Paraphrase

Paraphrase: Write it in Your Own Words

Learn to borrow from a source without plagiarizing. For more information on paraphrasing, as well as other ways to integrate sources into your paper, see the Purdue OWL handout Quoting Paraphrasing, and Summarizing. For more information about writing research papers, see our workshop on this subject. Purdue students will want to make sure that they are familiar with Purdue's official academic dishonesty policy as well as any additional policies that their instructor has implemented. Another good resource for understanding plagiarism is the WPA Statement on Plagiarism.

A paraphrase is...

• your own rendition of essential information and ideas expressed by someone else, presented in a new form.
• one legitimate way (when accompanied by accurate documentation) to borrow from a source.
• a more detailed restatement than a summary, which focuses concisely on a single main idea.

Paraphrasing is a valuable skill because...

• it is better than quoting information from an undistinguished passage.
• it helps you control the temptation to quote too much.
• the mental process required for successful paraphrasing helps you to grasp the full meaning of the original.

6 Steps to Effective Paraphrasing

1. Reread the original passage until you understand its full meaning.
2. Set the original aside, and write your paraphrase on a note card.
3. Jot down a few words below your paraphrase to remind you later how you envision using this material. At the top of the note card, write a key word or phrase to indicate the subject of your paraphrase.
4. Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.
5. Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.
6. Record the source (including the page) on your note card so that you can credit it easily if you decide to incorporate the material into your paper.

Some examples to compare

The original passage:

Students frequently overuse direct quotation 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. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.

A legitimate paraphrase:

In research papers students often quote excessively, 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 (Lester 46-47).

An acceptable summary:

Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).

A plagiarized version:

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.

Paraphrasing Exercise

Directions: On a separate piece of paper, write a paraphrase of each of the following passages. Try not to look back at the original passage.

1. "The Antarctic is the vast source of cold on our planet, just as the sun is the source of our heat, and it exerts tremendous control on our climate," [Jacques] Cousteau told the camera. "The cold ocean water around Antarctica flows north to mix with warmer water from the tropics, and its upwellings help to cool both the surface water and our atmosphere. Yet the fragility of this regulating system is now threatened by human activity." From "Captain Cousteau," Audubon (May 1990):17.

2. The twenties were the years when drinking was against the law, and the law was a bad joke because everyone knew of a local bar where liquor could be had. They were the years when organized crime ruled the cities, and the police seemed powerless to do anything against it. Classical music was forgotten while jazz spread throughout the land, and men like Bix Beiderbecke, Louis Armstrong, and Count Basie became the heroes of the young. The flapper was born in the twenties, and with her bobbed hair and short skirts, she symbolized, perhaps more than anyone or anything else, America's break with the past. From Kathleen Yancey, English 102 Supplemental Guide (1989): 25.

3. Of the more than 1000 bicycling deaths each year, three-fourths are caused by head injuries. Half of those killed are school-age children. One study concluded that wearing a bike helmet can reduce the risk of head injury by 85 percent. In an accident, a bike helmet absorbs the shock and cushions the head. From "Bike Helmets: Unused Lifesavers," Consumer Reports (May 1990): 348.

4. Matisse is the best painter ever at putting the viewer at the scene. He's the most realistic of all modern artists, if you admit the feel of the breeze as necessary to a landscape and the smell of oranges as essential to a still life. "The Casbah Gate" depicts the well-known gateway Bab el Aassa, which pierces the southern wall of the city near the sultan's palace. With scrubby coats of ivory, aqua, blue, and rose delicately fenced by the liveliest gray outline in art history, Matisse gets the essence of a Tangier afternoon, including the subtle presence of the bowaab, the sentry who sits and surveys those who pass through the gate. From Peter Plagens, "Bright Lights." Newsweek (26 March 1990): 50.

5. While the Sears Tower is arguably the greatest achievement in skyscraper engineering so far, it's unlikely that architects and engineers have abandoned the quest for the world's tallest building. The question is: Just how high can a building go? Structural engineer William LeMessurier has designed a skyscraper nearly one-half mile high, twice as tall as the Sears Tower. And architect Robert Sobel claims that existing technology could produce a 500-story building. From Ron Bachman, "Reaching for the Sky." Dial (May 1990): 15.

