Citations

How to Use Direct Quotes

ana.lacerda@mail.utoronto.ca — Wed, 17 Apr 2024 17:31:24 +0000

How to Use Direct Quotes ana.lacerda@ma… Wed, 04/17/2024 - 13:31

Skills Categories:

Academic writing

Skills Keywords:

Citations, Plagiarism, Writing process

This Resource Page will help you:

Understand what direct quoting is and why it’s important in scholarly work
Learn the differences between direct quoting, paraphrasing and summarizing
Use strategies for effective direct quoting

What are Direct Quotes?

Direct quoting is the practice of copying a part of text or spoken words from a source into your own writing or speech, exactly as it originally appears. It involves reproducing the original author's exact words and is typically enclosed in quotation marks.

Direct quotes are often used when you want to emphasize the author's specific wording, particularly when it's a unique or influential phrasing. They require proper attribution to the original source to avoid plagiarism.

Below is an example of a direct quote:

According to Trenholm et al. (2015), “feedback practices are varied and complex” (p. 1197).

To know more about APA formatting rules for direct quotes, check our resource page on citations and how to use them in APA style.

What is the Difference between Direct Quoting, Paraphrasing and Summarizing?

Direct Quoting involves using the exact words from another source and placing them within quotation marks. Direct quotes are valuable when you want to emphasize the author's specific wording, particularly when it's a unique or influential phrasing.

Paraphrasing allows you to rephrase the source's content in your own words, maintaining the original meaning but altering the sentence structure and vocabulary. It requires a deeper engagement with the material and demonstrates your grasp of its nuances. To learn more about paraphrasing strategies, check our resource page on how to paraphrase.

Summarizing involves condensing the main ideas of a source into a shorter version, capturing the essential points while omitting minor details. Summaries provide an overview of the source's key arguments. To learn more about summarizing strategies, check our resource page on summarizing.

For more information on the difference among paraphrasing, quoting, and summarizing, check this video from St. Michael’s College Library and the Writing Advice page at the ��ݮ��Ƶ��.

Why do we use Direct Quotes?

Provide evidence: Direct quotes support arguments or claims made in academic writing, providing concrete evidence from reputable sources.
Ensure accuracy: Using the original author's exact words guarantees precision in conveying their ideas, avoiding misinterpretation or distortion of their meaning.

Increase authority: Quoting authoritative sources can lend credibility to the writer's argument, demonstrating thorough research and engagement with the topic or focused issues.
Engage with existing scholarship: Incorporating direct quotes allows you to engage directly with the work of other scholars, facilitating academic dialogue and critique.

When to Use and not to Use Direct Quotes

Direct quoting is appropriate...

When quoting a definition or specific term

García (2009) refers translanguaging as “the act performed by bilinguals of accessing different linguistic features or various modes of what are described as autonomous languages, in order to maximize communicative potential” (p. 140).

When an author expresses an idea uniquely or powerfully

According to Soreide (2006), “if several positions make clusters within a discourse, an identity will emerge” (p.529).

When providing evidence for an argument

The technological challenges faced by instructors and universities in teaching were also recognized by Stacey & Wiliam’s (2012) study, in which the authors found that instructors and universities had a difficult time to “keep pace with the use of technology for doing and teaching mathematics” (p. 721).

Direct quoting is not appropriate...

When synthesizing information from multiple sources

As indicated by scholars in most recent studies (e.g., Brown, 2020; James, 2023; Patal, 2022), the integration of technology into language education offers a multifaceted view on enhancing learning outcomes.

When summarizing the information in your own words is more concise

According to a study by Anderson and Jiang (2018), the pervasive use of digital media among adolescents has been linked to notable shifts in social interaction patterns. Specifically, they found a decline in face-to-face communication skills among youth, attributed to the increased preference for digital communication platforms. With the finding, the authors argued that this shift could have long-term implications for social development and relationship building in the digital age.

The information summarized above covers the three-page content elaborated in in Anderson and Jiang’s article.

When expressing your personal opinion or sharing your personal experiences

From my personal experience, incorporating only ten minutes of meditation into daily routine has significantly reduced my stress levels. Initially skeptical, I noticed a profound change over several weeks, marked by increased calmness and a better ability to handle stressful situations. This firsthand experience has convinced me of meditation’s potential benefits, aligning with the research findings of Smith et al. (2020) on the efficacy of mindfulness practices.

How to Use Direct Quotes

Integrating quotations in academic writing is a skill that requires balance. While quotations can provide valuable evidence and support for your arguments, you should use them sparingly. Overusing direct quotes can detract from your voice and analysis.

Here are some strategies on how to integrate quotations effectively without overusing them:

Selectively choose relevant quotations

Only use quotations that directly contribute to your argument or provide significant support. Avoid including quotations for the sake of filling space or appearing scholarly. Each quotation should have a clear purpose and relevance to your discussion.

Example: But it is not only the vocabulary of a language that determines how and what we think and perceive, but also the grammar. In the Hopi language, no distinction is made between past, present and future; it is a "timeless language" (Gross, 1996, p. 324), compared with English. In European languages, time is treated as an objective entity, as if it were a ruler with equal spaces or intervals marked off. There is a clear demarcation between past, present and future corresponding to three separate sections of a ruler.

You can also omit part of the contents of a quote by using an ellipsis (three dots) to represent the removed text. Please note that you should not change the original meaning of the quote when doing so.

Example: Gross (1996) points out that in the language it is "not only in the vocabulary… but also the grammar" (p.137) that influences how and what we understand.

Blend quotations with your own analysis

After presenting a quotation, follow up with your own analysis or interpretation. Explain the significance of the quotation in relation to your argument. This demonstrates your engagement with the material and reinforces your perspective.

Example: Smith (2001) claims that "education is the key to societal progress." (p. 12) This assertion aligns with the idea that informed citizens contribute to the advancement of society through knowledge and critical thinking.

Provide context for quotations

Before or after a quotation, provide contextual information to help readers understand its relevance. Explain why the quotation is significant, how it supports your argument, or how it contributes to the ongoing academic conversation.

Example: Dr. Johnson, a leading expert in education policy and reform, contends that technology holds the potential to revolutionize traditional teaching methods. In her influential work on the intersection of technology and education, she argues that the integration of digital tools in classrooms can cater to diverse learning styles, enhance student engagement, and better prepare individuals for the demands of the modern workforce. As she eloquently states, “In this digital age, education must evolve to meet the dynamic needs of learners, and technology serves as a catalyst for this transformative process” (2021, p. 34). By emphasizing the role of technology in transforming education, Dr. Johnson contributes to the ongoing academic conversation surrounding innovative teaching methodologies and the evolving landscape of learning environments.

Paraphrase or summarize

Instead of using a direct quotation, consider paraphrasing or summarizing the author's ideas. This allows you to incorporate the information in your own words while still crediting the source. Paraphrasing and summarizing demonstrate a deeper understanding of the material and showcase your analytical skills.

Check How to Summarize and How to Paraphrase for examples and strategies for summarizing and paraphrasing.

If you need support about direct quoting in APA style, refer to Citations and APA Style resource page. You can find the information regarding direct quotes from slide 4 and 5 in the section “What are In-Text Citations and How to Create them?”

Help & Additional Resources

Related Resource Pages on ASH

On Campus Services

How to Integrate Others' Research into your Writing

ana.lacerda@mail.utoronto.ca — Tue, 16 Apr 2024 20:08:06 +0000

How to Integrate Others' Research into your Writing ana.lacerda@ma… Tue, 04/16/2024 - 16:08

Skills Categories:

Academic writing, English language

Skills Keywords:

Citations, Plagiarism, Vocabulary, Writing process

This Resource Page will help you:

Understand the importance of integrating others’ research into your own writing
Learn effective strategies for integrating others’ research.

