Short Quotations
You can introduce the quotation with a signal phrase that includes the author's last name followed by the date of publication in parentheses.
Example:
According to Jones (1998), "students often had difficulty using APA style, especially when it was their first time" (p. 199).
Jones (1998) found "students often had difficulty using APA style" (p. 199); what implications does this have for teachers?
Example:
If you do not include the author’s name in the text of the sentence, place the author's last name, the year of publication, and the page number in parentheses after the quotation.
She stated, "Students often had difficulty using APA style" (Jones, 1998, p. 199), but she did not offer an explanation as to why.
Long Quotations |
Quotations longer than 40 words are formatted as block quotations: Block quotation with parenthetical citation: Researchers have studied how people talk to themselves: Inner speech is a paradoxical phenomenon. It is an experience that is central to many people’s everyday lives, and yet it presents considerable challenges to any effort to study it scientifically. Nevertheless, a wide range of methodologies and approaches have combined to shed light on the subjective experience of inner speech and its cognitive and neural underpinnings. (Alderson-Day & Fernyhough, 2015, p. 957) Block quotation with narrative citation: Flores et al. (2018) described how they addressed potential researcher bias when working with an intersectional community of transgender people of color: Everyone on the research team belonged to a stigmatized group but also held privileged identities. Throughout the research process, we attended to the ways in which our privileged and oppressed identities may have influenced the research process, findings, and presentation of results. (p. 311) |
Paraphrasing & Summarizing Sources
Paraphrasing |
Paraphrasing involves expressing the ideas of a source in your own words, while a summary provides a condensed overview of a source. Unlike a summary, a paraphrase maintains the original source's level of detail, making it generally comparable in length to the source material. Authors: Smith and Johnson, 2023 Original Source: Many students struggle with citing sources due to a lack of experience in academic writing conventions. Inexperienced writers may find it challenging to navigate the intricate rules and formats associated with citations, leading to errors and inconsistencies. The unfamiliarity with citation styles, such as APA or MLA, can be a significant hurdle for students who have limited exposure to scholarly writing. Paraphrase example: Smith and Johnson (2023) found that many students struggle with citing sources due to a lack of familiarity with academic writing conventions, leading to errors and inconsistencies. New writers may find it challenging to grasp the intricate rules and formats associated with citations, especially if they have limited exposure to styles like APA or MLA. |
Summarizing |
Summarizing involves condensing an author's key points, ranging from a few sentences to a longer version based on the text's complexity. In your paper, summarizing is essential when introducing a source, allowing readers to grasp its argument, main ideas, or plot before presenting your own analysis or response. Authors: Smith and Johnson, 2023 Original Source: It was observed that students faced challenges in forming accurate citations. The research delved into the complexities students encountered during the citation process, shedding light on the common difficulties faced in academic writing. Summarizing example: Smith and Johnson's (2023) study revealed significant difficulties among students in accurately forming citations. The research highlighted common challenges faced in the academic writing process, emphasizing the need for interventions to improve citation skills. |
Signal phrases let your reader know that you are quoting or summarizing from another source.
Verbs in signal phrases:
acknowledges | comments | endorses | reasons |
adds | compares | grants | refutes |
admits | confirms | illustrates | rejects |
agrees | contends | implies | reports |
argues | declares | insists | responds |
asserts | denies | notes | suggests |
believes | disputes | observes | thinks |
claims | emphasizes | points out | writes |
Quoting and Paraphrasing
Download this Handout PDF
College writing often involves integrating information from published sources into your own writing in order to add credibility and authority–this process is essential to research and the production of new knowledge.
However, when building on the work of others, you need to be careful not to plagiarize : “to steal and pass off (the ideas and words of another) as one’s own” or to “present as new and original an idea or product derived from an existing source.”1 The University of Wisconsin–Madison takes this act of “intellectual burglary” very seriously and considers it to be a breach of academic integrity . Penalties are severe.
These materials will help you avoid plagiarism by teaching you how to properly integrate information from published sources into your own writing.
1. Merriam Webster’s Collegiate Dictionary, 10th ed. (Springfield, MA: Merriam-Webster, 1993), 888.
When using sources in your papers, you can avoid plagiarism by knowing what must be documented.
If you use an author’s specific word or words, you must place those words within quotation marks and you must credit the source.
Even if you use your own words, if you obtained the information or ideas you are presenting from a source, you must document the source.
Information : If a piece of information isn’t common knowledge (see below), you need to provide a source.
Ideas : An author’s ideas may include not only points made and conclusions drawn, but, for instance, a specific method or theory, the arrangement of material, or a list of steps in a process or characteristics of a medical condition. If a source provided any of these, you need to acknowledge the source.
You do not need to cite a source for material considered common knowledge:
General common knowledge is factual information considered to be in the public domain, such as birth and death dates of well-known figures, and generally accepted dates of military, political, literary, and other historical events. In general, factual information contained in multiple standard reference works can usually be considered to be in the public domain.
Field-specific common knowledge is “common” only within a particular field or specialty. It may include facts, theories, or methods that are familiar to readers within that discipline. For instance, you may not need to cite a reference to Piaget’s developmental stages in a paper for an education class or give a source for your description of a commonly used method in a biology report—but you must be sure that this information is so widely known within that field that it will be shared by your readers.
If in doubt, be cautious and cite the source. And in the case of both general and field-specific common knowledge, if you use the exact words of the reference source, you must use quotation marks and credit the source.
Should i paraphrase or quote.
In general, use direct quotations only if you have a good reason. Most of your paper should be in your own words. Also, it’s often conventional to quote more extensively from sources when you’re writing a humanities paper, and to summarize from sources when you’re writing in the social or natural sciences–but there are always exceptions.
In a literary analysis paper , for example, you”ll want to quote from the literary text rather than summarize, because part of your task in this kind of paper is to analyze the specific words and phrases an author uses.
In research papers , you should quote from a source
You should summarize or paraphrase when
General advice.
If you find that you can’t do A or B, this may mean that you don’t understand the passage completely or that you need to use a more structured process until you have more experience in paraphrasing.
The method below is not only a way to create a paraphrase but also a way to understand a difficult text.
Consider the following passage from Love and Toil (a book on motherhood in London from 1870 to 1918), in which the author, Ellen Ross, puts forth one of her major arguments:
Children of the poor at the turn of the century received little if any emotional or intellectual nurturing from their mothers, whose main charge was family survival. Working for and organizing household subsistence were what defined mothering. Next to this, even the children’s basic comfort was forced into the background (Ross, 1995).
According to Ross (1993), poor children at the turn of the century received little mothering in our sense of the term. Mothering was defined by economic status, and among the poor, a mother’s foremost responsibility was not to stimulate her children’s minds or foster their emotional growth but to provide food and shelter to meet the basic requirements for physical survival. Given the magnitude of this task, children were deprived of even the “actual comfort” (p. 9) we expect mothers to provide today.
You may need to go through this process several times to create a satisfactory paraphrase.
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.
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)
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 .
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.
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.
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.
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.
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.
Chase, S. K. (1995). The social context of critical care clinical judgment. Heart and Lung, 24, 154-162.
Introducing a quotation.
One of your jobs as a writer is to guide your reader through your text. Don’t simply drop quotations into your paper and leave it to the reader to make connections.
Integrating a quotation into your text usually involves two elements:
Often both the signal and the assertion appear in a single introductory statement, as in the example below. Notice how a transitional phrase also serves to connect the quotation smoothly to the introductory statement.
Ross (1993), in her study of poor and working-class mothers in London from 1870-1918 [signal], makes it clear that economic status to a large extent determined the meaning of motherhood [assertion]. Among this population [connection], “To mother was to work for and organize household subsistence” (p. 9).
The signal can also come after the assertion, again with a connecting word or phrase:
Illness was rarely a routine matter in the nineteenth century [assertion]. As [connection] Ross observes [signal], “Maternal thinking about children’s health revolved around the possibility of a child’s maiming or death” (p. 166).
Short direct prose.
Incorporate short direct prose quotations into the text of your paper and enclose them in double quotation marks:
According to Jonathan Clarke, “Professional diplomats often say that trying to think diplomatically about foreign policy is a waste of time.”
Begin longer quotations (for instance, in the APA system, 40 words or more) on a new line and indent the entire quotation (i.e., put in block form), with no quotation marks at beginning or end, as in the quoted passage from our Successful vs. Unsucessful Paraphrases page.
Rules about the minimum length of block quotations, how many spaces to indent, and whether to single- or double-space extended quotations vary with different documentation systems; check the guidelines for the system you’re using.
Quotations of up to 3 lines of poetry should be integrated into your sentence. For example:
In Julius Caesar, Antony begins his famous speech with “Friends, Romans, Countrymen, lend me your ears; / I come to bury Caesar, not to praise him” (III.ii.75-76).
Notice that a slash (/) with a space on either side is used to separate lines.
More than 3 lines of poetry should be indented. As with any extended (indented) quotation, do not use quotation marks unless you need to indicate a quotation within your quotation.
Parenthetical citations.
With short quotations, place citations outside of closing quotation marks, followed by sentence punctuation (period, question mark, comma, semi-colon, colon):
Menand (2002) characterizes language as “a social weapon” (p. 115).
