Short Quotations
You can introduce the quotation with a signal phrase that includes the author's last name followed by the date of publication in parentheses.
Example:
According to Jones (1998), "students often had difficulty using APA style, especially when it was their first time" (p. 199).
Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers?
Example:
If you do not include the author’s name in the text of the sentence, place the author's last name, the year of publication, and the page number in parentheses after the quotation.
She stated, "Students often had difficulty using APA style" (Jones, 1998, p. 199), but she did not offer an explanation as to why.
Long Quotations |
Quotations longer than 40 words are formatted as block quotations: Block quotation with parenthetical citation: Researchers have studied how people talk to themselves: Inner speech is a paradoxical phenomenon. It is an experience that is central to many people’s everyday lives, and yet it presents considerable challenges to any effort to study it scientifically. Nevertheless, a wide range of methodologies and approaches have combined to shed light on the subjective experience of inner speech and its cognitive and neural underpinnings. (Alderson-Day & Fernyhough, 2015, p. 957) Block quotation with narrative citation: Flores et al. (2018) described how they addressed potential researcher bias when working with an intersectional community of transgender people of color: Everyone on the research team belonged to a stigmatized group but also held privileged identities. Throughout the research process, we attended to the ways in which our privileged and oppressed identities may have influenced the research process, findings, and presentation of results. (p. 311) |
Paraphrasing & Summarizing Sources
Paraphrasing |
Paraphrasing involves expressing the ideas of a source in your own words, while a summary provides a condensed overview of a source. Unlike a summary, a paraphrase maintains the original source's level of detail, making it generally comparable in length to the source material. Authors: Smith and Johnson, 2023 Original Source: Many students struggle with citing sources due to a lack of experience in academic writing conventions. Inexperienced writers may find it challenging to navigate the intricate rules and formats associated with citations, leading to errors and inconsistencies. The unfamiliarity with citation styles, such as APA or MLA, can be a significant hurdle for students who have limited exposure to scholarly writing. Paraphrase example: Smith and Johnson (2023) found that many students struggle with citing sources due to a lack of familiarity with academic writing conventions, leading to errors and inconsistencies. New writers may find it challenging to grasp the intricate rules and formats associated with citations, especially if they have limited exposure to styles like APA or MLA. |
Summarizing |
Summarizing involves condensing an author's key points, ranging from a few sentences to a longer version based on the text's complexity. In your paper, summarizing is essential when introducing a source, allowing readers to grasp its argument, main ideas, or plot before presenting your own analysis or response. Authors: Smith and Johnson, 2023 Original Source: It was observed that students faced challenges in forming accurate citations. The research delved into the complexities students encountered during the citation process, shedding light on the common difficulties faced in academic writing. Summarizing example: Smith and Johnson's (2023) study revealed significant difficulties among students in accurately forming citations. The research highlighted common challenges faced in the academic writing process, emphasizing the need for interventions to improve citation skills. |
Signal phrases let your reader know that you are quoting or summarizing from another source.
Verbs in signal phrases:
acknowledges | comments | endorses | reasons |
adds | compares | grants | refutes |
admits | confirms | illustrates | rejects |
agrees | contends | implies | reports |
argues | declares | insists | responds |
asserts | denies | notes | suggests |
believes | disputes | observes | thinks |
claims | emphasizes | points out | writes |
Quoting, paraphrasing, and summarizing are all common techniques used in academic writing. This section will discuss each of these techniques and how to incorporate them effectively into your writing to help avoid academic misconduct, such as plagiarism.
What are the differences between quoting, paraphrasing, and summarizing and when should you use each technique in your writing?
Copying directly from a source, word-for-word, using quotation marks around the entire quote. | Using your own words to fully describe ideas from a source. | Using your own words to convey only the key points or main arguments of a source. | |
Sparingly! Only use direct quotes when a paraphrase would not convey the message or meaning of the text. Is there no way you could say it more efficiently (or better)? Then use a quote! | Most of the time It is helpful when you want to explain multiple ideas from a particular source. By paraphrasing other authors' words, you can convey points and ideas efficiently using your own voice. | Frequently Use summary to outline or condense important points made in a source. Is there an overarching theme or idea that you can sum up in a sentence or two? Summary is a good choice. | |
Yes. Direct quotes always require attribution through an in-text citation or footnote (depending on the citation style you use). | Yes. Because you are borrowing the ideas of others, paraphrases require attribution through an in-text citation or footnote. | Yes. Although you are using your own words, you are summarizing the ideas of others, so summaries require attribution through an in-text citation or a footnote. |
Deciding when to quote, paraphrase, or summarize is ultimately up to you as a writer. However, good academic writing generally uses a combination of the three. Review the following examples to see which situations might be best for each writing technique.
Paraphrasing is when you use your own words to describe the words and ideas of others. Learning to paraphrase successfully is an important component in academic writing. This paraphrasing tutorial will take you through scenarios that will demonstrate good paraphrasing techniques.
Writing in college often means using ideas from other sources. There are times when it may be best to quote the sources directly, while other times may be better served by paraphrasing or summary. In order to decide which technique to use, it is helpful to think about how you are using the information in your paper.
Definitions
How to decide which approach to use
Direct quotations can be useful when the exact wording of a statement is important. The exact wording of a quotation may be significant to your claim. In example 1 below, the contrast between adjectives are important to the claim. Also, direct quotation may be important when you want to make sure you are being precise in representing the author’s position. Finally, you might choose to use a direct quotation when the original statement is particularly well written or structurally persuasive. If a statement uses elements such as parallelism or alliteration, you might not be able to recreate that same effect. An important element of the quotation in example 1 is the parallel structure between "lowest and vilest alleys" and "smiling and beautiful countryside."
When Sherlock tells Watson "the lowest and vilest alleys in London do not present a more dreadful record of sin than does the smiling and beautiful countryside,” he intensifies suspense by equating innocence with evil ("The Adventure of the Copper Beeches" 502).
