Quoting, Paraphrasing, and Summarizing

What is it?
Quotation Paraphrase Summary
Matches the source word Matches the source’s Sums up the main points
for word meaning of the source

Set off by quotation Uses your own words Uses your own words
marks

Near the same length (can Much shorter than the

be shorter or longer) source

How do you do
it?
Copy the source’s words Read over the section you Read over the section you
exactly. want to paraphrase. would like to summarize.

Put it in quotation marks. Put it aside and write Put it aside and write
down the same down what YOU think are
Cite the source. information, but in your the main points, or the
own words. points that are most useful
to you.
Go back to see if left out
any important
information. Cite the source

Cite the source.

Original passage Quote 1 Quote 2

Students frequently
overuse direct
quotation in taking
notes, and as a result Probably only about “Probably only about
they overuse quotations 10% of your final 10% of your final
in the final [research] manuscript should manuscript should
paper. Probably only appear as directly appear as directly
about 10% of your final quoted matter. quoted matter.” (Lester,
manuscript should 1976).
appear as directly
quoted matter.
Therefore, you should
strive to limit the
amount of exact
transcribing of source
materials while
taking notes. Source:
Lester, J. D. (1976).
Writing Research
Papers (2nd ed.). pp.
46-47.
Source: Purdue University Online Writing Lab, Paraphrase: Write it in Your Own Words, located at:
http://owl.english.purdue.edu/handouts/research/r_paraphr.html
Original passage Paraphrase 1 Paraphrase 2

Students frequently
overuse direct Students often use too
quotation in taking many In research papers
notes, and as a result direct quotations when students often
they overuse quotations they take notes, quote excessively,
in the final [research] resulting in too many of failing to keep
paper. Probably only them in the final quoted material down
about 10% of your final research paper. to a desirable level.
manuscript should In fact, probably only Since the problem
appear as directly about 10% usually originates
quoted matter. of the final copy should during note taking, it is
Therefore, you should consist of directly essential to minimize
strive to limit the quoted material. So it is the material recorded
amount of exact important to limit the verbatim (Lester,
transcribing of source amount of source 1976).
materials while material copied while
taking notes. Source: taking notes.
Lester, J. D. (1976).
Writing Research
Papers (2nd ed.). pp.
46-47.
Source: Purdue University Online Writing Lab, Paraphrase: Write it in Your Own Words, located at:
http://owl.english.purdue.edu/handouts/research/r_paraphr.html

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.
Original passage Summary 1 Summary 2

Students frequently
overuse direct
quotation in taking Students often use too J.D. Lester warns
notes, and as a result many direct quotes students that using too
they overuse quotations when taking notes, many direct quotes
in the final [research] which leads to too when taking notes will
paper. Probably only many quotations in their lead to too many
about 10% of your final final paper. Quotes quotations in their final
manuscript should should only make up paper. Quotes should
appear as directly about 10% of the whole only make up about
quoted matter. work. 10% of the whole work.
Therefore, you should (Lester, 1976).
strive to limit the
amount of exact
transcribing of source
materials while
taking notes. Source:
Lester, J. D. (1976).
Writing Research
Papers (2nd ed.). pp.
46-47.
Source: Purdue University Online Writing Lab, Paraphrase: Write it in Your Own Words, located at:
http://owl.english.purdue.edu/handouts/research/r_paraphr.html
Rick Reilly, “Give Casey Martin A Lift” Sports Illustrated

Quotes:

“Casey Martin has a right leg two sizes too small and a heart three sizes
too big” (Reilly).

Paraphrase:

“I hear old guys wheezing on about Ben Hogan's having to walk during
his comeback after crashing into a bus. Do you think what Martin has
done is any less brave? He suffers from a rare circulatory disorder, and
doctors say his condition is "worsening." The minute he takes the two
support stockings off his right leg, it swells up like a bagpipe. He's in
pain 24 hours a day, so now he has trouble sleeping too. During his
swing he turns on a leg as skinny as a Little Leaguer's bat. Yet he won
the Lakeland Classic on the Nike tour last month. What, only Hogan gets
to be a legend?”

