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We have the date included in all of these and then page numbers.
Once we get more specific, once we're looking at an exact quote from somewhere.
It's helpful to the readers to be able to know where to find that,
especially if it's a long article, all right?
So the page number, it's important then too.
There's also kind of a ratio difference here, right?
With the summary, you're always making it smaller than the original.
Maybe it's like a five to one ratio.
[LAUGH] Five paragraphs, and you're just summarizing in one paragraph, or
something like that.
Maybe it's 20 to 1.
Either way, it's always going to be something big,
going to something much smaller.
Quote, one, one, right?
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Quote's the exact words, you're not changing anything.
It's going to be the same length as the original.
You'll be adding, I guess, your author, right,
the information, the citation information.
But the actual idea from the original is going to be exact same length.
When it comes to a paraphrase, what do you think?
>> Less than even one.
>> One, one?
Roughly, right?
Approximately one to one.
It's not going to be exact, right?
It might be a little longer, a little bit shorter than the original, but
it's going to be about the same length.
You take the sentence and you paraphrase it into a sentence, something like that.
So, I think it's helpful to know how these different skills for
working with sources relate to each other.
And when you might use that, right?
Summaries then are trying to tell us about the whole article.
And, we'll be doing a lot of summarizing in this class,
a lot of focusing on articles that you're reading.
But, when you're doing your source-based essay,
when you're bringing in multiple sources, as you know,
you have to have at least five sources for your source-based essay,
then you're not going to be summarizing every source.
You'll be paraphrasing specific ideas from those sources,
or quoting ideas from those sources.
Does that make sense?
Yeah?
Sort of?
All right.
So Now,
we're going to take a look at some more detailed explanations of paraphrasing,
and how to do paraphrasing, and all those kinds of things.
You have information in your textbook that you've been reading about paraphrasing,
and we'll talk about that in a minute.
But I also wanted to show you another resource that talks about paraphrasing,
just so you have a different perspective on it.
It explains things just a little bit differently.
Let me see if I can zoom in a little bit.
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How many of you are familiar with the Purdue OWL Online Writing Class?
All right, about half.
Okay, this is a great resource.
And, I will create a link to this resource on our
Blackboard page so that you can access it easily.
But, the Purdue OWL Online Writing Lab contains great information
about all kinds of topics related to writing.
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But again, I think it's nice to see it worded differently in a couple of places,
and kind of understand it better based on that.
So first, a paraphrase is your own rendition or
version, all right, of essential information and
ideas expressed by someone else, presented in a new form.
Someone else's ideas in a new version, that you've created.
Yeah?
A paraphrase is a legitimate way to borrow from a source,
when accompanied by documentation.
Okay?
Source information, a citation.
You're using a citation and a paraphrase,
then this is a good way to avoid issues of plagiarism, right?
You're telling your readers where you got the information, and that's great.
That's what we want.
It's also, like it says here, a more detailed restatement
than a summary because it focuses on a single specific idea.
Summary is focusing on the big picture.
Paraphrase zooms in and focuses on one specific idea.
And so, it's a little bit more detailed.
It's an important skill, a valuable skill.
Because, in academic setting,
most teachers think it's better than quoting information.
It's better than quoting from an undistinguished passage.
What that means here, if you can say it,
then say it pretty clearly, in your own language.
There's no reason to quote the author.
If the author didn't say it in a really special way.
Wow, it's amazing.
I can't believe he worded it that way.
If it's just an average sentence, then put it in your words.
Make it your own.
Take ownership of that in your writing, all right?
And that's favor by professors' academics.
They like to see that.
We like to see that.
[LAUGH] All right, so it helps you to control
the temptation to quote too much right?
Quoting, let's face it, is easy, right?
Copy, paste, put little quote marks around it,
make sure you're introducing it with the author, way easier than paraphrasing.
[LAUGH] Right?
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It's okay. You can quote some especially those really
difficult passages, those really technical passages.
The things that the authors write that are poetic.
It's so beautifully written.
That's a good reason to quote.
But not everything is quotable, right?
Not everything's worthy of quoting.
We want you to do a little bit of both, quoting and paraphrasing.
This is the big thing for us teachers.
Paraphrasing well requires critical thinking.
It requires you to really understand the original, right?
And, it shows us that you understand the original.
If you can take somebody else's ideas and
think about it, process it, and then rework it.
So that you're explaining it in your words.
That shows effort.
It requires effort, right?
And it demonstrates a lot of critical thinking skills that teachers love to see.
Right?
So, this is why-.
>> [COUGH]. >> It's an important skill.
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Turn off the screen whatever you have to do.
Don’t look at the original when you’re paraphrasing.
And we’ll talk about why in a little bit.
If you’re looking at the original
at the same time, then-
>> [INAUDIBLE] >> [LAUGH] Right.
A lot of the times your language will be too close to the original, right?
It'll be too similar.
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And that is a plagiarism issue, even if you're including author, the date, and
things like that.
