Here are some issues with the annotation: - It provides too much summary of the source content rather than focusing on bibliographic details, authority, and evaluation. - There is no word count provided. - It includes the author's opinion and plans for using the source rather than staying objective. - Some important bibliographic elements are missing (no publication date). - The evaluation praises the source rather than objectively assessing authority and credibility. The annotation would be improved by focusing on brief bibliographic details, credentials establishing authority, and an objective evaluation of the source's relevance and credibility for the research topic. Personal opinions and future use of the source do not belong in an annotation.

1. PLAGIARISM & PARAPHRASING--
PRACTICING CONVENTIONS OF ACADEMIC WRITING
Portions of this presentation are adapted from:
•The Writing Resources Center: http://wrc.uncc.edu/
•They Say/I Say: The Moves that Matter in Academic Writing, 1st ed., pp. 39-47, by Gerald Graff and
Cathy Birkenstein.
•DePaul University School for New Learning: Teaching Resources

2. 2
AVOIDING PLAGIARISM
Writers need to understand current definitions of plagiarism, which have
changed over time and differ from culture to culture.
Plagiarism is 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.

3. 3
What is
“Plagiarism”?
What is NOT “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 a source, but who misuses a
specific citation format or incorrectly uses
quotation marks, has not plagiarized.
 In an instructional setting, plagiarism is
when a writer deliberately uses someone
else’s language, ideas, or other original
(not common-knowledge) material
without acknowledging its source.
 Definition applies to print or online texts,
to manuscripts, and to the work of other
students.

4. 4
UNDERSTAND WHY TO CREDIT
SOURCES…CORRECTLY
BUILD ETHOS--
 Show you’re a knowledgeable and credible
researcher.
 Demonstrate fairness—that you have considered
multiple points of view.
 Offer background for your research by placing it in
the context of the work of others (joining the
conversation).
 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.

5. 5
Materials That Require
Acknowledgement
 Quotations, paraphrases,
summaries
 Facts not widely known or
claims that are arguable
 Help provided by others
Materials That Do NOT Require
Acknowledgement
 Common knowledge
 Ideas available in a wide variety of sources
(like news events or Wikipedia type
information)
 Your own findings from primary or field
research
Note: LANGUAGE ALWAYS COUNTS! If you use exact wording of ANYTHING,
even something that is found multiple places, you MUST cite it.

6. OUTSIDE MATERIAL = IDEAS OR WORDS FROM SOURCES
 Quoting (Writing to Repeat): presenting ideas and wording of a source
unchanged from the original (placed within quotation marks and cited).
 Paraphrasing (Writing to Translate): presenting ideas of a source
unchanged but expressing them in your own writing style (doesn’t need
quotation marks, but still should be cited)
 Summarizing (Writing to Condense): presenting important ideas of a
source in briefer form and in your own writing style (doesn’t need quotation
marks, but still should be cited)

7. FOR YOUR RESEARCH GUIDE…
1. CURRENT CONVERSATION -- paraphrasing, summarizing, and perhaps small amounts of
direct quotes
• Try not to rely on direct quotes as the idea is to teach this issue to someone else in simple terms.
2. DISCOURSE GUIDE -- primarily paraphrasing
• The point is to define terms easily for readers. You may use visual aids and hyperlinks to more formal
definitions.
3. ANNOTATED BIB -- primarily summarizing
• Also trying to do this using your own way of phrasing and without directly quoting more than necessary
terms or phrases
4. RESEARCHER GUIDE -- You may use direct quotes. It’s often useful to take notes by
paraphrasing so that you have this step done for your essay.
• If you are keeping direct quotes, please note where the source came from and why you are keeping it.

8. WHAT MAKES A GOOD PARAPHRASE?
Student often unintentionally misuse sources when they attempt to paraphrase: to
rephrase someone else’s ideas into your own words and sentence patterns.
A good paraphrase…
• Expresses someone else’s ideas in your own words and in your own style:
• WORD CHOICE
• SENTENCE STRUCTURE
• ORDER OF IDEAS
• Includes a citation- both in-text and bibliographic.

9. TIPS FOR PARAPHRASING--
1. Review original material until you understand it completely (can
explain it to a 7 year old)
2. Write out what the original material said using your own
words.
3. Avoid looking at the source!
4. Compare the original to yours to check for the same meaning.
5. Attach a citation, even if the paraphrase is a quick reference.

10. Original
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 farmhands 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.”
Too Close
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.
An Unacceptable Paraphrasing Is Too Close to the Original

11. Original
Students frequently overuse direct quotations
in taking notes, and as a result they overuse
quotations in the final [research] paper.
Probably only about 10% of your final
manuscript should appear as directly quoted
matter. Therefore, you should strive to limit the
amount of exact transcribing of source
materials while taking notes.
Too Close
Students often use too many direct quotations
when they take notes, resulting in too many of them
in the final research paper. In fact, probably only
about 10% of the final copy should consist of
directly quoted material. So it is important to limit
the amount of source material copied while taking
notes.
 Black= Same as Original
 Red= Synonyms added while maintaining
sentence structure
 Blue = An Added Transition… The Only New
Material
An Unacceptable Paraphrasing Is Too Close to the Original

12. Original
Students frequently overuse direct
quotations in taking notes, and as a
result they overuse quotations in the
final [research] paper. Probably only
about 10% of your final manuscript
should appear as directly quoted matter.
Therefore, you should strive to limit the
amount of exact transcribing of source
materials while taking notes.
Good
In research papers, students often over
rely on quotes, failing to keep quoted
material down to a desirable level. Since
the problem usually originates during note
taking, it is essential to minimize the
material recorded verbatim and instead
take notes in your own words.
Good rule of thumb: If it can be color-coded to show similarities,
then it is too close to the original.
Paraphrasing Examples

13. PATCHWORK PLAGIARISM
Direct "patchwork" plagiarism is when a writer copies material from several writers
and rearranges that material with no attempt to acknowledge the original sources.
This also happens by copying material in multiple places from a source and then
trying to piece them together, again without proper acknowledgement or
paraphrasing appropriately.

