Teaching the Art of Citation and Paraphrase Betsy Gilliland, UC Davis Cristin Boyd, Studies in American Language, SJSU CATESOL Annual Conference April 8, 2011

Is it Plagiarism? You read: “Nineteen percent of full- time freshmen say they spend only 1 to 5 hours per week preparing for classes…” From: Young, Jeffrey R. Homework? What Homework? Chronicle of Higher Education, 49 (15).12/6/2002. You write: Nineteen percent of full-time freshmen say they spend only 1 to 5 hours per week preparing for classes. YES! You need to use quotes and to cite your source Oct. 22, 2010

Is it Plagiarism? You read: "Students are studying about one-third as much as faculty say they ought to, to do well," said George D. Kuh, director of the survey and a professor of higher education at Indiana University at Bloomington. From: Young, Jeffrey R. Homework? What Homework? Chronicle of Higher Education, 49 (15).12/6/2002 You write: Most students spend about one-third as much time studying as faculty say they should. Yes! You must credit your source if you paraphrase text. Oct. 22, 2010

Is it Plagiarism? You read : "Students are studying about one-third as much as faculty say they ought to, to do well," said George D. Kuh, director of the survey and a professor of higher education at Indiana University at Bloomington. From: Young, Jeffrey R. Homework? What Homework? Chronicle of Higher Education, 49 (15).12/6/2002 You write : According to George D. Kuh, Indiana University at Bloomington, students study about one-third of the time that is expected by faculty (Young, 2002). No. As long as you have included the Young article in your reference list, you have properly cited your source. Oct. 22, 2010

Is it Plagiarism? You read : “The tip given most consistently by professors and college officials is that students should simply do their homework. The most commonly prescribed amount is at least two hours of class preparation for every hour spent in the classroom…” From: Young, Jeffrey R. Homework? What Homework? Chronicle of Higher Education, 49 (15).12/6/2002 You write : College students should do their homework. No. Commonly known facts or ideas do not have to be cited. (Can you find this information in at least five sources?) Oct. 22, 2010

Is it Plagiarism? Yes! You need to credit the source of images and other media as well as text. Gray wolf (Canis lupus). © Jeff Lepore/Photo Researchers Wolf. Encyclopædia Britannica. Retrieved March 31, 2004, from Encyclopædia Britannica Online. Should we or shouldn’t we protect the gray wolf? By Ima Lamb Eng 110 Apr. 1, 2004 You find : Your title page : Oct. 22, 2010

Is it Plagiarism? When in doubt, cite it! Oct. 22, 2010

Challenges of Citation in Academic Writing Why do international students and second language writers plagiarize?

Challenges for Students Ownership of ideas varies between cultures. –Rote Memorization; verbatim repeat of scholars –Mother: Person I admire (Yongfang, 2003) Ideas about what needs to be cited – Common knowledge in collectivist cultures Some cultures are reader (vs. writer) responsible. –Assumptions re: reader knowledge –Assumptions required content

More Challenges for Students Collectivist/Common Good –Uzbekistan US High School Students/EFL Students –Test-based learning –Vocabulary-focused teaching/learning –Citation not taught

Ss need to know Why we Write & Cite Why we Write To prove to a professor what has been learned To learn To communicate To prepare for real- world writing –Proposal for a boss –Research a new product –Problem/solution reports Why we Cite To show ownership of ideas To show our knowledge of the field To support others in the research process –Cooke Crumb trail Ss require direct teaching of this info; don’t assume they know!

The purpose of citing research in academia References Johnson, D. C. (2006). People over policies. Essential Teacher, 3(2). Retrieved from 06&DID= &DID=6329 Jordan, W. J. (2010). Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners. Review of Research in Education, 34(1), doi: / X Menken, K. (2009). No Child Left Behind and its effects on language policy. Annual Review of Applied Linguistics, 29, Shaul, M. S., & Ganson, H. C. (2005). The No Child Left Behind Act of 2001: The federal government's role in strengthening accountability for student performance. Review of Research in Education, 29, Wright, W. E. (2005). English language learners left behind in Arizona: The nullification of accommodations in the Intersection of federal and state policies. Bilingual Research Journal, 29(1), Joe Q. Student My Essay English learners are particularly affected by the provisions of NCLB. No longer can they be spared the testing experience; as one of the subgroups designated by the legislation, English learners must also be assessed and must show progress toward the goal of 100% proficiency by 2014 (Shaul & Ganson, 2005). In addition, they must be tested in English if they have attended a US school for three consecutive years unless the district is able to prove that testing in their first language would yield more reliable results (Menken, 2009).