Paraphrasing Exercise: Possible Answers

Here are sample answers for the paraphrasing exercise:

1. According to Jacques Cousteau, the activity of people in Antarctica is jeopardizing a delicate natural mechanism that controls the earth's climate. He fears that human activity could interfere with the balance between the sun, the source of the earth's heat, and the important source of cold from Antarctic waters that flow north and cool the oceans and atmosphere ("Captain Cousteau" 17).

2. During the twenties lawlessness and social nonconformity prevailed. In cities organized crime flourished without police interference, and in spite of nationwide prohibition of liquor sales, anyone who wished to buy a drink knew where to get one. Musicians like Louis Armstrong become favorites, particularly among young people, as many turned away from highly respectable classical music to jazz. One of the best examples of the anti-traditional trend was the proliferation of young "flappers," women who rebelled against custom by cutting off their hair and shortening their skirts (Yancey 25).

3. The use of a helmet is the key to reducing bicycling fatalities, which are due to head injuries 75% of the time. By cushioning the head upon impact, a helmet can reduce accidental injury by as much as 85%, saving the lives of hundreds of victims annually, half of whom are school children ("Bike Helmets" 348).

4. Matisse paintings are remarkable in giving the viewer the distinct sensory impressions of one experiencing the scene first hand. For instance, "The Casbah Gate" takes one to the walled city of Tangier and the Bab el Aassa gateway near the Sultan's palace, where one can imagine standing on an afternoon, absorbing the splash of colors and the fine outlines. Even the sentry, the bowaab vaguely eyeing those who come and go through the gate, blends into the scene as though real (Plagens 50).

5. How much higher skyscrapers of the future will rise than the present world marvel, the Sears Tower, is unknown. However, the design of one twice as tall is already on the boards, and an architect, Robert Sobel, thinks we currently have sufficient know-how to build a skyscraper with over 500 stories (Bachman 15).

http://owl.english.purdue.edu/owl/resource/619/01/

 

Paraphrase Practice

---

Preface

The normal way to integrate facts and ideas from your reading into your own writing is not to quote it directly but to sum it up in your own words. This is called paraphrase. Unfortunately, as we have seen in the "Plagiarism" exercise, many students have trouble paraphrasing correctly. Successful paraphrase requires that you first comprehend a passage you have read and then put it entirely into your own words.

Beginning students often think they are paraphrasing when they are actually plagiarizing—presenting someone else’s words as if they were the student’s own words. It is not acceptable to change a few words in a quotation and then present it as if it were paraphrase--even if you add a parenthetical citation! This is called unintentional or partial plagiarism, but it is still plagiarism. That’s academic stealing and is subject to severe penalties.

 

Preparation

To learn to differentiate between paraphrase and plagiarism, read carefully some or all of the following links. Compare carefully the examples given to illustrate the differences between legitimate paraphrase and various types of unacceptable plagiarism. Then do the exercise below.

 

 

 

Successful vs. unsuccessful paraphrases

Paraphrasing is often defined as putting a passage from an author into “your own words.” But what are your own words? How different must your paraphrase be from the original?

The paragraphs below provide an example by showing a passage as it appears in the source, two paraphrases that follow the source too closely, and a legitimate paraphrase.

The student’s intention was to incorporate the material in the original passage into a section of a paper on the concept of “experts” that compared the functions of experts and nonexperts in several professions.

---

The Passage as It Appears in the Source

Critical care nurses function in a hierarchy of roles. In this open heart surgery unit, the nurse manager hires and fires the nursing personnel. The nurse manager does not directly care for patients but follows the progress of unusual or long-term patients. On each shift a nurse assumes the role of resource nurse. This person oversees the hour-by-hour functioning of the unit as a whole, such as considering expected admissions and discharges of patients, ascertaining that beds are available for patients in the operating room, and covering sick calls. Resource nurses also take a patient assignment. They are the most experienced of all the staff nurses. The nurse clinician has a separate job description and provides for quality of care by orienting new staff, developing unit policies, and providing direct support where needed, such as assisting in emergency situations. The clinical nurse specialist in this unit is mostly involved with formal teaching in orienting new staff. The nurse manager, nurse clinician, and clinical nurse specialist are the designated experts. They do not take patient assignments. The resource nurse is seen as both a caregiver and a resource to other caregivers. . . . Staff nurses have a hierarchy of seniority. . . . Staff nurses are assigned to patients to provide all their nursing care. (Chase, 1995, p. 156)

