1. Writing Resources Center (WRC) Mark Hall, Ph.D. Director http://wrc.uncc.edu/

2. Fulbright Scholars English Refinement for Graduate Studies http://wrc.uncc.edu/

3. What a Writing Center Does Fosters an environment of active, collaborative learning outside the classroom. Provides writing instruction to students, faculty, and staff from first-year to graduate in any discipline. Develops better writers. Makes available both web-based and print writing resources. May offer online tutoring.

4. How a Writing Center Works A Writing Center is for struggling and confident writers alike. Appointments and walk-ins are welcome. Appointments are 30 minutes to 1 hour long. For long-term assistance, arrange a weekly appointment. 4

5. Who Are the Tutors? Tutors are usually students, just like you. They may be undergraduate or graduate students. Many tutors are training to become teachers. Some Writing Centers also employ professional staff. All tutors undergo extensive training, often in a semester- long course. 5

6. 6 Writing Assistants Help You Understand and meet writing assignments. Explore and develop your ideas. Set and meet priorities for revision. Develop critical research strategies. Generate questions for your professor. Learn to cite and document sources. Learn to control surface features of writing, including syntax, grammar, punctuation, and spelling.

7. 7 What You Can Expect in Your Tutorial Careful attention to written work. Active listening and thoughtful responses to ideas. Cooperative assistance with writing problems. Knowledgeable support to find resources needed to complete writing assignments. Long-term help to develop as a writer. Practice learning English as a foreign language.

8. 8 What Writing Assistants Do NOT Do Act in place of your professor. Edit or write for you. Guarantee perfect, error-free writing. Guarantee high grades on your writing. Perform miracles.

9. 9 What You Should Bring to a Tutoring Session Your ideas and questions. Your work at any stage of the writing process. Your assignment instructions, related reading, notes, research—any material to assist in developing your writing. Feedback about your writing from your professor.

10. 10 How to Get the Most From Tutoring Schedule an appointment as soon you get a writing assignment. Bring your materials and participate actively in the tutoring session. Meet with a writing assistant as you develop and revise each draft. Schedule a weekly tutorial. Practice what you learn in the Writing Center.

11. 11 Opportunities for English Language Learners Tutoring designed specifically to help you learn to write in American academic English. Discussions to understand how American cultural conventions differ from your native language. Help to set reasonable goals for developing as a graduate student writer. Weekly appointments.

12. 12 Integrating Sources & Avoiding Plagiarism Writers need to understand current definitions of plagiarism, which have changed over time, and which differ from culture to culture. Adapted from: Lunsford A. (2010). The everyday writer (4th ed.). Boston, MA: Bedford/St. Martin’s.The everyday writer

13. 13 What is “Plagiarism”?Plagiarism In an instructional setting, plagiarism occurs when a writer deliberately uses someone else’s language, ideas, or other original (not common-knowledge) material without acknowledging its source. This definition applies to texts published in print or online, to manuscripts, and to the work of other students.

14. 14 What is NOT Plagiarism?Plagiarism Most current discussions of plagiarism fail to distinguish between plagiarism and misuse of sources. A student who attempts (even if clumsily) to identify and credit his or her source, but who misuses a specific citation format or incorrectly uses quotation marks or other forms of identifying material taken from other sources, has not plagiarized. Instead, the student has failed to cite and document sources appropriately.

15. 15 Plagiarism as a Cultural Concept Many cultures do not recognize Western notions of plagiarism, which rest on the belief that language and ideas can be “owned” by writers. In many countries other than the U.S., using the words and ideas of others without attribution is considered a sign of respect as well as an indication of knowledge.

16. 16 Materials That Require Acknowledgement Quotations, paraphrases, summaries. Facts not widely known or claims that are arguable. Help provided by others.

17. 17 Materials That Do NOT Require Acknowledgement In academic writing in the U.S., you should credit all materials except: Common knowledge. Ideas available in a wide variety of sources. Your own findings from primary or field research.

18. 18 Understand Why to Credit Sources Show that you are a knowledgeable and credible researcher. Demonstrate fairness—that you have considered multiple points of view. Provide background for your research by placing it in the context of the work of others. Help readers follow your thoughts and understand how your ideas relate to those of others. Point readers where to go to find more information on your subject.

