et’s put your strategy into practice! You have critically read your selected journal article, made notes, and outlined three main points. You will now paraphrase the three main points that you selected from last week’s Assignment. This is a crucial part of the writing process because you are letting your reader know that you understand an author’s ideas.To prepare for this Assignment:Review the three main ideas you selected from the Week 2 Assignment.Review the Learning Resources related to paraphrase and academic integrity.Review the content of your selected journal article.The Assignment:Paraphrase the three directly-quoted main points of the journal article you selected. Your paraphrases should combine to form 1 paragraph.Remember that you are writing a first draft, and the important thing is to better understand the focus of each main idea to rewrite in your own words. While you should always strive for the best writing possible, at this stage, do not dwell too much on each word or overly edit your work. We will spend the next few weeks revising.
apa_course_paper_template_with_advice_6th_ed.doc
usw1_caex_6060_week3_paraphrasing.pdf
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Title of the Paper in Full Goes Here
Student Name Here
Walden University
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Abstract
This is the abstract, which is typed in block format with no indentation. The abstract briefly
summarizes your paper in 120 words or less. Through your abstract, your readers should be able
to fully understand the content and the implications of the paper. Also, note that writing this
section after the paper itself may be helpful. See section 2.04 APA for tips and more information
on writing abstracts. This template was updated April 25, 2016.
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Title of the Paper
This template’s margins, page numbers, and page breaks are set for you, and you do not
need to change them. Do not add any extra spaces between the heading and the text (you may
want to check Spacing under Format, Paragraph in your word processor, and make sure that it is
set to 0”). Instead, just double space as usual, indent a full ½ inch (preferably using the tab
button), and start typing. The introduction should receive no specific heading because readers
assume that the first section functions as your paper’s introduction.
After considering these formatting issues, you will need to construct a thesis statement,
which lets readers know how you synthesized the literature into a treatise that is capable of
advancing a new point of view. This statement provides readers with a lens for understanding the
forthcoming research presented in the body of your essay (after all, each piece of literature
should support and apply to this thesis statement).
Once you have established your thesis, begin constructing the introduction. An easy
template for writing an introduction follows:
1. Start with what has been said or done regarding the topic.
2. Explain the problem with what has been said or done.
3. Offer a solution in a concise thesis statement that can be supported by the literature.
4. Explain how the thesis brings about social change.
Level 1 Heading
This text will be the beginning of the body of the essay. Even though this section has a
new heading, make sure to connect this section to the previous one so readers can follow along
with the ideas and research presented. The first sentence in each paragraph should transition
from the previous paragraph and summarize the main point in the paragraph. Make sure each
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paragraph contains only one topic, and when you see yourself drifting to another idea, make sure
you break into a new paragraph. Also, avoid long paragraphs (more than three-fourths of a page)
to help hold readers’ attention; many shorter paragraphs are better than a few long ones. In short,
think this: new idea, new paragraph.
Another Level 1 Heading
Here is another Level 1 heading. Note that, when you add additional headings, you
should use the APA levels available in the Styles area of your toolbar. If you enter them
manually instead, you may need to delete the automatic indent that appears because Word thinks
you are beginning a new paragraph. Again, the topic sentence of this section should explain how
this paragraph is related or a result of what you discussed in the previous section. Consider using
transitions between sentences to help readers see the connections between ideas. Below are a few
examples of how to transition from one statement to another (or in some cases, one piece of
literature to another):
1. Many music teachers at Olson Junior High are concerned about losing their jobs (J.
Thompson, personal communication, July 3, 2013), largely due to the state’s recent
financial cutbacks of fine arts programs (Babar, 2007).
2. Obesity affects as much as 17% of the total population of children, an increase which
may lead to other chronic health problems (Hera, 2008; Sinatra, 2008).
For more examples, see some of the transitions handouts on the Writing Center’s website.
Level 2 Heading
The Level 2 heading designates a subsection of the previous section. Using headings is a
great way to organize a paper and increase its readability, so be sure to review heading rules on
APA 3.02 and 3.03 in order to format them correctly. For shorter papers, using one or two levels
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is all that is needed. You would use Level 1 (centered, bold font with both uppercase and
lowercase) and Level 2 (left aligned, bold, both uppercase and lowercase). This template
provides examples of APA’s four heading levels, but remember that at least two headings on the
same level are needed before the next heading level. For example, a paper must have at least two
level 3 headings before a level 4 heading.
