For More Help:
Or call the Nelson Poynter Library Information Desk:
Phone: 727-873-4405
Summaries, Paraphrases, and Using Quotations
Nelson Poynter Memorial Library
Welcome to the Summaries, Paraphrases, and Using Quotations learning module. This module provides information about and recommendations for:
You also have the opportunity to practice paraphrasing and summarizing several texts.
This module is designed to be completed in 15 minutes.
Definition (v.):
"Copying from a source text and then deleting some words"
"A grotesque patchwork of long quotations that reveals little or nothing of the named author's own thoughts or insights"
It's so easy to copy and paste text from one electronic document to another. Even if you make minor changes, add an beginning and concluding sentence, and properly cite your sources, if you use quote, after quote, after quote in your paper it is a bad writing technique called Patch-writing. Over-use of direct quotes can obscure the author's voice and reveal little of the author's own thoughts and analysis. Patch-writing is also sometimes called "unintentional plagiarism." By learning and practicing how to effectively paraphrase, summarize, and properly incorporate quotations, you can improve your writing and avoid the pitfalls of patch-writing
The use of quotes varies by academic discipline. For example, quotations are common in literary analyses, historical or qualitative social science research; quotes are less common in the fields of biomedical and physical sciences. Be sure that the quoted material is worthy of inclusion and avoid using multiple quotes just to "pad" or add length to your paper. Stringing a series of quotes together is a bad writing technique and can often unintentionally lead to plagiarism. Some important points to consider when you use quotations include:
Key passages or phrases require quotation marks as well as citation information. Each quote must also be "set up" with an explanation , analysis and/or commentary. These short quotes should be included directly within the text and surrounded by quotation marks (""). Be sure to include a parenthetical (in-text) citation and provide the source's complete citation information in your Reference List.
For Example:
"When you've suffered a great deal in life, each additional pain is both unbearable and trifling."
Quotations longer than three lines require block formatting; Start a new paragraph and indent the quote by 1 inch to distinguish it from your writing and do not include any surrounding quotation marks. Be sure to include a parenthetical (in-text) citation and provide the source's complete citation information in your Reference List.
For Example:
What a thing to acknowledge in your heart! To lose a brother is to lose someone with whom you can share the experience of growing old, who is supposed to bring you a sister-in-law and nieces and nephews, creatures to people the tree of your life and give it new branches. To lose your father is to lose the one who guidance and help you see, who supports you like a tree trunk supports its branches. To lose your mother, well, that is like losing the sun above you. It is like losing - I'm sorry, I would rather now go on.
Definition
To restate or reword someone else's ideas, text, or findings using your own words and style. Usually the rephrased text is a shorter and more simplified version than provided in the original material. Paraphrasing is frequently done to provide either an overview of the original text or to clarify the original content and meaning.
When analyzing specific details of a primary text, place some of these details in paraphrases, (i.e., your own words).
Source: Maes, S. D. J., de, M. J., & Buysse, A. (May 01, 2012). Children's experiences and meaning construction on parental divorce: A focus group study. Childhood, 19 (2): 266-279.
Original Quote:
"Children did not have a feeling of mattering in their parents' decision to divorce. Although this decision is hard for children to accept, from a mental health perspective it is good that children feel that they do not matter in this parental decision to the extent that they feel they are not to blame. From the literature we know that self-blame is an important mediator that explains why children suffer from parental conflicts. However, although unfair in their eyes, the children in this study are able to live with the parental decision to divorce, especially if they understand why the decision was made."
Paraphrase Example:
Although previous studies have indicated that many children experience self-blame during their parents' divorce, Maes and Buysse (2012) found that their focus group participants did not believe they were the cause for their parent's divorce. To protect their children's mental health, it is important that parents clearly communicate and ensure that their children do not assume negative responsibility for their parents' divorce.
Paraphrase the following passage from Passages in Caregiving by Gail Sheehy:
Source: Sheehy, G. (2010). Passages in caregiving: Turning chaos into confidence. New York: HarperCollins.
Show/hide comprehension question...
It is often necessary to build a research context for summarizing one or more key sources. Summaries condense the primary text to one main idea, usually conveyed in on sentence; however, if the primary text is particularly long, complex, or central to the analysis, several sentences may be required. Remember an in-text citation is still necessary when you summarize a primary source.
Source Example: Gokhale, A. (1995). Collaborative learning enhances critical thinking. Journal of Technology Education, 7 (1): 1045-1064.
Original Quotation:
"After conducting a statistical analysis on the test scores, it was found that students who participated in collaborative learning had performed significantly better on the critical- thinking test than students who studied individually. It was also found that both groups did equally well on the drill- and- practice test. This result is in agreement with the learning theories proposed by proponents of collaborative learning. In the present study, the collaborative learning medium provided students with opportunities to analyze, synthesize, and evaluate ideas cooperatively. The informal setting facilitated discussion and interaction. This group interaction helped students to learn from each other's scholarship, skills, and experiences. The students had to go beyond mere statements of opinion by giving reasons for their judgments and reflecting upon the criteria employed in making these judgments. Thus, each opinion was subject to careful scrutiny. The ability to admit that one's initial opinion may have been incorrect or partially flawed was valued."
Summary:
In her study examining the impact of collaborative learning on college student test scores Gokhale (1995) found that all study participants performed equally well in drill and practice tests, but that the students who had participated in group study scored significantly higher in the tests that measured their critical thinking abilities. The group work was specifically associated with students providing a deeper level of analysis and justification for their opinions. Additionally, the group interaction contributed to the evolution of the students' positions as initial options were examined and corrected.
Summarize the following passage, Be Cool to the Pizza Dude by Sarah Adams:
Source: Allison, J., Gediman, D., Gregory, J., & Merrick, V. (2006). This I believe: The personal philosophies of remarkable men and women. New York: H. Holt.
Show/hide comprehension question...
By completing this module you have now learned the distinction between the use of quotations, paraphrasing, summarizing, and how to avoid the pitfalls of patch-writing. Writing is a skill that improves with practice and the process of editing and revising your papers will ensure that you continue to improve your assignments.
For additional help with your academic writing, please visit the USFSP Academic Success Center
Click here to complete additional Library Instruction Modules
To return to the Nelson Poynter Memorial Library home page.
Or call the Nelson Poynter Library Information Desk:
Phone: 727-873-4405