With block quotations, check the guidelines for the documentation system you are using.
Place inside closing quotation marks when no parenthetical citation follows:
Hertzberg (2002) notes that “treating the Constitution as imperfect is not new,” but because of Dahl’s credentials, his “apostasy merits attention” (p. 85).
Place outside of closing quotation marks (or after a parenthetical citation).
Place inside closing quotation marks if the quotation is a question/exclamation:
Menand (2001) acknowledges that H. W. Fowler’s Modern English Usage is “a classic of the language,” but he asks, “Is it a dead classic?” (p. 114).
[Note that a period still follows the closing parenthesis.]
Place outside of closing quotation marks if the entire sentence containing the quotation is a question or exclamation:
How many students actually read the guide to find out what is meant by “academic misconduct”?
Use single quotation marks for the embedded quotation:
According to Hertzberg (2002), Dahl gives the U. S. Constitution “bad marks in ‘democratic fairness’ and ‘encouraging consensus'” (p. 90).
[The phrases “democratic fairness” and “encouraging consensus” are already in quotation marks in Dahl’s sentence.]
Quoting only a portion of the whole.
Use ellipsis points (. . .) to indicate an omission within a quotation–but not at the beginning or end unless it’s not obvious that you’re quoting only a portion of the whole.
Within quotations, use square brackets [ ] (not parentheses) to add your own clarification, comment, or correction.
Use [sic] (meaning “so” or “thus”) to indicate that a mistake is in the source you’re quoting and is not your own.
Information on summarizing and paraphrasing sources.
American Heritage Dictionary of the English Language (4th ed.). (2000). Retrieved January 7, 2002, from http://www.bartleby.com/61/ Bazerman, C. (1995). The informed writer: Using sources in the disciplines (5th ed). Boston: Houghton Mifflin. Leki, I. (1995). Academic writing: Exploring processes and strategies (2nd ed.) New York: St. Martin?s Press, pp. 185-211.
Leki describes the basic method presented in C, pp. 4-5.
Spatt, B. (1999). Writing from sources (5th ed.) New York: St. Martin?s Press, pp. 98-119; 364-371.
The Writing Center has handouts explaining how to use many of the standard documentation systems. You may look at our general Web page on Documentation Systems, or you may check out any of the following specific Web pages.
If you’re not sure which documentation system to use, ask the course instructor who assigned your paper.
You may also consult the following guides:
This is an accordion element with a series of buttons that open and close related content panels.
Reading Poetry
A Short Guide to Close Reading for Literary Analysis
Using Literary Quotations
Play Reviews
Writing a Rhetorical Précis to Analyze Nonfiction Texts
Incorporating Interview Data
Planning and Writing a Grant Proposal: The Basics
Additional Resources for Grants and Proposal Writing
Writing Personal Statements for Ph.D. Programs
Resume Writing Tips
CV Writing Tips
Cover Letters
Business Letters
Resources for Proposal Writers
Resources for Dissertators
Planning and Writing Research Papers
Writing Annotated Bibliographies
Creating Poster Presentations
Writing an Abstract for Your Research Paper
Advice for Students Writing Thank-You Notes to Donors
Reading for a Review
Critical Reviews
Writing a Review of Literature
Scientific Report Format
Sample Lab Assignment
Writing an Effective Blog Post
Writing for Social Media: A Guide for Academics
Integrating sources into a paper can be challenging. How much of a source do you use? When should you use quotation marks? It is important to remember that you are the author of a paper, so sources are properly used to back up your own arguments, not state an argument in themselves, so how you use them depends on the structure of your paper and your argument.
Let's use this paragraph from a scholarly article to illustrate examples of quoting, paraphrasing, and summarizing a source
Examples using the paragraph above: Randler (2009) states that late risers have “a high misalignment of social and biological time” which results in a mismatch between their natural schedules and the normal workday (p. 2793). or “People with a high misalignment of social and biological time may be less able to act in a proactive manner, probably because of sleep delay” (Randler, 2009, p. 2793).
Note that there are two ways to incorporate the source:
Examples using the paragraph above: Randler (2009) states that people who are naturally morning people often also display traits that are considered proactive. He also suggests that late risers may not show as many proactive traits because they naturally operate on a different sleep schedule (p. 2793). or People who are naturally morning people have been shown to also display traits that are considered proactive, and late risers display fewer of these traits because they don’t get enough sleep on days when they have to go to work or school. (Randler, 2009, p. 2793).
Examples using the paragraph above: Recent research shows that people who are not naturally early risers often have persistent issues adjusting themselves to the morning-oriented schedule of most schools and workplaces, and because of this may be less proactive in their behaviors (Randler, 2009). or The natural alignment of sleep schedules to work and school schedules allows early risers to have more energy and display proactive traits, while people who are natural late risers, and thus often combating sleep delay in adhering to regular schedules, display fewer of these traits (Randler, 2009).
Note that when summarizing, you do not always have to include the page number as you are summarizing the findings from the whole study, rather than just a small part of it.
Used with permission from Amelia V. Gallucci-Cirio Library, Fitchburg State University
Understanding Plagiarism Tutorial Test your knowledge on plagiarism with this short tutorial!
In general, it is best to use a quote when:
In general, it is best to paraphrase when:
Adapted from The Process of Research Writing Chapter 3: Quoting, Paraphrasing, and Avoiding Plagiarism. Steven D. Krause
by jleemcga | Sep 6, 2023 | Resources for Students , Writing Resources
Whenever we’re assigned an essay or writing project that asks us to reference others’ ideas, it can be difficult to determine when to use our own words, the author’s words, or an overview of the text instead. These are all ways of integrating external source material into our own writing. It is important to feel comfortable paraphrasing, summarizing, and directly quoting within our writing in order to effectively and meaningfully reference our research and enhance our own credibility as writers.
Why Should I Paraphrase, Summarize, and Quote in My Writing?
The purpose for referencing external source material is to strengthen the evidence and reasoning within our own writing. If we’re writing an essay, reflection, discussion board post, or any written assignment that responds to other texts or a course topic, it is important that we know how to integrate credible and relevant information from other authors and sources on the same topic.
Doing so allows us to enter the scholarly conversation, which consists of the existing publications, discussions, and work surrounding a particular topic within a discipline. Think of it as pulling your chair up to the table where others are already seated and having a conversation; there is a topic laid out on the table, and several folks are already offering their perspectives and thoughts on the topic. You pull up your chair, listen to what others have to say first to help inform your own understanding of the topic (even though you may have an opinion already!), and then thoughtfully and carefully offer up your own point of view on the same topic for others to listen to. Just like with any conversation, we listen and respond to what others have to say before us in order to show respect, understanding, and objectivity. This is where paraphrasing, summarizing, and quoting directly comes in handy— we can reference what others have said before us and respond. Being able to reference other source material allows us to:
Home / Guides / Citation Guides / Citation Basics / Quoting vs. Paraphrasing vs. Summarizing
If you’ve ever written a research essay, you know the struggle is real. Should you use a direct quote? Should you put it in your own words? And how is summarizing different from paraphrasing—aren’t they kind of the same thing?
Knowing how you should include your source takes some finesse, and knowing when to quote directly, paraphrase, or summarize can make or break your argument. Let’s take a look at the nuances among these three ways of using an outside source in an essay.
The concept of quoting is pretty straightforward. If you use quotation marks, you must use precisely the same words as the original , even if the language is vulgar or the grammar is incorrect. In fact, when scholars quote writers with bad grammar, they may correct it by using typographical notes [like this] to show readers they have made a change.
“I never like[d] peas as a child.”
Conversely, if a passage with odd or incorrect language is quoted as is, the note [sic] may be used to show that no changes were made to the original language despite any errors.
“I never like [sic] peas as a child.”
The professional world looks very seriously on quotations. You cannot change a single comma or letter without documentation when you quote a source. Not only that, but the quote must be accompanied by an attribution, commonly called a citation. A misquote or failure to cite can be considered plagiarism.
When writing an academic paper, scholars must use in-text citations in parentheses followed by a complete entry on a references page. When you quote someone using MLA format , for example, it might look like this:
“The orphan is above all a character out of place, forced to make his or her own home in the world. The novel itself grew up as a genre representing the efforts of an ordinary individual to navigate his or her way through the trials of life. The orphan is therefore an essentially novelistic character, set loose from established conventions to face a world of endless possibilities (and dangers)” (Mullan).
This quote is from www.bl.uk/romantics-and-victorians/articles/orphans-in-fiction , which discusses the portrayal of orphans in Victorian English literature. The citation as it would look on the references page (called Works Cited in MLA) is available at the end of this guide.
Paraphrasing means taking a quote and putting it in your own words.
You translate what another writer has said into terms both you and your reader can more easily understand. Unlike summarizing, which focuses on the big picture, paraphrasing is involved with single lines or passages. Paraphrasing means you should focus only on segments of a text.
Paraphrasing is a way for you to start processing the information from your source . When you take a quote and put it into your own words, you are already working to better understand, and better explain, the information.
The more you can change the quote without changing the original meaning , the better. How can you make significant changes to a text without changing the meaning?