19. Avoid Misuse of Sources Frequently, students unintentionally misuse sources when they attempt to paraphrase: to rephrase someone else’s ideas into your own words and sentence patterns.

20. Paraphrasing “The rise of industry, the growth of cities, and the expansion of the population were the three great developments of late nineteenth century American history. As new, larger, steam-powered factories became a feature of the American landscape in the East, they transformed farm hands into industrial laborers, and provided jobs for a rising tide of immigrants. With industry came urbanization, the growth of large cities (like Fall River, Massachusetts, where the Bordens lived), which became the centers of production as well as of commerce and trade.” From Lizzie Borden: A Case Book of Family and Crime in the 1890s by Joyce G. Williams.

21. Unacceptable Paraphrase The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived, which turned into centers of commerce and trade as well as production.

22. What Makes an Unacceptable Paraphrase? The increase of industry, the growth of cities, and the explosion of the population were three large factors of nineteenth century America. As steam-driven companies became more visible in the eastern part of the country, they changed farm hands into factory workers and provided jobs for the large wave of immigrants. With industry came the growth of large cities like Fall River where the Bordens lived, which turned into centers of commerce and trade as well as production.

23. Acceptable Paraphrase According to Williams, (1980), Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. Steam-powered production had shifted labor from agriculture to manufacturing, and as immigrants arrived in the U.S., they found work in these new factories. As a result, populations grew, and large urban areas arose. Fall River was one of these manufacturing and commercial centers. APA Reference: Williams, J. G. (1980). Lizzie Borden: A Case Book of Family and Crime in the1890s. Bloomington, IN: TIS Publications.

24. What Makes a Good Paraphrase? Uses your own words and sentence patterns. Demonstrates your inferential thought processes. Rather than being merely a faithful reproduction of the ideas in source text, an effective paraphrase is one that expresses your perspective.

25. Acceptable Paraphrase with Quotation According to Williams, (1980), Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing, the demand for workers “transformed farm hands into factory workers,” and created jobs for immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of these manufacturing hubs that were also “centers of commerce and trade” (p. 200). Williams, J. G. (1980). Lizzie Borden: A Case Book of Family and Crime in the1890s. Bloomington, IN: TIS Publications.

26. Acceptable Paraphrase with Quotation According to Williams, (1980), Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing, the demand for workers “transformed farm hands into factory workers,” and created jobs for immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of these manufacturing hubs that were also “centers of commerce and trade” (Williams, 1980, p. 200). Williams, J. G. (1980). Lizzie Borden: A Case Book of Family and Crime in the1890s. Bloomington, IN: TIS Publications.

27. Acceptable Paraphrase with Quotation Fall River, where the Borden family lived, was typical of northeastern industrial cities of the nineteenth century. As steam-powered production shifted labor from agriculture to manufacturing, the demand for workers “transformed farm hands into factory workers,” and created jobs for immigrants. In turn, growing populations increased the size of urban areas. Fall River was one of these manufacturing hubs that were also “centers of commerce and trade” (Williams, 1980, p. 200). Williams, J. G. (1980). Lizzie Borden: A Case Book of Family and Crime in the1890s. Bloomington, IN: TIS Publications.

28. Paraphrasing Accurately Include all main points, in the order of the original. State the author’s meaning in your own words and sentence structures. If you use language from the original, enclose in quotation marks. Include an in-text citation. Provide a complete citation in your Bibliography, Works Cited, or References.

29. Key Points Citation machines are helpful, but can be inaccurate. As you professionalize in your particular field, find out the preferred citation style and practice it. Citing sources is not about memorizing rules. Rather, it is about learning to use available resources to help you give credit to other writers for their words and ideas. 29

30. Some—of Many—Citation Styles MLA – Modern Language Association (humanities) MLA APA – American Psychological Association (social sciences, business) APA CMS or Chicago Manual of Style (history) CMS CSE – Council of Science Editors (sciences) CSE IEEE – Institute of Electrical and Electronics Engineers (engineering) IEEE

31. UNC Charlotte Additional Resources on Documentation Atkins Library Writing Resources Center (WRC) Writing Resources Center

32. Writing Resources Center (WRC) Locations: 220 Fretwell 109 Atkins Library Phone: 704-687-HELP (4357) E-mail: wrchelp@uncc.edu Web: http://wrc.uncc.edu/ Appointments: http://rich65.com/uncc/ 32