Reading-Writing
Lesson 17
Theme #17.
Avoiding Plagiarism
Length: One hour and twenty minutes
Number of Students: 12
Lesson Outline
Lead-in: Discussion using “KWL” chart.
Activity 1. Plagiarism or not. True/False Quiz on understanding the term
“plagiarism”.
Activity 2. Identifying the term Plagiarism-PPT
Activity 3. Working with examples
Activity 4. Paraphrase and cite the given passages
Activity 5. Practice for Summarizing
Summary. Summarizing the topic
Self-study. Ss read the Before class material of the upcoming lesson
The aіm:
To give background knowledge about plagiarism, it’s consequences and the way of
avoiding it.
Objectives:
 define plagiarism, it’s consequences and the way of avoiding it
 recognize and provide examples of plagiarism, and paraphrasing.
 use appropriate paraphrasing strategies to replace advanced-level words with
age/grade/level appropriate vocabulary.
 Inquire, think critically, and gain knowledge on avoiding plagiarism
 Respect copyright/intellectual property rights of creators and producers.
 Follow ethical and legal guidelines in gathering and using information
Activity Type:
Individual, small group, whole class (teacher-students)
Lead-in. Background knowledge. Due to the Before Class material:
 Ask from the group:
-What do you know about the term Plagiarism? Is it a positive or negative
action?
-Are you familiar with this term? If yes, in what cases and how?
 ☺ Distribute the “KWL chart” Handout 1, and ask the students to complete
the "know" and "want to know" columns for each of the three items about
Plagiarism.
 Create a class definition of plagiarism, using the information on students KWL
chart. Be sure that the class definition includes the idea of using another person's
words or ideas without crediting the original writer.
Activity 1. Plagiarism or Not
Objective: to identify Plagiarism, to inquire, think critically, and gain knowledge on
avoiding plagiarism
Material: Handout 2a.
Handout 2b1
Time:20 minutes
Procedure of the lesson.

☺ Ss will be given Handout 2a and they initially read the original passage and
5 different writings on this very passage
 They should find which of this writings is/are plagiarism and explain why
Key:
1,2- plagiarism
3,4,5- paraphrasing and citing
 ☺ Ss will be given Handout 2b TRUE/FALSE QUIZ and they do the Quiz on
the topic
 After finishing the Quiz, have a class discussion
OR
 Multiple choice test Students can do the test themselves by entering this link
https://uh.edu/honors/human-situation/Student%20Resources/writing-curriculum/Plagiarism.quiz.htm
Key of TRUE/FALSE QUIZ :
1.FALSE. Work turned in as your own must be original; that is, it must be composed by you and
contain your understanding of your textual or empirical materials.
2.TRUE. What are examples of "common knowledge"? The earth is round, John F. Kennedy was a
president of the United States, it becomes warm as the Spring progresses in the northern
hemisphere of the earth, the earth is the third planet from the sun, the French word for the English
word "dog" is "chien," etc.
3.FALSE. You also need to cite the original that you are using. Further, even if you cite it, changing
a few insignificant words or changing the word or sentence order can still be plagiarism. If you
want to use a passage verbatim (that is, word for word) in order to express each idea in it, then use
it verbatim: quote and cite it.
4.FALSE. What you are being asked for in a written, academic, paper is the product of your
research on a topic. If that research is empirical, your paper involves the results of your empirical
research. If that research is more conceptual in nature, it involves your thoughts and
interpretations of concepts, including others' thoughts and interpretations. In either case, what
you are being asked for is your work and your ideas, not the work and ideas of someone else.
1
https://sis.wayne.edu/students/policies/plagiarism-answers
5. TRUE. You didn't plagiarize, but you demonstrated by your paper that your rhetorical style and
your method of argument are immature and/or that you haven't spent the time and effort in
thinking through the materials that were your sources. Your grade will reflect this. The paper must
be your argument, and you must, indeed, make an argument.
6. FALSE. It depends on the instructor, the department, and the institution in which the plagiarism
occurs. Some institutions expel the student, some instructors fail the student for the course, and
yet other instructors fail the student for the assignment. SIS instructors place plagiarism
statements in their course syllabi.
7. TRUE. However, the awareness of what plagiarism is or is not lies upon the student. Students of
library and information science, particularly, are expected to use their research skills to gain this
awareness.