Here are a few paraphrasing techniques:
Let’s look at an example. Here is a direct quote from the article on orphans in Victorian literature:
“It is no accident that the most famous character in recent fiction – Harry Potter – is an orphan. The child wizard’s adventures are premised on the death of his parents and the responsibilities that he must therefore assume. If we look to classic children’s fiction we find a host of orphans” (Mullan).
Here is a possible paraphrase:
It’s not a mistake that a well-known protagonist in current fiction is an orphan: Harry Potter. His quests are due to his parents dying and tasks that he is now obligated to complete. You will see that orphans are common protagonists if you look at other classic fiction (Mullan).
What differences do you spot? There are synonyms. A few words were moved around. A few clauses were moved around. But do you see that the basic structure is very similar?
This kind of paraphrase might be flagged by a plagiarism checker. Don’t paraphrase like that.
Here is a better example:
What is the most well-known fact about beloved character, Harry Potter? That he’s an orphan – “the boy who lived”. In fact, it is only because his parents died that he was thrust into his hero’s journey. Throughout classic children’s literature, you’ll find many orphans as protagonists (Mullan).
Do you see that this paraphrase has more differences? The basic information is there, but the structure is quite different.
When you paraphrase, you are making choices: of how to restructure information, of how to organize and prioritize it. These choices reflect your voice in a way a direct quote cannot, since a direct quote is, by definition, someone else’s voice.
Although the purpose of both quoting and paraphrasing is to introduce the ideas of an external source, they are used for different reasons. It’s not that one is better than the other, but rather that quoting suits some purposes better, while paraphrasing is more suitable for others.
A direct quote is better when you feel the writer made the point perfectly and there is no reason to change a thing. If the writer has a strong voice and you want to preserve that, use a direct quote.
For example, no one should ever try to paraphrase John. F. Kenney’s famous line: “Ask not what your country can do for you; ask what you can do for your country.”
However, think of direct quotes like a hot pepper: go ahead and sprinkle them around to add some spice to your paper, but… you might not want to overdo it.
Conversely, paraphrasing is useful when you want to bring in a longer section of a source into your piece, but you don’t have room for the full passage . A paraphrase doesn’t simplify the passage to an extreme level, like a summary would. Rather, it condenses the section of text into something more useful for your essay. It’s also appropriate to paraphrase when there are sentences within a passage that you want to leave out.
If you were to paraphrase the section of the article about Victorian orphans mentioned earlier, you might write something like this:
Considering the development of the novel, which portrayed everyday people making their way through life, using an orphan as a protagonist was effective. Orphans are characters that, by definition, need to find their way alone. The author can let the protagonist venture out into the world where the anything, good or bad, might happen (Mullan).
You’ll notice a couple of things here. One, there are no quotation marks, but there is still an in-text citation (the name in parentheses). A paraphrase lacks quotation marks because you aren’t directly quoting, but it still needs a citation because you are using a specific segment of the text. It is still someone else’s original idea and must be cited.
Secondly, if you look at the original quote, you’ll see that five lines of text are condensed into four and a half lines. Everything the author used has been changed.
A single paragraph of text has been explained in different words—which is the heart of paraphrasing.
Next, we come to summarizing. Summarizing is on a much larger scale than quoting or paraphrasing. While similar to paraphrasing in that you use your own words, a summary’s primary focus is on translating the main idea of an entire document or long section.
Summaries are useful because they allow you to mention entire chapters or articles—or longer works—in only a few sentences. However, summaries can be longer and more in-depth. They can actually include quotes and paraphrases. Keep in mind, though, that since a summary condenses information, look for the main points. Don’t include a lot of details in a summary.
In literary analysis essays, it is useful to include one body paragraph that summarizes the work you’re writing about. It might be helpful to quote or paraphrase specific lines that contribute to the main themes of such a work. Here is an example summarizing the article on orphans in Victorian literature:
In John Mullan’s article “Orphans in Fiction” on bl.uk.com, he reviews the use of orphans as protagonists in 19 th century Victorian literature. Mullan argues that orphans, without family attachments, are effective characters that can be “unleashed to discover the world.” This discovery process often leads orphans to expose dangerous aspects of society, while maintaining their innocence. As an example, Mullan examines how many female orphans wind up as governesses, demonstrating the usefulness of a main character that is obligated to find their own way.
This summary includes the main ideas of the article, one paraphrase, and one direct quote. A ten-paragraph article is summarized into one single paragraph.
As for giving source credit, since the author’s name and title of the source are stated at the beginning of the summary paragraph, you don’t need an in-text citation.
The fact is that writers use these three reference types (quoting, paraphrasing, summarizing) interchangeably. The key is to pay attention to your argument development. At some points, you will want concrete, firm evidence. Quotes are perfect for this.
At other times, you will want general support for an argument, but the text that includes such support is long-winded. A paraphrase is appropriate in this case.
Finally, sometimes you may need to mention an entire book or article because it is so full of evidence to support your points. In these cases, it is wise to take a few sentences or even a full paragraph to summarize the source.
No matter which type you use, you always need to cite your source on a References or Works Cited page at the end of the document. The MLA works cited entry for the text we’ve been using today looks like this:
Mullan, John. Orphans in Fiction” www.bl.uk/romantics-and-victorians/articles/orphans-in-fiction. Accessed 20. Oct. 2020
————–
See our related lesson with video: How to Quote and Paraphrase Evidence
How useful was this post?
Click on a star to rate it!
We are sorry that this post was not useful for you!
Let us improve this post!
Tell us how we can improve this post?
Citation Basics
Harvard Referencing
Plagiarism Basics
Upload a paper to check for plagiarism against billions of sources and get advanced writing suggestions for clarity and style.
Get Started
Quoting, paraphrasing and summarizing.
Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
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
Quotations, paraphrases, and summaries serve many purposes. You might use them to:
When Do I Give Credit to a Source?
Give credit to your source in all of the following situations:
Is there anything I don't need to cite?
You do not need to cite any of the following types of information:
Adapted from Purdue OWL https://owl.english.purdue.edu/owl/
from EasyBib (http://content.easybib.com/students/research-guide/what-is-plagiarism/)
© Copyright 2014. Scholar Space is a division of Imagine Easy Solutions.
Take a look at how each form might be used to include information from an original passage:
Oppression in the lives of mothers who are homeless with mental illness perpetuates barriers to health, and serves as a source of emotional distress and social exclusion. from Benbow S and C. Forchuk (2011) Mothers with Mental Illness Experiencing Homelessness: a Critical Analysis. Journal of Psychiatric and Mental Health Nursing 18, 687– 695
Quotation with proper citation:
Researcher S. Benbow says, “Oppression in the lives of mothers who are homeless with mental illness perpetuates barriers to health, and serves as a source of emotional distress and social exclusion,” (689).
Using a Thesaurus?
Selecting a key word and substituting a word from the thesaurus does not mean you haven’t plagiarized. Using a thesaurus effectively comes down to how well you know the nuance of language and how well you really understand the original quote.
Without proper attribution, the example below is still plagiarism and unclear plagiarism at that…
Oppression in the lives of mothers who are homeless with insanity continues barriers to health, and serves as a source of emotional pain and social segregation.
Paraphrase with proper citation:
A cycle of “emotional distress”, isolation and a lack of access to health services is too often the result for mentally ill mothers who are also homeless, according to researchers Benbow and Forchuk (689).
Summary with proper citation:
Mothers who are both homeless and mentally ill often face a multitude of oppressive consequences according to researchers Benbow and Forchuk. (689).
YOU SHOULD CITE WHEN:
WHEN REFERRING TO A SOURCE, YOU HAVE THREE OPTIONS FOR USING IT:
"Which option you should choose depends on how much of a source you are using, how you are using it, and what kind of paper you are writing, since different fields use sources in different ways." Grounds for Argument. When to Quote, Paraphrase, or Summarize a Source . Used under CC BY NC SA
Image: Random quote by Gabriel Jones . Used under CC BY-NC-SA 2.0
YOU DO NOT NEED TO CITE:
WHAT IS A DIRECT QUOTATION:
"Must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author." Purdue University Online Writing Lab. (2012). Quoting, Paraphrasing, and Summarizing
BE ADVISED:
Most of the time when you cite a source, you want to summarize or paraphrase. Direct quotations should be used sparingly when the situation meets the criteria above. When you do use direct quotations:
HOW TO CITE A DIRECT QUOTATION:
WHAT IS A SUMMARY:
"Involves putting the main idea(s) into your own words, including only the main point(s).... Summaries are significantly shorter than the original and take a broad overview of the source material." Purdue University Online Writing Lab. (2012). Quoting, Paraphrasing, and Summarizing
"Similar to paraphrasing, summarizing involves using your own words and writing style to express another author's ideas. Unlike the paraphrase, which presents important details, the summary presents only the most important ideas of the passage." University of Houston-Victoria Student Success Center (n.d.). Decide when to Quote, Paraphrase & Summarize.
HOW TO CITE A SUMMARY:
WHAT IS A PARAPHRASE:
"A paraphrase is a detailed restatement in your own words of a written or sometimes spoken source material. Apart from the changes in organization, wording, and sentence structure, the paraphrase should be nearly identical in meaning to the original passage. It should also be near the same length as the original passage and present the details of the original." University of Houston-Victoria Student Success Center (n.d.). Decide when to Quote, Paraphrase & Summarize.