top

---

Word-for-Word Plagiarism

Critical care nurses have a hierarchy of roles. The nurse manager hires and fires nurses. S/he does not directly care for patients but does follow unusual or long-term cases. On each shift a resource nurse attends to the functioning of the unit as a whole, such as making sure beds are available in the operating room, and also has a patient assignment. The nurse clinician orients new staff, develops policies, and provides support where needed. The clinical nurse specialist also orients new staff, mostly by formal teaching. The nurse manager, nurse clinician, and clinical nurse specialist, as the designated experts, do not take patient assignments. The resource nurse is not only a caregiver but a resource to the other caregivers. Within the staff nurses there is also a hierarchy of seniority. Their job is to give assigned patients all their nursing care.

Why this is plagiarism

Word-for-Word Plagiarism

Notice that the writer has not only “borrowed” Chase’s material (the results of her research) with no acknowledgment, but has also largely maintained the author’s method of expression and sentence structure. The phrases in red are directly copied from the source or changed only slightly in form.

Even if the student-writer had acknowledged Chase as the source of the content, the language of the passage would be considered plagiarized because no quotation marks indicate the phrases that come directly from Chase. And if quotation marks did appear around all these phrases, this paragraph would be so cluttered that it would be unreadable.

---

A Patchwork Paraphrase

Chase (1995) describes how nurses in a critical care unit function in a hierarchy that places designated experts at the top and the least senior staff nurses at the bottom. The experts — the nurse manager, nurse clinician, and clinical nurse specialist — are not involved directly in patient care. The staff nurses, in contrast, are assigned to patients and provide all their nursing care. Within the staff nurses is a hierarchy of seniority in which the most senior can become resource nurses: they are assigned a patient but also serve as a resource to other caregivers. The experts have administrative and teaching tasks such as selecting and orienting new staff, developing unit policies, and giving hands-on support where needed.

Why this is plagiarism

The Patchwork Paraphrase

This paraphrase is a patchwork composed of pieces in the original author’s language (in red) and pieces in the student-writer’s words, all rearranged into a new pattern, but with none of the borrowed pieces in quotation marks. Thus, even though the writer acknowledges the source of the material, the underlined phrases are falsely presented as the student’s own.  

---

A Legitimate Paraphrase

In her study of the roles of nurses in a critical care unit, Chase (1995) also found a hierarchy that distinguished the roles of experts and others. Just as the educational experts described above do not directly teach students, the experts in this unit do not directly attend to patients. That is the role of the staff nurses, who, like teachers, have their own “hierarchy of seniority” (p. 156). The roles of the experts include employing unit nurses and overseeing the care of special patients (nurse manager), teaching and otherwise integrating new personnel into the unit (clinical nurse specialist and nurse clinician), and policy-making (nurse clinician). In an intermediate position in the hierarchy is the resource nurse, a staff nurse with more experience than the others, who assumes direct care of patients as the other staff nurses do, but also takes on tasks to ensure the smooth operation of the entire facility.

Why this is a good paraphrase

          A Legitimate Paraphrase

The writer has documented Chase’s material and specific language (by direct reference to the author and by quotation marks around language taken directly from the source). Notice too that the writer has modified Chase’s language and structure and has added material to fit the new context and purpose — to present the distinctive functions of experts and nonexperts in several professions.

 

---

Perhaps you’ve noticed that a number of phrases from the original passage appear in the legitimate paraphrase: critical care, staff nurses, nurse manager, clinical nurse specialist, nurse clinician, resource nurse.

If all these phrases were in red, the paraphrase would look much like the “patchwork” example. The difference is that the phrases in the legitimate paraphrase are all precise, economical, and conventional designations that are part of the shared language within the nursing discipline (in the too-close paraphrases, they’re red only when used within a longer borrowed phrase).

In every discipline and in certain genres (such as the empirical research report), some phrases are so specialized or conventional that you can’t paraphrase them except by wordy and awkward circumlocutions that would be less familiar (and thus less readable) to the audience.