Paraphrasing is usually expected in research and argumentative essays. These type of papers benefit from paraphrasing because it shows that you understand the source and are therefore a reliable voice on that source. Paraphrasing can make the evidence more straightforward. Another reason to paraphrase is to adjust your tone for your audience. If the assignment asks you to write a presentation for your classmates, you do not want to quote scientific jargon. Your source is only persuasive and supportive if your readers understand it. The paraphrase of the quotation below is shorter, and more direct.
Original quotation: “In the case of Facebook, it has changed its format multiple times, and merged other literacy practices – email, instant messaging, games – into its structure in an attempt to keep users on the site” (Keller 2014, 74).
Paraphrase: Facebook has tried to hold on to its users by incorporating new functions like games and email (Keller 2014).
Summaries can also be used in reviews, research papers, and argumentative essays. They have a similar purpose as paraphrasing, but they condense a large work (i.e. an entire chapter, article, or book) into a shorter text such as a paragraph or a short essay. Summaries allow you to focus your description on the parts that are relevant to your discussion. Example 3 briefly summarizes Anne of Green Gables, focusing on Anne as a strong female character and could lead into a discussion of how the series teaches girls self-respect while also cherishing romance.
Anne of Green Gables is a book series that follows the life of an unruly red-headed orphan as she grows from an romantic adolescent into an independent young woman.
Writing Center consultants can help you if you aren't sure what style of source integration works best for an assignment. Some essays require a mix of methods. Consultants can help you determine if your writing needs a better balance of integration methods. If you are less familiar with one of the three uses of sources, the Writing Center can give you additional pointers.
See our section on how to incorporate sources for more on punctuating and introducing quotations. Also see our section on avoiding plagiarism to learn how to paraphrase and summarize.
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Paraphrasing, Summarizing and Quoting Paraphrasing is when you take someone else’s ideas or words and rephrase them as your own . Summarizing is to give the reader an overview of the key points of a text . Quoting is when you write exactly what someone else has said, word for word .
Anyone who has written a paper, especially an academic paper, has struggled to answer the question: what is the difference between paraphrasing, summarizing, and quoting, and which one should I do? Do I need to use all three? Do I need to provide a citation?
Every writer needs to know how to distinguish these three tasks to write well and avoid committing plagiarism, whether accidental or intentional. Let’s take a look at the differences between paraphrasing, summarizing, and quoting so that your writing will be polished and professional every time.
What is quoting, what is paraphrasing, what is summarizing, don’t commit accidental plagiarism.
Quoting is when you write exactly what someone else has said, word for word. Even if the original text contains punctuation , grammatical , or spelling errors , if you are quoting, you must include these errors!
A quote is indicated using double quotation marks, and the author and source should be cite d in either the text directly or in a footnote depending upon the citation format you are following .
There are two ways to handle a quote with incorrect spelling or grammar. The first is by correcting it using square brackets like so.
Guinea pig[s] make wonderful pets for small children.
The second is to write the Latin word sic in square brackets after the error to indicate that the error is in the original text. Sic is usually italicized. For example:
Guinea pig [ sic ] make wonderful pets for small children.
Quotes are great to use in academic writing when you want to discuss a particular author’s idea or phrasing. However, quotes should be used sparingly, and should be on the shorter side (less than a paragraph) in order to maximize the space for your own analysis and ideas. Think of quotes like salt- they add essential flavor to a dish, but should not be the main ingredient.
Unlike a quote, paraphrasing is when you take someone else’s ideas or words and rephrase them as your own. Paraphrasing is a vital skill for any writer, as much of academic writing is synthesizing information from different sources in your own words and adding your thoughts.
Many people who try to paraphrase accidentally end up committing plagiarism. Why? There are two reasons. The first reason is that people often just change a couple of words in the original writing and call it a paraphrase.
The second reason is that people fail to add the proper citation after paraphrasing. In fact, paraphrases should include the source just like a quote.
So how can you paraphrase properly? In addition to changing the specific words used, a good paraphrase changes the structure and even order of the original phrasing . Let’s take a brief example.
Original text: The pandemic as well as the war in Ukraine have stifled supply of commodities and goods and upended efficient distribution through global supply chains, forcing up prices of everyday goods such as fuel and food.
But, while higher prices will cause pain for households, growth in many parts of the world, while slow, is still ticking over and job markets have not collapsed (CNBC, May 30, 2022).
Paraphrase 1: The war in Ukraine and the pandemic have blocked the supply of commodities and goods and overturned efficient distribution through global supply chains, increasing prices of everyday goods such as fuel and food.
While higher prices will cause pain for households, growth in many parts of the world is still happening and job markets have not collapsed.
This paraphrase changes a few words around, but it is easy to see the resemblance to the original text. It is also missing a citation. This paraphrase is likely to be flagged by a plagiarism checker.
Paraphrase 2: The supply of goods and commodities has faltered due to the war in Ukraine and the pandemic as global supply chains struggle to maintain efficient distribution. This has resulted in higher prices of everyday goods like fuel and food.
Despite these difficulties, the majority of economies continue to see growth, albeit slow growth, and job markets remain solid. Households can expect short term pain from higher prices, but it seems unlikely that collapse is on the horizon (CNBC, May 30, 2022).
This paraphrase breaks up longer sentences into shorter ones, adding some of the author’s own commentary towards the end and artfully rephrasing the original ideas. A proper in-text citation is included. The second paraphrase is acceptable.
Summarizing is similar to paraphrasing, but there are a few key differences. First, the purpose of summarizing is to give the reader an overview of the key points of a text. A paraphrase re-words information from the original text, but it does not remove any of the original ideas.
Because of this difference, summarizing deletes sections, sometimes large sections, of the original text to leave only the most critical concepts and ideas. Paraphrasing is usually around the same length as the original writing, while summarizing is much shorter than the original.
Second, summarizing can include a quote or a paraphrase from the original text. However, a paraphrase will never contain additional paraphrasing. It may contain a quote, but only in rare circumstances.
If you use a quote in your summary, don’t forget to still cite the source. This can be as simple as mentioning the author’s name and then citing it in the references section. We could summarize the above text as follows:
CNBC notes that while events including the pandemic and war in Ukraine are upending the global supply chain leading to short-term fiscal pain for households, the global economy remains in a steady, if slow, state of growth overall.