The purpose of citing research in academia Joe Q. Student My Essay English learners are particularly affected by the provisions of NCLB. No longer can they be spared the testing experience; as one of the subgroups designated by the legislation, English learners must also be assessed and must show progress toward the goal of 100% proficiency by 2014 (Shaul & Ganson, 2005). In addition, they must be tested in English if they have attended a US school for three consecutive years unless the district is able to prove that testing in their first language would yield more reliable results (Menken, 2009). References Johnson, D. C. (2006). People over policies. Essential Teacher, 3(2). Retrieved from 06&DID= &DID=6329 Jordan, W. J. (2010). Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners. Review of Research in Education, 34(1), doi: / X Menken, K. (2009). No Child Left Behind and its effects on language policy. Annual Review of Applied Linguistics, 29, Shaul, M. S., & Ganson, H. C. (2005). The No Child Left Behind Act of 2001: The federal government's role in strengthening accountability for student performance. Review of Research in Education, 29, Wright, W. E. (2005). English language learners left behind in Arizona: The nullification of accommodations in the Intersection of federal and state policies. Bilingual Research Journal, 29(1), 1-29.

The purpose of citing research in academia Joe Q. Student My Essay English learners are particularly affected by the provisions of NCLB. No longer can they be spared the testing experience; as one of the subgroups designated by the legislation, English learners must also be assessed and must show progress toward the goal of 100% proficiency by 2014 (Shaul & Ganson, 2005). In addition, they must be tested in English if they have attended a US school for three consecutive years unless the district is able to prove that testing in their first language would yield more reliable results (Menken, 2009). References Johnson, D. C. (2006). People over policies. Essential Teacher, 3(2). Retrieved from 06&DID= &DID=6329 Jordan, W. J. (2010). Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners. Review of Research in Education, 34(1), doi: / X Menken, K. (2009). No Child Left Behind and its effects on language policy. Annual Review of Applied Linguistics, 29, Shaul, M. S., & Ganson, H. C. (2005). The No Child Left Behind Act of 2001: The federal government's role in strengthening accountability for student performance. Review of Research in Education, 29, Wright, W. E. (2005). English language learners left behind in Arizona: The nullification of accommodations in the Intersection of federal and state policies. Bilingual Research Journal, 29(1), 1-29.

The purpose of citing research in academia Joe Q. Student My Essay English learners are particularly affected by the provisions of NCLB. No longer can they be spared the testing experience; as one of the subgroups designated by the legislation, English learners must also be assessed and must show progress toward the goal of 100% proficiency by 2014 (Shaul & Ganson, 2005). In addition, they must be tested in English if they have attended a US school for three consecutive years unless the district is able to prove that testing in their first language would yield more reliable results (Menken, 2009). References Johnson, D. C. (2006). People over policies. Essential Teacher, 3(2). Retrieved from 06&DID= &DID=6329 Jordan, W. J. (2010). Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners. Review of Research in Education, 34(1), doi: / X Menken, K. (2009). No Child Left Behind and its effects on language policy. Annual Review of Applied Linguistics, 29, Shaul, M. S., & Ganson, H. C. (2005). The No Child Left Behind Act of 2001: The federal government's role in strengthening accountability for student performance. Review of Research in Education, 29, Wright, W. E. (2005). English language learners left behind in Arizona: The nullification of accommodations in the Intersection of federal and state policies. Bilingual Research Journal, 29(1), 1-29.

The purpose of citing research in academia Joe Q. Student My Essay English learners are particularly affected by the provisions of NCLB. No longer can they be spared the testing experience; as one of the subgroups designated by the legislation, English learners must also be assessed and must show progress toward the goal of 100% proficiency by 2014 (Shaul & Ganson, 2005). In addition, they must be tested in English if they have attended a US school for three consecutive years unless the district is able to prove that testing in their first language would yield more reliable results (Menken, 2009). References Johnson, D. C. (2006). People over policies. Essential Teacher, 3(2). Retrieved from 06&DID= &DID=6329 Jordan, W. J. (2010). Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners. Review of Research in Education, 34(1), doi: / X Menken, K. (2009). No Child Left Behind and its effects on language policy. Annual Review of Applied Linguistics, 29, Shaul, M. S., & Ganson, H. C. (2005). The No Child Left Behind Act of 2001: The federal government's role in strengthening accountability for student performance. Review of Research in Education, 29, Wright, W. E. (2005). English language learners left behind in Arizona: The nullification of accommodations in the Intersection of federal and state policies. Bilingual Research Journal, 29(1), 1-29.

