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Faculdade de Motricidade

Humana

Master’s Course in
Phisiotherapy Sciences

Scientific English – 2nd Session

quoting, paraphrasing, and


summarizing

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What are the differences among
quoting, paraphrasing, and
summarizing?
These three ways of
incorporating other writers'
work into your own writing
differ according to the
closeness of your writing to the
source writing.

Quotations
To quote means to copy
exactly a portion of a text,
with the purpose of presenting
the author's actual words.
Quotations must match the
source document word for word
and must be attributed to the
original author.

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Paraphrasing
involves putting a passage from
source material into your own words.
A paraphrase must also be
attributed to the original source.
Paraphrased material is usually
shorter than the original passage,
taking a somewhat broader segment
of the source and condensing it
slightly.

Summarizing
involves putting the main idea(s)
into your own words, including only
the main point(s). Once again, it is
necessary to attribute summarized
ideas to the original source.
Summaries are significantly shorter
than the original and take a broad
overview of the source material.

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Why use quotations, paraphrases, and
summaries?
Quotations, paraphrases, and summaries serve many purposes.
You might use them to:
n provide support for claims or add credibility to your writing
n refer to work that leads up to the work you are now doing
n give examples of several points of view on a subject
n call attention to a position that you wish to agree or disagree
with
n highlight a particularly striking phrase, sentence, or passage by
quoting the original
n distance yourself from the original by quoting it in order to cue
readers that the words are not your own
n expand the breadth or depth of your writing

Writers frequently intertwine


summaries, paraphrases, and
quotations. As part of a summary
of an article, a chapter, or a book,
a writer might include paraphrases
of various key points blended with
quotations of striking or suggestive
phrases as in the following
example:

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In his famous and influential work On the
Interpretation of Dreams, Sigmund Freud
argues that dreams are the "royal road to the
unconscious" (page), expressing in coded
imagery the dreamer's unfulfilled wishes through
a process known as the "dream work" (page).
According to Freud, actual but unacceptable
desires are censored internally. (page).

Original Text (quotation)


"If you're coping with an illness or want to exchange views about a medical
topic, you'll want to find your way to a newsgroup. Despite the name, these
are not collections of news items. They are, in effect, virtual bulletin boards
open to anyone who cares to participate. The messages generally consist of
plain text" (Schwartz).

Paraphrase
In a recent article, the author suggests
Summary
finding a relevant newsgroup if you have a Newsgroups, online
particular medical problem or if you want
to talk with others about a medical discussion groups open to any
subject. Newsgroups are online bulletin
boards that are available to anyone; in participant, are a useful
spite of their name, they are not news
reports. Anyone who wishes to may join resource for anyone concerned
in a newsgroup discussion (Schwartz). about specific medical issues
(Schwartz).

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QUOTATIONS

When to quote instead of paraphrase:

When the wording of the original is


memorable or vivid and you can't re-write it
to sound any better

When the exact words of an authority would


lend support to your own ideas

When you want to draw attention to the


author's opinion, especially if that opinion
differs greatly from other experts' opinions

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There are several ways to
integrate quotations into your text.
Often, a short quotation works well
when integrated into a sentence.
Longer quotations can stand alone.
Remember that quoting should be
done only sparingly; be sure that
you have a good reason to include a
direct quotation when you decide to
do so.!

Common Errors in Quoting:


If you misquote your source, you are
not making fully ethical use of that
source. Be sure to closely check
every word and punctuation mark in
the original text. Do not quote very
long passages; consider using a
combination of quoting, summarizing,
and paraphrasing to represent the
argument or information presented in
the original text.

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SUMMARIES

To answer questions such as “what was the


movie about?” “How did the game go?” and
“what did I miss in class today?” you must be
able to summarize.! Your questioner doesn't
want to know every line and action in the
movie, every play in the game, or every word
from class;!the question asks you to select
the important details and summarize them.!
Similarly, when you summarize a reading you
need to be able to find the important data
and then present it as clearly and concisely
as possible.!

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Good summaries are harder to
write than you may think - bad
summaries are easy!!

A summary is a shortened or condensed


version, in your own words, of
something you have read. Not only an
important writing skill, summary writing
is also a valuable learning tool. The most
common kind of summary writing in
college requires you to read the work
of someone else, to be able to pick out
the most essential idea, and to put
these ideas into your own words.

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The summary, therefore,
becomes a tool for
understanding what you read; it
forces you to read critically,
differentiating between main
ideas and minor points.
Summary writing also forces
you to write clearly because you
cannot waste any words.

Characteristics of Summaries:
- Summaries identify the source of original text.
- Summaries demonstrate your understanding of a text.
- Summaries are shorter than the original text-they omit
the original text "examples, asides, analogies, and
rhetorical strategies.
- Summaries focus exclusively on the presentation of the
writer's main ideas-they do not include your
interpretations or opinions.
- Summaries normally are written in your own words-they do
not contain extended quotes or paraphrases.
- Summaries rely on the use of standard signal phrases
("According to the author..."; "The author believes..."; etc.).