Knowing the difference between quoting, paraphrasing, and summarizing is the key to avoiding accidental plagiarism. Forgetting to properly indicate a quote with quotation marks, paraphrasing incorrectly by just changing a few words, or summarizing without giving proper credit are all ways that authors can commit accidental plagiarism.
Fortunately, in addition to learning about the important differences between these three writing techniques, students, academics, and writers of all kinds can take advantage of AI writing tools as well. Tools like Trinka can help academic writers especially ensure that their writing is clear, accurate, and uses technical terminology properly.
It also reviews your references to make sure they are accurate. Enago’s plagiarism checker is another great tool to ensure that you haven’t failed to clearly paraphrase or forgotten to indicate a quote.
As you progress in your writing career, these tools can make your life easier and prevent you from making any critical errors. Give them a try today.
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Quoting means using exact words taken from another author/source.
Paraphrasing means restating ideas from an outside source in precise detail , using your own words .
Summarizing means restating major ideas or conclusions from an outside source as concisely as possible in your own words .
Quoting a source means taking exact words from that source and using them in your own writing .
Any time you quote another author, you need to format the quote in a way that makes it absolutely clear where the words taken from your source begin and end. This is usually accomplished by putting quotation marks around the other author’s words, as in this example:
The opening words of Abraham Lincoln’s Gettysburg Address, “Four score and seven years ago,” are so famous that Google Docs is programmed to autofill them as soon as one types the phrase “four score.”
It’s essential to use quotation marks any time you include words from an author in your own writing, even if the quotation is just a word or two long. There’s only one significant exception to this rule: with longer quotations, it’s sometimes appropriate to set the author’s words off in a block quote. For example:
In the opening of the Gettysburg Address, Lincoln places the end of the Civil War into the broader context of American History,
Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure.
Some documentation systems still require writers to use quotation marks for block quotes, but others, such as MLA Style, do not require this.
Most formal documentation systems require writers to include some kind of indicator at the end of each quotation, usually a parenthetical note or a footnote, that tells readers exactly where those words came from. We haven’t included such an indicator in the examples above because the source is clearly identified before the quote, and we consulted an online version of the Gettysburg Address, so there are no page numbers to cite. In such situations, MLA Style does not require a parenthetical note, but this might change in a formal class setting, depending on your instructor’s preferences and the documentation system they wish you to use.
Paraphrasing a source means restating ideas from that source fully, in precise detail, using your own words . Paraphrasing is useful when you want to explore or engage the content of your source at length, but for some reason the original language would be difficult for your readers to understand. This might happen, for example, if your source includes a great deal of discipline-specific terminology and you’re writing to a general audience, or if the grammar of the original makes it difficult to integrate the author’s words coherently into your writing.
As with quotations, it’s important to let your readers know exactly when you begin and end a paraphrase. This can usually be accomplished by including a clear transition at the beginning of the paraphrase and a parenthetical note at the end. (See Example 2a below)
A good paraphrase will usually take roughly the same number of words as the original author did to express the same points. However, since a paraphrase is technically your writing, you cannot use words or phrases that come directly from your source. Thus, to write a paraphrase, you need to find a way to capture the complete meaning of your original source, using exclusively your own words.
There are only two significant exceptions to this rule, and both relate to the use of terminology:
Exception 1: When, in the passage you’re paraphrasing, an author uses specific terminology that is common and easily recognizable to your readers , and rephrasing it would alter the meaning of a passage (e.g. referring to a correlation as “statistically significant”), then it’s generally acceptable to use the author’s terminology in your paraphrase without placing it in quotation marks.
Exception 2: When, in the passage you’re paraphrasing, an author uses specific terminology of their own invention that it’s important for your readers to know or that it would be difficult to paraphrase without using, you can use the original author’s term in your paraphrase. Depending on the citation system you’re using and the preferences of your instructor, you may or may not need to put quotation marks around these terms the first time you use them. Either way, though, it should be absolutely clear from the context of your writing when you introduce a term from another author’s writing. (See Example 2b below)
Summarizing means concisely restating the major ideas from a source in your own words . A good summary will convey the ideas from the source in as few words as possible without distorting those ideas or leaving out crucial information from the original context. Summaries are useful when you want to introduce substantial ideas or conclusions from another author into your own writing, but you don’t intend to engage those ideas or conclusions in depth.
Summaries generally present less of a challenge for writers than paraphrases, because they do not require you to restate the details and nuances of the original author’s ideas. However, writing summaries does create a certain amount of responsibility, as you’ll need to decide which ideas from your source should be included in your summary and which ideas can be left out. To be effective, a summary needs to present the source’s ideas in a way that serves the piece you are writing. To be ethical , though, a summary also needs to present these ideas without distorting or altering the original’s author’s meaning or leaving out essential pieces of context.
Once again, it’s essential for a writer to indicate when a summary begins and ends, as well as to clearly identify the source being summarized. The methods for this are the same as with a paraphrase: include a clear transition at the beginning of the summary and either a notation or another clear transition at the end. (See Example 3a below.)
The rules for using terminology in a summary are the same as with a paraphrase: Whenever possible, a summary should be written entirely with your own words. However, if an author uses common terminology that is integral to the ideas you’re summarizing and that you anticipate your readers will be familiar with, it’s okay to use those terms in your summary without quotation marks . Conversely, when an author uses terms of their own invention that are integral to the ideas you’re summarizing, then you may use those terms as well, as long as you clearly indicate with your language (and, if your instructor requires it, with quotation marks) which terms come directly from your author.
Quotation examples.
Note: We’ve alternated between MLA and APA styles in the examples below because these are two of the most common documentation systems used in academic writing and also the easiest to reproduce on a webpage. They are far from the only systems, though, so make sure to follow the rules for the citation system assigned by your instructor for a given assignment.