Joe Q. Student My Essay English learners are particularly affected by the provisions of NCLB. No longer can they be spared the testing experience; as one of the subgroups designated by the legislation, English learners must also be assessed and must show progress toward the goal of 100% proficiency by 2014 (Shaul & Ganson, 2005). In addition, they must be tested in English if they have attended a US school for three consecutive years unless the district is able to prove that testing in their first language would yield more reliable results (Menken, 2009). References Johnson, D. C. (2006). People over policies. Essential Teacher, 3(2). Retrieved from 06&DID= &DID=6329 Jordan, W. J. (2010). Defining Equity: Multiple Perspectives to Analyzing the Performance of Diverse Learners. Review of Research in Education, 34(1), doi: / X Menken, K. (2009). No Child Left Behind and its effects on language policy. Annual Review of Applied Linguistics, 29, Shaul, M. S., & Ganson, H. C. (2005). The No Child Left Behind Act of 2001: The federal government's role in strengthening accountability for student performance. Review of Research in Education, 29, Wright, W. E. (2005). English language learners left behind in Arizona: The nullification of accommodations in the Intersection of federal and state policies. Bilingual Research Journal, 29(1), The purpose of citing research in academia

What about using your school’s resources?

From SJSU plagiarism tutorial selector.htm selector.htm “Paraphrasing is not simply rearranging or rewording an original passage. Correct paraphrasing consists of reading the original passage, understanding what the original author is saying, synthesizing (putting together) the information, and then expressing your understanding of these ideas in your own words. Paraphrasing properly not only keeps you from plagiarizing, it helps you really learn and understand the original source material. It also can make you a more skilled writer.”

From UC Davis plagiarism handout Original Source: ‘[A totalitarian] society... can never permit either the truthful recording of facts, or the emotional sincerity, that literary creation demands.... Totalitarianism demands... the continuous alteration of the past, and in the long run... a disbelief in the very existence of objective truth.’ 3 Student Version A -- Plagiarism A totalitarian society can never permit the truthful recording of facts; it demands the continuous alteration of the past, and a disbelief in the very existence of objective truth. This is plagiarism; the student has combined copied pieces of the author’s language, without quotation marks or citations. Student Version B -- Improper paraphrase, also plagiarism A totalitarian society can’t be open-minded or allow the truthful recording of facts, but instead demands the constant changing of the past and a distrust of the very existence of objective truth. (Orwell) This is plagiarism because the student has woven together sentences and switched a few words (“open-minded” for “tolerant,” “allow” for “permit”) has left out some words, and has given an incomplete and inaccurate citation. Other examples provided about good sources 3 Bowker p. 337, quoting Orwell, G., “The Prevention of Literature,” Polemic, No. 2, January 1946 from

Why Citation Is So Difficult No standard definition of “common knowledge” Citation practices vary by discipline Students’ interpretive frameworks may differ from that of discipline Experts (professors) not all on the same page, either (Shi, 2011)

We have to teach it! For many students, our classes are their last chance to learn how –First-year composition and general ed classes often assume a minimum knowledge of American academic citation It starts with reading

A bit of philosophical background underlying our teaching Successful reading and paraphrasing require... –understanding ideas while reading –Successfully capturing those ideas –restating ideas in own writing –understanding where Meaning exists in English not word/character-based collections of words (groups of sentences and paragraphs) “discourse blocks” (Christensen 1963, Pitkin 1969) paragraphs (Kaplan 1972) (main-idea reading presentation with Cristin at 3 pm today)

Good Reading is Fundamental to Good Paraphrasing Payoff is worth the time! How much time? Depends... Resource: What Good Readers Do handout

Main Idea Reading Practice Using the reading skills we have learned, quickly read the top article by DeLeo to get the gist Read again to identify “idea breaks” (paragraphs or sections) Mark each break with a bold line You have 5 minutes!