8. FALSE. Besides being cited, the sentence needs to have quotation marks around it if it is used
verbatim.
9. FALSE. Those sources need to be cited, and if verbatim, quoted and cited. Further, simply
copying and pasting source materials rarely makes for an argument, much less for a good
argument. Internet sources can be unreliable, as well. Better work is expected from undergraduate
and graduate students.
10. FALSE. If it walks like a duck, quacks like a duck, then it is, most likely, a duck. It is your
responsibility to budget your time and to do a paper worthy of your name and person. Plagiarism
is plagiarism; sloppy work is sloppy work. Your name is on that paper. The paper represents who
you are. It is your argument for the subject of the class. Be proud of yourself and your work.
11.FALSE. If the work was dual --or more--authored, then you need to have all the names down
as to whom the authors are, and since it is likely that only one of you is taking the class, the
question comes down to how to reward that effort. Here, plagiarism coincides with academic
dishonesty. It is the same as if someone else took a test for you or helped you take a test or did
the whole or part of one of your class projects for you. It is plagiarism because you are
representing someone else's ideas and efforts as your own. However, light copyediting is not
authoring and talking things over with someone is not authoring, unless using that person is
misrepresenting your writing ability in the given language or that person is giving you enough
original ideas or interpretations so that such make up the thesis and major contents of your paper.
Further, if someone does provide key suggestions upon your own, original, argument, then you
should have the courtesy to acknowledge he or she in your paper. The key idea here, again, is that
your paper should be your argument, your writing, your empirical work and/or conceptual reading
of source materials. When doing empirical research, you must work through the experiments,
when doing conceptual research, you must think through the source texts. In either case, the
writing, thesis, and argument of the paper must be yours. You must be the author.
12.NO. As number 11, above, if the work is not yours, you must acknowledge it. It may or may not
count as plagiarism, depending on the context. But, it most likely will be considered not being
academically honest. If it is a translation of your work by someone else, then that person must be
acknowledged.
Activity 2. Identifying the term Plagiarism. PPT/Video
Objective: To define plagiarism, it’s consequences and the way of avoiding it
Material: PPT
Time:10 minutes
Procedure of the lesson.
 ☺ Share the slides turn by turn by explaining and expanding the main points
of the topic.
 Time by time Teacher asks questions from Students.
 ☺ ☺ Distribute Handout 3 and ask Ss to practice paraphrasing the given
sentences
Key to Handout 3 (The answers may differ)
a)
1. We had some concerns about her health.
2. Because of council funding cuts, there was no provision for free parking.
3. His proposal failed because it relied too much on theory.
4. By emphasizing the UK only, the evidence was weak.
5. As the emphasis was only on the UK, the evidence was not strong.
b)
1. The influence of adverts can be felt in all aspects of our lives.
2. A ban on Tango adverts has been implemented recently, as some felt the content could encourage school
bullies.
3. With the Euro came an increase in prices on a range of common goods for most people.
4.Though not yet equal to men in the job market, women are generally in a stronger position now than in the
past when they were more restricted to traditional roles in the home.
5. The Hawthorne Studies undertaken by an American academic in the early 20th century, investigated links
between environment and productivity, and demonstrated that the latter could be increased by making small
physical changes to the workplace, for example altering a room’s layout.
Activity 3. Working with examples
Objective: To define plagiarism by comparing the original text with it’s plagiarized
and paraphrased versions
Material: Handout 4a,b2
Time:10 minutes
Procedure of the lesson.
 Distribute Handout 4a and ask students to read the original text
 Now ask them to read the plagiarized text and highlight similar phrases to
compare with the original one ( compare the words)
 Then ask Ss to read the paraphrased text and highlight similar phrases in
order to compare the ideas given in paraphrased and original text (compare the
ideas). Notice the similarities and differences paying attention to the keeping of
original idea of the text.
 Distribute Handout 4b and ask students to read and pay attention to the
2,3
TAMUC Writing Center | (903) 886–5280 | writing.tamuc@gmail.com | M-TH 9am-4pm, F 9am-1pm, 2pm-4pm
Information adapted from Purdue University Online Writing Lab | https://owl.english.purdue.edu/owl/
Structure of correct summary and paraphrasing. Notice the similarities and
differences with the original text
 Have a group discussion.