“As efforts are focused on curbing the spread of COVID-19, essential services such as access to sexual and reproductive health services have been disrupted. According to preliminary data, in Zimbabwe, the number of caesarean sections performed decreased by 42% between January and April 2020 compared with the same period in 2019. The number of live births in health facilities fell by 21%, while new clients on combined birth control pills dropped by 90%. In Burundi, initial statistics show that births with skilled attendants fell to 4749 in April 2020 from 30, 826 in April 2019.” From the article “ WHO Concerned Over COVID-19 Impact on Women, Girls in Africa ,” published by the World Health Organization on June 18, 2020.
The COVID-19 pandemic significantly affected reproductive health care in parts of Africa. For example, according to the World Health Organization (WHO), “in Zimbabwe, the number of caesarean sections performed decreased by 42% between January and April 2020 compared with the same period in 2019. The number of live births in health facilities fell by 21%, while new clients on combined birth control pills dropped by 90%.”
In the paragraph above, the author clearly indicates when their ideas end and the quote begins. Note that, since they identify the source of the quote beforehand and this is an online source with no page numbers, MLA style does not require any kind of parenthetical note at the end of the quotation.
In Africa, the COVID-19 pandemic made it more difficult for many women to access basic medical care. The World Health Organization noted on their website in June of 2020, “As efforts are focused on curbing the spread of COVID, essential services such as access to sexual and reproductive health services have been disrupted” (WHO, 2020).
Once again, the author clearly indicates where their words and and the words from their source begin. Since they’re using APA style, they also include a parenthetical note at the end, indicating the author of their source and the year it was published.
In June of 2020, the World Health Organization called the world’s attention to a crisis in Africa, arguing that, “essential services… have been disrupted.”
In the quotation above, the author uses a handful of words taken out of context to imply conclusions that are not in the original article. The WHO article never calls the health care situation in Africa a “crisis” or anything similar, but the author’s introduction to the quote suggests that it does. Furthermore, the article focuses exclusively on services related to reproductive health care, but the author has deliberately cut out any words indicating this, which makes it appear that all essential services have been disrupted. This may or may not be true, but either way it’s not a conclusion this article supports.
In June of 2020, the World Health Organization reported that access to sexual and reproductive health services had been disrupted in parts of Africa. “According to preliminary data, in Zimbabwe, the number of caesarean sections performed decreased by 42% between January and April 2020 compared with the same period in 2019” (WHO, 2020).
In the quotation above the author uses language directly from the original article (“access to sexual and reproductive health services have been disrupted”) without putting these words in quotation marks. This means that the author has not fully documented the WHO article’s contribution to their essay.
In June of 2020, it was reported that “access to sexual and reproductive health services have been disrupted” in parts of Africa.
In this case, the author puts all words from the original in quotation marks, but does not clearly identify the source. Readers therefore know that these words come from another author, but do not know who the author is (no pun intended).
Original Text:
From “ A Modest Proposal… ” by Jonathan Swift (1729), reprinted by Project Gutenberg
“It is a melancholy object to those, who walk through this great town, or travel in the country, when they see the streets, the roads, and cabbin-doors crowded with beggars of the female sex, followed by three, four, or six children, all in rags, and importuning every passenger for an alms. These mothers, instead of being able to work for their honest livelihood, are forced to employ all their time in stroling to beg sustenance for their helpless infants who, as they grow up, either turn thieves for want of work, or leave their dear native country, to fight for the Pretender in Spain, or sell themselves to the Barbadoes.” From “ A Modest Proposal… ” by Jonathan Swift (1729), reprinted by Project Gutenberg
In the first paragraph of his satirical essay, “A Modest Proposal…,” Jonathan Swift seems to affirm the sensibilities of his upper-class London readers: Swift’s narrator notes how sad it is for people to walk through London or journey through rural areas to see women who are surrounded by multiple children and begging every passerby for money. The narrator goes on to lament that these women are forced to spend their time begging, rather than getting more respectable employment, in order to feed their children. The narrator speculates that this same lack of jobs will affect the children as they get older, forcing them to become thieves or to leave England all together, possibly joining the rebel forces of King James or emigrating to the Americas. By engaging his readers on their own terms in this way, Swift accomplishes several things…
In this example, the author clearly identifies the source they’ll be paraphrasing in the opening clause, and they use a colon to indicate exactly where the paraphrase begins. The paraphrase itself rephrases Swift’s opening paragraph in close detail, using almost as many words as the original passage. However, by expressing Swift’s ideas in more modern language, the reader makes the passage more accessible to readers who might have trouble understanding Swift’s dense eighteenth-century writing style.
Once again, note that since the author identifies their source fully before the paraphrase, and the text they’re using is an online version with no page numbers, MLA Style does not require any kind of parenthetical note at the end of the paraphrase. However, the author’s transitional phrase (“By engaging his readers on their own terms…”) serves as a clear signal that the paraphrase is over and the author has moved on to their own analysis of Swift’s writing.
Swift opens his satirical essay, “A Modest Proposal…” by seeming to affirm the sensibilities of his upper-class London readers: Swift’s narrator notes how sad it is for people to walk through London or journey through rural areas to see “beggars of the female sex” who are surrounded by multiple children and begging every passesby for money. The narrator goes on to lament that these women are forced to spend their time begging, rather than pursuing an “honest livelihood,” to feed their children. The narrator speculates that this same lack of jobs will affect the children as they get older, forcing them to become thieves or to leave England all together, possibly joining the rebel forces of King James or or emigrating to the Americas (Swift, 1729).
This paraphrase is almost identical to Example 2a, but in this case the author has used a few of Swift’s own phrases in their paraphrase, using quotation marks to indicate which words come straight from the original source. This gives modern readers some sense of Swift’s distinct writing style and the way he engages the sensibilities of the readers in his time, while still making the passage accessible to modern readers. Also, note that in this case, the author has used an APA Style parenthetical note to indicate where the paraphrase ends.
At the beginning of “A Modest Proposal,” Jonathan Swift’s narrator describes the melancholy sight of seeing women begging throughout London and the surrounding countryside, sometimes surrounded by three, four, or six children, all in rags. The narrator goes on to say that these women are begging because widespread poverty has deprived them of an honest livelihood, and that their children will most likely grow up to be thieves or be forced to leave England forever (Swift, 1729).