Why should I Integrate Others’ Research into my own Writing?

Integrating others’ research into your own writing is essential for several reasons:

It strengthens the credibility and validity of your arguments by grounding them in existing scholarship and expert opinions.
It provides a foundation for generating new insights and ideas.
It fosters intellectual engagement and demonstrates respect for the contributions of others in the academic community.
By incorporating well-researched evidence, you demonstrate a comprehensive understanding of the subject and contribute to scholarly conversation.
Integrating diverse perspectives allows for a more nuanced and well-rounded discussion, acknowledging the broader context and potential counterarguments.

How can I Integrate Others’ Research into my own Writing?

Common strategies to effectively incorporate existing research into your writing include integral and non-integral citations, reporting verbs, summarization, paraphrasing and direct quotes. If you are an ��ݮ��Ƶ�� student, remember to use APA style whenever you incorporate others' research into your own writing.

Click on each strategy below to learn more. Note: The "Paraphrasing", "Summarizing" and "Direct Quotes" buttons will take you to separate Resource Pages.

Integral Citations

Non-integral Citations

Reporting Verbs

Paraphrasing

Summarizing

Direct Quotes

Integral Citations

In academic writing, integral citations refer to the seamless integration of information from a source into the body of the text. This means that the author's name is incorporated directly into the sentence without the use of parentheses. Integral citations are part of the sentence structure and contribute to the overall flow of the narrative. Integral citations place the focus on the text/authors rather than on their ideas.

Structure of Integral Citations

Author’s name + (publication year) + reporting verb

Example: Smith (2019) argues that climate change has far-reaching implications for global biodiversity.

Other Structures of Integral Citations

According to + author’s name + (publication year)...
According to Huntley (1993)…
As indicated by + author’s name + (publication year)...
As indicated by Shu (2018)…
In the view of + author’s name + (publication year)...
In the view of Abe et al. (1998)…
The conclusion drawn in + author’s name + (publication year)...
The conclusion drawn in Shram and Lauver’s study (1998)…
Author’s name + (publication year) + paper discusses...
Dack’s (2017) paper discusses…

When should I use Integral Citations?

Integral citations work well in situations where you want to

Focus on a specific study
Focus on a specific author
Seamlessly incorporate the author's perspective or findings into your own sentence

Non-Integral Citations

Non-integral citations involve enclosing the author's name and publication year within parentheses. These citations are called “non-integral” because the source information is not an integral part of the sentence structure. Non-integral citations are typically placed at the end of the sentence or paragraph that refer to existing research and provide a clear reference to the source. These citations place more emphasis on the ideas as opposed to the text/author(s).

Structure of Non-Integral Citations

Information + (Author’s name, publication year)

Example: Recent research suggests that climate change has far-reaching implications for global biodiversity (Smith, 2019).

When Should I Use Non-Integral Citations?

Non-integral citations are appropriate when you don’t want the source information to disrupt the flow of your writing. For instance:

When the focus of your sentence is on a point or concept or finding. In other words, when the central point is what was found or argued, rather than who found or argued it.

Example: The decline in polar bear populations is alarming (Jones, 2020).

When the point or finding you are writing about is supported by two or more studies which need to be included between parentheses.

Example: English language proficiency was recognized as one of the major adjustment issues for international students (Mallinckrodt & Leong, 1992; Surdam & Collins, 1984).

Reporting Verbs

In academic writing, you need to comment on, evaluate, or agree/disagree with other sources. Reporting verbs help you to show the author’s viewpoint, your own viewpoint regarding the source, or the author’s stance regarding other literature.

You need to select an appropriate reporting verb to communicate these stances.

Reporting verbs are used for the following purposes:

Attributing ideas to their original sources

Reporting verbs signal to the reader that the upcoming information is not the student writer's original thought but is drawn from an external source. This attribution is essential for giving credit to the original thinkers and researchers, acknowledging their contributions to the field. The proper use of reporting verbs helps to avoid ambiguity and plagiarism.

Example: Schram and Lauver (1988) studied the relationship between international students’ adaptation and social alienation.

Indicating the Original Author's Perspective

Different reporting verbs carry different nuances and can indicate the author's attitude towards the cited material. For example, verbs like "argue," "assert," or "contend" suggest a strong and confident stance, while verbs like "suggest," "propose," or "claim" indicate a more tentative or neutral perspective.

Example: Schram and Lauver (1988) suggest that international students who have a strong social support system tend to adjust to college life in the United States more quickly and effectively than those who do not.

Indicating your perspective and stance

If you use a verb like ‘claims’, this suggests that you are unconvinced about the researchers’ arguments, as opposed to a verb like ‘proves’. In the following example, the writer indicates that they may not agree with the first group of scholars (claims).

Example: One group of scholars claims that the growing use of part-time faculty has serious detrimental effects and, therefore, urgent steps should be taken to reverse the trend. The roots of their argument stem from the belief that the predominant cause of the trend has been economic in nature. Another group of scholars, Gappa and Leslie included, has taken the view that the effects of the growing use of part-time faculty can actually be beneficial as long as part-time faculty receive the proper support and respect from their institutions.

Taken from MICUSP: Growing Trend of Part-time Faculty at Community Colleges

Types of Reporting Verbs

Using a variety of reporting verbs adds richness and precision to your writing, allowing you to convey the nuances of the authors' perspectives effectively.

Here is a list of common reporting verbs and how some of them can be used in context. Make sure you choose the correct reporting verb depending on the meaning you wish to convey.

Type of Reporting Verb	Tentative	Neutral	Strong
Argument	posits, proposes	argues	contends, asserts
Assertion	claims	asserts	emphasizes, maintains, declares
Claim	suggests, postulates	claims	asserts, contends
Conclusion	infers, deduces	concludes	decisively concludes, firmly asserts
Demonstration	illustrates, manifests	demonstrates	convincingly demonstrates
Emphasize	underscores, stresses	emphasizes	strongly emphasizes
Highlight	spotlights, accentuates	highlights	strongly highlights
Illustration	exemplifies, portrays	illustrates	vividly illustrates
Implication	insinuates, hints	implies	strongly implies
Indication	signifies, denotes	indicates	clearly indicates
Maintaining	contends, argues	maintains	strongly maintains
Noting	remarks, comments	notes	emphatically notes
Observation	discerns, perceives	observes	keenly observes
Pointing Out	emphasizes, underscores	points out	strongly points out
Proposition	suggests, recommends	proposes	strongly proposes

Examples of Reporting Verbs in Use

Tentative: The scholar proposed that a novel approach to solving the environmental crisis was needed.

Neutral: The scholar argued that a novel approach to solving the environmental crisis was needed.

Strong: The scholar asserted that a novel approach to solving the environmental crisis was needed.

Tentative: The psychologist posits that integrating technology into early childhood education might enhance learning outcomes.

Neutral: The psychologist argues that integrating technology into early childhood education enhances learning outcomes.

Strong: The psychologist contends that integrating technology into early childhood education is essential to enhance learning outcomes.

Tentative: The teacher remarks that incorporating group projects may potentially improve students' collaborative skills.

Neutral: The teacher notes that incorporating group projects improves students' collaborative skills.

Strong: The teacher emphatically notes that incorporating group projects is crucial for the development of students' collaborative skills.

Tentative: The educational researcher suggests that extending school hours might help increase student achievement.

Neutral: The educational researcher proposes that extending school hours would help increase student achievement.

Strong: The educational researcher strongly proposes that extending school hours is essential for significantly increasing student achievement.

Reporting Verbs: Common Issues and Solutions

Instructions: Click on the arrows below the progress bar to go to the next page or the previous page.

Use of Tenses in Reporting Verbs

You also need to pay attention to verb tenses when using reporting verbs in academic writing. This differs from discipline to discipline and often varies in different parts of research reporting (e.g. literature review, methodology, findings).