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The first aim of the summary is brevity: your job as
a summary writer is to convey in as few words as
possible the information contained in the piece of
writing. Because the summary is concerned with
stating the ideas of someone else, the second aim of
the summary is objectivity. This is not the place to
respond to a writer's ideas but to demonstrate your
understanding of them. The third aim of the
summary, completeness is the most crucial. Both
objectivity and brevity will follow from your ability to
isolate and concentrate on the main idea contained in
the selection you are summarizing.

The key features of a


summary:

(1)! it is shorter than the


source,
(2)! it repeats the ideas of
the source in different
phrases and sentences.!

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Summing-up is a technique that follows
strict rules:
1. The original text is cut to about one
third.
2. Only the main ideas are mentioned;
that means that no repetitions are
allowed.
3. Specific statements are combined to
form general statements.
4. Direct or reported speech are
changed into statements, with the
exception of very important quotations.

Tips for Summary Writing:

When you have to sum up


written texts follow these hints:

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1. Read the text quickly in order to find the
main ideas - general focus and content (skimming)

2. If necessary look at special passages of the


text in order to make clear that you have got all
the main ideas (scanning).

3. Take a pencil and underline, highlight, or circle


key sentences, phrases, and words (marking).
Omit specific details, examples, description, and
unnecessary explanations. Note: you may need to
go through the article twice in order to pick up
everything you need.

4. Write down key-words, i.e. words that


sum up the meaning of the text, but which
needn't necessarily occur in the text (making
notes).

5. Sum up the key-words in simple


sentences (summing up in simple form)

6. Combine the simple sentences by


using conjunctions like "as, though,
because, since" etc. (summing up in
complex form).

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7. Compare the original text with
your text to find out that you've
got the essential information
(check).

The most Important Issue to Consider When


Summarizing

n DO NOT LEAVE YOURSELF OPEN TO ANY CHARGE OF


PLAGIARISM - In general, the citation of the author's
name or the title of his/her work in your text signals to
your reader that you are starting to use source material.
If the name or title is not cited in your text, readers may
not be aware that a new source has been introduced until
they reach the parenthetical note. The reader may not
know where your thoughts have ended and the author's
have begun. If you do not cite your author by name or
mention the title of the source, be certain to use your own
voice to provide continuity between quotations: "One study
reports..." "Other researchers indicate...."

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Guidelines for Summary
Writing

1. Read the article carefully - twice!


Remember this: a summary is
mostly a reading exercise. !It is
impossible to write an accurate
summary after reading an article
quickly or just one time. !Most
problems in summary writing have
more to do with understanding the
text than writing the summary.

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2. Take notes on the main points
and supporting details on a
separate sheet of paper. Be
careful to use your own words!
Although this might seem like a
waste of time, when it comes
time to write a essay, this
extra effort will really "pay
off."

3. Begin your summary by


mentioning the author and title.
!The publication and date may
also be mentioned.
Margaret Talbot's essay "The
Gender Trap" (Washington Post
Magazine 11/20/94) examines
the value of women's colleges
today.

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4. Using your notes, write
your summary on a
separate sheet of paper.
Proof-read what you
wrote, checking the
organization, content,
grammatical conventions,
and style.

5. Avoid unnecessary details


Summaries are supposed to
give general information only;
if the reader needs details,
he needs to read the original
piece. !

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!! 6. Don't necessarily follow
the exact organizational
pattern of the original writer.
Remember that your
summary should reflect your
own way of thinking and
writing.

7. Don't give your own opinion


The form and expression of a
summary makes it clear to the
reader that you are accurately
presenting the ideas of another
author. !If you add your own
opinion to an otherwise well-formed
summary, your opinion will appear
to be that of the author's.

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8. Finally use your own style
of writing. Do not copy the
original author's writing style.

What should you do if your


summary is too long?
n Most of the time we write summaries
that are too long rather than too short.
If your summary falls into this category
check through it, looking for the
following errors:

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Excessive content
First, you have to make sure that
everything that you have included is
important. You might have repeated a
point or given too much emphasis to
another which is merely a supporting
point. Next, look carefully at examples
or details that you have included.
These are often the easiest elements
to remove.

Lengthy expressions
Most summaries simply use too
many words. The best and only
solution is to cross out all words
which are not important. This may
very often improve the quality of
the expression and enhance your
ideas. The language may be
tightened by reducing the number
of words in the following ways:

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Changing verbs
For example replace "make up your mind" with "decide."
!
Splitting sentences
If a sentence has two or three clauses, divide it into shorter
sentences by leaving out the conjunction. You may even use
semi-colons to replace conjunctions.
!
Adjectives and adverbs
These two parts of speech are usually over-used. In many
cases they can be omitted without damaging the sense of the
passage.
!
Shortening phrases
The most common cause of excessive length is the use of three
or four words where a single word would be just as effective.
For example "as well as" can be replaced with "and."