Level 3 heading. Note that you should write Level 3 and 4 headings in sentence case,
meaning that only the first word and any proper nouns are capitalized. The number of headings
needed in a particular paper is not set, but longer papers may benefit from another heading level,
such as this Level 3 heading (which is an indented, bold, lowercase paragraph heading).
Level 4 heading. One crucial area in APA is learning how to cite in academic work.
Make sure to cite source information throughout your paper to avoid plagiarism. This practice is
critical: you need to give credit to your sources and avoid copying others’ work at all costs. Look
at APA starting at 6.01 for guidelines on citing source information in your text.
Level 4 heading. You will want to include at least two of each kind of heading in your
paper, hence this additional paragraph modeling effective heading usage. See below for further
tips on using headings effectively.
Level 3 heading. Again, if you choose to use Level 3 or 4 headings, at least two of each
heading level should appear in the paper. Otherwise, if only one heading appears, your readers
may question the need for a heading at all. If you find yourself questioning whether or how to
use headings, consider consulting your instructor or committee chair for his or her input.
Level 1 Heading
APA can seem difficult to master, but following the general rules becomes easier with
use. The Writing Center also offers numerous resources on its website and by email to help.
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And so forth until the conclusion…..
Level 1 Heading
The conclusion section should recap the major points of your paper. However, perhaps
more importantly, the conclusion should also interpret what you have written and what it means
in the bigger picture. To help write your concluding remarks, consider asking yourself these
questions: What do you want to happen with the information you have provided? What do you
want to change? What is your ultimate goal in using this information? What would it mean if the
suggestions in your paper were taken and used?
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References
(Please note that the following references are intended as examples only. Also, these illustrate
different types of references but are not all cited in the text. In your paper, be sure every
reference entry matches a citation, and every citation refers to an item in the reference list.)
Alexander, G., & Bonaparte, N. (2008). My way or the highway that I built. Ancient Dictators,
25(7), 14–31. doi:10.8220/CTCE.52.1.23-91
Babar, E. (2007). The art of being a French elephant. Adventurous Cartoon Animals, 19, 4319–
4392. Retrieved from http://www.elephants104.ace.org
Bumstead, D. (2009). The essentials: Sandwiches and sleep. Journals of Famous Loafers, 5,
565–582. doi:12.2847/CEDG.39.2.51-71
Hansel, G., & Gretel, D. (1973). Candied houses and unfriendly occupants. Thousand Oaks, CA:
Fairy Tale Publishing.
Hera, J. (2008). Why Paris was wrong. Journal of Greek Goddess Sore Spots, 20(4), 19-21. doi:
15.555/GGE.64.1.76-82
Laureate Education, Inc. (Producer). (2007). How to cite a video: The city is always Baltimore
[DVD]. Baltimore, MD: Author.
Laureate Education, Inc. (Producer). (2010). Name of program [Video webcast]. Retrieved from
http://www.courseurl.com
Sinatra, F. (2008). Zing! Went the strings of my heart. Making Good Songs Great, 18(3), 31–22.
Retrieved from http://articlesextollingrecordingsofyore.192/fs.com
Smasfaldi, H., Wareumph, I., Aeoli, Q., Rickies, F., Furoush, P., Aaegrade, V., … Fiiel, B.
(2005). The art of correcting surname mispronunciation. New York, NY: Supportive
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Publisher Press. Retrieved from
http://www.onewaytociteelectronicbooksperAPA7.02.com
White, S., & Red, R. (2001). Stop and smell the what now? Floral arranging for beginners
(Research Report No. 40-921). Retrieved from University of Wooded Glen, Center for
Aesthetic Improvements in Fairy Tales website: http://www.uwg.caift/~40_921.pdf
EFFECTIVE PARAPHRASING
STRATEGIES
WEEK
3
REREAD
1
Reread the original passage you wish to
paraphrase, looking up any words you do not
recognize, until you think you understand the
full meaning of and intention behind the
author’s words.
REWRITE
2
Next, cover or hide the passage. Once
the passage is hidden from view, write
out the author’s idea, in your own
words, as if you were explaining it to
your instructor or classmates.
CHECK
3
4
5
After you have
finished writing, check
your account of the
author’s idea against
the original.
While comparing the two, ask
yourself the following questions:
Have I accurately addressed the
author’s ideas in a new way that is
unique to my writing style and
scholarly voice?
Have I tried to replicate the
author’s idea or have I simply
changed words around in his/her
original sentence(s)?
ANALYZE
Next, look for any borrowed terms or particular
phrases you have taken from the original
passage. Enclose these terms and phrases in
quotation marks to indicate to your readers
that these words were taken directly from the
original text.