Here are some common verb tense patterns used in education (and social sciences more generally).

Past Tense

Use the past tense to refer to single studies. Here, we focus on the process or results of the research. These types of sentences are common in literature reviews, methodology, or findings sections. Possible verbs include: investigated, conducted, studied, analyzed, examined (process) / found, showed, revealed, identified, discovered (results).

Examples:

Schram & Lauver (1988) studied the relationship between international students’ adaptation and social isolation.

Fatima (2001) found that many international students experienced significant adjustment-related problems in immersion to a new culture.

Present Perfect Tense

Use the present perfect tense to refer to an area of inquiry. The focus is on general research activity among multiple studies. This is also found in literature reviews and introduction sections of a paper when we provide more background on the research.

Example:

Many researchers have sought to identify specific adjustment problems that international students have experienced (Fatima, 2001; Parr, Bradley & Bingi, 1992).

Present Tense

Use the present tense to refer to the current state of knowledge. This relates to general statements about accepted knowledge. These types of sentences are most often found in introduction sections when providing background on the state of knowledge on a topic/question.

Example:

Researchers agree that social support plays an important moderating role in protecting international students exposed to a new environment against the deleterious effects of acculturation stress (Cemalcilar, Falbo & Stapleton, 2005).

Present Tense or Past Tense?

The present tense is also generally used when expressing the claims and arguments of researchers. In addition, because texts still exist, we usually use the present tense because their statements/conclusions still exist in the present (not finished). These sentences also appear frequently in literature reviews and in the concluding sections of papers.

Example: Schram & Lauver (1998) suggest that international students who have a strong social support system tend to adjust to college life in the United States more quickly and effectively than those who do not.

In the above example, the article from 1998 still suggests the information. However, if we want to provide a historical perspective OR distance ourselves from the findings, the past tense is often used:

Example: From a historical perspective, Schram & Lauver (1998) suggested that international students who have a strong social support system tend to adjust to college life in the United States more quickly and effectively than those who do not. More recent research, however, has found that...

Template Paragraph

Here is a template paragraph that shows you how to use verb tenses correctly, as described above:

In the field of education, _____ has become a hot topic over the last 20 years. Several studies have found that ______ (citation; citation; citation). In particular, one study argues for ______ (citation). This research utilized a _____ research design and involved _____ participants. The findings suggest that _____. Ultimately, researchers now agree that _____.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

Book a writing consultation (OSSC)

How to Write an Annotated Bibliography

ana.lacerda@mail.utoronto.ca — Thu, 07 Mar 2024 20:52:23 +0000

How to Write an Annotated Bibliography ana.lacerda@ma… Thu, 03/07/2024 - 15:52

Skills Categories:

Academic writing, Research skills

Skills Keywords:

Annotated bibliographies, Citations, Writing process

This Resource Page will help you:

learn the steps to write an annotated bibliography.

Introduction

While an annotated bibliography can be a standalone assignment, at its core it is a foundational research tool. It is not surprising then that the process of writing your annotated bibliography is rooted in critical and active reading. If you are unclear as to what an annotated bibliography is, we recommend that you read our Resource Page on What is an annotated bibliography?

The general steps to write an annotated bibliography are depicted in the roadmap below.

Step 1: Select a Topic

To effectively assess the relevance of the literature you are reading, you must begin by choosing and focusing your assignment or research topic.

To learn more about selecting your topic, see:

Understanding the Assignment Instructions and Planning

How to Select Assignment Topics

Step 2: Search for Literature

Once you have a good understanding on what your topic of interest will be, it is important to strategically look for relevant literature. This will involve using a range of search strategies and applying inclusion and exclusion criteria. The outcome of this step can help confirm if the scope of your topic is appropriate and if any adjustments are necessary.

To learn more about how to find literature, see:

How to Find Sources for Assignments

How to Evaluate and Select Literature

Step 3: Format Bibliographic Information

After you have selected your literature, you need to format the bibliographic information of each source. This requires having familiarity on your field’s citation style. Within ��ݮ��Ƶ��, we commonly use APA.

The following is an example of bibliographic information in APA. Please note that it corresponds to the citation format you use in reference lists at the end of your papers:

Blair, C. & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology,. 20, 899-911. Doi:10.1017/S095457948000436

To learn more about APA format, check our resource page on Citations and APA Style.

Step 4: Read Literature Critically

If you have read the RP What is an annotated bibliography, you know that an annotated bibliography includes bibliographic information accompanied by an annotation for each source you selected. While the requirements of what to include in an annotation may vary based on your assignment instructions, an annotation generally includes the following elements:

A summary of the text (e.g., content, scope, main points, intended audience, research methodology, findings)  
Identified strengths and limitations  
Author(s)’s conclusions 
Your reflections on the relevance or usefulness of the text for your purposes 
Other reflections that may be of relevance to you or as outlined in your assignment instructions

When reading and evaluating a source, active and critical reading is necessary to not only identify the main elements of a text, but also assessing your selected literature for other purposes in your course or research process (e.g., discussions about reading contents, final papers).

Below is a list of questions to help in your understanding and assessment of your selected literature and in preparing your annotations. However, please note that the relevance of these questions to your work will be dependent on your assignment instructions, goals, and the type of literature you are reading (e.g., academic journal article v. a policy document).

What is the author(s)’s thesis statement and/or research question?

These often appear in the introduction and conclusion sections of an academic article.

What are the central themes being addressed?

Look for key terms and repetition of ideas, and follow them through the text to see how they are developed.

Is there a theoretical framework, and if so, what is it?

The theoretical framework refers to the theoretical foundation on which the research you’re reading about is built. You should consider how is theory used to present arguments, interpret evidence, or data, and how it relates to your own work.

What type of research methodology was employed?

Is it qualitative, quantitative or mixed methods? What data collection instruments were used? What is the setting of the study?

What are the findings?

Consider how findings are interpreted in the context of the thesis statement or research question(s).

What evidence is presented to support the thesis statement or to answer the research question(s)?

Consider the type of data being offered as evidence in light of the methodology, if it answers the research question(s) and if it supports or contradicts the thesis statement.

Were there any topics, concepts, theories, methods, or other elements of the text that stood out to you?

Why? How do you anticipate engaging with them?

Does the text identify any gaps in the literature or new areas of research on your selected topic?

How does your work relate to these gaps or areas?

What are your observations on the content of the text?

Consider how the text`s content relates to your topic and knowledge.

Our tip: To help keep track of your observations and reflections, we recommend notetaking as you read. Check this resource page to learn effective notetaking strategies.

Once you have actively and critically read the literature you collected, you are ready to write your annotations.

Step 5: Write Annotations

After actively reading your sources, we recommend referring to your notes to summarize and paraphrase your sources in your annotations. Summarizing and paraphrasing are key tools in academic writing and allow you to demonstrate your understanding of the content.

Summarizing allows you to communicate core ideas, key details, and significant arguments or findings of your source in a way that is both concise and digestible.

Paraphrasing involves expressing ideas, concepts, and arguments of your source in your own words while maintaining the original meaning.

Example of an Annotated Bibliography

See an example below of a critical annotation.

Annotated Bibliography (student sample) (54.13 KB, PDF)

These are two examples of annotated bibliographies with slightly different structures.

Help & Additional Resources

Related Resource Pages on ASH:   

On Campus Services:   

Academic Integrity and Plagiarism

ana.lacerda@mail.utoronto.ca — Tue, 06 Feb 2024 18:14:48 +0000

Academic Integrity and Plagiarism ana.lacerda@ma… Tue, 02/06/2024 - 13:14

Skills Categories:

Academic writing, Navigating ��ݮ��Ƶ��, Research skills

Skills Keywords:

Citations, Plagiarism

This Resource Page will help you:   

Understand what academic integrity is.
Understand what academic misconduct and plagiarism are
Learn how to avoid academic misconduct and plagiarism.