This paraphrase suffers from “mosaic plagiarism,” which is when an author mixes their own words with occasional words or phrases from an outside source and offers no clear indication of this. In this case, the author uses some individual words (“melancholy”) and some longer phrases (“three, four, or six children, all in rags”) from Swift’s passage, but doesn’t place this borrowed language in quotation marks. The opening phrase and the citation at the end at least make it clear that the author is paraphrasing, but the lack of quotation marks still mean that the author has used Swift’s language in place of their own without giving Swift proper credit.
At first, Swift panders to his readers in “A Modest Proposal…”. He suggests that it’s a sad experience to walk through London or the English countryside and see women begging, surrounded by children. All this begging must be the result of systemic property, because these women can’t get a reputable job and have no choice but to beg. Perhaps their children will grow up to be thieves, rebels, or emigrants. Surely a solution must be found, one that can remove all these poor people from upper-class eyes and make them useful members of society.
In this paraphrase, it’s difficult to tell when the author is paraphrasing ideas directly from Swift and when they’re commenting on Swift’s ideas or mixing them with their own. So, for instance, if you didn’t have access to Swift’s text you might wonder if Swift speculated that children of poor people might become “thieves, rebels, or emigrants,” or if that’s the essay author’s speculation. Conversely, you might assume that Swift suggests that something needs to be done to “remove all these poor people from upper-class eyes” in his opening paragraph, when in fact that’s not part of the original passage.
The article “Your coping and resilience strategies might need to shift as the COVID-19 crisis continues” by Craig Polizzi and Steven Jay Lynn. Published on the website The Conversation in 2020.
Note: Since summaries, by definition, condense large amounts of text via concise phrasing, it’s not practical to copy the original text here. You can follow the link article, though, if it helps you to understand the examples below.
Psychologists Craig Polizzi and Steven Jay Lynn note that individuals might need to change their coping strategies as the COVID-19 pandemic continues. Three particular strategies they recommend are “cognitive reappraisal,” “problem-focused coping,” and “cultivating compassion and lovingkindness” (Polizzi and Lynn, 2020).
In this example, the author concisely summarizes the overall argument of Polizzi and Lynn’s article. They put the names for Polizzi and Lynn’s three coping strategies in quotation marks–it’s entirely possible that Polizzi and Lynn did not invent these terms, but even so, they’re not commonly recognized terms, so it’s appropriate to note that they came straight from the article. On the other hand, the term “coping strategies” is also used by Polizzi and Lynn throughout their article (including the title), but this is an extremely common psychological term, and thus it’s not necessary for the author to place it in quotation marks.
Psychologists Craig Polizzi and Steven Jay Lynn argue that if everyone simply practiced “cognitive reappraisal,” “problem-focused coping,” and “cultivating compassion and lovingkindness,” the psychological effects of the pandemic would be minimal (Polizzi and Lynn, 2020).
The wording of this summary significantly distorts Polizzi and Lynn’s argument. Though they do suggest that these three strategies can help people cope, they never suggest that the strategies will work for everyone, nor do they suggest that these strategies alone can minimize the effects of a global pandemic. Presumably, this author is trying to emphasize Polizzi and Lynn’s claims in order to support a point of their own, but summarizing a source in a way that changes its original meaning is unethical and, if readers discover the distortion, makes the author’s argument appear weaker rather than stronger.
Psychologists have argued that, as the global pandemic stretches on, individuals will face new types of stress. In light of these new stresses, it’s prudent for everyone to employ a variety of coping strategies to maintain self-care and build resilience. Three potentially useful strategies are “cognitive reappraisal,” “problem-focused coping,” and “cultivating compassion and lovingkindness.” (Polizzi and Lynn, 2020).
This summary does not clearly signal where their ideas end and the summary of Polizzi and Lynn begins. Did Polizzi and Lynn suggest that the ongoing pandemic will require people to adopt new coping strategies, or did they just describe the practices of “cognitive reappraisal,” “problem-focused coping,” and “cultivating compassion and lovingkindness,” and the author connected these ideas to the pandemic themselves? The citation at the end indicates where the summary stops, but without a clear beginning point, it’s impossible to tell for certain how Polizzi and Lynn contributed to this paragraph.
Summarizing, paraphrasing, and quoting.
This handout is available for download in DOCX format and PDF format .
This handout is intended to help you become more comfortable with the uses of and distinctions among summaries, paraphrases, and quotations.
These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.
Quotations, paraphrases, and summaries serve many purposes. You might use them to:
Writers frequently intertwine summaries, paraphrases, and quotations, including paraphrases of key points blended with quotations of striking or suggestive phrases as in the following example:
In his famous and influential work The Interpretation of Dreams , Sigmund Freud argues that dreams are the "royal road to the unconscious" (page #), expressing in coded imagery the dreamer's unfulfilled wishes through a process known as the "dream-work" (page #). According to Freud, actual but unacceptable desires are censored internally and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #).
Before you summarize a source in your paper, decide what your reader needs to know about that source in order to understand your argument. For example, if you are making an argument about a novel, avoid filling pages of your paper with details from the book that will distract or confuse your reader. Instead, add details sparingly, going only into the depth that is necessary for your reader to understand and appreciate your argument. Similarly, if you are writing a paper about a non-fiction article, highlight the most relevant parts of the argument for your reader, but do not include all of the background information and examples.
When you use any part of a source in your paper, you will always need to decide whether to quote directly from the source or to paraphrase it. Unless you have a good reason to quote directly from the source, you should paraphrase the source. Make it clear to your reader why you are presenting this particular material from a source, and be sure that you have represented the author accurately, that you have used your own words consistently, and that you have cited the source.
As a basic rule of thumb, you should only quote directly from a text when it is important for your reader to see the actual language used by the author of the source. While paraphrase and summary are effective ways to introduce your reader to someone's ideas, quoting directly from a text allows you to introduce your reader to the way those ideas are expressed by showing such details as language, syntax, and cadence. There are several ways to integrate quotations into your text; often a short quotation works well when integrated into a sentence, while longer quotations can stand alone. Whatever their length, be sure you have a good reason to include a direct quotation when you decide to do so.