Paraphrasing is "your own rendition of essential information and ideas expressed by someone else, presented in a new form." Purdue University Online Writing Lab. (2012). Quoting, Paraphrasing, and Summarizing
HOW TO CITE A PARAPHRASE:
Includes 6 steps to effective paraphrasing and examples.
From the Harvard Guide to Using Sources
It doesn't necessarily mean that most people would know it offhand. And sometimes it's a judgment call because what seems like common knowledge to one person isn't to another. Here are good guidelines:
CAUTION: Opinions and unique terminology/phrasing do not qualify as common knowledge.
Summarizing, paraphrasing, and quoting.
This handout is available for download in DOCX format and PDF format .
This handout is intended to help you become more comfortable with the uses of and distinctions among summaries, paraphrases, and quotations.
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, paraphrases, and summaries serve many purposes. You might use them to:
Writers frequently intertwine summaries, paraphrases, and quotations, including paraphrases of key points blended with quotations of striking or suggestive phrases as in the following example:
In his famous and influential work 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 and subjected to coding through layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself (page #).
Before you summarize a source in your paper, decide what your reader needs to know about that source in order to understand your argument. For example, if you are making an argument about a novel, avoid filling pages of your paper with details from the book that will distract or confuse your reader. Instead, add details sparingly, going only into the depth that is necessary for your reader to understand and appreciate your argument. Similarly, if you are writing a paper about a non-fiction article, highlight the most relevant parts of the argument for your reader, but do not include all of the background information and examples.
When you use any part of a source in your paper, you will always need to decide whether to quote directly from the source or to paraphrase it. Unless you have a good reason to quote directly from the source, you should paraphrase the source. Make it clear to your reader why you are presenting this particular material from a source, and be sure that you have represented the author accurately, that you have used your own words consistently, and that you have cited the source.
As a basic rule of thumb, you should only quote directly from a text when it is important for your reader to see the actual language used by the author of the source. While paraphrase and summary are effective ways to introduce your reader to someone's ideas, quoting directly from a text allows you to introduce your reader to the way those ideas are expressed by showing such details as language, syntax, and cadence. There are several ways to integrate quotations into your text; often a short quotation works well when integrated into a sentence, while longer quotations can stand alone. Whatever their length, be sure you have a good reason to include a direct quotation when you decide to do so.
You can become more comfortable using these three techniques by summarizing an essay of your choice, using paraphrases and quotations as you go. It might be helpful to follow these steps:
Credit: Adapted from the “Harvard Guide to Using Sources,” https://usingsources.fas.harvard.edu/summarizing-paraphrasing-and-quoting , and the Purdue OWL Guide, https://owl.purdue.edu/owl/research_and_citation/using_research/quoting_paraphrasing_and_summarizing/index.html , 2020.
Whenever you refer to ideas, information, statistics, images, concepts, facts or anything else that you found from an outside source, you need to let your readers know where you found that information. Typically, this is done by quoting, paraphrasing, or summarizing the information, and then citing the authors that produced it.
What's the difference between quoting, paraphrasing, and summarizing, and when do you do it?
Quoting - using an original section of text, word-for-word. When do you use a quotation?
Paraphrasing - putting information into your own words. Paraphrases are generally the same length or slightly shorter than the original text. Paraphrasing well shows your understanding of the source material. Paraphrasing may be used instead of a summary because it is more specific. You may choose to paraphrase when:
Summarizing - taking the key points of source text and putting them into your own words. Summaries are generally much shorter than the original text. You may choose to summarize:
In every case, you will need to cite the original source text using footnotes or endnotes, and include the citation for the original source on your Bibliography page.
For short quotations used in the text of the paper, use quotation marks. A superscript number should be inserted directly after the final quotation mark. For quotations longer than 5 lines, you should use a block quotation. Block quotes use no quotation marks. The complete quotation is indented 5 spaces from the left margin, has a space before and after the quote, is usually single spaced, and is often introduced with a colon. A superscript number should be inserted after the last word in the block.
In Text Quotation
On the subject of growing old, Mark Twain said "Aging is an issue of mind over matter. If you don't mind, it doesn't matter." 15
Block Quotation
Quoting means using exact words taken from another author/source.
Paraphrasing means restating ideas from an outside source in precise detail , using your own words .
Summarizing means restating major ideas or conclusions from an outside source as concisely as possible in your own words .
Quoting a source means taking exact words from that source and using them in your own writing .
Any time you quote another author, you need to format the quote in a way that makes it absolutely clear where the words taken from your source begin and end. This is usually accomplished by putting quotation marks around the other author’s words, as in this example:
The opening words of Abraham Lincoln’s Gettysburg Address, “Four score and seven years ago,” are so famous that Google Docs is programmed to autofill them as soon as one types the phrase “four score.”
It’s essential to use quotation marks any time you include words from an author in your own writing, even if the quotation is just a word or two long. There’s only one significant exception to this rule: with longer quotations, it’s sometimes appropriate to set the author’s words off in a block quote. For example:
In the opening of the Gettysburg Address, Lincoln places the end of the Civil War into the broader context of American History,
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. Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure.
Some documentation systems still require writers to use quotation marks for block quotes, but others, such as MLA Style, do not require this.
Most formal documentation systems require writers to include some kind of indicator at the end of each quotation, usually a parenthetical note or a footnote, that tells readers exactly where those words came from. We haven’t included such an indicator in the examples above because the source is clearly identified before the quote, and we consulted an online version of the Gettysburg Address, so there are no page numbers to cite. In such situations, MLA Style does not require a parenthetical note, but this might change in a formal class setting, depending on your instructor’s preferences and the documentation system they wish you to use.
Paraphrasing a source means restating ideas from that source fully, in precise detail, using your own words . Paraphrasing is useful when you want to explore or engage the content of your source at length, but for some reason the original language would be difficult for your readers to understand. This might happen, for example, if your source includes a great deal of discipline-specific terminology and you’re writing to a general audience, or if the grammar of the original makes it difficult to integrate the author’s words coherently into your writing.
As with quotations, it’s important to let your readers know exactly when you begin and end a paraphrase. This can usually be accomplished by including a clear transition at the beginning of the paraphrase and a parenthetical note at the end. (See Example 2a below)
A good paraphrase will usually take roughly the same number of words as the original author did to express the same points. However, since a paraphrase is technically your writing, you cannot use words or phrases that come directly from your source. Thus, to write a paraphrase, you need to find a way to capture the complete meaning of your original source, using exclusively your own words.
There are only two significant exceptions to this rule, and both relate to the use of terminology:
Exception 1: When, in the passage you’re paraphrasing, an author uses specific terminology that is common and easily recognizable to your readers , and rephrasing it would alter the meaning of a passage (e.g. referring to a correlation as “statistically significant”), then it’s generally acceptable to use the author’s terminology in your paraphrase without placing it in quotation marks.
Exception 2: When, in the passage you’re paraphrasing, an author uses specific terminology of their own invention that it’s important for your readers to know or that it would be difficult to paraphrase without using, you can use the original author’s term in your paraphrase. Depending on the citation system you’re using and the preferences of your instructor, you may or may not need to put quotation marks around these terms the first time you use them. Either way, though, it should be absolutely clear from the context of your writing when you introduce a term from another author’s writing. (See Example 2b below)
Summarizing means concisely restating the major ideas from a source in your own words . A good summary will convey the ideas from the source in as few words as possible without distorting those ideas or leaving out crucial information from the original context. Summaries are useful when you want to introduce substantial ideas or conclusions from another author into your own writing, but you don’t intend to engage those ideas or conclusions in depth.
Summaries generally present less of a challenge for writers than paraphrases, because they do not require you to restate the details and nuances of the original author’s ideas. However, writing summaries does create a certain amount of responsibility, as you’ll need to decide which ideas from your source should be included in your summary and which ideas can be left out. To be effective, a summary needs to present the source’s ideas in a way that serves the piece you are writing. To be ethical , though, a summary also needs to present these ideas without distorting or altering the original’s author’s meaning or leaving out essential pieces of context.
Once again, it’s essential for a writer to indicate when a summary begins and ends, as well as to clearly identify the source being summarized. The methods for this are the same as with a paraphrase: include a clear transition at the beginning of the summary and either a notation or another clear transition at the end. (See Example 3a below.)
The rules for using terminology in a summary are the same as with a paraphrase: Whenever possible, a summary should be written entirely with your own words. However, if an author uses common terminology that is integral to the ideas you’re summarizing and that you anticipate your readers will be familiar with, it’s okay to use those terms in your summary without quotation marks . Conversely, when an author uses terms of their own invention that are integral to the ideas you’re summarizing, then you may use those terms as well, as long as you clearly indicate with your language (and, if your instructor requires it, with quotation marks) which terms come directly from your author.
Quotation examples.
Note: We’ve alternated between MLA and APA styles in the examples below because these are two of the most common documentation systems used in academic writing and also the easiest to reproduce on a webpage. They are far from the only systems, though, so make sure to follow the rules for the citation system assigned by your instructor for a given assignment.