What is Academic Integrity?

The ��ݮ��Ƶ�� defines academic integrity as “acting in all academic matters with honesty, trust, fairness, respect, responsibility, and courage”. Academic integrity is fundamental to UofT community’s intellectual life.

To maintain academic integrity, everyone at the University needs to correctly give credit for the information and ideas they use, produce original work in assignments, and follow the rules of their subject areas when working on and handing in projects.

What is Academic Misconduct?

When academic integrity is violated, we talk about academic misconduct. Misconduct is a broad category that includes academic offenses such as cheating, copying, using unauthorized aids, etc. A specific type of misconduct is plagiarism.

In the Code of Behaviour on Academic Matters, the University has identified academic offences that run counter to the university’s values. Other policies deal with the general conduct of students (the Code of Student Conduct) and with research ethics.

Consequences vary depending on many factors, such as the type of academic misconduct, the context and seriousness of the academic offence, and the number of times an academic offence has been committed. The Key Consequences section of the UofT’s Academic Integrity website gives you a general idea of potential consequences.

What is Plagiarism?

You might have seen the term “plagiarism” in the course syllabus or heard it from your instructors. Plagiarism means using someone else’s ideas or work without giving them credit. At U of T, plagiarism is considered a serious academic offence, even if it is not done on purpose.

In many cases, your instructors can spot plagiarism in assignments if citations are missing or incorrect, or through their disciplinary knowledge in the subject area.

Plagiarism is a serious type of academic misconduct. The Code of Behaviour on Academic Matters (The Code) of UofT lists the suggested penalties for students in Appendix "C".

Other Types of Academic Misconduct

Academic misconduct covers many wrong actions, as noted in Sections B.I.1. and B.I.3. in the Code of Behaviour on Academic Matters. Here are some types of academic misconduct that are commonly seen in graduate level studies:

Submit the same paper for different courses or resubmit a paper for different assignments. This is not allowed because each assignment should be unique work. Moreover, the similarity of two papers (especially when one of them was previously submitted) will be detected through plagiarism detection software.
Forge academic records or other documents. This means you change or make fake academic records or other important papers. For example, if you change the grade on your report card, that's forgery.
Concoct facts or references to sources. This is when you make up information or pretend you got information from a source that doesn't exist. For example, you write in your paper "according to Smith (2020)," when there is no such study by Smith.

Examples of Academic Misconduct and Plagiarism

There are many risky situations that might be considered academic offenses or plagiarism. Here, we provide some examples of academic misconduct and plagiarism with scenarios, consequences, and relevant sections of The Code.

Scenario 1: Forget to Cite

Tom is writing his final essay. While Tom explores his topic of interest, he locates a few journal articles to help him prepare for his paper. Finding it difficult to write his essay as English is not his first language, he decides to incorporate different sections of the journal articles into some of his written work without using citations. He also paraphrases some of the sources used but fails to appropriately cite the information.

The Issue: It is important to acknowledge the scholarly work of others who share valuable knowledge through their research. Students must keep in mind that instructors can easily identify pieces of literature which may not belong to a student, especially if it does not seem to align with written work previously submitted in the course. Instructors can identify their students’ different styles of writing when grading academic work.

Description/Relevant Section of The Code: Section B.i.1.(d):To represent as one’s own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism.

Range of Consequences: Potential sanction(s) may be:

A lower assignment mark
A lower course grade and/or
An annotation on your academic record and transcript.

For more information on this plagiarism issue and range of consequences, check Key Consequences.

Scenario 2: Unreferenced quotes and passages

You are asked to write about modern theories in language education and want to include ideas from Jim Cummins. As you read Cummins’ research, you find it difficult to grasp and rephrase his concepts. You also feel uncomfortable with the task of transforming Cummins' insights into your own language, as it feels disrespectful to assume you could convey the thoughts of such a respected figure in the field better than he did himself. You choose to use some of Cummins’ theories in your paper but fail to properly cite all of them. You think that just by stating you're discussing Cummins' work, you're giving him enough credit. However, this is not the correct way to acknowledge his influence on your work.

The issue: You have committed plagiarism by including direct passages without appropriate quotes or references. As a graduate student, you are still expected to meet referencing requirements and to seek assistance with preparing your paper as needed.

Description/Relevant Section of The Code: Section B.i.1.(d): To represent as one’s own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism

Range of Consequences: Potential sanction(s) may be:

A lower assignment mark
A lower course grade and/or
An annotation on your academic record and transcript.

For more information on this plagiarism issue and range of consequences, check Key Consequences.

Scenario 3: Resubmit a previous assignment

You are tasked with writing a research paper on a topic related to inclusive education. Recognizing that one of the eligible topics aligns with a paper you wrote for a different course, you choose to repurpose that paper. You enhance it by adding several new paragraphs. However, you don't consult your instructor about reusing your previous work. Confident in your proper citation of sources, you submit this revised paper through the same plagiarism detection software used in your previous course.

The Issue: Students are not allowed to submit assignments for which credit has been previously received unless approval is given by the instructor. The purpose of enrolling in a variety of courses is to learn more about a discipline through a range of perspectives. If you simply re-submit your old assignment, you are not “learning”, rather taking the easy way out of engaging in your studies. You will likely to be approached by the instructor since the similarity of this research paper to your previous assignment will be detected through plagiarism detection software programs.

Range of Consequences: Potential sanction(s) may be:

A lower assignment mark
A lower course grade and/or
An annotation on your academic record and transcript.

For more information on this plagiarism issue and range of consequences, check Key Consequences.

Scenario 4: Buy A Paper

You realize a 20-page paper is due in two days, mistaking the deadline for next week. With no research or topic chosen, you're stressed and looking for a way to submit on time. In this post rush, you find an essay service website and buy a paper that seems fitting. Without significant edits, you simply replace the author's name with yours and hand in your paper on time.

The Issue: Submitting purchased work is a serious offence at the University. You cannot take ownership of someone else’s work and express their ideas as your own. It is likely that your instructor will recognize a purchased paper if he/she suspects that it is not written in your own words. Often, students fail to realize that instructors are knowledgeable on the subject matter discussed in class. If an instructor suspects that the research is not your own, he/she can easily identify the exact paper online the same way you accessed it. If the instructor asks you to submit your paper through turnitin.com, you will also be approached with the issue.

Description/Relevant Section of The Code: Section B.i.1.(d): To represent as one’s own any idea or expression of an idea or work of another in any academic examination or term test or in connection with any other form of academic work, i.e. to commit plagiarism

Section B.i.3.(b): To engage in any form of cheating, academic dishonestly or misconduct, fraud or misrepresentation in order to obtain academic credit of other academic advantage of any kind.

Range of Consequences: According to Appendix “C” of The Code, for submitting purchased work, the sanction recommended shall be expulsion from the University. The minimum sanction shall be suspension from the University for a period of time and zero as the final grade where the offence occurred.

For more examples of academic misconduct and plagiarism, check the Risky Situations section on the UofT’s Academic Integrity website.

How to Maintain Academic Integrity and Avoid Plagiarism

First and foremost: Properly cite using APA style.

Even if you’ve paraphrased and summarized others’ sources and content, make sure you cite them properly using APA style. The Resource Page "Citations and APA Style" give you in-depth information on how to cite. You can also use citation management tools such as Zotero. Learn more about organizing your literature using citation management here.

Track your Research

Always keep track of what you learn from the sources and what you want to use for your writing assignments, such as the documents that include the original sources, your reference list, your own notes and assignment drafts. You can also use a Research Tracker for this task.