What should you do if your summary is too short?

Insufficient content
Summaries can sometimes become too short because
important points have been left out. The first
priority in such a situation is to check again that all
the points have been included. This will often reveal
an omission of some kind.

Look carefully to see if you have:


over-simplified a point;
combined two separate but related points.

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If you still find your version too short,
check:
examples
details

It may be that you could include more


of these, or perhaps cover those that
you have included in more detail. Do
this by adding a phrase, clause or
sentence in the appropriate part of the
passage.

Over-brief expression
It may be that your summary is too
condensed that the reader will find it
hard to grasp its meaning. This may
result in ambiguity or uncertainty.
Errors of grammar can also cause your
expressions to be too brief. Perhaps
you have forgotten to include a main
verb in a sentence. Usually errors such
as this can be corrected by inserting a
single word in the right place.

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PARAPHRASING

!!! Paraphrasing is a way for you to smoothly


integrate the ideas of someone else into your
own essay. When a writer paraphrases a
section from a source (for instance, when a
student paraphrases a few sentences from a
newspaper article to use in his research
paper), what he is actually doing is turning
the original text into his own words. He's not
adding his own opinion, and he's not using the
original wording: he's "translating" the
original text into his own language, to flow
better with his own writing.

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!! A paraphrase is an accurate, thorough
restatement of the original text in your own
words. It will actually be about as long as the
original work, and it will most certainly retain all
of the original ideas. Paraphrases, when they
appear within a paper, must be cited, because they
are the author's ideas that come from the original
work, not your own ideas.

Again, a good paraphrase is accurate, complete,


and in your own voice...and you must cite it!

In short, 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.

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Paraphrasing is a valuable skill because...

n it is better than quoting information.


n it helps you control the temptation to
quote too much.
n the mental process required for
successful paraphrasing helps you to
grasp the full meaning of the original.

When to paraphrase:

n When the ideas are more important than the


author's authority or style
n When the original language isn't particularly
memorable, but the ideas are
n When the original language is too difficult to
understand (for instance, when the particular
jargon or complexity of the original work is so
difficult to understand that you need to
paraphrase it so that the meaning is
immediately clear)

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PARAPHRASING
n Literal n Free
Substitute the original words Use synonyms and rearrange
of each sentence with the sentence structure. You
synonyms. You can use the can borrow the main ideas
process as a first step in without necessarily keeping
drafting paraphrases. There the same organization. This
are two objections to this form of paraphrasing sounds
form of paraphrasing: since more natural and is
you paraphrase sentence by recommended.
sentence, your overall
structure may be awkward;
and you also run a greater
risk of plagiarism. Therefore,
you should use free
paraphrasing for all of your
final drafts.

Example:
The Original Quotation:
“Four score and seven years ago, our fathers
brought forth on this continent a new nation,
conceived in liberty and dedicated to the proposition
that all men are created equal...“
n A Literal Paraphrase n A Free Paraphrase
Eighty-seven years before, Our ancestors thought of
our ancestors founded in freedom when they founded
North America a new a new country in North
country, thought of in America eighty-seven years
freedom and based on the ago. They based their
principle that all people are thinking on the principle
born with the same rights. that all people are born with
the same rights.

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5 Steps to Effective Paraphrasing

1. Reread the original passage until you


understand its full meaning. If you
don't understand it, you can't
paraphrase it correctly. That's
guaranteed.
2. Set the original aside, and write your
paraphrase on a note card.

3. Look back at the original to see if you


have changed the grammar and vocabulary. If
not, change them now. Make sure that your
version accurately expresses all the essential
information in a new form.
4. Use quotation marks to identify any unique
term or phraseology you have borrowed
exactly from the source.
5. 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.

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Common Errors in Paraphrasing:
If you follow the sentence
structure of your source, only
changing words here and there,
you are not paraphrasing but
plagiarizing.

Some examples to compare

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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).

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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 “Students frequently overuse


direct quotations when they direct quotation in taking
take notes, resulting in too notes, and as a result they
many of them in the final overuse quotations in the
research paper. In fact, final [research] paper.
probably only about 10% of Probably only about 10% of
the final copy should consist your final manuscript should
of directly quoted material. appear as directly quoted
So it is important to limit the matter. Therefore, you
amount of source material should strive to limit the
copied while taking notes. amount of exact transcribing
of source materials while
taking notes.” Lester, James
D. Writing Research Papers.
2nd ed. (1976): 46-47.

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Below is a quotation followed by
three samples, one of which
inadvertently plagiarizes.

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)

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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.

Comments
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. Some phrases are directly copied from the
source or changed only slightly in form. Even if the
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 unreadable.

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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.

Comments
This paraphrase is a patchwork
composed of pieces in the original
author’s language and pieces in the
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, some phrases
are falsely presented as the writer’s
own.

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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.

Comments
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).

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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. You can borrow them
legitimately because they are all precise, economical, and
conventional designations that are part of the shared language
within the nursing discipline. In every discipline, 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.

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