“As efforts are focused on curbing the spread of COVID-19, essential services such as access to sexual and reproductive health services have been disrupted. According to preliminary data, in Zimbabwe, the number of caesarean sections performed decreased by 42% between January and April 2020 compared with the same period in 2019. The number of live births in health facilities fell by 21%, while new clients on combined birth control pills dropped by 90%. In Burundi, initial statistics show that births with skilled attendants fell to 4749 in April 2020 from 30, 826 in April 2019.” From the article “ WHO Concerned Over COVID-19 Impact on Women, Girls in Africa ,” published by the World Health Organization on June 18, 2020.
The COVID-19 pandemic significantly affected reproductive health care in parts of Africa. For example, according to the World Health Organization (WHO), “in Zimbabwe, the number of caesarean sections performed decreased by 42% between January and April 2020 compared with the same period in 2019. The number of live births in health facilities fell by 21%, while new clients on combined birth control pills dropped by 90%.”
In the paragraph above, the author clearly indicates when their ideas end and the quote begins. Note that, since they identify the source of the quote beforehand and this is an online source with no page numbers, MLA style does not require any kind of parenthetical note at the end of the quotation.
In Africa, the COVID-19 pandemic made it more difficult for many women to access basic medical care. The World Health Organization noted on their website in June of 2020, “As efforts are focused on curbing the spread of COVID, essential services such as access to sexual and reproductive health services have been disrupted” (WHO, 2020).
Once again, the author clearly indicates where their words and and the words from their source begin. Since they’re using APA style, they also include a parenthetical note at the end, indicating the author of their source and the year it was published.
In June of 2020, the World Health Organization called the world’s attention to a crisis in Africa, arguing that, “essential services… have been disrupted.”
In the quotation above, the author uses a handful of words taken out of context to imply conclusions that are not in the original article. The WHO article never calls the health care situation in Africa a “crisis” or anything similar, but the author’s introduction to the quote suggests that it does. Furthermore, the article focuses exclusively on services related to reproductive health care, but the author has deliberately cut out any words indicating this, which makes it appear that all essential services have been disrupted. This may or may not be true, but either way it’s not a conclusion this article supports.
In June of 2020, the World Health Organization reported that access to sexual and reproductive health services had been disrupted in parts of Africa. “According to preliminary data, in Zimbabwe, the number of caesarean sections performed decreased by 42% between January and April 2020 compared with the same period in 2019” (WHO, 2020).
In the quotation above the author uses language directly from the original article (“access to sexual and reproductive health services have been disrupted”) without putting these words in quotation marks. This means that the author has not fully documented the WHO article’s contribution to their essay.
In June of 2020, it was reported that “access to sexual and reproductive health services have been disrupted” in parts of Africa.
In this case, the author puts all words from the original in quotation marks, but does not clearly identify the source. Readers therefore know that these words come from another author, but do not know who the author is (no pun intended).
Original Text:
From “ A Modest Proposal… ” by Jonathan Swift (1729), reprinted by Project Gutenberg
“It is a melancholy object to those, who walk through this great town, or travel in the country, when they see the streets, the roads, and cabbin-doors crowded with beggars of the female sex, followed by three, four, or six children, all in rags, and importuning every passenger for an alms. These mothers, instead of being able to work for their honest livelihood, are forced to employ all their time in stroling to beg sustenance for their helpless infants who, as they grow up, either turn thieves for want of work, or leave their dear native country, to fight for the Pretender in Spain, or sell themselves to the Barbadoes.” From “ A Modest Proposal… ” by Jonathan Swift (1729), reprinted by Project Gutenberg
In the first paragraph of his satirical essay, “A Modest Proposal…,” Jonathan Swift seems to affirm the sensibilities of his upper-class London readers: Swift’s narrator notes how sad it is for people to walk through London or journey through rural areas to see women who are surrounded by multiple children and begging every passerby for money. The narrator goes on to lament that these women are forced to spend their time begging, rather than getting more respectable employment, in order to feed their children. The narrator speculates that this same lack of jobs will affect the children as they get older, forcing them to become thieves or to leave England all together, possibly joining the rebel forces of King James or emigrating to the Americas. By engaging his readers on their own terms in this way, Swift accomplishes several things…
In this example, the author clearly identifies the source they’ll be paraphrasing in the opening clause, and they use a colon to indicate exactly where the paraphrase begins. The paraphrase itself rephrases Swift’s opening paragraph in close detail, using almost as many words as the original passage. However, by expressing Swift’s ideas in more modern language, the reader makes the passage more accessible to readers who might have trouble understanding Swift’s dense eighteenth-century writing style.
Once again, note that since the author identifies their source fully before the paraphrase, and the text they’re using is an online version with no page numbers, MLA Style does not require any kind of parenthetical note at the end of the paraphrase. However, the author’s transitional phrase (“By engaging his readers on their own terms…”) serves as a clear signal that the paraphrase is over and the author has moved on to their own analysis of Swift’s writing.
Swift opens his satirical essay, “A Modest Proposal…” by seeming to affirm the sensibilities of his upper-class London readers: Swift’s narrator notes how sad it is for people to walk through London or journey through rural areas to see “beggars of the female sex” who are surrounded by multiple children and begging every passesby for money. The narrator goes on to lament that these women are forced to spend their time begging, rather than pursuing an “honest livelihood,” to feed their children. The narrator speculates that this same lack of jobs will affect the children as they get older, forcing them to become thieves or to leave England all together, possibly joining the rebel forces of King James or or emigrating to the Americas (Swift, 1729).
This paraphrase is almost identical to Example 2a, but in this case the author has used a few of Swift’s own phrases in their paraphrase, using quotation marks to indicate which words come straight from the original source. This gives modern readers some sense of Swift’s distinct writing style and the way he engages the sensibilities of the readers in his time, while still making the passage accessible to modern readers. Also, note that in this case, the author has used an APA Style parenthetical note to indicate where the paraphrase ends.
At the beginning of “A Modest Proposal,” Jonathan Swift’s narrator describes the melancholy sight of seeing women begging throughout London and the surrounding countryside, sometimes surrounded by three, four, or six children, all in rags. The narrator goes on to say that these women are begging because widespread poverty has deprived them of an honest livelihood, and that their children will most likely grow up to be thieves or be forced to leave England forever (Swift, 1729).
This paraphrase suffers from “mosaic plagiarism,” which is when an author mixes their own words with occasional words or phrases from an outside source and offers no clear indication of this. In this case, the author uses some individual words (“melancholy”) and some longer phrases (“three, four, or six children, all in rags”) from Swift’s passage, but doesn’t place this borrowed language in quotation marks. The opening phrase and the citation at the end at least make it clear that the author is paraphrasing, but the lack of quotation marks still mean that the author has used Swift’s language in place of their own without giving Swift proper credit.
At first, Swift panders to his readers in “A Modest Proposal…”. He suggests that it’s a sad experience to walk through London or the English countryside and see women begging, surrounded by children. All this begging must be the result of systemic property, because these women can’t get a reputable job and have no choice but to beg. Perhaps their children will grow up to be thieves, rebels, or emigrants. Surely a solution must be found, one that can remove all these poor people from upper-class eyes and make them useful members of society.
In this paraphrase, it’s difficult to tell when the author is paraphrasing ideas directly from Swift and when they’re commenting on Swift’s ideas or mixing them with their own. So, for instance, if you didn’t have access to Swift’s text you might wonder if Swift speculated that children of poor people might become “thieves, rebels, or emigrants,” or if that’s the essay author’s speculation. Conversely, you might assume that Swift suggests that something needs to be done to “remove all these poor people from upper-class eyes” in his opening paragraph, when in fact that’s not part of the original passage.
The article “Your coping and resilience strategies might need to shift as the COVID-19 crisis continues” by Craig Polizzi and Steven Jay Lynn. Published on the website The Conversation in 2020.
Note: Since summaries, by definition, condense large amounts of text via concise phrasing, it’s not practical to copy the original text here. You can follow the link article, though, if it helps you to understand the examples below.
Psychologists Craig Polizzi and Steven Jay Lynn note that individuals might need to change their coping strategies as the COVID-19 pandemic continues. Three particular strategies they recommend are “cognitive reappraisal,” “problem-focused coping,” and “cultivating compassion and lovingkindness” (Polizzi and Lynn, 2020).
In this example, the author concisely summarizes the overall argument of Polizzi and Lynn’s article. They put the names for Polizzi and Lynn’s three coping strategies in quotation marks–it’s entirely possible that Polizzi and Lynn did not invent these terms, but even so, they’re not commonly recognized terms, so it’s appropriate to note that they came straight from the article. On the other hand, the term “coping strategies” is also used by Polizzi and Lynn throughout their article (including the title), but this is an extremely common psychological term, and thus it’s not necessary for the author to place it in quotation marks.
Psychologists Craig Polizzi and Steven Jay Lynn argue that if everyone simply practiced “cognitive reappraisal,” “problem-focused coping,” and “cultivating compassion and lovingkindness,” the psychological effects of the pandemic would be minimal (Polizzi and Lynn, 2020).
The wording of this summary significantly distorts Polizzi and Lynn’s argument. Though they do suggest that these three strategies can help people cope, they never suggest that the strategies will work for everyone, nor do they suggest that these strategies alone can minimize the effects of a global pandemic. Presumably, this author is trying to emphasize Polizzi and Lynn’s claims in order to support a point of their own, but summarizing a source in a way that changes its original meaning is unethical and, if readers discover the distortion, makes the author’s argument appear weaker rather than stronger.