14. Patchwork Plagiarism Sample 2

15. Patchwork Plagiarism Sample 1

16. Bad Paraphrase
Sample
It is a misconception that plagiarism relies on a percentage.

17. A STRONG SUMMARY (FOR ANNOTATED BIB)
1) Begins by introducing the source using specific information about it (title, author,
genre)
2) Stays focused-- Provides the main purpose and thesis of the source as well as the
main points.
3) Remains in present tense
4) Uses your own words to show understanding and doesn’t rely on quoted
material from the source. (Terms and phrases are okay.)
5) Remains Objective– A reader should not be able to discern your opinion about
the issue or the source by how you summarize it.
1) Use author signals– Ex. According to the author…
2) Avoid evaluative adjectives to describe points.

18. HOW TO SUMMARIZE--
1. Read the source; be sure you understand it.
• You should be able to explain the gist of it to someone without looking at it before you
start.
2. Outline the article and/or highlight or list major points.
3. Write a first draft (a few sentences) without looking at the article.
4. Always paraphrase ideas and points. If you do copy a phrase from the original
(even if only a few words)—
 It should be a necessary phrase that cannot be paraphrased.
 It should be in "quotation marks."
5. CHECK IT FOR– accuracy, appropriate author signals, a hyperlink to a web source,
information that may need to be added or trimmed

19. A STRONG EVALUATION MIGHT ADDRESS…
(FOR ANNOTATED BIB)
1) Relevant author and/or publication background and credentials
2) Recentness and/or relevance of the information or source
3) The specific usefulness of the source: perspective, study results, background info,
organization/presentation of ideas…
4) Any bias the author, publication, or group might have
5) The credibility of the sources referenced by the author
This is a essentially a few sentences that gives your opinion on the quality of the text
as a source of information on the issue for future researchers.
Avoid getting too far into your opinion about the issue itself, and avoid discussing
how you plan to use it in your paper.

20. EXAMPLE ANNOTATION
Lopez-Duran, Nestor PhD. “Bully victims may be at risk for developing psychotic symptoms.” Child
Psychology Research Blog, 11 May 2009. Web. 5 March 2010.
In this article, Nestor Lopez-Duran discusses a 2009 longitudinal study examining correlations between victimization
and psychotic symptoms. Lopez-Duran states that findings point to bullying as having different levels of
consequences for victims. He notes that study results indicate that adults who have experienced psychotic disorder
likely have a history of victimization and that being bullied during childhood doubles the risk of developing psychotic
symptoms. Finally, he examines possibilities why these children are at high risk of developing psychotic disorders and
discusses the “dose response,” which deals with effects based on how often a child is bullied. Lopez-Duran is
currently an Assistant Professor of Psychology at the University of Michigan where he researches mood disorders
concerning children and adolescents. He also coordinates neuropsychology assessment services at the University
Center for the Child and the Family and is an editor for Child-Psych research. This is a recent study, and the
presentation of possibilities and symptoms aids in understanding how effects could be interrelated and mutually
causational.
Word Count-- 164

21. WHAT’S WRONG HERE?
CDC’s Diabetes Program. June 27, 2006. November 11, 2007.
<http://www.cdc.gov/diabetes/faq/basics.htm>
The CDC is the National Center for Chronic Disease Prevention and Health
promotion. I wanted to use this source because they are every credible. The main
reason why I used this site was because it gave the symptoms of diabetes. I wanted
to let people know exactly Diabetes was and what it does to the body. A lot of
people think that Diabetes is not as serious as it really is. It also explained the
difference between Type I and Type II Diabetes and who they affect.

22. WHAT’S WRONG HERE?
Shafii, Mohammad and Shafii, Sharon Lee. Clinical Guide to Depression In Children and Adolescents.
Washington DC: America Psychatric Press, 1992. Print.
This source breaks down several aspects of depression, starting with age groups. The authors do a
remarkable job comparing all differences in all the ages between children and adolescents. They go in-
depth about all different causes and types of depression. Also they discuss possible outcomes of
depression, along with treatments.
The main author of this book, Mohammad Shafii, is the Director of the Child and Adolescent Psychiatry
Residency Training Program in the Department of Psychiatry and Behavioral Sciences at University of
Louisville, Kentucky. Not only does Shafii teach and understand depression, but he also personally deals
with children and adolescents dealing with this problem. The other author, Sharon Lee Shafii, is the
Editor-in-Residence of the same Residency Training Program in Louisville, Kentucky. Also, Ms. Shafii was
previously Assistant Head Nurse in the Adolescent Service at the Neuropsychiatric Institute of the
University of Michigan Medical Center. This source is very useful for my research and in understanding
the topic better.