Paraphrase

Rephrase the source's content in your own words. You should maintain the original meaning while changing the sentence structure and vocabulary. Then, compare your paraphrased version with the original source to ensure accuracy. If you're uncertain, return to the source to clarify.  Remember: even if you paraphrase, you must cite appropriately. For more tips and examples of paraphrasing, check our resource page on how to paraphrase.

Summarize

Condense the main ideas of a source into a shorter version, capturing the essential points while omitting minor details. By summarizing the sources, you can have an overview of the source's key arguments. Remember: even if you summarize, you must cite appropriately. For more tips and examples of summarizing, check our resource page on how to summarize.

Your Turn!

Answer the questions below and identify (potential) plagiarism behaviors.

Can I Use ChatGPT for my Assignment at ��ݮ��Ƶ��/UT?

Generative AI Tools (e.g. ChatGPT) are currently a new issue for academic integrity. While clear and universal policies have not been developed yet, you should discuss AI policy with your individual course instructors and be honest about the intended uses. Even if you plan on using ChatGPT for research and/or editing purposes only, you must discuss with your instructor first. Check our resource page about the use of AI to learn more about using AI for your course assignments.

For the latest guidance on the appropriate use of Generative AI Tools at UofT School of Graduate Studies, please check Guidance on the Appropriate Use of Generative Artificial Intelligence in Graduate Theses

Our Tips

If you do not know how to cite properly, start here [citations RP]. If you still have questions, speak to your instructor and notify them of your situation. It is important to be open and honest with your instructor.
Be aware that at ��ݮ��Ƶ�� many written assignments you submit via Quercus will be checked for originality on Turnitin.com, which is a plagiarism detection tool.
If you are truly interested in a topic you already explored in a previous assignment and would like to use the same topic for a new assignment, write the paper through a different perspective and approach the topic with new research questions to learn more about the subject matter.

If you believe you have committed unintentional plagiarism, do not wait: talk to your instructor. If you wait until you are approached by the instructor, your case may be forwarded to the Office of the Dean for resolution.
If you think you are misreported about academic integrity, you must talk to your course instructor and academic advisor. Depending on the severity of the case, you can consider reporting to the department chair, the School of Graduate Studies, or to the Research Oversight and Compliance Office.

Help & Additional Resources

Additional Resources

On Campus Services

How to Summarize

ana.lacerda@mail.utoronto.ca — Tue, 23 Jan 2024 16:45:54 +0000

How to Summarize ana.lacerda@ma… Tue, 01/23/2024 - 11:45

Skills Categories:

Academic writing

Skills Keywords:

Citations, Grammar, Plagiarism, Vocabulary, Writing process

This Resource Page will help you:   

Understand the importance of summarization
Differentiate summarization techniques
Create concise and coherent summaries
Avoid plagiarism and maintain academic integrity
Understand how to use summarization in your research and academic writing

What is Summarizing?

Summarizing is the process of condensing a longer piece of text, such as an article, book, or presentation, into a shorter version while retaining its essential meaning and main points. The purpose of summarizing is to capture the core ideas, key details, and significant arguments or findings of the original content in a more concise and digestible form. Summaries provide readers with a quick overview of the source material, allowing them to grasp the main message without having to read the entire document.

In academic and professional settings, summarizing is a valuable skill that helps you effectively communicate complex information, facilitate understanding, and save time for both the writer and the reader.

Summaries can take various forms, including written summaries, abstracts, executive summaries, and oral presentations, depending on the context and purpose.

To learn more about the definition and purpose of summarizing, check this resource from eCampusOntario.

What is the Difference between Summarizing, Paraphrasing and Direct Quoting?

For more information on the difference between paraphrasing, quoting, and summarizing, check this video from St. Michael’s College Library.

Why Do We Summarize in Academic Writing?

Summarizing benefits both writers and readers in various ways. Here you will learn about the purposes and benefits of summarizing.

Improve Understanding: To distill essential information, you must engage actively with source materials, i.e., comprehend the content thoroughly, thus enhancing your overall understanding of the subject matter.
Identify Key Arguments: Summarizing requires you to identify and articulate the key arguments or central points in a source. This process sharpens your critical thinking skills by discerning the most significant aspects of a text.
Evaluate Evidence: When summarizing, you must assess the quality and relevance of the evidence presented in the source. This critical evaluation helps you distinguish between reliable and weak information, fostering a more discerning approach to academic sources.
Write Effective Notes: When you extract the main ideas and supporting details from sources, you create a condensed version that helps you quickly understand and review the material.

Avoid Plagiarism. By condensing source material into your own words, you ensure that your work remains original while still drawing from authoritative sources.
Demonstrate Synthesis Skills: By summarizing various viewpoints and findings from multiple sources, you showcase your ability to integrate diverse perspectives and construct a well-rounded argument.
Maintain Focus and Relevance: By summarizing only pertinent information, you ensure that your writing remains focused on your research question or thesis, avoiding unnecessary digressions.
Integrate Source Material: You can integrate summaries into your writing (e.g., literature review section of your paper) to provide context or support your arguments. This integration enhances the clarity of your writing, making it more persuasive and informative.

What are the Key Components of an Effective Summary?

Main Ideas

At the heart of every summary are the main ideas or key points. These are the central concepts, arguments, or findings that the original text seeks to convey. To identify and convey the main ideas in your summary:

Pay close attention to the introduction and conclusion of the source, as they often contain the central message.
Look for topic sentences in paragraphs, as they frequently introduce key ideas. To learn what topic sentences are, check The Basics of Paragraphs resource.
Identify and emphasize keywords or phrases that encapsulate the main concepts.

Supporting Details

While the main ideas are crucial, effective summaries should also include key supporting details. These details help provide context and evidence for the main points. When incorporating supporting details into your summary:

Be selective: Choose the most relevant and essential supporting details that bolster the main ideas.
Paraphrase: Rephrase and condense the details, maintaining their accuracy and integrity.
Maintain Balance: Ensure that the summary strikes a balance between brevity and completeness by including enough details to support the main ideas.

Conciseness

Conciseness is a hallmark of effective summaries. In academic writing, where clarity and brevity are prized, a summary should distill complex information into a concise format. To achieve conciseness:

Avoid redundancy, i.e., restating the same idea in different words.
Remove unnecessary information such as irrelevant or tangential details.
Use clear and precise language to express ideas succinctly.

Objectivity

Objectivity is a critical component of academic writing and extends to summaries as well. An effective summary should present the information in an unbiased and neutral manner. To ensure objectivity in your summary:

Avoid Personal Opinions: Do not insert your personal opinions, biases, or judgments into the summary.
Maintain the Author's Voice: Preserve the author's tone and perspective from the original text.
Accurate Representation: Strive for an accurate representation of the source material, even if you disagree with it.

For more tips on effective techniques to summarize in academic writing, check this resource from Trent University.

Summary Example

Read the example below and click on the hotspots that illustrate the main elements of this summary.

Original text

America has changed dramatically during recent years. Not only has the number of graduates in traditional engineering disciplines such as mechanical, civil, electrical, chemical, and aeronautical engineering declined, but in most of the premier American universities engineering curricula now concentrate on and encourage largely the study of engineering science. As a result, there are declining offerings in engineering subjects dealing with infrastructure, the environment, and related issues, and greater concentration on high technology subjects, largely supporting increasingly complex scientific developments. While the latter is important, it should not be at the expense of more traditional engineering.

Rapidly developing economies such as China and India, as well as other industrial countries in Europe and Asia, continue to encourage and advance the teaching of engineering. Both China and India, respectively, graduate six and eight times as many traditional engineers as does the United States. Other industrial countries at minimum maintain their output, while America suffers an increasingly serious decline in the number of engineering graduates and a lack of well-educated engineers. (169 words)

(Source: Excerpted from Frankel, E.G. (2008, May/June) Change in education: The cost of sacrificing fundamentals. MIT Faculty Newsletter, XX, 5, 13.)