You can become more comfortable using these three techniques by summarizing an essay of your choice, using paraphrases and quotations as you go. It might be helpful to follow these steps:
Credit: Adapted from the “Harvard Guide to Using Sources,” https://usingsources.fas.harvard.edu/summarizing-paraphrasing-and-quoting , and the Purdue OWL Guide, https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/index.html , 2020.
Whenever you refer to ideas, information, statistics, images, concepts, facts or anything else that you found from an outside source, you need to let your readers know where you found that information. Typically, this is done by quoting, paraphrasing, or summarizing the information, and then citing the authors that produced it.
What's the difference between quoting, paraphrasing, and summarizing, and when do you do it?
Quoting - take original section or text, word-for-word, and add it to your paper using "quotation marks". You may want to use a quote in the following situations:
The quote is from a lead authority on your issue and helps to emphasize the point you want to make. The original author uses unique or memorable language that would be more effective in making a point. It is difficult to paraphrase or summarize the quote without changing the intent of the author. Your attempts at paraphrasing the quote end up being longer or more confusing.
Paraphrasing - put information into your own words. Paraphrases are generally the same length or slightly shorter than the original text. Paraphrasing well shows your understanding of the source material. Paraphrasing may be used instead of a summary because it is more specific. You may choose to paraphrase when:
The wording of the source text is less important than the content of the source text. To reorganize points made to emphasize certain points that support your paper. To clarify points for your audience when original text may be more technical or specialized
Summarizing - take the key points of source text and put them into your own words. Summaries are generally much shorter than the original text. You may choose to summarize when:
The wording of the source text is less important than the content of the source text. To condense long material to highlight only points specific to your paper. To omit excess details not important for your paper. To simplify technical or specialized material for your audience.
In every case, you will need to cite the original source text using in-text or parenthetical citations, and include the citation for the original source on your Works Cited page.
See below for several examples of how to quote or paraphrase text and provide in-text/parenthetical citations.
Integrating sources into a paper can be challenging. How much of a source do you use? When should you use quotation marks? It is important to remember that you are the author of a paper, so sources are properly used to back up your own arguments, not state an argument in themselves, so how you use them depends on the structure of your paper and your argument.
Let's use this paragraph from a scholarly article to illustrate examples of quoting, paraphrasing, and summarizing a source
Examples using the paragraph above: Randler (2009) states that late risers have “a high misalignment of social and biological time” which results in a mismatch between their natural schedules and the normal workday (p. 2793). or “People with a high misalignment of social and biological time may be less able to act in a proactive manner, probably because of sleep delay” (Randler, 2009, p. 2793).
Note that there are two ways to incorporate the source:
Examples using the paragraph above: Randler (2009) states that people who are naturally morning people often also display traits that are considered proactive. He also suggests that late risers may not show as many proactive traits because they naturally operate on a different sleep schedule (p. 2793). or People who are naturally morning people have been shown to also display traits that are considered proactive, and late risers display fewer of these traits because they don’t get enough sleep on days when they have to go to work or school. (Randler, 2009, p. 2793).
Examples using the paragraph above: Recent research shows that people who are not naturally early risers often have persistent issues adjusting themselves to the morning-oriented schedule of most schools and workplaces, and because of this may be less proactive in their behaviors (Randler, 2009). or The natural alignment of sleep schedules to work and school schedules allows early risers to have more energy and display proactive traits, while people who are natural late risers, and thus often combating sleep delay in adhering to regular schedules, display fewer of these traits (Randler, 2009).
Note that when summarizing, you do not always have to include the page number as you are summarizing the findings from the whole study, rather than just a small part of it.
Used with permission from Amelia V. Gallucci-Cirio Library, Fitchburg State University
Understanding Plagiarism Tutorial Test your knowledge on plagiarism with this short tutorial!
In general, it is best to use a quote when:
In general, it is best to paraphrase when:
Adapted from The Process of Research Writing Chapter 3: Quoting, Paraphrasing, and Avoiding Plagiarism. Steven D. Krause
Quoting, paraphrasing and summarizing.
Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material
Quotations, paraphrases, and summaries serve many purposes. You might use them to:
When Do I Give Credit to a Source?
Give credit to your source in all of the following situations:
Is there anything I don't need to cite?
You do not need to cite any of the following types of information:
Adapted from Purdue OWL https://owl.english.purdue.edu/owl/
from EasyBib (http://content.easybib.com/students/research-guide/what-is-plagiarism/)
© Copyright 2014. Scholar Space is a division of Imagine Easy Solutions.
Take a look at how each form might be used to include information from an original passage:
Oppression in the lives of mothers who are homeless with mental illness perpetuates barriers to health, and serves as a source of emotional distress and social exclusion. from Benbow S and C. Forchuk (2011) Mothers with Mental Illness Experiencing Homelessness: a Critical Analysis. Journal of Psychiatric and Mental Health Nursing 18, 687– 695
Quotation with proper citation:
Researcher S. Benbow says, “Oppression in the lives of mothers who are homeless with mental illness perpetuates barriers to health, and serves as a source of emotional distress and social exclusion,” (689).
Using a Thesaurus?
Selecting a key word and substituting a word from the thesaurus does not mean you haven’t plagiarized. Using a thesaurus effectively comes down to how well you know the nuance of language and how well you really understand the original quote.
Without proper attribution, the example below is still plagiarism and unclear plagiarism at that…
Oppression in the lives of mothers who are homeless with insanity continues barriers to health, and serves as a source of emotional pain and social segregation.
Paraphrase with proper citation:
A cycle of “emotional distress”, isolation and a lack of access to health services is too often the result for mentally ill mothers who are also homeless, according to researchers Benbow and Forchuk (689).
Summary with proper citation:
Mothers who are both homeless and mentally ill often face a multitude of oppressive consequences according to researchers Benbow and Forchuk. (689).
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The following is a sample essay you can practice quoting, paraphrasing, and summarizing. Examples of each task are provided at the end of the essay for further reference. Here is the citation for Sipher's essay:
Sipher, Roger. “So That Nobody Has to Go to School If They Don't Want To.” The New York Times , 19 Dec. 1977, p. 31.
by Roger Sipher
A decline in standardized test scores is but the most recent indicator that American education is in trouble.
