Quote, Paraphrase, Summarize

KPU Learning Centre

Online Workshop

Learning Outcomes

By the end of this workshop, you will be able to:

• Contrast quotations, paraphrases, and summaries

• Identify when to use direct quotations, and when to use paraphrases and summaries

• Recognize clear paraphrases that avoid unintentional plagiarism

• Pose key questions to summarize a journal article

• Select signal words and phrases to integrate your own perspective when using academic sources

The best parts of writing

• Let’s hear from you…

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The challenging parts of writing

• What do you think?

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What is an academic paper?

• An effective academic paper should demonstrate what you have learned and understood.

• It is NOT a string of quotations with little input of your own.

• Your paper needs to show that you have a perspective of your own on the subject.

• Writing an academic paper requires you to find texts on the subject and use them to support your writing.

• “Synthesis”

Quotation, paraphrase, summary

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Quotation, paraphrase, summary

Icons made by Flaticon CC BY 3.0 www.flaticon.comPages icon by monkik from Flaticon CC BY 3.0 www.flaticon.com

Quoting, paraphrasing, and summarizing depends on the type of assignment:• A literature assignment will often require direct quotation• A social science or natural science assignment will often require paraphrase and summary

Quotation• A direct quotation takes the words from your

original source and includes them in your paper word for word without making any changes.

• These quotations are generally placed in quotation marks (“ ”).

• If the direct quotation is longer than four lines, it is a considered a block quotation, which must be formatted differently

• Quotations longer than four lines should be used with caution

To reproduce or repeat a passage from (a book, author, etc.); to repeat a statement by (a person); to give (a specified person, body, etc.) as the source of a statement.

"quote, v." OED Online, Oxford University Press, March 2019, www.oed.com/view/Entry/156908. Accessed 17 May 2019.

Paraphrase• A successful paraphrase is your explanation or

interpretation of another person’s ideas

• A paraphrase rephrases a short passage from a text in about the same number of sentences (of fewer) so that

• the concepts are the same, and

• not taken out of context

• A paraphrase is a complete rewording from the original into your own voice.

Definition: To express the meaning of (a written or spoken passage, or the words of an author or speaker) using different words

"paraphrase, v." OED Online, Oxford University Press, March 2019, www.oed.com/view/Entry/137578. Accessed 17 May 2019.

Summary• A summary is always a shorter form of the

information provided

• A summary is your own words and captures the overall ideas in the original writing

• A summary can reduce an entire article to a paragraph, or perhaps even a single sentenceA summary account or statement; to

sum up; to state briefly or succinctly.

"summary, n." OED Online, Oxford University Press, March 2019, www.oed.com/view/Entry/193933. Accessed 17 May 2019.

Summarizing an Article

• What problem/question does this research consider?

• Why is this problem/question important or interesting?

• What methods were used (in general)?

• What were the main findings?

• What evidence is provided to support the main findings?(Source: http://wiki.ubc.ca/Summarizing_Journal_Articles/Pre-Class_Activities/Version_1)

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Check out the KPU Learning Aid on Reading Journal Articles:

https://www.kpu.ca/sites/default/files/Learning%20Centres/Read_Reading

_JournalArticle_LA_0.pdf

We conducted a 261-day research project to assess whether there was a link between exam performance in science courses and the happiness of students in these courses. We asked 1,046 undergraduate student volunteers from different economic and social backgrounds, to answer this research question. Students were asked to answer a 15-question survey that had been previously validated by other researchers, and was therefore reliable, immediately after sitting their final exam in a science communication course. Survey questions were comprised of statements about happiness and wellbeing, such as: “I wake up feeling positive every morning.” Students then had the option of answering the questions on a five-point Likert scale (with 1 representing ‘strongly disagree’ and 5 representing ‘strongly agree’). We split students into three groups based on their exam scores; one group with students that scored As, one with students that scored Bs and Cs, and one with students that scored Ds or lower. We then took averages of questionnaire responses from these students and ran Bonferroni-corrected T-tests to ascertain whether there were significant differences between groups. We found that there was no difference in happiness between students that scored As and those that scored Bs and Cs (T=1.17, p=0.39), but students that scored Ds or lower were less happy than students in the other two groups (T=3.91, p=0.003, and T=4.71, p=0.0007). Researchers had long wondered whether students’ perceived happiness is affected by their exam performance but no studies had previously sought to address this conundrum experimentally. We propose that happiness is directly affected by exam performance in undergraduate science students, but that this is only true when students achieve grades of D or less. Students that achieve Cs or above, traditionally seen as passing grades, do not appear to be affected by the extent to which they differ from their peers. As a next step, we would like to devise experiments to tease apart the cause and effect relationship here; we still do not know whether students perform less well on exams because they are unhappy in other areas of their lives, or if students are unhappy because they perform less well than they hope on these exams.