When you repeat such phrases, you’re not stealing the unique phrasing of an individual writer but using a common vocabulary shared by a community of scholars.

---

Some Examples of Shared Language
You Don’t Need to Put in Quotation Marks

• Conventional designations: e.g., physician’s assistant, chronic low-back pain
• Preferred bias-free language: e.g., persons with disabilities
• Technical terms and phrases of a discipline or genre: e.g., reduplication, cognitive domain, material culture, sexual harassment

---

References

Chase, S. K. (1995). The social context of critical care clinical judgment.

Heart and Lung, 24, 154-162.

 

Paraphrasing

Avoiding Plagiarism

• Plagiarism Awareness
• Warning Signs
• What To Cite
• How To Cite
• Duke Policies & Standards
• Faculty Resources
• Get Help

It's a great idea, but the essay was written in 1910, so it's expressed in language that's a little old-fashioned. Or it's a brilliant thought, but you just wouldn't say it that way – it's very technical and wouldn't fit into the flow of your paper. How do you include references to ideas expressed by others without using direct quotations? Paraphrase – and include a full citation.

• A paraphrase of a sentence in an article will usually be about the same length as the original sentence – just in your own words.
• As with quotations, paraphrases should be used sparingly – a paper should be a balance between thoughts of other scholars and your original ideas.
• A paper composed mostly or entirely of paraphrases from other authors is very likely to be described as 'patchworking' (discussed later in this tutorial). Even if you have cited every paraphrase correctly, you've forgotten to include your own analysis!

Examples of Paraphrasing:

CSE Style
Original	However, although humans are comparatively poor sprinters, they also engage in a different type of running, endurance running (ER), defined as running many kilometres over extended time periods using aerobic metabolism. Bramble DM, Lieberman DE. 2004. Endurance running and the evolution of Homo. Nature 438:345-52.
Paraphrase	Having limited success in sprinting compared to other mammals, humans perform better in endurance running, which is a form of aerobic running over extended distances and periods of time (Bramble and Lieberman 2004).
APA Style
Original	In the current paper we will be examining responses to a particular type of imposter; the vegetarian who eats meat. We chose this example because the core norm of the vegetarian is very clear (to not eat meat), and violation of the norm is easily recognized. Hornsey, M.J. & Jetten, J. (2003). Not being what you claim to be: impostors as sources of group threat. [Electronic version] European Journal of Social Psychology, 33, 639-657.
Paraphrase	Hornsey and Jetten (2003) investigated group responses to impostors. For the purposes of their study, the impostors were defined as vegetarians who go against the norm by eating meat. The “violation of the norm” in this particular situation is easily noticed (Hornsey and Jetten, p. 641).
MLA Style
Original	In The Sopranos, the mob is besieged as much by inner infidelity as it is by the federal government. Early in the series, the greatest threat to Tony's Family is his own biological family. One of his closest associates turns witness for the FBI, his mother colludes with his uncle to contract a hit on Tony, and his kids click through Web sites that track the federal crackdown in Tony's gangland. Fields, Ingrid Walker. “Family Values and Feudal Codes: The Social Politics of America’s Twenty-First Century Gangster.” Journal of Popular Culture 37.4 (2004). Expanded Academic ASAP. Gale Group. Duke U Lib., Durham. 8 Dec. 2004.
Paraphrase	In the first season of The Sopranos, Tony Soprano’s mobster activities are more threatened by members of his biological family than by agents of the federal government. This familial betrayal is multi-pronged. Tony’s closest friend and associate is an FBI informant, his mother and uncle are conspiring to have him killed, and his children are surfing the Web for information about his activities (Fields).

 

http://library.duke.edu/research/plagiarism/cite/paraphrase.html

Citing Sources and Avoiding Plagiarism

Avoiding Plagiarism

• Plagiarism Awareness
• Warning Signs
• What To Cite
• How To Cite
• Duke Policies & Standards
• Faculty Resources
• Get Help

The OED Online defines plagiarism as the wrongful appropriation or purloining, and publication as one's own, of the ideas, or the expression of the ideas (literary, artistic, musical, mechanical, etc.) of another, but what does plagiarism mean in the context of Duke University? As stated in the Duke University Bulletin of Information & Regulations 2005-2006:

Plagiarism occurs when a student, with intent to deceive or with reckless disregard for proper scholarly procedures, presents any information, ideas or phrasing of another as if they were his/her own and/or does not give appropriate credit to the original source. Proper scholarly procedures require that all quoted material be identified by quotation marks or indentation on the page, and the source of information and ideas, if from another, must be identified and be attributed to that source. Students are responsible for learning proper scholarly procedures (16).