Psychologists have argued that, as the global pandemic stretches on, individuals will face new types of stress. In light of these new stresses, it’s prudent for everyone to employ a variety of coping strategies to maintain self-care and build resilience. Three potentially useful strategies are “cognitive reappraisal,” “problem-focused coping,” and “cultivating compassion and lovingkindness.” (Polizzi and Lynn, 2020).
This summary does not clearly signal where their ideas end and the summary of Polizzi and Lynn begins. Did Polizzi and Lynn suggest that the ongoing pandemic will require people to adopt new coping strategies, or did they just describe the practices of “cognitive reappraisal,” “problem-focused coping,” and “cultivating compassion and lovingkindness,” and the author connected these ideas to the pandemic themselves? The citation at the end indicates where the summary stops, but without a clear beginning point, it’s impossible to tell for certain how Polizzi and Lynn contributed to this paragraph.
Quoting vs paraphrasing: what's the difference.
There are two ways to integrate sources into your assignment: quoting directly or paraphrasing.
Quoting is copying a selection from someone else's work, phrasing it exactly as it was originally written. When quoting place quotation marks (" ") around the selected passage to show where the quote begins and where it ends. Make sure to include an in-text citation.
Paraphrasing is used to show that you understand what the author wrote. You must reword the passage, expressing the ideas in your own words, and not just change a few words here and there. Make sure to also include an in-text citation.
There are two basic formats that can be used:
Parenthetical Style:
Narrative Style:
A quotation of more than 40 words.
There are 4 rules that apply to long quotations that are different from regular quotations:
At the end of Lord of the Flies the boys are struck with the realization of their behaviour:
The tears began to flow and sobs shook him. He gave himself up to them now for the first time on the island; great, shuddering spasms of grief that seemed to wrench his whole body. His voice rose under the black smoke before the burning wreckage of the island; and infected by that emotion, the other little boys began to shake and sob too. (Golding, 1960, p.186)
Sometimes you may want to make some modifications to the quote to fit your writing. Here are some APA rules when changing quotes:
Add the word [sic] after the error in the quotation to let your reader know the error was in the original source and is not your error.
If you would like to exclude some words from a quotation, replace the words you are not including with an ellipsis - ...
If you are adding words that are not part of the original quote, enclose the additional words in square brackets - [XYZ]
What is a secondary source.
In scholarly work, a primary source reports original content; a secondary source refers to content first reported in another source.
Quote & In-Text Citation
Reference List Entry
Paraphrasing example.
When you write information from a source in your own words, cite the source by adding an in-text citation at the end of the paraphrased portion as follows:
If you refer to the author's name in a sentence you do not have to include the name again as part of your in-text citation, instead include the year of publication following his/her name:
NOTE : Although not required, APA encourages including the page number when paraphrasing if it will help the reader locate the information in a long text and distinguish between the information that is coming from you and the source.
Homeless individuals commonly come from families who are riddled with problems and marital disharmony, and are alienated from their parents. They have often been physically and even sexually abused, have relocated frequently, and many of them may be asked to leave home or are actually thrown out, or alternatively are placed in group homes or in foster care. They often have no one to care for them and no one knows them intimately.
Source from:
Rokach, A. (2005). The causes of loneliness in homeless youth. The Journal of Psychology, 139, 469-480.
Example: correct paraphrasing.
If your paraphrase is longer than one sentence, provide an in-text citation for the source at the beginning of the paraphrase. As long as it's clear that the paraphrase continues to the following sentences, you don't have to include in-text citations for the following sentences.
If your paraphrase continues to another paragraph and/or you include paraphrases from other sources within the paragraph, repeat the in-text citations for each.
Tip sheet on paraphrasing information
Be more productive in school
When you write a research paper, you’re required to include evidence from scholarly sources in order to prove your thesis. In this post, we discuss the three most common ways to include source material in your research paper: quoting, paraphrasing, and summarizing.
When you quote, you use exact words from a source in between quotation marks. You may want to quote directly from a source when the information is particularly complex or when the quote expresses an idea or point in a way that perfectly captures the situation, concept, or thought.
If you’re using a quote that is more than four lines, you should include the material as a block quote. To learn more about how to quote, take a look at our tips for integrating quotes into a research paper. Always include an in-text citation after the quoted material.
When you paraphrase, you re-write borrowed material in your own words. Paraphrasing requires you to change the words of the quote without changing their meaning.
Paraphrases are typically shorter than the quotes that they restate and always require an in-text citation that credits the original source material.
A summary provides an overview of an idea or topic. You might wish to summarize parts of a source if you’re writing a literature review as part of a longer research paper.
Summarizing requires you to sum up the key points of a text, argument, or idea. A summary will be shorter than the original material. Even if you’re not using any of the source’s exact words in your summary, you still need to include an in-text citation.
Quotes, paraphrases, and summaries are simply different ways of presenting borrowed information. However, there are definitely situations in which one mode may be better than another.
While it’s a myth that you should avoid using quotes as much as possible in a research paper, you do need to ensure that you are using them effectively. Turning in a paper full quotes is certainly not a good idea, but quotes can be useful if:
Paraphrasing allows you to confirm that you fully understand a quote’s meaning and to explain that content in your own words. There may be several reasons why you would choose to paraphrase a passage, rather than quote it. You might use paraphrase if:
Summary allows you to synthesize a larger amount of information from a single source or multiple sources. An effective summary will highlight the key points of a text in a concise manner. In a research paper, you’ll primarily use summary in the literature review or state-of-the-field section.
Quoting example.
When you quote, you should always try to “sandwich” the quote in your own words. You can also break up longer quotes with ellipses, or with snippets like “Smith explains.” For instance, in the example below, the writer uses her own words to lead into, and out of, the quotes.
Jenna Lay claims that “Catholic women resisted any easy demarcation between a Catholic medieval past and a Protestant, reformed present in both their religious practices and their print and manuscript books,” an argument that can be extended to include entire Catholic families (16). However, despite the fact that scholars such as Patton, Lay, and Jennifer Summit have argued that “we stand to learn much when we determine […] whether the early modern collector of a medieval devotional book was a Catholic or Protestant,” few studies have explored in any depth how Catholics used their books in the post-Reformation period.
In the example below, the writer succinctly paraphrases one of the main points of a book chapter. Even though there are no direct quotes, she still includes an in-text, parenthetical citation at the end of the paraphrase.
Elizabeth Patton, in her research on Catholic women’s bookscapes, contends that the staunchest Catholic families maintained textual networks in which they circulated books that were banned in Protestant England, including copies of medieval devotional manuscripts (117).
In the following summary, the writer uses her own words to provide a concise, yet thorough, summary of an article’s purpose and use of evidence. Again, although no direct quotes are included, the writer adds an in-text citation at the end of the example.
To establish the importance of this main point, Raghavan and Pargman firstly explore two related paradigms in sustainable HCI research: sustainable computing and computing for sustainability. The latter, they argue, has been simultaneously under- and overdeveloped and offers little in the way of practical solutions for how computing can lessen humans’ ecological impact. As a result, they focus on computing for sustainability and explore how disintermediation can catalyze solutions across several key categories, including value, class, labor, and social control. Importantly, they note that policy solutions have failed to fully address the relationship between computing and sustainability (1-2).
Whether you’re quoting exact words from a text, paraphrasing a quote in your own words, or summarizing someone else’s work, you’ll need to include in-text citations for any borrowed material.
You can use BibGuru to create in-text citations in MLA , APA , or any major citation style . Most in-text citations are in the form of parenthetical citations . It’s always a good idea to consult your assignment guidelines, or your instructor, to find out which citation style is required for your paper.
When you quote, you use exact words from a source in between quotation marks. When you paraphrase, you re-write borrowed material in your own words.
Paraphrasing requires you to change the words of the quote without changing their meaning.
Summarizing requires you to sum up the key points of a text, argument, or idea. A summary will be shorter than the original material. Even if you’re not using any of the author’s exact words in your summary, you still need to include an in-text citation.
When you quote, you should always try to “sandwich” the quote in your own words. You can also break up longer quotes with ellipses or with snippets like “Smith explains.” For instance, in the example below, the writer uses her owd words to lead into, and out of, the quote.
Paraphrasing allows you to confirm that you fully understand a quote’s meaning and to explain that content in your own words.
Make your life easier with our productivity and writing resources.
For students and teachers.
Paraphrases—rewordings of text—need to be cited. Paraphrasing without providing a citation is plagiarism. Even paraphrases with citations can be instances of plagiarism if they are so similar to the original that the paraphraser claims credit for the original author's language.
A paraphrase that avoids plagiarism:
Wines drunk at Greek tables did not always come from Greece itself. The wine snobbery of the time extolled the merits of wines from the slopes of Mount Lebanon, from Palestine, Egypt and Magna Graecia-Greater Greece, i.e., southern Italy. The ten litres a day drunk by the famous wrestler Milo of Croton was a wine famous in Calabria, where Milo lived: this wine, Ciro, is still made.
from Maguelone Toussaint-Samat's A History of Food (Cambridge: Blackwell, 1992. 263).