Activity 4. Paraphrase and cite the given passages
Objective: To use appropriate paraphrasing strategies to replace advanced-level
words with age/grade/level appropriate vocabulary.
Material: Handout 5 (NO ANSWER)
Time: 20 minutes
Procedure of the lesson:
 ☺ Teacher distributes Handout 5 and ask them to paraphrase and cite where
necessary, using the gained knowledge
Activity 5. Practice for Summarizing
Objective: To use appropriate summarizing strategies .
Material: Handout 63
Time: 20 minutes
Procedure of the lesson:
 ☺ Teacher distributes Handout 6 and ask them to summarize the given
paragraphs in the number of words in brackets using the gained knowledge
Key to Handout 6
1. There is little research to support a ban on children’s advertising as it does not
seem to be that influential. One expert, Professor Furnham, argues parenting style
and peer pressure are more important (Stokes and Brown, 2011), while a German
study (Grissom, 2010) points out that children actually spend very little of their time,
only 1.4%, watching adverts. (58 words)
2. Given growing health problems in children, there is an argument for banning
adverts for unhealthy food, especially as the food industry far outspends those trying
to promote a more balanced diet. (31 words)
3. Any advertising ban could harm the food and children’s TV industries, plus could
be impossible to enforce and potentially illegal. (20 words)
SUMMARY
 Teacher summarizes the lesson.
Expand the discussion to include consequences and solutions. Be sure to include any
consequences that are specific to your school or community. Discussion can include
the following:
o Failure of the assignment or course
3
http://intranet.yorksj.ac.uk/learnteach/epax/paraphrasing/Para3tryme.pdf
o Requirement to do the work over
o Suspension/expulsion
o Lawsuit, fines, and/or firing for workplace plagiarism
Solutions can include these options:
o Paraphrase with appropriate citations
o Give credit through footnotes/endnotes, a works cited page, or a
bibliography
 Teacher gives instructions for self study.
SELF-STUDY STUDY
Students read the Before class material of the upcoming lesson
Glossary:
PLAGIARISM- Plagiarism is the uncredited use of somebody else’s words or ideas
PARAPHRASE- involves putting information from a passage into your own words.
A paraphrase must also be attributed to the original source. The word choices,
sentence structure, and organization of the paragraph are different from the original.
CITING- To cite a source means to give credit for the original source of
information, an idea, or way of articulating an idea. It is a standardized method of
acknowledging resources used in your research
TO GIVE CREDIT - publicly acknowledge a contributor's role in the production
of (something published or broadcast).
QUOTING - to repeat or copy (words from a source such as a book), usually with
acknowledgment of the source
PATCHWRITING -refers to the act of making small changes and substitutions to
copied source material. ... Copying from a source text and then deleting some words,
altering grammatical structures, or plugging in one-for-one synonym-substitutes.
References
1. The Writer’s Workplace with Readings, Sandra Scarry and John Scarry p. 595599
2. Quiz: https://sis.wayne.edu/students/policies/plagiarism-answers
3. Quiz: https://uh.edu/honors/human-situation/Student%20Resources/writingcurriculum/Plagiarism.quiz.htm
4. TAMUC Writing Center | (903) 886–5280 | writing.tamuc@gmail.com | M-TH 9am-4pm, F 9am-1pm, 2pm-4pm
Information adapted from Purdue University Online Writing Lab | https://owl.english.purdue.edu/owl/
5.http://intranet.yorksj.ac.uk/learnteach/epax/paraphrasing/Para3tryme.pdf
Before Class Material
“The Writer’s Workplace with Readings”, Sandra Scarry and John Scarry p.595599
AVOIDING PLAGIARISM BY CAREFUL NOTE-TAKING
In doing research, whether conducting an interview, listening to a lecture, reading
an article in a library periodical, or searching on the Internet, a student needs to
be good at taking notes. Taking notes is not always a simple task because it involves
making a judgment about what will be needed later on (for a research paper or
for a test). Some people try to write down everything; others do not write down
enough. Still others have trouble distinguishing between major points and minor
details. Learning to take good notes is one of the most important skills a college
student can master. Depending on how the information is going to be used, note
taking can be done by quoting (directly or indirectly), summarizing, paraphrasing, or
any combination of these. Paying careful attention when note-taking will avoid the
problem of unintentional plagiarism. Whenever exact words, ideas, facts, or opinions
from the works of other writers are used in a research paper and the sources are
not specifically identified, the writer of the research paper is guilty of inappropriate
use, known as plagiarism. When you are researching and writing reports and term
papers, you must be constantly aware of the dangers of plagiarism. As long as you
quote sources correctly and cite your sources properly, the integrity of your own
work will be assured.