One-paragraph Summary

How to Write Effective Summaries

The video below shows you how to make summaries by using a sample text on Generative Artificial Intelligence. You can pause the video to read the text, notes and final summary more in detail.

iframe not supported

Adapted from: Keyhani, M., Hemmati, H., Arzuaga, L. S., & Conversation, T. (2023). Why student experiments with generative AI matter for our collective learning. Phys.org. Retrieved March 1, 2024, from https://phys.org/news/2023-11-student-generative-ai.html

Common Challenges in Summarizing

Check the presentation below to learn about common challenges students face when summarizing.

Instructions: Click on the arrows below the progress bar to go to the next page or the previous page.

Common Types of Summaries in Academic Writing With Samples

Click the left column to learn about each type of summary. Then click the right column to read an example.

Abstracts

Abstracts are concise summaries of research papers, articles, or other academic documents. They serve as a standalone representation of the main content, making it easier for readers to decide whether the full text is worth their time. Key elements of an abstract include:

Purpose: Clearly state the purpose and objectives of the study.
Methods: Briefly describe the research methods or approach used.
Results: Summarize the main findings or results of the study.
Conclusions: Present the conclusions or implications of the research.

Remember, an abstract should be brief, typically ranging from 150 to 250 words, and it should provide a clear overview of the entire paper.

Executive Summaries

Executive summaries are similar to abstracts but are more commonly used in business and technical writing. They condense lengthy reports or documents into a concise format for decision-makers or stakeholders. Key points to consider when writing an executive summary include:

Context: Provide a brief introduction to the document and its purpose.
Summary: Highlight the most important findings, recommendations, or actions.
Conciseness: Keep it brief, ideally no more than one page.
Audience: Tailor the language and content to the intended audience's level of expertise.

Critical Summaries

Critical summaries go beyond mere description and involve evaluating and analyzing a text's content. This type of summarization requires you to assess the strengths and weaknesses of an argument or piece of research. Here are some key elements to consider:

Main Argument: Identify the author's main argument or thesis.
Evidence: Evaluate the quality and relevance of supporting evidence.
Logic: Assess the logical flow and coherence of the argument.
Bias: Be aware of potential biases in the text and their implications.

Critical summaries are valuable for engaging with and critiquing academic literature, making them an essential component of literature reviews.

Abstract Sample

“During settlement, migrant youth negotiate between various transitional spaces, which include educational, mediated and transnational spaces. To what extent can critical media literacy education acknowledge and strengthen young migrants’ resilience? In this article, we evaluate the Netherlands-based participatory action research project Critical media literacy through making media. Gathered empirical data include participant observation in two classes, in-depth interviews with 3 teachers and 19 students, as well an 18-minute film reflection. The focus is on how understandings, procedures and affectivity shape young migrants’ mindful media literacy practice. In order to develop media literacy education which works for all, we need to move away from a one-sizefits-all model based on the norms of Western, educated, industrialized, rich and democratic societies. Drawing on our experiences of co-creating, practicing and evaluating a curriculum with teachers and migrant students, we demonstrate the urgency of situated, reflexive, flexible, culture and context-aware critical media literacy education.”

Source: “Practicing Critical Media Literacy Education With/For Young Migrants: Lessons Learned” Bruinenberg, Sprenger, Omerović, and Leurs, 2021.

Executive Summary Sample

The National Education Goals Report: Building a Nation of Learners

The 1989 Education Summit led to the adoption of six National Education Goals, later expanded to eight by Congress.2 Essentially, the Goals state that by the year 2000:

All children will start school ready to learn.
The high school graduation rate will increase to at least 90%.
All students will become competent in challenging subject matter.
Teachers will have the knowledge and skills that they need.
U.S. students will be first in the world in mathematics and science achievement.
Every adult American will be literate.
Schools will be safe, disciplined, and free of guns, drugs, and alcohol.
Schools will promote parental involvement and participation.

The National Education Goals Panel was formed shortly after the Goals were announced in 1990. The Panel was charged with reporting national and state progress toward the Goals, identifying promising practices for improving education, and helping to build a nationwide, bipartisan consensus to achieve the Goals.

Source: National Education Goals Panel. (1999). The National Education Goals report: Building a nation of learners, 1999. Washington, DC: U.S. Government Printing Office.

Critical Summary Sample

Participants and their contexts - Survey

An online survey was developed to collect demographic, as well other data relevant to the focus of this study. The link to the survey was sent to the 45 Association for Educational Communications and Technology (AECT) members who had responded to the invitation sent to all AECT members, indicating their interest to participate in the study. Of this group, only 26 people (57.8%) completed the online survey. Table 1 shows a breakdown of the demographic characteristics of this sample.

The majority who completed the survey were women (73.8%). The respondents were also mainly from the higher education sector (84.6%). Age wise, most of them (73.1%) were in the 30's to 50's age range. Eight of the 26 respondents (30.8%) were from institutions outside the United States with representation from almost every continent; Eurasia (Azerbaijan and Georgia), Africa (Nigeria), Asia (Indonesia), Europe (United Kingdom) and North America (Canada). In addition, the respondents also represent a myriad of perspectives, experiencing the impact of the global pandemic in a variety of roles. In higher education, among the respondents were doctoral students; instructional designers including those with administrative and academi c duties related to instructional design; full-time faculty, some of whom also served in academic administrative roles; adjuncts, as well as a librarian who also serves as a liaison to one of the colleges on campus. In the K-12 arena, there were a few teachers bringing their perspectives from the elementary, middle and high school contexts. Finally, there was also representation from one of the departments in government bringing the perspective of an instructional designer and training management advisor on the impact of the pandemic on the execution of training programs. (Nethi and Simonson, 2020)

Nethi, V., & Simonson, M. (2020). SUMMARY: Trends, Critical Issues, and Observations--Instructional Technology in a Time of Crisis. Quarterly Review of Distance Education, 21(3).

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

Book a writing consultation (OSSC)

What is an Annotated Bibliography?

ana.lacerda@mail.utoronto.ca — Wed, 17 Jan 2024 01:41:14 +0000

What is an Annotated Bibliography?  ana.lacerda@ma… Tue, 01/16/2024 - 20:41

Skills Categories:

Academic writing, Research skills

Skills Keywords:

Annotated bibliographies, Citations, Literature reviews

This Resource Page will help you:   

Learn what an annotated bibliography is.
Understand the importance of writing an annotated bibliography and its practical applications.  
Identify the components of an annotated bibliography.

What is an Annotated Bibliography?

An annotated bibliography is an alphabetical list of research sources that includes two components for each selected source:

bibliographic information about the source (which in most cases at ��ݮ��Ƶ�� will be in APA format)
an annotation, which is a summary, assessment, and/or reflection of how the source you selected is significant to your field, assignment, or research project.

For the purposes of class assignments, your instructor will provide you with details that can help determine how much information to include in your annotations. Learn more about how to understand your assignment check our resource page on understanding assignment instructions and planning.

An annotated bibliography can be a standalone assignment or a foundational tool to help develop a larger research project or assignment. Sources used might include primary sources (e.g., poetry, novels, life writings), secondary sources (e.g., scholarly articles, books, book chapters), or both.

What are the Components of an Annotated Bibliography?

An annotated bibliography typically includes the following sections:

Introduction

Here you provide an overview of :

your research or assignment topic
your research question(s)
the criteria and key terms used to guide your source collection.

The requirements of what you include in your introduction will also be guided by your assignment instructions.

Bibliographic Information

The sources you collect are presented alphabetically in the reference list citation format of your field (to learn more about APA format, see Citations and APA Style).

Depending on the length and depth of your annotated bibliography, your sources can also be organized within identified subthemes. For instance, if your topic is about the expansion of higher education within Canada, a subtheme that you found may be “admission practices”.