Wines drunk by Greeks were not always made in Greece itself. The wine snobs of that period celebrated wines from Mount Lebanon, Palestine, and Egypt. The famous wrestler Milo of Croton, who consumed ten liters of wine a day, drank wine made in Calabria outside of Greece; this wine, Ciro, is still made.
This paraphrase plagiarizes in two ways:
1. By having no citation, the paraphrase misleads readers into believing that the ideas, facts and sense of the passage are a result of the author's own research and knowledge.
2. The language of the paraphrase is too similar to the original. Even if the author had provided a citation, some instructors would consider this plagiarism.
Although Greeks were picky about their wine, they enjoyed wine from outside Greece. Upstanding Greeks enjoyed wine from many of Greece's local trading partners—including Palestine, Egypt and southern Italy. One story tells of the famous wrestler Milo of Croton, who consumed ten liters of foreign wine daily (Toussaint-Samat 263).
This paraphrase cites the original and rephrases its words to create an original construction.
Up, up, up, groping through clouds for what seemed like an eternity....No amount of practice could have prepared them for what they encountered. B-24s, glittering like mica, were popping up out of the clouds all over the sky.
from Thomas Childers. Wings of morning: the story of the last American bomber shot down over Germany in World War II , Reading, Mass.: Addison-Wesley (1990), 83.
Up, up, up he went, until he got above the clouds. No amount of practice could have prepared the pilot and crew for what they encountered-B-24s, glittering like mica, were popping up out of the clouds over here, over there, everywhere.
This comes from The Wild Blue: The Men and Boys Who Flew the B-24s over Germany by Stephen E. Ambrose. Ambrose cites but does not quote Childers' original work despite using its imagery and language. Ambrose should have either used Childers' passage as a direct quotation or modified his own passage so that it consisted of his own language.
Not Plagiarism
Despite their training, the pilot and crew's experience was surreal and surprising, seeing for the first time "B-24s, glittering like mica, ... popping up out of the clouds all over the sky" (Ambrose 83).
Purdue Online Writing Lab Purdue OWL® College of Liberal Arts
This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.
Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.
Paraphrasing is one way to use a text in your own writing without directly quoting source material. Anytime you are taking information from a source that is not your own, you need to specify where you got that information.
Note that the examples in this section use MLA style for in-text citation.
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, pp. 46-47.
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).
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).
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.
A note about plagiarism: This example has been classed as plagiarism, in part, because of its failure to deploy any citation. Plagiarism is a serious offense in the academic world. However, we acknowledge that plagiarism is a difficult term to define; that its definition may be contextually sensitive; and that not all instances of plagiarism are created equal—that is, there are varying “degrees of egregiousness” for different cases of plagiarism.
In scholarly writing, it is essential to acknowledge how others contributed to your work. By following the principles of proper citation, writers ensure that readers understand their contribution in the context of the existing literature—how they are building on, critically examining, or otherwise engaging the work that has come before.
APA Style provides guidelines to help writers determine the appropriate level of citation and how to avoid plagiarism and self-plagiarism.
We also provide specific guidance for in-text citation, including formats for interviews, classroom and intranet sources, and personal communications; in-text citations in general; and paraphrases and direct quotations.
Academic Writer ®
Master academic writing with APA’s essential teaching and learning resource
Course Adoption
Teaching APA Style? Become a course adopter of the 7th edition Publication Manual
Instructional Aids
Guides, checklists, webinars, tutorials, and sample papers for anyone looking to improve their knowledge of APA Style
20,000+ Professional Language Experts Ready to Help. Expertise in a variety of Niches.
API Solutions
Unmatched expertise at affordable rates tailored for your needs. Our services empower you to boost your productivity.
GoTranscript is the chosen service for top media organizations, universities, and Fortune 50 companies.
One of the Largest Online Transcription and Translation Agencies in the World. Founded in 2005.
Speaker 1: Hi, this is Kevin with Wordvice, and today we're going to talk about paraphrasing. What does paraphrasing mean? Paraphrasing is putting someone else's work into your own words instead of quoting directly. Paraphrasing can save space, it can truncate the information in a research paper, and it can distill the complex information that may exist in another study and make your study easier to understand. So how do quoting and paraphrasing differ exactly? Well, when you quote, you essentially copy and paste the exact words of another researcher into your own study. Every time you quote, you must use citations and quotation marks, regardless of formatting guidelines. A paraphrase, on the other hand, may use some key terms from the original text, but must use new language to express this idea. When you paraphrase, you do not need to include quotation marks, but you must still use citations. Let's look at one example to see how a quote and a paraphrase differ. First a quote. Davidson notes, in heart patient sample groups experiencing even mild tumor hypoxia, uptake of 300cc injected phenoflux was reduced by one-third for each 0.05% of increased hypoxia in the tumored organ, and the citation follows this. Now the paraphrase. Davidson concluded that the tumor hypoxia can impact the delivery and efficacy of anti-cancer drugs. Citation. This paraphrase differs significantly from the quote in length, structure, and word choice. It is shorter and gives the gist, or provides the main point of the original text. To place only very specific lines or details from another work into your study, use a combination of quotes and paraphrasing. Davidson. Citation. He concluded that tumor hypoxia poses a problem for doctors administering anti-cancer drugs, since even in tumors with mild hypoxia, uptake of 300cc injected phenoflux was reduced by one-third for each 0.05% of increased hypoxia. Note that while in the paraphrase version key terms remain, they reserve the quotes for very specific details, which cannot be paraphrased easily and might be essential to the paper. So when do you paraphrase and when do you quote? Let's take a look at some situations where one method might be preferable to the other. You should paraphrase to show you understand the main ideas or arguments of the author, to help explain difficult concepts or terminology, to highlight original ideas that are interesting when the original language is not as interesting, to change the emphasis of information to match your own arguments, or to provide a clear voice in your paper that isn't directly connected to other works. You should use quotes when the original wording is strong and engaging on its own, if the quote is very well known or difficult to paraphrase well, where the exact words of an authority would lend support to your own ideas, or when you want to present the author's detailed methods or findings or exact stated position. Keep in mind that you should not paraphrase too often, as it can take away some of the strength of the original content. Similarly, you shouldn't quote too often as well, as it can take away the authorial voice of your own paper. What you want to do is maintain a balance by using ample quotes and paraphrases in conjunction. So here are some steps you can take to paraphrase effectively. First, read the source material until you fully understand what the author's meaning is, that is, what is he or she saying, not only in details but what is the larger picture. And it might take three or four readings at least to digest this information. Second, take some notes that include key terms of the original passage. Third, write your own paragraph without looking at the source material. Use only the key terms that you wrote down in step two. Fourth, double check to make sure that your version captures all of the important parts and especially the intent of the original. Finally, don't forget your in-text citation. You want the reader to be sure where your paraphrasing begins and where it ends. Now let's take a look at a detailed example of how to paraphrase source material. First, the original source text. The journal primarily considers empirical and theoretical investigations that enhance understanding of cognitive, motivational, affective, and behavioral psychological phenomenon in work and organizational settings, broadly defined. Those psychological phenomenon can be at one or multiple levels, individuals, groups, organizations, or cultures, in work settings such as business, education, training, health, service, government, or military institutions, and in the public or private sector, for-profit or non-profit organizations. So after you've read this a few times to determine what the gist of the content is, you need to write down some key terms. Some of the key terms I took away were empirical and theoretical investigations, enhanced understanding, psychological phenomena, settings, and levels. These are the terms you can use in your paraphrase of this content. Here's an example of an acceptable paraphrase of this source text. The Journal of Applied Psychology accepts studies that increase understanding of a broad range of psychological phenomena and that apply to a variety of settings. The studies can be set or observed from a number of levels, from the individual to larger subgroups and are not limited to institution or sector. Note that the ideas are the same as in the source text, but the language and phrasing has been changed and truncated or shortened. Also note that there is a citation at the end of the paraphrase. Next, let's look at a combination sentence, one that uses both quotes and paraphrasing. The Journal of Applied Psychology accepts studies that enhance understanding of cognitive, motivational, affective, and behavioral psychological phenomena and that apply to a variety of settings such as business, education, training, health, service, government, or military institutions. The studies can be set or observed from a number of levels and are not limited to institution or sector. In this combination example, the details from the original source are in quotes, as they are in succession and provide important information that readers might need to know. Finally, let's take a look at an example of something you might want to avoid, that is plagiarism. Here is a plagiarized version of the source text. Note that many of the key terms and even phrases are written word for word in this version. In this plagiarized version, some of the words of the original have been changed or removed, but the meanings and even the grammar structure are essentially identical to the source text. The reason this is plagiarized is that there are no quotation marks, so be very careful not to use the exact same language unless you are putting quotation marks around the content. When paraphrasing, you can show your position to the content you are discussing by choosing a verb that shows whether you are in agreement, in disagreement, or are neutral to the content being discussed. Here are some examples of verbs you can use to show your position. These verbs show that you are neutral to the content being discussed. Believe, conclude, propose, argue, observe, and write. For instance, Young, citation, believes that the cause of this problem is X. Johnson, et al., citation, proposed several solutions to this problem, including XYZ. The verbs believe and propose both merely show what the author is thinking or doing. They do not indicate any particular position that you might have on these topics. To show agreement with the statement you are paraphrasing, use verbs such as these. Show, demonstrate, evidence, prove, point out, confirm. For instance, Brooks, citation, showed how nitrogen was essential to the development of life. Garcia demonstrates the efficiency of this method of analysis when applying it to X, citation. Both of these terms, showed and demonstrates, have fairly positive connotations and indicate that you generally agree with how the original work was performed or analyzed. To show your disagreement with the work that you are paraphrasing, use verbs such as these. Neglect, overlook, disregard, pay little attention to, fail to note. For instance, although the author of this study says that robins account for 10% of North American neighborhood birds, he neglects to include the most important method of analysis, citation. Mbeki, citation, disregards additional potential contributing factors, citing only X and Y as being instrumental. Both terms, neglects and disregards, carry fairly negative connotations and indicate that you generally disagree with how the author carried out their work or analyzed it. How you paraphrase will generally depend on the context and the specific reason for putting another author's work into your study. But there are some tools and tips you can use to help put their words into your own. One way to do this is to change the voice of the passage. If the original is written in the active voice, change it to the passive and vice versa. If the original study reads as follows, a study of infant feeding practices was carried out, you might paraphrase, like this. In her study of breastfeeding, Carnes, citation, found that only one-fifth of mothers nurse their babies. By changing the voice, you can alter the syntax of the sentence and make room for your own words to describe the original author's meaning. Another tool you can use to describe content in your own way is a thesaurus. But be careful when using a thesaurus. You want to make sure you understand the term you're using and that it makes sense in the context you're using it. The last tip is more of a reminder. You want to avoid looking at the work when you're writing your paraphrase. Instead, give yourself 10 to 20 seconds after reading the passage. Your mind needs a little bit of time to digest what the meaning of the passage is. And then go ahead and write your paraphrase. By giving yourself some time, you'll make sure not to plagiarize the text. Before we go, here are some rules for paraphrasing you should keep in mind. The paraphrase statement must always be written in your own words. Never copy the text verbatim unless you use quotation marks. Always include a citation when you paraphrase. Usually these things, parentheses. Because you're always using someone else's work even though it's in your own words. Finally, always keep your study at the focus of your writing. That means you don't want to quote too often and you don't want to paraphrase too often. So try to keep a blend of both so that you have a strong authorial voice, but that you also have external support for your own arguments. For more excellent tips on academic and research writing, subscribe to our YouTube channel or visit Wordvice's resources page where you'll find dozens of articles to help you improve your paper composition. Stay tuned and happy writing.