Plagiarism is the use of another person’s work without acknowledging
the source.
Some plagiarism is deliberate. This happens when a writer copies another
person’s work and presents it as his or her own with no intention of acknowledging
the real source. The public is rightly shocked when such dishonesty is exposed. Over
the years, a number of news reports have revealed people in important positions who
have plagiarized. At the university, plagiarism is considered a very serious academic
offense, one that often results in receiving a failing grade for a course and, in some
cases, results in expulsion from a school.
For those students who are tempted to deliberately plagiarize an assignment, not
because they are lazy or unwilling to do the work, but because they feel inadequate
to
the task, we would encourage them to go to their instructors right from the start and
ask for special help. Most colleges have writing labs that can lead students through
the process of writing research papers.
Most plagiarism in unintentional. Unintentional plagiarism is most often the
result of carelessness during the research stage. The student’s notes fail to report
the exact source of the information used, or those notes do not indicate whether
the words or sentences have been copied word for word, are paraphrased, or are
summarized. Not keeping accurate notes at the research stage can lead to serious
(and avoidable) problems at the writing stage. Careful note-taking is one of the keys
to conducting a successful piece of research.
INCORPORATING SOURCES INTO THE RESEARCH PAPER
The following paragraphs appear in the book Fatherless America: Confronting
Our Most Urgent Social Problem, by David Blankenhorn. These paragraphs will
be used to demonstrate how a student can incorporate sources into a research
paper.
The United States is becoming an increasingly fatherless society.
A generation ago, a child could reasonably expect to grow up with his or
her father. Today, a child can reasonably expect not to. Fatherlessness
is approaching a rough parity with fatherhood as a defining feature of
childhood.
This astonishing fact is reflected in many statistics, but here are the
two most important: Tonight, about 40 percent of U.S. children will go to
sleep in homes in which their fathers do not live. More than half of our
children are likely to spend a significant portion of childhood living apart from their
fathers. Never before in this country have so many children been voluntarily
abandoned by their fathers. Never before have so many children grown up without
knowing what it means to have a father.
Fatherlessness is the most harmful demographic° trend of this generation. It is
the leading cause of the decline in the well-being of children. It is also the engine
driving our most urgent social problems, from crime to adolescent pregnancy to
domestic violence. Yet, despite its scale and social consequences, fatherlessness is
frequently ignored or denied.
AVOIDING PLAGIARISM: USING DIRECT AND INDIRECT QUOTATION
A large part of writing a research paper is knowing how to incorporate the ideas of
others into your text. This involves using a combination of carefully chosen direct
and indirect quotations that will appear throughout the research paper. These
quotations will lend authority to the points you are making. You must, however,
be selective in using quotations. Students are sometimes tempted to include too
many quotations or use quotations that are too long. Another common problem
is the use of quotations that are not justified in the context of the material being
presented. Unless every part of the quotation relates directly to the content of
your paper, the quotation will seem out of place. Also, don’t assume that your
reader will see the relevance of a quotation. Always use the quotation in such a
way that your reader will understand how the quotation relates to the point you
are making.
Direct quotation reproduces the exact words of another writer, using
quotation marks.
The example below shows how a student could incorporate a direct quotation from
the second paragraph of the Blankenhorn excerpt into a research paper.
According to David Blankenhorn, “Tonight, about 40 percent of U.S. children
will go to sleep in homes in which their fathers do not live.”
Indirect quotation uses one’s own words to report on what another
person has spoken or written.
The example below shows how the direct quotation above can be changed into an
indirect quotation. Notice that the information is the same, but in the case of the
indirect quotation, the writer uses his or her own words to express the ideas. No
quotation marks are used.
David Blankenhorn claims that approximately 40 percent of American
children live without fathers in their homes.
NOTE: If a direct quotation is four or more lines long, it is usually set off by
indenting the quotation and not using quotation marks.
Terms Used to Introduce a Quote
The author claims
As the author says
The author states
As the author points out
The author explains
As the author reported
According to the author
As the author notes
The author added
AVOIDING PLAGIARISM: PARAPHRASING
A second method of using the words or ideas of another writer is called
paraphrasing.
You use paraphrasing when you want to retain all the information a source offers,
from a paragraph to a full page of material. When you paraphrase, you are required
to pay close attention to your source because you must restate every idea contained
in
that source. Your paraphrase will be almost the same length as the original material.
When you paraphrase, you cannot leave out any part of the original piece of writing,
nor can you add any ideas of your own as you incorporate the material into your
research paper. Paraphrasing demands a great deal of skill because a writer has to
have extensive control of language to be able to restate ideas using different words
and different sentence structures.
Paraphrasing uses one’s own words to restate each and every idea of
a passage from another’s work and results in a new passage that is
virtually the same length as the original.
Here is how the first paragraph in the original text by David Blankenhorn might have
been incorporated into a research paper using paraphrase.
Our country is turning into a society without fathers. Twenty-five years
ago, children could look forward to being raised by their fathers, but that
is no longer true. We are reaching the point when childhood is just as
accurately described as growing up without a father as growing up with a
father.
Note that the paraphrase has fifty-two words and the original has only forty-seven
words. It is difficult to be as succinct as an experienced writer. Your own paraphrase
may well be slightly longer than the originals.
AVOIDING PLAGIARISM: SUMMARIZING
A final method of incorporating the ideas of another writer into your research paper
is summarizing. A summary includes only the main ideas of a published source; it is
therefore a reduced version of the original. To write a summary, you will probably
need to review the original material more than once to separate the main ideas from
the details and specific examples. Although a summary should be significantly
shorter than the text you are working from, you must not leave out any of that text’s
main ideas. Also, you may not add any ideas of your own. Writing successful
summaries is a skill that is often used by writers as they research material for their
own work. Extracting the main ideas from the works of others is at the heart of
education itself.
Summarizing uses one’s own words to provide a condensed
restatement of the main ideas of another person’s work.
Below is a writer’s summary of the first paragraph of the David Blankenhorn
excerpt.
Compare it to the paraphrase of the same material given on p. 598.
American children today are as likely to grow up without a father as those
of a generation ago were likely to be raised with one.
Handout 1. Fill in the ‘KWL’ chart relying on the gained knowledge from
Before Class Material
Plagiarism
Know
Want to Know
Learned
Handout 2a
WHICH OF THE FOLLOWING FIVE CASES IS/ARE PLAGIARISM?
1.
2.
3.
4.
5
Handout 2b
Plagiarism Quiz
1. "Handing in significant parts or the whole of a paper or article from an author other than myself,
granted that I acknowledge that this is from an author other than myself, is not plagiarism."
2. "Common knowledge (composed of facts that can be found in a variety sources and which many
people know) does not need to be cited."
3. "If I change a few words within a section of source text and then use that in my paper, then I am
paraphrasing and not plagiarizing."
4. "It is best to simply reproduce the text of an authoritative source on a topic if the instructor
wants me to give an authoritative view."
5. "I didn't plagiarize; my paper has quotes all throughout the paper, almost sentence for sentence!"
6. "Plagiarism is punishable by failing the assignment."
7. "I guess that I'll find out if I plagiarize when I do it!"
8. "If I use, verbatim, a sentence from a source, then I need only to cite it in order to avoid the
charge of plagiarism."
9. "It is ok to simply copy and paste sections from Internet sources into my paper."
10. "It wasn't plagiarism; I just didn't understand what you wanted/what the material was about,
and I ran out of time, so that is why all this appears to be plagiarized!"
11. "My husband/wife/child/parent/friend--or other--helped me with the paper. S/he wrote or
rewrote part or all of it in order to make it more interesting, more authoritative or 'smarter.' This
wasn't plagiarism-I simply got some help."
12. "I had my paper translated into English and have handed that in with just my name. Is that ok?"
Handout 3
a) Finish these paraphrased sentences by changing the word/word type and
grammar.
e.g. We studied the statistics then applied for funding.
- After _________ the statistics, we made an _________ for funding.
- After studying the statistics, we made an application for funding.
1. We were concerned about her health.
We had some _________ about her health.
2. The council cut funding so we could not provide free parking.
Because of council funding _________, there was no_________ for free parking.
3. His proposal was a failure as it was too theoretical.
His proposal_________ because it relied too much on _________ .