CITE
Last, include a citation, which should contain
the author’s name, the year, and the page or
paragraph number (if available), directly
following your paraphrase.
Adapted from the Effective Paraphrasing Strategies page from
the Walden University Writing Center website.
© 2015 Laureate Education, Inc.
Week 3: First Drafts: Paraphrasing Ideas
Now that you have critically read and selected your article’s main points, you are ready to
begin rewriting those main points into your own words; otherwise known as paraphrasing.
Remember, you will have the opportunity to practice revision, step-by-step throughout the
duration of this course.
This week, you will examine strategies for effective paraphrasing and ensuring
academic integrity in your scholarly writing. After reviewing the Learning Resources for
this week, you will post a reflection on your own paraphrasing strategies, and share
your thoughts and experiences with your colleagues. You will also paraphrase all three
main points from last week’s Assignment.
Learning Objectives
Students will:
•
•
•
Describe strategies for ensuring academic integrity
Describe personal strategy for paraphrasing
Apply the principles of effective paraphrasing and academic integrity in the first rewrite
of three main ideas
https://youtu.be/zW VZEF0hpLs?list=PLM7NbPzilFBcl_mJ836fYW56w -3op1https://www.youtube.com/watch?v=zWVZEF0hpLs&feature=youtu.be&list=PLM7Nb
PzilFBcl_mJ836fYW56w-3op1EJEJhttps://youtu.be/zWVZEF0hpLs?list=PLM7NbPzilFBcl_mJ836fYW56w -3op1EJhttps://www.youtube.com/watch?v=7XJsGdJ4lWg&feature=youtu.be&list=PLM7NbPzilFBe4s2ze0WNL_FhOQB5RXMK
Incorrect Paraphrasing
Incorrect paraphrasing is another way plagiarism can be present in an author’s writing.
Incorrect paraphrasing is usually when an author replaces just a word or two of a source’s
phrasing with synonyms. This type of paraphrasing does not show enough understanding
and engagement with the text. Instead, the author needs to strive to take ideas and
information and place them in his or her own words. Two common characteristics of
incorrect paraphrasing includes when the paraphrased version:
1. Has the same sentence structure as the original and
2. Has key words from the original that the author simply rearranged or replaced.
Note that the material here only discusses how to avoid incorrect paraphrasing as it relates
to plagiarism. There is much more that goes into effectively paraphrasing a source,
however, so we also encourage you to visit the paraphrasing portion of the website for more
in-depth discussion of how to best use paraphrasing.
In the following examples, notice the difference in the three attempts at paraphrasing. In
Attempt 1, no credit is given to the original authors at all. In Attempt 2, citations appear, but
nearly all the words and sentences flow one after another as in the original. In Attempt 3,
the student successfully rewrote the essence of the original idea in his own words.
Original: Severin and Tankard (1992)
There is evidence to suggest that newsmakers are becoming particularly savvy about
placing items on the media agenda. When, for example, President Reagan was running for
his second term, he took a tour to promote his administration’s record on environmentalism.
The tour was full of photo opportunities, including the president’s standing on a fishing boat
in the Chesapeake Bay and the president’s wearing a park ranger’s hat at Mammoth Cave,
Kentucky.
Attempt 1: Plagiarism
Evidence suggests that newsmakers are becoming particularly savvy about placing items
on the media agenda. When President Reagan was running for his second term, he took a
tour to promote his administration’s record on environmentalism. The tour was full of photo
opportunities, including the president standing on a fishing boat in the Chesapeake Bay and
the president wearing a park ranger’s hat at a cave in Kentucky.
Attempt 2: Plagiarism Despite Citation
Evidence suggests that newsmakers are becoming particularly savvy about placing items
on the media agenda (Severin & Tankard, 1992). When President Reagan was running for
his second term, he took a tour to promote his administration’s record on environmentalism
(Severin & Tankard, 1992). The tour was full of photo opportunities, including the president
standing on a fishing boat in the Chesapeake Bay and the president wearing a park
ranger’s hat at a cave in Kentucky (Severin & Tankard, 1992, p. 256).
Attempt 3: Successful Paraphrasing
Severin and Tankard (1992) noted President Reagan’s shaping of news coverage when he
ran for reelection in 1984. By posing for a photo opportunity in a boat on the Chesapeake
Bay, Reagan, according to Severin and Tankard, aimed to present himself as especially
concerned about environmentalism.