Plagiarism charges can be brought against you for the following offenses:

• Copying, quoting, paraphrasing, or summarizing from any source without adequate documentation
• Purchasing a pre-written paper (either by mail or electronically)
• Letting someone else write a paper for you
• Paying someone else to write a paper for you
• Submitting as your own someone else's unpublished work, either with or without permission

See the links in the menu on the right to learn more about avoiding plagiarism.

http://library.duke.edu/research/plagiarism/index.html

Warning Signs & Prevention

Avoiding Plagiarism

• Plagiarism Awareness
• Warning Signs
• What To Cite
• How To Cite
• Duke Policies & Standards
• Faculty Resources
• Get Help

To avoid plagiarism, it helps to understand the warning signs. The scenarios in this section illustrate some of the common situations that can lead to trouble. Stress and poor time management can result in sloppy work and perhaps even trigger a last-minute decision to cheat. A lack of information about the best way to cite sources is another source of confusion. For international students, sometimes plagiarism is the result of confusion about American conventions for documenting sources. Patchworking, or simply rearranging what someone else has written, is a form of plagiarism that might be tempting for students who are having difficulty understanding the material.

So, what do you do when you find yourself in an emergency situation with your academic work? In the following examples we relate the experiences of students and outline the choices before them. We also offer information about the organizations and people on campus who can provide support.

	Confused Don't Know Whether to quote or cite?
	Stressed The Pressure to Get an A is more than you can take
	Swamped You're overwhelmed and running out of time
	Frustrated and embarrassed You're trying to use difficult material

What & How to Cite

Avoiding Plagiarism

• Plagiarism Awareness
• Warning Signs
• What To Cite
• How To Cite
• Duke Policies & Standards
• Faculty Resources
• Get Help

What do I Cite?

For your latest research assignment, you consulted books, journal articles and web sites, viewed a film pertinent to your topic, and even interviewed your roommate. Now, you are ready to write. Do you really need to cite all these sources? The short answer is yes. If you are incorporating an author’s ideas into your paper, or if the work of another has influenced your thinking on a topic, then the source must be cited. It doesn’t matter what the source is. It could be a book, journal article, web site, message from a listserv, television program, speech or a government document. Just remember, if you are using another’s words or ideas, cite them.

The Basics

• Direct Quotation
• Direct Quotation: More Information
• Facts
• Paraphrase
• Summary

Complex Topics

• Loyalty to source: really looking at the sources you cite
• Loyalty to source: respecting the intent of another author
• Nuts and bolts: input on the structure of your paper
• Patchworking: a quilt of everyone's ideas but your own

 

[วศิน ชูชาติ]

• กิจกรรมค่ายโรงเรียนวัดวังน้ำเขียวครับ
• http://gotoknow.org/blog/kasetsartuniversity/376505

[pornhubeaqq]

Steven Wright I planted some bird seed. A bird came up. Now I don't know what to feed it. home pornhub tasteless pattern unbearably mitogen leaf [url=http://www.thepornhubx.com]pornhub[/url] Harold Vinal I saw a star flame in the sky, I heard a wild bird sing, And down where all the forest stirred Another answering. All suddenly I felt the gleam That made my faith revive: Ah, God, it takes such simple things To keep the soul alive. Proverb Tabula rasa — A clean slate video downloader pornhub

manchester pearl morlock pleasing messagei pornhub psp download from pornhub lasko lady yam <a href="http://www.thepornhubx.com "> porn hub </a> Proverb People carried away by their own importance seldom have far to walk back. youtube pornhub The Bible And not only so, but we glory in tribulations also: knowing that tribulation worketh patience; And patience, experience; and experience, hope: And hope maketh not ashamed; because the love of God is shed abroad in our hearts by the Holy Ghost which is given unto us.