Some argue that other golfers had to walk the course while injured, but
Martin deserves a special exception. His circulatory issues worsen every
day causing swelling, constant pain, and many sleepless nights. His
wins at the Lakeland Classic and the Nike tour prove he has a future in
golf; we shouldn’t take that away from him because he can’t walk
(Reilly).

Summary:

In “Give Casey Martin a Lift,” Rick Reilly argues the case of golfer
Casey Martin. A rare disorder prevents him from walking long
distances, and Reilly believes Martin should be provided a cart. He
disagrees with the PGA Tour’s desire to keep the traditions of the game,
claiming that golf is not a sport of walking and that allowing the use of a
cart will not give Martin an unfair advantage over other players (Reilly).
 LESSON PLAN 3

PLANNING

Date: February 23, 2009 Class and Grade Level: English 11

Title/Subject of Lesson: Plagiarism

Objective(s):
Students will be able to avoid plagiarism through the proper paraphrasing and quoting of
information.

State (or District) Core Curriculum Standard(s):

Standard 1, Objective 2, c: Synthesize information from a variety of sources.
2, 2, c: Support arguments with logic and text references.
3, 1, d: Evaluate, use, and cite primary and secondary sources.

Concept(s) to Be Taught: paraphrasing, quotation, plagiarism.

Materials Needed: Overheads and transparencies.

Strategies to Be Used: modeling, discussion, activating prior knowledge, independent practice.

PERFORMING
Announcements: none

Continuation from Previous Lesson:

Students have begun a research paper and they have been gathering sources in the previous
classes.

Lesson Presentation:

A) Getting Started: [anticipatory set]

 Bellstarter: “What are some things students do to cheat on their assignments? Does it hurt
anyone when people cheat? What are the usual punishments for cheating? Do you agree or
disagree? Why?”
 Ask students to discuss what they wrote. Prompt them with questions from the Bellstarter if
they aren’t participating. Make sure to emphasize who is hurt by cheating (their classmates
who actually did the work, the person whose work they took, themselves because they are
dishonest and they don’t learn anything.)
 Ask the students to give you examples of how someone might cheat on a research paper.
(Turning in someone else’s paper with their name on it, buying a paper from the internet and
turning it in, revising either of the other two examples and putting you
 Introduce the term “plagiarism.” Plagiarism is a fancy term for everything we have been
discussion. Ask the students to come up with a class definition taken from the discussion.
Write on the board the suggestions they make and synthesize them into one definition.
 Finally, ask the students if they think it is possible to plagiarize by accident. How might one
do that? How is that different from purposeful plagiarism.
 If the students can’t think of an example, tell them that the most common form of plagiarism
is done completely by accident. Students do research and then they don’t properly give
credit for it in their final paper. Tell the students that today they will learn some strategies on
how to avoid accidental plagiarism.

B) Directing the Learning: [learning activities]

 Tell the students that you will be learning how to avoid plagiarism through quoting,
paraphrasing, and summarizing. Put up the first overhead that discusses the definitions of
each and walk the students through it.
 Put up the overhead with examples of quotes and ask students the difference between the two
quotes. Make sure they understand the problems with the first quote and how the second
quote follows the proper citation rules.
 Next put up the paraphrase examples. Cover the sentence at the bottom and ask the students
the problem with the first paraphrase. (The paragraph is copied and pasted with only a few
phrases changed. They give no mention of where they go their information.) Compare the
two paraphrases again. What is different about the second one?
 Explain to the students that a paraphrase is not simply changing a few words around. A
paraphrase is rewriting the sentence in their own words. Make the analogy of a game of
telephone or when stories pass from friend to friend. The basic information stays the same,
but each teller adds their own style or flair.
 Put the summary overhead up and ask the students to compare the two summaries. Put the
first overhead back on the board so the students see the differences between a paraphrase and
a summary.
 Ask the students when they might need to use a quote or a paraphrase. When might we need
to use a quote in our research paper? (When an author says something short that is really
profound.) When might we need to use a paraphrase? (When we need to share a few ideas
from the author.)
 Now it is time to practice. Put the students in pairs and give them a copy of “Hello, Moon.”
They will produce a quote paraphrase, and summary of the article before they may go to the
computer lab.

C) Bringing the Lesson to a Conclusion:

 Walk around the classroom checking on students. Release them to the lab when they are
done.

Assignment:
Three notecards must be stamped by the end of the period.