If it's too close to the original, they're going to say,
mm, [LAUGH] it's almost like copying, right?
We don't want that.
So this recommends jotting down a few words to help you remember
what the paraphrase is about, why you want to use it in your research.
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Did you include what you needed to?
You need to double check that.
Quotation marks should be used, not only for full sentence quotes, but
any short phrases that are very specific to the author.
So anything that's exact should be in quotes.
And then of course, you know the source of information.
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It was in 1976 in APA.
>> What is the? >> The author?
Here.
So in this summary, it's not included in the sentence.
It's included in parenthesis at the end.
We'll talk about those variations soon.
So there are different ways that you can acknowledge the author.
You can do it in the sentence itself.
And you should if you're writing a full summary of an article.
Okay, if you're writing a paragraph summary it's good to mention
the author in the sentence.
If you are just summarizing one idea, this is an option.
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>> What's that? >> To jump words?
>> Jump them?
>> Is that, is that on here somewhere?
Are you reading it?
>> It was up.
>> It was up further?
To jot down? To jot something down means just to write
quickly.
>> Jot.
I don’t know.
Yeah, just quick little notes.
Jot down words pretty much.
The main thing I want to look at here is
I want to compare the original to
a plagiarized paraphrase, right?
Because this is one of the most common challenges when paraphrasing.
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You see how close it is?
So close.
[LAUGH] All right, we're going to work on avoiding this,
because this is a problem, okay?
When you're writing a paraphrase, it's good,
not only to change the wording, but also think about,
maybe, changing the sentence structure Changing the order
of ideas because that makes it a little bit more your own.
Does that make sense?
It's tough, but we'll practice.
[LAUGH] Okay.
So now back to what your textbook says about paraphrasing.
And then we'll practice some.
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A good paraphrase has the same meaning as the original,
you're not greatly changing what it actually says.
You're not taking away, important information or adding something
that the author didn't actually say >> Mine had three or
four followups, that I can check and can think about.
Can I use them the same as the RA?
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A citation? >> Quotation, yeah?
>> Quotation. >> I saw you doing the.
Yeah, so if there are parts that you can't paraphrase,
that you're struggling to paraphrase, then yes,
you should put quotation marks around those parts.
So sometimes, in some ways,
you can combine paraphrasing and quoting sometimes.
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But if you are doing that and you're taking words from the original and
you can't think of a way to reword that, then you should definitely
be putting them into quotation marks, good question.
When it says nothing added what I see most frequently is students maybe
adding a little bit of their own opinion or something like that.
>> Story? >> What's that?
>> In a paraphrase?
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we can change parts of speech too.
But a lot of the word choice will be new, synonyms and things like that.
But also different in sentence structure, you can reorder it,
it doesn't have to appear in the same exact order as the author wrote it,
so you can switch it up a little bit.
And then a quick paraphrase also cites the source,
that includes author's name, year, publication in APA style.
Are there any questions about this so far?
>> No.
>> All right so on page seven there are examples from your textbook.
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Might be a little small to see on the screen so
you can look on your book on page seven if you want.
I reminded you over here on the right of what a good paraphrase includes,
so here we have an original idea from a source, and then two paraphrases.
We're going to decide which of these is better?
>> Second.
>> [LAUGH] Jumping the gun.
All right, so the original.
A global village was upon us that more and more resembled an American buffet table.
You know a buffet?
You've been to buffets?
>> [INAUDIBLE] >> Yeah, okay.
Even if chilies, chutney, and kimchi were added to the mix.
So that's from, Ira Ripken's' article, he published in 2003.
So, first paraphrase says we came to a big table with food from
many different countries, but it was really a lot like an American meal.
Does it meet these criteria?
>> No.
>> No?
What doesn't it do?
>> It doesn't mention the author.
>> [CROSSTALK] >> It doesn't cite the source, right?
No author or date.
>> A different meaning.
>> A different meaning.
>> A different meaning from the orignal?
Why do you think this a different meaning?
>> It's talking about food.
>> [CROSSTALK] >> So
the first line says that the two boys have gotten in front of them, and
the second line says that we came to [INAUDIBLE].
>> Okay, all right, so you feel like it's changing the ideas here.
I think we're going to talk a little bit later on about using metaphorical or
idiomatic language because that's another paraphrasing challenge.
Here this is kind of a, he's creating a metaphor,
this is kind of what the world is like.
It's like you get to an American buffet,
yeah sure, we've pulled from other countries but
it's largely influenced by America.
So here's the better version, you've already decided that.
We have the source, Rifkin down to here, we've got a recording verb,
he says, Rifkin says, the whole world seems like the United States,
even though it includes contributions from other cultures.
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So this is actually a really kind of complicated thing to paraphrase
because it's so metaphorical.
He's using the idea of the buffet and
food to share a bigger idea of cultural influence.
That one's pretty tricky, but
we'll look at some more metaphorical language later on.