IMAGES
VIDEO
COMMENTS
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 ...
How to Paraphrase | Step-by-Step Guide & Examples. Published on April 8, 2022 by Courtney Gahan and Jack Caulfield. Revised on June 1, 2023. Paraphrasing means putting someone else's ideas into your own words. Paraphrasing a source involves changing the wording while preserving the original meaning. Paraphrasing is an alternative to quoting ...
Summarizing, Paraphrasing, and Quoting. Depending on the conventions of your discipline, you may have to decide whether to summarize a source, paraphrase a source, or quote from a source. Scholars in the humanities tend to summarize, paraphrase, and quote texts; social scientists and natural scientists rely primarily on summary and paraphrase.
Quoting, paraphrasing, and summarizing are all different ways of including evidence and the ideas of others into your assignments. Using evidence from credible sources to support your thesis is an important part of academic writing. Citing the source of any quote, paraphrase, or summary is an important step to avoid plagiarism.
Quoting, Summarizing & Paraphrasing Quoting, summarizing, and paraphrasing are all ways of integrating source material into your writing. Understanding the differences between these approaches may be helpful for deciding how to integrate a source in a way that makes sense for your specific context and goals. The table below outlines
Summarize and paraphrase Summarizing and paraphrasing are similar; both involve putting a source's ideas into your own words. The difference is one of scale. A summary is similar to the abstract of a research article or the blurb on the back of a book: it succinctly describes a much longer piece of writing. You might describe the key points of
Paraphrasing involves expressing the ideas of a source in your own words, while a summary provides a condensed overview of a source. Unlike a summary, a paraphrase maintains the original source's level of detail, making it generally comparable in length to the source material. Authors: Smith and Johnson, 2023. Original Source:
Methods of Paraphrasing. Look away from the source then write. Read the text you want to paraphrase several times until you feel that you understand it and can use your own words to restate it to someone else. Then, look away from the original and rewrite the text in your own words. Take notes.
Paraphrasing. Paraphrasing is taking the idea of a sentence or passage, and putting it into your own words. Paraphrasing is NOT copying the sentence and replacing or changing a few words to be different from the original. (This is called "patchwriting" and may trigger plagiarism-detecting programs.) You should paraphrase when the idea or ...
Example Summary, Paraphrase, and Quotation from the Essay: Example summary: Roger Sipher makes his case for getting rid of compulsory-attendance laws in primary and secondary schools with six arguments. These fall into three groups—first that education is for those who want to learn and by including those that don't want to learn, everyone ...
This is where paraphrasing, summarizing, and quoting directly comes in handy— we can reference what others have said before us and respond. Being able to reference other source material allows us to: Provide credible support for our ideas. Give a variety of examples and different perspectives on our topic. Emphasize significant and ...
What is summarizing? Next, we come to summarizing. Summarizing is on a much larger scale than quoting or paraphrasing. While similar to paraphrasing in that you use your own words, a summary's primary focus is on translating the main idea of an entire document or long section. Summaries are useful because they allow you to mention entire chapters or articles—or longer works—in only a few ...
Using Sources: Quoting, Paraphrasing, and Summarizing When incorporating other's work and ideas into your own writing, you will likely use one of three methods: quoting, paraphrasing, or summarizing. Knowing when and how to use these methods correctly improves your work and helps ... Examples Signal Phrase: According to C.S. Lewis, ...
You may choose to paraphrase when: The wording of the source text is less important than the content of the source text. To reorganize points made to emphasize certain points that support your paper. Summarizing - take the key points of source text and put them into your own words. Summaries are generally much shorter than the original text.
Quoting, Paraphrasing and Summarizing. Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author. Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the ...
When paraphrasing, you must change both the sentence structure and language of the original text. Therefore, since you will be changing the text, you do NOT need quotation marks around your paraphrase. Purdue OWL: Paraphrasing. Includes 6 steps to effective paraphrasing and examples. When and How to Paraphrase. From the Harvard Guide to Using ...
Summarizing, Paraphrasing, and Quoting. ... Give examples of several points of view on a subject; ... Unless you have a good reason to quote directly from the source, you should paraphrase the source. Make it clear to your reader why you are presenting this particular material from a source, and be sure that you have represented the author ...
The quote is from a lead authority on your issue and helps to emphasize the point you want to make. The original author uses unique or memorable language that would be more effective in making a point. It is difficult to paraphrase or summarize the quote without changing the intent of the author. Your attempts at paraphrasing the quote end up ...
Overview. Quoting means using exact words taken from another author/source. Paraphrasing means restating ideas from an outside source in precise detail, using your own words. Summarizing means restating major ideas or conclusions from an outside source as concisely as possible in your own words.
Quoting is copying a selection from someone else's work, phrasing it exactly as it was originally written. When quoting place quotation marks (" ") around the selected passage to show where the quote begins and where it ends. Make sure to include an in-text citation. Paraphrasing is used to show that you understand what the author wrote.
Procedure. Write the words Summarizing, Paraphrasing and Quoting along the top of the whiteboard. Elicit from students the rules they know related to each writing strategy. Add additional information as needed. The board may appear as follows: Summarizing. Paraphrasing. Quoting. Must reference the original source.
A summary provides an overview of an idea or topic. You might wish to summarize parts of a source if you're writing a literature review as part of a longer research paper. Summarizing requires you to sum up the key points of a text, argument, or idea. A summary will be shorter than the original material. Even if you're not using any of the ...
Using Sources (Citing, Quoting, and Paraphrasing) Toggle Dropdown. Understanding a citation ; Examples of Quotation ; Examples of Paraphrase ; Using Images in Your Writing Toggle Dropdown. Chicago Manual of Style: Citing Images ... It is easy to find the various examples that describe citation format for specific formats. Chicago Manual of ...
Paraphrasing without providing a citation is plagiarism. Even paraphrases with citations can be instances of plagiarism if they are so similar to the original that the paraphraser claims credit for the original author's language. A paraphrase that avoids plagiarism: cites the source of the material being paraphrased.
6 Steps to Effective Paraphrasing. Reread the original passage until you understand its full meaning. Set the original aside, and write your paraphrase on a note card. 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 ...
APA Style provides guidelines to help writers determine the appropriate level of citation and how to avoid plagiarism and self-plagiarism. We also provide specific guidance for in-text citation, including formats for interviews, classroom and intranet sources, and personal communications; in-text citations in general; and paraphrases and direct quotations.
A paraphrase, on the other hand, may use some key terms from the original text, but must use new language to express this idea. When you paraphrase, you do not need to include quotation marks, but you must still use citations. Let's look at one example to see how a quote and a paraphrase differ. First a quote.