Main Idea Reading Practice 2 Work with a partner. Read over directions for summary grid. Restate the main ideas for each idea break in the grid. –Fill in “This paragraph/section is about …” Verify main ideas with another pair. Paraphrasing skills can be previously taught or not; main purpose here = focus on main ideas

Reading Academic Journals Need to consider purpose in reading: –Authors’ arguments? –Methodologies? –Findings? Choose sections to read, skim, or skip based on purpose Learn the standard structure of articles in your discipline

Academic Journal Articles Standard Structure (in general): Introduction Methods Results Analysis Discussion Other Possible Sections: Theoretical Framework Literature Review Implications

Three ways to cite sources

Quotation Copy words from the text EXACTLY as they were written Put "quotation marks” on both sides Credit the original author Indicate the page number “ The ballot measure will not only raise money for police, fire, parks and streets but also help ensure the dispensaries are operating within state law ” (Wohlsen, 2010, p. A7).

Why quote? The author’s words are… So impressive or clever that you want to share them with your reader So precise that changing them would change the meaning So concise that a paraphrase would require many more words

Paraphrase Put the ideas from a text into your own words Give credit to the author of the original text Keep ALL the important points of the original (about the same length) In addition to guaranteeing that marijuana dispensaries function legally, the proposition will fund public safety and city infrastructure (Wohlsen, 2010).

Why Paraphrase? Explains ideas without copying or excessive quoting Allows you to explain ideas to a different audience than that of the original Shows your professors that you understood the text Keeps the entire meaning of the text Lets you fit the text into your essay—words flow better than if you quoted

Summary Briefly state the main ideas of a long text Use your own words Quote important phrases Cite the source once California voters will decide whether or not to allow marijuana to be sold commercially in the state. Wohlsen (2010) explains that some cities also have ballot measures that would create taxes on marijuana dispensaries even if the statewide proposition does not pass. Cities would use these taxes to support public safety and infrastructure development. Opponents argue that medical marijuana is like prescription medicine, which is not taxed.

How do I avoid plagiarism? ALWAYS give credit when you refer to someone else’s work. –Always copy exactly into quotation marks and note the source and page number! Use your own words –Take notes on ideas, not exact words –Give credit for ideas from other people

When do I have to cite? Quotations from any text (book, journal, online, etc.) Paraphrase of text (your words, author’s ideas) Reference to someone else’s ideas or opinions Any time the information is NOT truly “common knowledge” or from your own experience

Cristin’s #1 paraphrasing resource Clear steps for paraphrasing Resource: Paraphrasing Well handout on wiki

Steps for Paraphrasing Well 1) Read the section repeatedly to understand the main idea. 2) List important key words. 3) Cover original & restate the main idea in your different words. 4) Don’t worry about grammar! Restate idea first! 5) Check restatement for clarity of original idea (& original structure) 6) Check grammar & edit as needed. 7) Check attribution.

Verbal Paraphrase Practice Decide on one paragraph from the De Leo article (choose one you did not spend a lot of time with in the earlier activity) Working with a partner, follow the paraphrase steps but don’t write paraphrase. One person verbally restate the main idea of the section to partner. Listener should pay attention to idea restatement (don’t worry about grammar, SS, etc). Is idea correct? Repeat with another section & switch roles.

Refining Paraphrase Practice Go back to the summary grid. Focusing on one section/paragraph at a time, follow paraphrase steps from #4 to refine and improve your paraphrase. –Focus on idea first –Revise sentence as needed Check with a partner/group At this stage -- when Ss have control over the idea -- some grammar-focused paraphrase resources could be used (Betsy does?, Cristin does not)

Paraphrasing in Context Practice What does context mean? How does it relate to using sources? Work with a partner. Find the “context” for your source card. Using the paraphrase steps, paraphrase your source for the stated context & audience. Switch with another pair and check (original meaning, context, sentence structure/grammar)

Cristin Finding relevant quotations I don’t know what this is. Slide above is for the blurbs activity

Making a Reference List Student instructions

APA or MLA? When in doubt, ask your professor! –Or check out Purdue OWL for disciplinary list Be consistent with format Consult a style guide Take notes with ALL the info you need (author, date, page #, article title, journal or book title, publication info)

APA Citation (Book) Bartolomé, L. I. (1998). The misteaching of academic discourses. Boulder, CO: Westview Press.

APA Citation (Journal Article) Lee, G., & Schallert, D. L. (2008). Meeting in the margins: Effects of the teacher- student relationship on revision processes of EFL college students taking a composition course. Journal of Second Language Writing, 17(3),

APA Citation (Web Article) Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make Websites, 149. Retrieved from ving ving

Reference List Activity Each pair take one source Write a reference list entry for your source –WRITE BIG: fill an entire sheet of paper legibly –Refer to the style guide handout when in doubt Take your entry to the front and put the source list in alphabetical order

Questions? Betsy: Cristin: