Presentation is loading. Please wait.

Presentation is loading. Please wait.

Using and Crediting Sources in APA The Walden University Writing Center Staff 1.

Similar presentations


Presentation on theme: "Using and Crediting Sources in APA The Walden University Writing Center Staff 1."— Presentation transcript:

1 Using and Crediting Sources in APA The Walden University Writing Center Staff 1

2 2 Housekeeping Issues Questions Recording:

3 3 Agenda Why do we use citations? What do we cite? –Quotations –Paraphrasing How do we cite? –Frequency Reference list Tools

4 4 Why We Use Citations Citations: –Give credit to sources you are quoting and paraphrasing –Tell the reader when you are using sources to support your ideas –Direct the reader to the reference list and the full publication information for the source

5 5 Why We Use Citations Citing sources is important because it: –Maintains your integrity –Creates credibility –Shows you are engaging in scholarship –Avoids plagiarism

6 6 Why We Use Citations Without citations, the reader: –Won’t know what sources you are using –Will think all of the paper consists of your ideas –Will think that you aren’t basing your ideas on research, but on opinion –Won’t follow how you learned information

7 7 What We Cite Scholars cite: –Quotations: direct wording and phrasing taken from a source you’ve read, word-for-word Quotation marks: “XXXX” –Paraphrasing: ideas or information from a source that you’ve placed in your own words –Quotations versus paraphrasing Paraphrasing is always preferred Quotations should be 10% or less of your paper

8 8 If We Do Not Cite Not properly citing sources could result in inadvertent plagiarism –Both quotations and paraphrasing Types of plagiarism: – Copy/paste: copy and pasting sentences and paragraphs directly from a source – Improper paraphrasing: only using synonyms to replace a few key words – Not including citations: not citing sources in each sentence you paraphrase them

9 9 What We Cite Using quotations –My source paragraph: Differentiation as an instructional approach promotes a balance between a student’s style and a student’s ability (Tomlinson, 2008). Differentiated instruction provides the student with options for processing and internalizing the content, and for constructing new learning in order to progress academically (Campbell, 2009).

10 10 What We Cite Using quotations: Bad Differentiation as an instructional approach promotes a balance between a student’s style and a student’s ability (Thompson, 2009, p. 2). Okay: “Differentiation as an instructional approach promotes a balance between a student’s style and a student’s ability” (Thompson, 2009, p. 2).

11 11 What We Cite Using quotations: Better: However, “differentiation as an instructional approach promotes a balance between a student’s style and a student’s ability” (Thompson, 2009, p. 2). Even better: According to Thompson (2009), differentiation in teaching helps students by giving “options for processing and internalizing the content” (pp. 2-3).

12 12 What We Cite Paraphrasing: –Ideas or information from a source that you’ve placed in your own words We paraphrase to: –Give our own explanation and analysis of ideas –Provide credibility to our own argument If a sentence includes data or ideas from a source, a citation is needed

13 13 What We Cite Using paraphrasing: Differentiation as an instructional approach promotes a balance between a student’s style and a student’s ability (Tomlinson, 2008). Differentiated instruction provides the student with options for processing and internalizing the content, and for constructing new learning in order to progress academically (Campbell, 2009). Bad: Differentiation is a way to encourage equality between the approach and talent of the student (Thompson, 2009). This type of instruction gives students different ways to deal with and grasp information, and for establishing new learning to move on in education (Thompson, 2009). Using paraphrasing: Differentiation as an instructional approach promotes a balance between a student’s style and a student’s ability (Tomlinson, 2008). Differentiated instruction provides the student with options for processing and internalizing the content, and for constructing new learning in order to progress academically (Campbell, 2009). Bad: Differentiation is a way to encourage equality between the approach and talent of the student (Thompson, 2009). This type of instruction gives students different ways to deal with and grasp information, and for establishing new learning to move on in education (Thompson, 2009).

14 14 What We Cite Using paraphrasing: Better: Teachers use differentiated instruction to help students learn, allowing the teacher to cater lessons to the way each student learns and each students’ skill (Thompson, 2009).

15 15 How We Cite Paraphrasing: (Author, Year) Quotations: (Author, Year, p. xx) Student diversity is one variable that must be considered in meeting the academic needs of students (Smith & McTighe, 2006). According to Tomlinson (1991), differentiated instruction is an approach that effectively engages students through different levels and modalities to address the existing academic diversity. Conversely, Tomlinson stated that “as a result of a lack of sufficient research, few studies document the effectiveness of differentiated instruction on student learning” (p. 19).

16 16 How We Cite Citation frequency: –Cite each and every sentence that includes paraphrased information Why? Citing sources often: –Ensures the reader knows exactly when you are using a source and which source you are using –Otherwise, the reader might think sentences are based on your own ideas and information

17 17 How We Cite Too little citing: Teachers use differentiated instruction to help students learn, allowing the teacher to cater lessons to the way each student learns and each students’ skill. Differentiation in teaching helps students by giving for learning in different ways. No Child Left Behind (NCLB) sets rigid standards for teachers, which does not allow for this multidisciplinary approach that differentiation asks for. In this way, NCLB is not compatible with differentiation in the classroom (Thompson, 2009).

18 18 How We Cite Too much citing: Teachers use differentiated instruction to help students learn, allowing the teacher to cater lessons to the way each student learns and each students’ skill (Thompson, 2009). According to Thompson, differentiation in teaching helps students by giving for learning in different ways (Thompson, 2009). No Child Left Behind (NCLB) sets rigid standards for teachers, which does not allow for this multidisciplinary approach that differentiation asks for (Thompson, 2009). In this way, Thompson explained, NCLB is not compatible with differentiation in the classroom (Thompson, 2009). Too much citing: Teachers use differentiated instruction to help students learn, allowing the teacher to cater lessons to the way each student learns and each students’ skill (Thompson, 2009). According to Thompson (2009), differentiation in teaching helps students by giving for learning in different ways. No Child Left Behind (NCLB) sets rigid standards for teachers, which does not allow for this multidisciplinary approach that differentiation asks for (Thompson, 2009). In this way, Thompson explained, NCLB is not compatible with differentiation in the classroom.

19 19 How We Cite Note on publication years: – Always needed in parenthetical citations (Thompson, 2009) –Only needed in the first in-text citation of a source –All subsequent citations do not need publication year –New paragraph: rule starts over Example: Thompson (2009) explained how differentiation is connected to No Child Left Behind (NCLB). In essence, Thompson stated that NCLB hinders a teacher’s ability to use differentiation.

20 20 How We Cite Just enough citing: Teachers use differentiated instruction to help students learn, allowing the teacher to cater lessons to the way each student learns and each students’ skill (Thompson, 2009). According to Thompson (2009), differentiation in teaching helps students by giving for learning in different ways. No Child Left Behind (NCLB) sets rigid standards for teachers, which does not allow for this multidisciplinary approach that differentiation asks for (Thompson, 2009). In this way, Thompson explained, NCLB is not compatible with differentiation in the classroom.

21 21 How We Cite Characteristics of enough citing: 1.Each sentence using information from the source gives credit to the source 2.Sources are not cited twice in one sentence 3.Publication years are only needed in the first in- text citation

22 22 Reference List Citations’ purpose are to point to your reference list Reference lists include publication information for a source The reader might want to: –Check your accuracy –Find more information about its topic and ideas

23 23 Reference List Basic book: Author, A., & Author, B. (Year). Title of the book goes here. City, XX: Publisher. Basic online article: Author, A., & Author, B. (Year). Title of the article goes here. Title of the Journal Goes Here, x (x). pp. xx-xx. doi: xxxx-xxxx

24 24 Reference List Reference list formatting: –Website: –Citing electronic sources: –Common examples: –APA Style FAQ:

25 25 Recap! Citations of quotes and paraphrasing maintains your credibility and integrity Citations are needed for all: –Quotes (word-for-word phrasing from a source) –Paraphrasing (expressing ideas and data from a source in your own words) Citations are used in each and every sentence quotes or paraphrasing is used Citations point to the reference list so the reader can find the actual source

26 26 Resources Plagiarism: Paraphrasing: Citations:

27 27 Resources Grammarly: automated grammar checker Turnitin: automated plagiarism checker Paper reviews Writing Center User Guide:

28 Questions?


Download ppt "Using and Crediting Sources in APA The Walden University Writing Center Staff 1."

Similar presentations


Ads by Google