One reason for the crisis is that present mandatory-attendance laws force many to attend school who have no wish to be there. Such children have little desire to learn and are so antagonistic to school that neither they nor more highly motivated students receive the quality education that is the birthright of every American.
The solution to this problem is simple: Abolish compulsory-attendance laws and allow only those who are committed to getting an education to attend.
This will not end public education. Contrary to conventional belief, legislators enacted compulsory-attendance laws to legalize what already existed. William Landes and Lewis Solomon, economists, found little evidence that mandatory-attendance laws increased the number of children in school. They found, too, that school systems have never effectively enforced such laws, usually because of the expense involved.
There is no contradiction between the assertion that compulsory attendance has had little effect on the number of children attending school and the argument that repeal would be a positive step toward improving education. Most parents want a high school education for their children. Unfortunately, compulsory attendance hampers the ability of public school officials to enforce legitimate educational and disciplinary policies and thereby make the education a good one.
Private schools have no such problem. They can fail or dismiss students, knowing such students can attend public school. Without compulsory attendance, public schools would be freer to oust students whose academic or personal behavior undermines the educational mission of the institution.
Has not the noble experiment of a formal education for everyone failed? While we pay homage to the homily, "You can lead a horse to water but you can't make him drink," we have pretended it is not true in education.
Ask high school teachers if recalcitrant students learn anything of value. Ask teachers if these students do any homework. Quite the contrary, these students know they will be passed from grade to grade until they are old enough to quit or until, as is more likely, they receive a high school diploma. At the point when students could legally quit, most choose to remain since they know they are likely to be allowed to graduate whether they do acceptable work or not.
Abolition of archaic attendance laws would produce enormous dividends.
First, it would alert everyone that school is a serious place where one goes to learn. Schools are neither day-care centers nor indoor street corners. Young people who resist learning should stay away; indeed, an end to compulsory schooling would require them to stay away.
Second, students opposed to learning would not be able to pollute the educational atmosphere for those who want to learn. Teachers could stop policing recalcitrant students and start educating.
Third, grades would show what they are supposed to: how well a student is learning. Parents could again read report cards and know if their children were making progress.
Fourth, public esteem for schools would increase. People would stop regarding them as way stations for adolescents and start thinking of them as institutions for educating America's youth.
Fifth, elementary schools would change because students would find out early they had better learn something or risk flunking out later. Elementary teachers would no longer have to pass their failures on to junior high and high school.
Sixth, the cost of enforcing compulsory education would be eliminated. Despite enforcement efforts, nearly 15 percent of the school-age children in our largest cities are almost permanently absent from school.
Communities could use these savings to support institutions to deal with young people not in school. If, in the long run, these institutions prove more costly, at least we would not confuse their mission with that of schools.
Schools should be for education. At present, they are only tangentially so. They have attempted to serve an all-encompassing social function, trying to be all things to all people. In the process they have failed miserably at what they were originally formed to accomplish.
Example summary: Roger Sipher makes his case for getting rid of compulsory-attendance laws in primary and secondary schools with six arguments. These fall into three groups—first that education is for those who want to learn and by including those that don't want to learn, everyone suffers. Second, that grades would be reflective of effort and elementary school teachers wouldn't feel compelled to pass failing students. Third, that schools would both save money and save face with the elimination of compulsory-attendance laws.
Example paraphrase of the essay's conclusion: Roger Sipher concludes his essay by insisting that schools have failed to fulfill their primary duty of education because they try to fill multiple social functions (par. 17).
Example quotation: According to Roger Sipher, a solution to the perceived crisis of American education is to "[a]bolish compulsory-attendance laws and allow only those who are committed to getting an education to attend" (par. 3).
A paraphrase restates another’s idea (or your own previously published idea) in your own words. Paraphrasing allows you to summarize and synthesize information from one or more sources, focus on significant information, and compare and contrast relevant details.
Published authors paraphrase their sources most of the time, rather than directly quoting the sources; student authors should emulate this practice by paraphrasing more than directly quoting.
When you paraphrase, cite the original work using either the narrative or parenthetical citation format .
Although it is not required to provide a page or paragraph number in the citation, you may include one (in addition to the author and year) when it would help interested readers locate the relevant passage within a long or complex work (e.g., a book).
Webster-Stratton (2016) described a case example of a 4-year-old girl who showed an insecure attachment to her mother; in working with the family dyad, the therapist focused on increasing the mother’s empathy for her child (pp. 152–153).
These guidelines pertain to when you read a primary source and paraphrase it yourself. If you read a paraphrase of a primary source in a published work and want to cite that source, it is best to read and cite the primary source directly if possible; if not, use a secondary source citation .
Paraphrases are covered in the seventh edition APA Style manuals in the Publication Manual Sections 8.23 and 8.24 and the Concise Guide Sections 8.23 and 8.24
A paraphrase may continue for several sentences. In such cases, cite the work being paraphrased on first mention. Once the work has been cited, it is not necessary to repeat the citation as long as the context of the writing makes it clear that the same work continues to be paraphrased.
Velez et al. (2018) found that for women of color, sexism and racism in the workplace were associated with poor work and mental health outcomes, including job-related burnout, turnover intentions, and psychological distress. However, self-esteem, person–organization fit, and perceived organizational support mediated these effects. Additionally, stronger womanist attitudes—which acknowledge the unique challenges faced by women of color in a sexist and racist society—weakened the association of workplace discrimination with psychological distress. These findings underscore the importance of considering multiple forms of workplace discrimination in clinical practice and research with women of color, along with efforts to challenge and reduce such discrimination.
If the paraphrase continues into a new paragraph, reintroduce the citation. If the paraphrase incorporates multiple sources or switches among sources, repeat the citation so the source is clear. Read your sentences carefully to ensure you have cited sources appropriately.