Annotations

Below the bibliographic information of each source is the annotation, i.e., a paragraph or a few paragraphs about the source content. Annotations may include the following information:

A summary of the text (e.g., content, scope, main points, intended audience, research methodology, findings)  
Identified strengths and limitations  
Author(s)’s conclusions 
Your reflections on the relevance or usefulness of the text for your purposes 
Other reflections that may be of relevance to you or as outlined in your assignment instructions

See two examples of bibliographic information and annotations below.

Example 1

Example 2

These examples are also available as a PDF:

Annotated Bibliography (student sample) (54.13 KB, PDF)

These are two examples of annotated bibliographies with slightly different structures.

Why Write an Annotated Bibliography?

To explore your topic of interest: By reading multiple sources you will be able to get a sense of emerging themes, topics, and terms surrounding your topic of interest.

To practice your comprehension & synthesis skills: Writing effective annotations requires you to understand your source, identify the main points, and summarize your source in a way that allows new readers to understand the source broadly.

To practice your analytical & critical thinking skills: Your annotated bibliography assignment might require critical evaluation of each source in relation to how it fits with your research interest or assignment. This will require you to (1) assess the relevance of the source for your topic/question; (2) assess the quality of its arguments, findings, and methods; (3) assess how its argument(s) fit with your own understanding; and (4) express how this source helps deepen your understanding of your topic and/or how you plan on using said source in your paper/research project.

To lay your research foundations: As you know, an annotated bibliography provides specific information about each source you have collected. A complete and well-written annotated bibliography can therefore serve as a foundation for your classes, larger assignments (e.g., final paper) or as you pursue other projects within the area.

Now that you know what an annotated bibliography is, the next step is to learn how to write one.

Help & Additional Resources 

Additional Resources:

Writing an annotated bibliography (unimelb.edu.au)

On Campus Services:  

How to Paraphrase

ana.lacerda@mail.utoronto.ca — Thu, 31 Aug 2023 15:52:35 +0000

How to Paraphrase ana.lacerda@ma… Thu, 08/31/2023 - 11:52

Skills Categories:

Academic writing

Skills Keywords:

Citations, Grammar, Plagiarism, Vocabulary, Writing process

This Resource Page will help you:

Understand what paraphrasing means and why it’s important in scholarly work
Learn the differences between paraphrasing, direct quoting and summarizing
Use strategies for effective paraphrasing
Understand the ethical considerations when paraphrasing others’ content

What is Paraphrasing?

Paraphrasing involves expressing the ideas, concepts, or arguments from a source text in your own words while maintaining the original meaning. The main focus of paraphrasing is content - not language. The ultimate goal is not to replace the words of a sentence with others, but to demonstrate your understanding of the source content and your ability to convey its core message using different words and structures.

What is the Difference between Paraphrasing, Direct Quoting and Summarizing?

While paraphrasing shares similarities with direct quoting and summarizing, it has a distinct purpose in academic writing. Paraphrasing allows you to rephrase the source's content in your own words, maintaining the original meaning but altering the sentence structure and vocabulary. It requires a deeper engagement with the material and demonstrates your grasp of its nuances.

Direct Quoting involves using the exact words from a source and placing them within quotation marks. Direct quotes are valuable when you want to emphasize the author's specific wording, particularly when it's a unique or influential phrasing. To learn more about how and when to use direct quotes, check our resource page on direct quotes.

For more information on the difference between paraphrasing, quoting, and summarizing, check this video from St. Michael’s College Library and the Writing Advice page at the ��ݮ��Ƶ��.

Why do we Paraphrase in Academic Writing?

Paraphrasing is more than just a writing exercise or manipulating words; it’s a strategic tool that offers many benefits to your academic work. Here you will learn about the purposes and advantages of paraphrasing.

Better Understanding

Paraphrasing requires you to think deeply about the content of source materials. In order to rephrase an idea, you need to process and digest it, leading to better comprehension of the idea itself and of how it relates to your own thoughts. Through paraphrasing, you demonstrate that you understand complex concepts and can connect them to your research goals.

Clarity

When you paraphrase, you can clarify complex ideas, ensuring your readers grasp the concepts without ambiguity.

Synthesis

By paraphrasing, you can tailor the paraphrased content to fit your context, eliminating redundancies or unnecessary details present in the original source.

Integration of Multiple Sources

When you paraphrase, you compare, contrast and synthesize ideas from multiple sources drawing connections between different perspectives.

Contextualization

Paraphrasing allows you to incorporate others’ ideas and show how they relate to your own topic and perspective.

Originality and Creativity

Paraphrasing helps you avoid the overuse of direct quotes, allowing you to express others' ideas in your own voice and showcasing your analytical and interpretive skills.

For more on the significance and advantages of paraphrasing, check these resources from The OWL at Purdue. and ecampusontario.

Strategies for Effective Paraphrasing

The following tips will help you rephrase others’ ideas while maintaining the essence of the original content.

Paraphrasing Examples

See below more examples of paraphrased content with feedback about their strengths and issues.

For more information and strategies to integrate others’ research and ideas into your own writing, check our resource page on how to write about others' research.

Avoiding Plagiarism when Paraphrasing

There are several ethical considerations when it comes to others’ work even when it’s expressed in your own words. Paraphrasing without proper credit can lead to plagiarism, misrepresenting the true source of ideas and damaging academic integrity and trust within the academic community. Maintaining academic integrity is thus paramount when paraphrasing.

Responsible paraphrasing involves not only rephrasing but providing proper citations, showcasing ethical integrity and respect for others' intellectual contributions.

Why cite paraphrased material?

Intellectual Theft: Paraphrasing without attribution is a form of intellectual theft, violating principles of fairness and respect by appropriating others' intellectual property.
Violation of Scholarly Norms: Ignoring proper attribution disrupts academia's collaborative nature and violates the fundamental scholarly norm of acknowledging sources.
Academic and Professional Consequences: Paraphrasing without proper attribution can result in academic and professional repercussions, potentially leading to disciplinary actions, damaged relationships, and missed opportunities.
Undermining Personal Growth: Failing to attribute sources limits personal growth opportunities, including learning from others, expanding knowledge, and enhancing critical thinking abilities.

Other strategies to avoid plagiarism when paraphrasing are:

Reference Checking: Compare your paraphrased version with the source to ensure accuracy. If you're uncertain, return to the source to clarify.
Mixing Sources: Avoid relying only on a single source for paraphrasing. Blend information from multiple sources to create a comprehensive understanding.
Quotation for Uniqueness: if a specific phrase or concept is exceptionally well-expressed in the source, consider using a direct quote within your paraphrased content.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

Book a writing consultation (OSSC)

Citations and APA Style

ana.lacerda@mail.utoronto.ca — Thu, 31 Aug 2023 14:40:34 +0000

Citations and APA Style ana.lacerda@ma… Thu, 08/31/2023 - 10:40

Skills Categories:

Academic writing, Research skills

Skills Keywords:

Citations, Editing, Plagiarism, Writing process

This Resource Page will help you:

Learn what citations, reference lists, and APA style are
Understand when and why you need to cite
Create proper citations and reference lists in APA style

What does "citing" mean and what is APA style?

When writing an academic paper, you often need to refer to other people’s research and ideas to support your own arguments and ideas. When you engage in academic writing, you are contributing to an ongoing conversation, so it is important to give credit to other researchers’ contributions. This is why when you refer to other researchers’ work, you should cite the sources you consulted.

Citing means referring to ideas from other authors’ works and providing enough information about these external sources (e.g., author’s name and when the source was published) so that readers can locate them in the reference list at the end of your paper.

Before you learn how to cite, you need to know what a citation style is and which style you should use. A citation style is a set of rules on how to cite (e.g., type and order of information that should be included, formatting, punctuation). There are various citation styles (e.g., Chicago, Modern Language Association). You can find information and guides for different citation styles from Citation Styles (��ݮ��Ƶ��).