4. As the emphasis was only on the UK, there were weaknesses in the evidence.
By _________ the UK only, the evidence was _________ .
5. As the emphasis was only on the UK, there were weaknesses in the evidence.
As the emphasis was only on the UK, the evidence was not_________ .
b) Paraphrase the following.
(NB! Remember, your essay should not
just be one long paraphrase, even a good paraphrase!)
1. Adverts are a major part of everyday life.
2. Adverts for the soft drink, Tango, have recently been banned for possibly
encouraging playground bullying.
3. For many people across Europe, the introduction of the Euro has lead to price rises
in many everyday goods.
4. Women have traditionally been seen as mothers and home makers and it is only in
recent years that they have been making significant inroads into the job market.
There is still a long way to go before they achieve complete equality with men but
the situation has definitely improved.
5. In the 1920s, an American academic, Elton Mayo, researched the effects of the
physical environment on the productivity of workers. The result, known as the
Hawthorne Studies, named after the electrics company where it took place, showed
that workers could be motivated to work harder by making small changes to the
workplace, such as altering the lighting or the layout of a room.
Handout 4a
COMPARE and ANALYSE
Original text
“Go back 250 years in American and European history, and you do not find nearly so
many people wandering around remote corners of the planet looking for what today
we would call ‘the wilderness experience.’ As late as the eighteenth century, the
most common usage of the word ‘wilderness’ in the English language referred to
landscapes that generally carried adjectives far different from the ones they attract
today. To be a wilderness then was to be ‘deserted,’ ‘savage,’ ‘desolate,’ ‘barren’—
in short, a ‘waste,’ the word’s nearest synonym. Its connotations were anything but
positive, and the emotion one was most likely to feel in its presence was
‘bewilderment’ or terror” (Cronon, 1995, p. 70).
Plagiarized text
What today we would call the wilderness experience was not always so popular. As
late as the eighteenth century, ‘wilderness’ in English most commonly referred to
landscapes that carried far different adjectives than today, such as deserted, desolate,
and barren. “Waste” was the word’s nearest synonym. It had negative connotations
rather than positive ones, and was associated with emotions like bewilderment and
terror (Cronon, 1995, p. 70).
Paraphrased text
What today we would call the wilderness experience was not always so popular. As
late as the eighteenth century, ‘wilderness’ in English most commonly referred to
landscapes that carried far different adjectives than today, such as deserted, desolate,
and barren. “Waste” was the word’s nearest synonym. It had negative connotations
rather than positive ones, and was associated with emotions like bewilderment and
terror (Cronon, 1995, p. 70).
Handout 4b
Author: Kenneth T. Walsh
Title: “The 1960s: A Decade of Change for Women”
Periodical: US News and World Report
Date of Publication: March 12, 2010
In the 1960s, deep cultural changes were altering the role of women in American
society. More females than ever were entering the paid workforce, and this increased
the dissatisfaction among women regarding huge gender disparities in pay and
advancement and sexual harassment at the workplace. One of the most profound
changes was happening in the bedroom. By the end of the Sixties, more than 80% of
wives of childbearing age were using contraception after the federal government in
1960 approved a birth control pill. This freed many women from unwanted
pregnancy and gave them many more choices, and freedom, in their personal lives.
104 words
Correct Summary
Correct Paraphrase
In an article written for US News and Kenneth T. Walsh, in “The 1960s: A
World Report in 2010, Kenneth T.
Decade of Change for Women,”
Walsh argues that the changes in the
argues that women began to have
United States during the 1960s
more opportunity for work and more
resulted in greater opportunities and
personal freedom during the 1960s
freedom for women. He discusses
because of government approval of
both changes in the workplace, where birth control.
more women were active, and the
36 words
legalization of the birth control pill.
50 words Paraphrasing involves putting
A summary includes only the main
information from a passage into your
ideas of the original text in your own own words. A paraphrase must also
words. It is necessary to attribute
be attributed to the original source.
summarized ideas to the original
The word choices, sentence structure,
source. Summaries are significantly
and organization of the paragraph are
shorter than the original and take a
different from the original.
broad overview of the source
material.
1. The source, author, and date of
publication are identified at the start
of the summary.
2. Summary of the main argument of
the original paragraph in the writer’s
own words. Note that in the original,
the argument comes at the end of the
paragraph.