We conducted a 261-day research project to assess whether there was a link between exam performance in science courses and the happiness of students in these courses. We asked 1,046 undergraduate student volunteers from different economic and social backgrounds, to answer this research question. Students were asked to answer a 15-question survey that had been previously validated by other researchers, and was therefore reliable, immediately after sitting their final exam in a science communication course. Survey questions were comprised of statements about happiness and wellbeing, such as: “I wake up feeling positive every morning.” Students then had the option of answering the questions on a five-point Likert scale (with 1 representing ‘strongly disagree’ and 5 representing ‘strongly agree’). We split students into three groups based on their exam scores; one group with students that scored As, one with students that scored Bs and Cs, and one with students that scored Ds or lower. We then took averages of questionnaire responses from these students and ran Bonferroni-corrected T-tests to ascertain whether there were significant differences between groups. We found that there was no difference in happiness between students that scored As and those that scored Bs and Cs (T=1.17, p=0.39), but students that scored Ds or lower were less happy than students in the other two groups (T=3.91, p=0.003, and T=4.71, p=0.0007). Researchers had long wondered whether students’ perceived happiness is affected by their exam performance but no studies had previously sought to address this conundrum experimentally. We propose that happiness is directly affected by exam performance in undergraduate science students, but that this is only true when students achieve grades of D or less. Students that achieve Cs or above, traditionally seen as passing grades, do not appear to be affected by the extent to which they differ from their peers. As a next step, we would like to devise experiments to tease apart the cause and effect relationship here; we still do not know whether students perform less well on exams because they are unhappy in other areas of their lives, or if students are unhappy because they perform less well than they hope on these exams.

Problem/QuestionImportant/InterestingMethodsMain FindingsEvidence

Source: Mundy Library, St. Edward’s University “Types of Sources and Tips for Evaluating” (https://mundaylibrary.desk.com/customer/en/portal/articles/2853782-types-of-sources-and-tips-for-evaluating)

Integrating Quotations, paraphrase, and summaries• Blending your words and ideas with material quoted, paraphrased,

and summarized from a source

Photo by Nathan Dumlao on Unsplash

• Consider the following:

“Students who want to improve their writing benefit from reading a wide range of texts in their academic discipline while thinking critically about how these texts are structured” (Page, 2017, p. 12)

• Consider the following:

“Students who want to improve their writing benefit from reading a wide range of texts in their academic discipline while thinking critically about how these texts are structured” (Page, 2017, p. 12)

Integrating Quotations, paraphrase, and summaries• Signal phrases and transition verbs

• Note that MLA style uses signal verbs in the present tense (Smith concludes . . .), but APA style generally prefers the past tense (Smith concluded . . .). When writing about literature, use present tense.

Photo by Nathan Dumlao on Unsplash

states asserts believesthinks writes notesmaintains believes concludesaffirms indicates speculatessupports assumes remarks

• Consider the following:

“To overcome writer’s block, consider creative process for generating ideas. Brainstorm using mind-mapping, arranging ideas using post-it notes, or writing poetry. Using creative activities to brainstorm can facilitate original and innovative thinking” (Vincent, 2017, p. 18)

• Consider the following:

“To overcome writer’s block, consider creative process for generating ideas. Brainstorm using mind-mapping, arranging ideas using post-it notes, or writing poetry. Using creative activities to brainstorm can facilitate original and innovative thinking” (Vincent, 2017, p. 18)

Author’s Idea My own thoughts

Direct Quotation

Summary

What questions do you have?

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