipitated the evil act of crucifixion?" (527).

34. Dangling Quotes or Hit and Run
Quotes
Better:
Martin Luther King knew how to skillfully appeal to his
audience in “Letter from Birmingham Jail.” For example,
he said, "In your statement you assert that our actions,
even though peaceful, must be condemned because they
precipitate violence…Isn’t this like condemning Jesus
because his unique God-consciousness and never-ceasing
devotion to God’s will precipitated the evil act of
crucifixion?" (527). This is a perfect example of how he
makes every attempt to connect to his audience.

35. Dangling Quotes or Hit and Run
Quotes
Best:
Martin Luther King knew how to skillfully appeal to his audience in “Letter
from Birmingham Jail.” He understood that his audience, eight
clergymen whose life’s purpose was to serve God, would understand
and relate to ecclesiastical references. For example, at one point King
uses a religious reference to counter the clergymen’s claim that the
actions of King and his followers, while nonviolent, must be denounced
because they eventually incite violence in others. Specifically, King
asserts: “Isn’t this like condemning Jesus because his unique God-consciousness
and never-ceasing devotion to God’s will precipitated the
evil act of crucifixion?” (527). King’s audience will likely understand and
relate to the religious analogy, rendering King’s argument more credible
to his readers.

36. Example 2
Susan Bordo writes about women and dieting: “Fiji is just
one example. Until television was introduced in 1995, the
islands had no reported cases of eating disorders. In 1998,
three years after programs from the United States and
Britain began broadcasting there, 62 percent of the girls
surveyed reported dieting.”

37. Revised
The feminist philosopher Susan Bordo deplores the hold that the
Western obsession with dieting has on women. Her basic argument is
that increasing numbers of women across the globe are being led to
see themselves as fat and in need of a diet. Citing the island of Fiji as a
case in point, Bordo notes that “until television was introduced in
1995, the islands had no reported cases of eating disorders. In 1998,
three years after programs from the United States and Britain begun
broadcasting there, 62 percent of the girls surveyed reported dieting”
(149-50). Bordo’s point is that the West’s obsession with dieting is
spreading even to remote places across the globe. Ultimately, Bordo
complains, the culture of dieting will find you, regardless of where you
live.