3. The word choices, sentence
structure, and organization of the
paragraph are different from the
original.
Handout 5. Paraphrase and Cite These Passages.
For this activity:
Note:
 Read, and then reread the passage, making sure that you understand its full
meaning.
 Choose a partner to explain the main point of this passage in your own words.
 Setting this text aside, paraphrase its content as best you can, being sure to cite
it correctly.
 Use quotation marks to ID any unique terms or phrases you have borrowed
from the exact source.
1. Soon after the republic was formed, the toga became the symbol of Roman
citizenship. Different styles of togas indicated a male’s place in society. For
example, a young boy would wear a white toga with a narrow purple band along the
border. When his family decided he was ready for adult responsibilities, he would
don a pure white toga. On the day, usually when he was about sixteen, his family
would take him to the Forum, where he would register as a full citizen. For the rest
of his life, he would wear a toga at the theatre, in court, for religious ceremonies, and
on any formal occasion. At his funeral his body would be wrapped in a toga to mark
him, even in death, as a Roman citizen.
Source:
Article Title: Social Pecking Order in the Roman World
Author: Dr. Valerie Hope
Year: 1992
2.Religious groups, such as Catholics or lesser Protestant sects, have at one time or
another borne the yoke of discrimination. Around the world and in the United States,
persecution of religious minorities considerably decreased in the twentieth century—
the exception being the conflict between Protestant and Catholic factions in Northern
Ireland and between Hindu and Muslim groups in India.
Source:
Chapter title: The Dialectic of Liberty
Author: David Womersley
Year: 2006
3. Reagan’s role in the 1988 election was of incalculable value to G. H. Bush. For
one thing, Bush was basking in the glow of Reagan’s successes, taking credit for
being part of the team that was seen by many as having restored America’s morale,
rebuilt its defenses, tamed inflation, and brought down interest rates. Reagan’s
failures and embarrassments seemed to fade in people’s memories as the year went
on, and as he became a nostalgic figure about to leave the scene. The other way that
Reagan helped was in giving his all-out support to Bush. The Reagan White House
cooperated with the Bush campaign to an unprecedented extent—in having the
President sign or veto bills deemed helpful to Bush, in making appointments, in
putting off unpleasant business until after the election.
Source:
Chapter Title: George H.W. Bush: Impact and Legacy
Author: Stephen Kott; Year: 2017
Handout 6
Summarize the following paragraphs in the number of words in brackets.
1. Research on children’s advertising would not seem to support a ban. Psychology
professor, Adrian Furnham, argues against any restrictions, noting “Peer influences
and parenting styles are massively more influential in determining children’s
behavior and achievements than advertising” (Stokes and Brown, 2011).
Furthermore, a German study points out that, on average, children between three and
thirteen years old spend only 1.4% of their waking time watching adverts. That said,
in the UK, this translates into 18 000 adverts a year (Grissom, 2010). However until
there has been definitive research linking behavior to advertising, it would seem
premature to argue for a ban, but perhaps some regulation is needed, especially given
parents’ concerns. (60 words)
2. One restriction would arguably be on food advertising. 95% of these during
children’s television programmes were for products high in fat, salt or sugar
(Grissom, 2010) and many, including the World Health Organization, believe that
there is a link between such foods and increasing levels of obesity and high blood
pressure. Yet for every $1 spent by the WHO to combat these effects of a poor diet,
the global food industry spends $500, part of an annual industry worth $25 billion
(WHO, 2009). It is obviously not a fair fight and as children’s health is at stake,
there is a strong case for a limitation on food advertising to the young. (30 words)
3.This could well help children. However, the downside of any such regulation could
be damage to business, such as to the above mentioned food industry who would
obviously see profits fall. Another less direct casualty would be children’s television.
At present, this industry is heavily reliant on advertising revenues. Martin Bowley of
the media organization Carlton Sales, remarked “Without TV advertising in the UK,
the ability of commercial TV stations to deliver high quality programmes to young
people would be severely affected” (BBC, 2007). Of ITV’s £39 million children’s
commissioning budget, £11 million came from advertising (BBC, 2007). The
removal of this support could lead to jobs losses, and a flood of cheap American
exports. There is also the wider implication of any ban, with many within the EU
saying it would contravene the whole idea of free trade in goods and services that the
EU is based on, and would in fact be illegal. (20 words)