Patchwork Paraphrasing
Tuesday, May 27, 2014 Paraphrasing , Plagiarism 21 comments
I’m sure you’ve heard about paraphrasing. It’s fundamental to academic writing; it’s better than
quoting, because a paraphrase, created with your own perceptions and language, is more
closely connected to your ideas than someone else’s writing could ever be. Some (including me)
would argue that paraphrasing is the bedrock of scholarly discourse. You’ve probably heard all
of this. However, even when students know the importance of paraphrasing, and they try to
paraphrase their sources rather than quoting them, they will sometimes unintentionally create
something between a quote and a paraphrase, a half-measure that can weaken their writing: a
patchwork paraphrase.
What is Patchwork Paraphrasing?
Writing instructors use the term patchwork for this kind of text because it has a piecedtogether, hodge-podge quality rather than the seamless integration of strong academic writing.
A patchwork paraphrase contains much of the same language or structure as the source it
refers to, so much so that it isn’t a unique product of its author. You don’t want patchwork
paraphrasing in your writing for a few reasons, the most important ones being (a) it functions
like a quote in your argument (which, as we know, isn’t as good as a paraphrase) and (b) it
could be interpreted as plagiarism.
Patchwork paraphrasing can be tricky to detect, because there’s no easy rule or telltale sign to
help you determine whether your writing is patchwork. Instead, you’ll need to ask yourself this
question as you write: is this phrasing truly my own creation?
Patchwork paraphrasing is sometimes referred to as “quilted text”-writing that does not use the author’s voice but is instead primarily
made up of words and phrases from the original source or sources.
Patchwork Examples
Let’s look at an example to get a better sense of how you can answer this question. I pulled this
passage from an article I found on systems thinking in healthcare:
Health professionals will need to be able to set common goals and targets with patients, service
users and relevant stakeholders, and ensure that each group or individual is properly informed
and engaged. From a systems thinking perspective, increased participation provides the
opportunity to break down barriers between patients and providers, and citizens and policy
makers. Evidence and explicit knowledge need to be integrated with tacit knowledge of
stakeholders within the working dynamic of the health team. (Swanson et al., 2012)
Here’s a patchwork paraphrase of the same passage:
Healthcare providers need to set common goals for patients, service users, and stakeholders
(Swanson et al., 2012). Swanson et al. (2012) argued that more participation from all
stakeholders can break down barriers between patients and providers. Evidence can be
combined with tacit knowledge of all of the stakeholders on the team (Swanson et al., 2012).
Notice that, technically, I’m not plagiarizing: I didn’t reuse large chunks of the passage wordfor-word, and I included citations whenever I mentioned an idea from my source. However, in
these sentences I used virtually the same structure as the original passage and didn’t provide
my unique understanding of the topic. Compare this sentence from the original
From a systems thinking perspective, increased participation provides the opportunity to
break down barriers between patients and providers, and citizens and policy makers.
with this one from my patchwork paraphrase (I’ve highlighted the major similarity)
Swanson et al. (2012) argue that more participation from all stakeholders can break down
barriers between patients and providers.
In another sentence, I avoided using the original’s exact wording. However, rather than
rephrasing the idea in my own voice—as I should do—I used synonyms of the original’s words.
Compare this sentence from the original
Health professionals will need to be able to set common goals and targets with patients, service
users and relevant stakeholders, and ensure that each group or individual is properly informed
and engaged.
with this from my patchwork (I’ve also highlighted the similarities here)
Healthcare providers need to set common goals for patients, service users, and
stakeholders (Swanson et al., 2012).
Instead of a paraphrase, I’ve only produced a knockoff of the original, much like Mr. Pibb was
made as a knockoff of Dr. Pepper. (You can surmise which one is more scholarly based on the
fact that Dr. Pibb had his degree revoked.)
A Better Paraphrase
Let’s look instead at a true paraphrase of the original:
Original:
Health professionals will need to be able to set common goals and targets with patients, service
users and relevant stakeholders, and ensure that each group or individual is properly informed
and engaged. From a systems thinking perspective, increased participation provides the
opportunity to break down barriers between patients and providers, and citizens and policy
makers. Evidence and explicit knowledge need to be integrated with tacit knowledge of
stakeholders within the working dynamic of the health team. (Swanson et al., 2012)
Paraphrase:
Swanson et al. (2012), in their application of systems thinking to health care, argued
that providers, patients, and other stakeholders can use goalsetting, increased participation,
and the integration of tacit and explicit knowledge to create positive change in their healthcare
settings.
You’ll notice that, while I’ve used a few of the same words as the original (w …
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