Quoting, Paraphrasing, and Summarizing
What is it?
Quotation
Paraphrase
Summary
Matches the source word
for word
Matches the source’s
meaning
Sums up the main points
of the source
Set off by quotation
marks
Uses your own words
Uses your own words
Near the same length (can Much shorter than the
be shorter or longer)
source
How do you do
it?
Copy the source’s words
exactly.
Read over the section you
want to paraphrase.
Read over the section you
would like to summarize.
Put it in quotation marks.
Put it aside and write
down the same
information, but in your
own words.
Put it aside and write
down what YOU think are
the main points, or the
points that are most useful
to you.
Cite the source.
Go back to see if left out
any important
information.
Cite the source.
Cite the source
Original passage
Students frequently
overuse direct
quotation 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. Source:
Lester, J. D. (1976).
Writing Research
Papers (2nd ed.). pp.
46-47.
Quote 1
Quote 2
Probably only about
10% of your final
manuscript should
appear as directly
quoted matter.
“Probably only about
10% of your final
manuscript should
appear as directly
quoted matter.”
(Lester, 1976).
Source: Purdue University Online Writing Lab, Paraphrase: Write it in Your Own Words, located at:
http://owl.english.purdue.edu/handouts/research/r_paraphr.html
Original passage
Students frequently
overuse direct
quotation 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. Source:
Lester, J. D. (1976).
Writing Research
Papers (2nd ed.). pp.
46-47.
Paraphrase 1
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.
Paraphrase 2
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,
1976).
Source: Purdue University Online Writing Lab, Paraphrase: Write it in Your Own Words, located at:
http://owl.english.purdue.edu/handouts/research/r_paraphr.html
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.
Original passage
Students frequently
overuse direct
quotation 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. Source:
Lester, J. D. (1976).
Writing Research
Papers (2nd ed.). pp.
46-47.
Summary 1
Summary 2
Students often use too
many direct quotes
when taking notes,
which leads to too
many quotations in their
final paper. Quotes
should only make up
about 10% of the whole
work.
J.D. Lester warns
students that using too
many direct quotes
when taking notes will
lead to too many
quotations in their final
paper. Quotes should
only make up about
10% of the whole work.
(Lester, 1976).
Source: Purdue University Online Writing Lab, Paraphrase: Write it in Your Own Words, located at:
http://owl.english.purdue.edu/handouts/research/r_paraphr.html
Rick Reilly, “Give Casey Martin A Lift” Sports Illustrated
Quotes:
“Casey Martin has a right leg two sizes too small and a heart three sizes
too big” (Reilly).
Paraphrase:
“I hear old guys wheezing on about Ben Hogan's having to walk during
his comeback after crashing into a bus. Do you think what Martin has
done is any less brave? He suffers from a rare circulatory disorder, and
doctors say his condition is "worsening." The minute he takes the two
support stockings off his right leg, it swells up like a bagpipe. He's in
pain 24 hours a day, so now he has trouble sleeping too. During his
swing he turns on a leg as skinny as a Little Leaguer's bat. Yet he won
the Lakeland Classic on the Nike tour last month. What, only Hogan
gets to be a legend?”
Some argue that other golfers had to walk the course while injured, but
Martin deserves a special exception. His circulatory issues worsen every
day causing swelling, constant pain, and many sleepless nights. His
wins at the Lakeland Classic and the Nike tour prove he has a future in
golf; we shouldn’t take that away from him because he can’t walk
(Reilly).
Summary:
In “Give Casey Martin a Lift,” Rick Reilly argues the case of golfer
Casey Martin. A rare disorder prevents him from walking long
distances, and Reilly believes Martin should be provided a cart. He
disagrees with the PGA Tour’s desire to keep the traditions of the game,
claiming that golf is not a sport of walking and that allowing the use of a
cart will not give Martin an unfair advantage over other players (Reilly).
LESSON PLAN 3
PLANNING
Date: February 23, 2009
Class and Grade Level: English 11
Title/Subject of Lesson: Plagiarism
Objective(s):
Students will be able to avoid plagiarism through the proper paraphrasing and quoting of
information.
State (or District) Core Curriculum Standard(s):
Standard 1, Objective 2, c: Synthesize information from a variety of sources.
2, 2, c: Support arguments with logic and text references.
3, 1, d: Evaluate, use, and cite primary and secondary sources.
Concept(s) to Be Taught: paraphrasing, quotation, plagiarism.
Materials Needed: Overheads and transparencies.
Strategies to Be Used: modeling, discussion, activating prior knowledge, independent practice.
PERFORMING
Announcements: none
Continuation from Previous Lesson:
Students have begun a research paper and they have been gathering sources in the previous
classes.
Lesson Presentation:
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A) Getting Started: [anticipatory set]
Bellstarter: “What are some things students do to cheat on their assignments? Does it hurt
anyone when people cheat? What are the usual punishments for cheating? Do you agree or
disagree? Why?”
Ask students to discuss what they wrote. Prompt them with questions from the Bellstarter if
they aren’t participating. Make sure to emphasize who is hurt by cheating (their classmates
who actually did the work, the person whose work they took, themselves because they are
dishonest and they don’t learn anything.)
Ask the students to give you examples of how someone might cheat on a research paper.
(Turning in someone else’s paper with their name on it, buying a paper from the internet and
turning it in, revising either of the other two examples and putting you
Introduce the term “plagiarism.” Plagiarism is a fancy term for everything we have been
discussion. Ask the students to come up with a class definition taken from the discussion.
Write on the board the suggestions they make and synthesize them into one definition.
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Finally, ask the students if they think it is possible to plagiarize by accident. How might one
do that? How is that different from purposeful plagiarism.
If the students can’t think of an example, tell them that the most common form of plagiarism
is done completely by accident. Students do research and then they don’t properly give
credit for it in their final paper. Tell the students that today they will learn some strategies on
how to avoid accidental plagiarism.
B) Directing the Learning: [learning activities]
Tell the students that you will be learning how to avoid plagiarism through quoting,
paraphrasing, and summarizing. Put up the first overhead that discusses the definitions of
each and walk the students through it.
Put up the overhead with examples of quotes and ask students the difference between the two
quotes. Make sure they understand the problems with the first quote and how the second
quote follows the proper citation rules.
Next put up the paraphrase examples. Cover the sentence at the bottom and ask the students
the problem with the first paraphrase. (The paragraph is copied and pasted with only a few
phrases changed. They give no mention of where they go their information.) Compare the
two paraphrases again. What is different about the second one?
Explain to the students that a paraphrase is not simply changing a few words around. A
paraphrase is rewriting the sentence in their own words. Make the analogy of a game of
telephone or when stories pass from friend to friend. The basic information stays the same,
but each teller adds their own style or flair.
Put the summary overhead up and ask the students to compare the two summaries. Put the
first overhead back on the board so the students see the differences between a paraphrase and
a summary.
Ask the students when they might need to use a quote or a paraphrase. When might we need
to use a quote in our research paper? (When an author says something short that is really
profound.) When might we need to use a paraphrase? (When we need to share a few ideas
from the author.)
Now it is time to practice. Put the students in pairs and give them a copy of “Hello, Moon.”
They will produce a quote paraphrase, and summary of the article before they may go to the
computer lab.
C) Bringing the Lesson to a Conclusion:
Walk around the classroom checking on students. Release them to the lab when they are
done.
Assignment:
Three notecards must be stamped by the end of the period.