Play therapists can experience many symptoms of impaired wellness, including emotional exhaustion or reduced ability to empathize with others (Elwood et al., 2011; Figley, 2002), disruption in personal relationships (Elwood et al., 2011; Robinson-Keilig, 2014), decreased satisfaction with work (Elwood et al., 2011), avoidance of particular situations (Figley, 2002; O’Halloran & Linton, 2000), and feelings or thoughts of helplessness (Elwood et al., 2011; Figley, 2002; O’Halloran & Linton, 2000).
IMAGES
COMMENTS
Quoting, Paraphrasing, and Summarizing. This handout is intended to help you become more comfortable with the uses of and distinctions among quotations, paraphrases, and summaries. This handout compares and contrasts the three terms, gives some pointers, and includes a short excerpt that you can use to practice these skills.
Summarizing, Paraphrasing, & Quoting. Quoting, paraphrasing, and summarizing are three methods for including the ideas or research of other writers in your own work. In academic writing, such as essay writing or research papers, it is often necessary to utilize other people's writing.
What is summarizing? Next, we come to summarizing. Summarizing is on a much larger scale than quoting or paraphrasing. While similar to paraphrasing in that you use your own words, a summary's primary focus is on translating the main idea of an entire document or long section. Summaries are useful because they allow you to mention entire chapters or articles—or longer works—in only a few ...
Quoting, paraphrasing, and summarizing are all different ways of including evidence and the ideas of others into your assignments. Using evidence from credible sources to support your thesis is an important part of academic writing. Citing the source of any quote, paraphrase, or summary is an important step to avoid plagiarism.
A summary provides an overview of an idea or topic. You might wish to summarize parts of a source if you're writing a literature review as part of a longer research paper. Summarizing requires you to sum up the key points of a text, argument, or idea. A summary will be shorter than the original material. Even if you're not using any of the ...
Paraphrasing and summarizing are both writing techniques used for restating another person's points or opinions in your own words, without quoting them or plagiarizing their text. In fact, in academic writing , paraphrasing and summarizing are the standard, with accompanying citations so the reader knows the original source.
Summarizing, Paraphrasing, and Quoting. Depending on the conventions of your discipline, you may have to decide whether to summarize a source, paraphrase a source, or quote from a source. Scholars in the humanities tend to summarize, paraphrase, and quote texts; social scientists and natural scientists rely primarily on summary and paraphrase.
The difference between paraphrasing and summarizing comes down to intent. Paraphrasing isn't meant to remove any information, only to rephrase it, while a summary purposely removes most details in order to hone in on the overall message and the most important ideas or conclusions. Paraphrasing and quoting are essentially opposites.
Quoting and Paraphrasing. Download this Handout PDF. College writing often involves integrating information from published sources into your own writing in order to add credibility and authority-this process is essential to research and the production of new knowledge. However, when building on the work of others, you need to be careful not ...
Summarizing. Summarizing involves condensing an author's key points, ranging from a few sentences to a longer version based on the text's complexity. In your paper, summarizing is essential when introducing a source, allowing readers to grasp its argument, main ideas, or plot before presenting your own analysis or response.
Quoting: Paraphrasing: Summarizing: What is it: Copying directly from a source, word-for-word, using quotation marks around the entire quote. Using your own words to fully describe ideas from a source. Using your own words to convey only the key points or main arguments of a source.
Summarizing. Paraphrasing. Quoting. Must reference the original source; The text is much shorter than the original text. (For example, one may write a single page to summarize a four-page article.) Must use your own words, usually with a very limited use of quotations.
Summarize and paraphrase Summarizing and paraphrasing are similar; both involve putting a source's ideas into your own words. The difference is one of scale. A summary is similar to the abstract of a research article or the blurb on the back of a book: it succinctly describes a much longer piece of writing. You might describe the key points of
APA Quoting, Paraphrasing and Summarizing. An essential skill in writing is the ability to ethically and accurately share the ideas of others. Quotations, paraphrases and summaries are all methods of including research in your writing or presentations. Here is a quick overview of the difference between quoting, paraphrasing and summarizing:
Paraphrasing is usually expected in research and argumentative essays. These type of papers benefit from paraphrasing because it shows that you understand the source and are therefore a reliable voice on that source. Paraphrasing can make the evidence more straightforward. Another reason to paraphrase is to adjust your tone for your audience.
Quoting, paraphrasing and summarizing are similar in that they allow a writer to incorporate another writer's work into his or her own work. However, they are different in the methods of application. Quotation s are identical in every way to the original. To quote a source, write out the exact words in the original document and put those words ...
Paraphrasing is when you take someone else's ideas or words and rephrase them as your own. Summarizing is to give the reader an overview of the key points of a text. Quoting is when you write exactly what someone else has said, word for word. Anyone who has written a paper, especially an academic paper, has struggled to answer the question ...
Quoting means using exact words taken from another author/source. Paraphrasing means restating ideas from an outside source in precise detail, using your own words. Summarizing means restating major ideas or conclusions from an outside source as concisely as possible in your own words.
Summarizing, Paraphrasing, and Quoting. This handout is available for download in DOCX format and PDF format.. This handout is intended to help you become more comfortable with the uses of and distinctions among summaries, paraphrases, and quotations.
The quote is from a lead authority on your issue and helps to emphasize the point you want to make. The original author uses unique or memorable language that would be more effective in making a point. It is difficult to paraphrase or summarize the quote without changing the intent of the author. Your attempts at paraphrasing the quote end up ...
Paraphrasing is taking the idea of a sentence or passage, and putting it into your own words. Paraphrasing is NOT copying the sentence and replacing or changing a few words to be different from the original. (This is called "patchwriting" and may trigger plagiarism-detecting programs.) You should paraphrase when the idea or point is more ...
Quoting, Paraphrasing and Summarizing. Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author. Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the ...
The following is a sample essay you can practice quoting, paraphrasing, and summarizing. Examples of each task are provided at the end of the essay for further reference. Here is the citation for Sipher's essay:
A paraphrase restates another's idea (or your own previously published idea) in your own words. Paraphrasing allows you to summarize and synthesize information from one or more sources, focus on significant information, and compare and contrast relevant details.
7: Annotation, Summary, Quoting, and Citation Using Two Studies of First Generation College Students by Jamison Spencer 7.3: Quoting and Paraphrasing Expand/collapse global location