At ��ݮ��Ƶ��, most of your course assignments will require you to follow the APA citation style. APA stands for American Psychological Association (APA), and the APA style is a type of citation standard normally employed by authors writing papers in social science fields, including education and psychology.

In academic papers written in APA style there are two main citation components:

in-text citations
reference list

What are In-Text Citations and How to Create them?

An in-text citation is a brief form of reference you insert in the main body of your work where you refer to the content from an external source. There are two types of in-text citations: Paraphrased citations and Direct quotes.

Check the presentation below to learn how to create paraphrased citations and direct quotes. Click on the arrows below the progress bar to move forward and backward through the presentation pages.

Learn more about in-text citations: In-Text Citations: The Basics and In-Text Citations: Author/Authors (Purdue’s OWL guides).
When should I use direct quotes and how can I introduce them? Check Using Quotations (U of T University College Writing Centre).
How can I talk about others’ research? Check [Resource page on how to talk about others’ research].

What is a Reference List and How to Create it?

The reference list is a list at the end of your paper where you include all the sources you used for your in-text citations so that readers can find the works you cited in your paper.

A reference list in APA style must

appear at the end of your paper
include every source you cited
include only the sources you cited (i.e., not sources you read or consulted but didn't cite in your paper)
include all the necessary information for others to find the sources you cited

Check the presentation below to learn how to create reference lists in APA style. Click on the arrows below the progress bar to move forward and backward through the presentation pages. Click on the blue dots to see what information must be included in your references.

To learn about other types of reference list entries, refer to:

APA Style Reference List - Purdue OWL® - Purdue University (check the left-hand menu for reference list entries of different types of publications)
“References” on APA Style .

When and Why to cite?

You need to cite when:

You use the exact words from others’ works (direct quote)
You paraphrase the words of others’ works in your own words
You summarize the general or a particular idea of others’ works
You draw on data or statistics from others’ works

When discussing common knowledge, consider several questions to decide if you need to cite. See the diagram on the right.

Our Tips

When citing literature, you should prioritize paraphrasing the content in your words over quoting from the text as it can better present your understanding of the literature and how it connects with your points. To learn about how to paraphrase other authors’ words and ideas in your own words, please check [Rana’s paraphrasing resource page].
When working on longer papers and for an easier experience with in-text citations and your references list, consider using citation management software like RefWorks or Zotero. The ��ݮ��Ƶ�� Library offers students such tools for free. For more information, you can check Citation management guide (��ݮ��Ƶ��).
The ��ݮ��Ƶ�� Library offers reference and research services to support graduate students. You can book a free consultation with a librarian to seek out resources and services on research work search, and citation management strategies and tools.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

Advice on Academic Writing

ana.lacerda@mail.utoronto.ca — Sat, 22 Apr 2023 20:29:32 +0000

Advice on Academic Writing ana.lacerda@ma… Sat, 04/22/2023 - 16:29

Skills Categories:

Academic writing, English language

Skills Keywords:

Citations, Grammar, Plagiarism, Vocabulary, Writing process

This Resource Page will help you:

Navigate academic writing from a UofT perspective.

Introduction

Advice on Academic Writing is a website with practical tips and strategies on academic writing created by writing advisors at UofT. Resources are organized in the following categories: planning, researching, using sources, revising, types of writing, and English language.

You can access Advice on Academic Writing at Writing Advice | ��ݮ��Ƶ�� (utoronto.ca)

Our Tips

The resources on this website are directed to UofT students of any level and discipline. When checking a resource, determine whether it is suitable for your graduate-level writing and your discipline.
Check the Writer’s Block page whenever you are struggling with starting an assignment. This resource will help you understand assignment instructions, narrow down topics, and will provide tips to understand common reasons for having a writer’s block.
After you finish your assignment, start your editing process from the Hit Parade of Errors to check the most common grammatical, punctuation and style errors.

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

OWL Purdue Video Library

On Campus Services

Library Research Skills

ana.lacerda@mail.utoronto.ca — Sat, 22 Apr 2023 20:25:20 +0000

Library Research Skills ana.lacerda@ma… Sat, 04/22/2023 - 16:25

Skills Categories:

Research skills

Skills Keywords:

Annotated bibliographies, Citations, Library navigation, Literature reviews, Searching for sources

This Resource Page will help you:

Familiarize with the Library Research Skills Quercus course offered by UofT Libraries.

The Library Research Skills Quercus-based course is divided into six modules.

The modules cover: an introduction to the ��ݮ��Ƶ�� Libraries; how to begin your research; how to find a research topic; how to search for and evaluate sources; how to cite sources properly; how to use library tools such as databases and catalogs effectively; how to get help from library staff; and how to access specialized research materials such as archives and rare books. Each module contains a mix of instructional texts, videos and short quizzes.

Our Tips

Although this resource is on Quercus, you do not need to login to access the page. Your participation is private, and you will not be graded on any of the activities offered through these learning modules. Just click the link below and start your research journey!

Citations

How to Use Direct Quotes

Table of Contents

This Resource Page will help you:

What are Direct Quotes?

What is the Difference between Direct Quoting, Paraphrasing and Summarizing?

Why do we use Direct Quotes?

When to Use and not to Use Direct Quotes

Direct quoting is appropriate...

When quoting a definition or specific term

When an author expresses an idea uniquely or powerfully

When providing evidence for an argument

Direct quoting is not appropriate...

When synthesizing information from multiple sources

When summarizing the information in your own words is more concise

When expressing your personal opinion or sharing your personal experiences

How to Use Direct Quotes

Help & Additional Resources

Related Resource Pages on ASH

On Campus Services

How to Integrate Others' Research into your Writing

Table of Contents

This Resource Page will help you:

Why should I Integrate Others’ Research into my own Writing?

How can I Integrate Others’ Research into my own Writing?

Integral Citations

Non-Integral Citations

Reporting Verbs

Types of Reporting Verbs

Examples of Reporting Verbs in Use

Reporting Verbs: Common Issues and Solutions

Use of Tenses in Reporting Verbs

Past Tense

Present Perfect Tense

Present Tense

Present Tense or Past Tense?

Help & Additional Resources

Related Resource Pages on ASH

Additional Resources

On Campus Services

How to Write an Annotated Bibliography

Table of Contents

This Resource Page will help you:

Introduction

Step 1: Select a Topic

Step 2: Search for Literature

Step 3: Format Bibliographic Information

Step 4: Read Literature Critically

Step 5: Write Annotations

Example of an Annotated Bibliography

Help & Additional Resources

Related Resource Pages on ASH:

On Campus Services:

Academic Integrity and Plagiarism

Table of Contents

This Resource Page will help you:

What is Academic Integrity?

What is Academic Misconduct?

What is Plagiarism?

Other Types of Academic Misconduct

Examples of Academic Misconduct and Plagiarism

How to Maintain Academic Integrity and Avoid Plagiarism

Your Turn!

Can I Use ChatGPT for my Assignment at ��ݮ����Ƶ����/UT?

Our Tips

Help & Additional Resources

Related Topics on ASH

Additional Resources

On Campus Services

How to Summarize

Table of Contents

This Resource Page will help you:

What is Summarizing?

What is the Difference between Summarizing, Paraphrasing and Direct Quoting?

Why Do We Summarize in Academic Writing?

What are the Key Components of an Effective Summary?

Summary Example

Original text

One-paragraph Summary

How to Write Effective Summaries

Related Resource Pages on ASH:   

On Campus Services:   

This Resource Page will help you:   

Can I Use ChatGPT for my Assignment at ��ݮ��Ƶ��/UT?

This Resource Page will help you:   

This Resource Page will help you:   

Help & Additional Resources 

Related Topics on ASH:  

On Campus Services:  