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WelcometothePurdueOWL
ThispageisbroughttoyoubytheOWLatPurdue
(https://owl.english.purdue.edu/).Whenprintingthispage,youmustinclude
theentirelegalnoticeatbottom.

Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

AvoidingPlagiarism
Summarizing,Paraphrasing,andQuoting:AComparison
This10minuteactivityhelpsraisestudentsawarenesstothesimilaritiesanddifferencesamong
summarizing,paraphrasing,andquotingastheypreparetousethesestrategiesinaneffortto
avoidplagiarism.
PeerSummarizing
This45to90minuteactivityallowsstudentstopracticewritingtheirownsummariesaswellas
evaluatesummarieswrittenbytheirpeers.
AnonymousParaphrasing
This45to70minuteactivitygivesstudentsthechancetopracticeparaphrasingashortpassage
andanonymouslyrevieweachothersworkasaclass.
ParaphrasingfromMedia
This35minuteactivityprovidesstudentspracticewithparaphrasingvisualandmultimedia
texts.
UsingIntextCitations
This50minuteactivityfirstoffersstudentsvariousexamplesofhowtociteasinglepassage.
Studentsarethenaskedtopracticewritingtheirownintextcitationswithanothertext,following
theexamplestheyvebeengiven.Thesupplementalhandoutforthisactivityoffersavarietyof
examplesonhowtointegrateanoriginalsourcetextintoonesownwriting.
QuotingOthers
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This40minuteactivityasksstudentstopracticequotinganoriginalsource.Thesupplemental
handoutforthisactivityoffersusefultemplatesforstudentstousewhenbothquotingaswellas
interpretingaquoteintheirownwork.
Summary,Paraphrase,andQuotationinContext
This35minuteactivityasksstudentstoanalyzeandevaluateexamplesummaries,paraphrases,
andintextcitationsinagivensampleessay.
Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

Summarizing,Paraphrasing,andQuoting
TimeEstimate

10minutes
Objective

Activatestudentsschemataregardingthesimilaritiesanddifferencesamongsummarizing,
paraphrasing,andquoting.
Materials

Chalkboard/whiteboard

ComputerLabOptionMaterials

Digitalprojector
Procedure

1.WritethewordsSummarizing,ParaphrasingandQuotingalongthetopofthewhiteboard.
2.Elicitfromstudentstherulestheyknowrelatedtoeachwritingstrategy.
3.Addadditionalinformationasneeded.Theboardmayappearasfollows:

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Summarizing

Paraphrasing

Mustreference
theoriginal
source
Thetextismuch
shorterthanthe
originaltext.
(Forexample,
onemaywritea
singlepageto

summarizea
fourpage

article.)
Mustuseyour
ownwords,
usuallywitha
verylimiteduse
ofquotations.

Mustreference
theoriginal
source
Thetext
producedmay
beshorteror
longerthanthe
originaltext

Quoting
Mustreferencethe
originalsource
Thetextproducedis
theexactlengthof
theoriginaltext
quoted(unless
ellipsesareused)

Mustuseyour
ownwords

Usetheoriginal
authorsexactwords
Putquotationmarks
aroundtheoriginal
authorsexactwords
Includethepage
numberofthe
originalsourcefrom
whichyouborrowed
theauthorsoriginal
language.

ComputerLabOption

Ratherthanusingthewhiteboard,onemaychoosetoopenupandprojecttheabovetableina
wordprocessingprogram,likeMicrosoftWord,completingthetableasanswersareelicitedfrom
students.
Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

PeerSummarizing
TimeEstimate

45minutes
Objectives
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Tohavestudentsgainexperiencecreatingsummariesofwrittenormultimediatexts.
Materials

None
ComputerLabOptionMaterials

Wordprocessingsoftware
Digitalprojector
Procedures

1.Explainthebasicsofcreatingasummaryandgooverthemainattributesthatgood
summariesaddress.Thisshortlecturecanbedoneontheboard,usinginformationthat
studentsalreadypossess.Somethingstocovermightbe:howmuchinformationto
condensehowtostartasummary/thetypeofsetupphrasesusedtoindicatelargerpieces
ofinformationhowtomakeclaimsabouthowawriterclaimssomethingratherthan
whathe/sheclaims
2.Askstudentstoanonymouslyfreewriteonatopic,minimum200words.Ideally,choose
atopicthatisconnectedtoawritingprojectthatyourstudentsarecurrentlyworkingon.
3.Afterstudentshavewrittentheirpieces,havethemswitchseatsrandomly(suchasplaying
musicalchairs)andsitdownatanotherstudentsdeskandcreateasummaryofthe
materialinthefreewrite.Studentsshouldaimforlessthan80words.
4.Whenstudentsreturntotheiroriginalwork,theycanreadthesummariesanddecideon
whetherthesummarizerdidagoodjobincreatingasummaryoftheoriginalfreewrite.
FollowupOption
TimeEstimate

25minutes
Procedures

1.Continuingfromtheprevioussummarizingactivity,studentsswitchseatsagain,thistime
summarizingthesummaryinlessthan50words.
2.Studentswillthenreadtheirsecondlevelsummariesoftheoriginalandtheclasswilltry
todeterminewhowrotetheoriginalpieceforeachsummary.
MultimediaOption
TimeEstimate

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20minutes
Procedures

1.Havestudentswatchandtakenotesonashortvideoandthenworktocreateasummaryof
thatvideo.ThisclipfromThisAmericanLifeisagreatexample,buttherearemany
possibilities.Ideally,youshouldchooseyourownvideoforstudentstosummarize.
Studentsshouldkeeptheirsummariestolessthan150words.
2.Studentsthenanonymouslyhandin(tocreatealargepileofpapers)andthenselecta
summaryatrandomtoanalyzeagainsttheoriginalsource.
ComputerLabOption
Asimplecomputerlaboptioncouldbeforstudentstocomposeinawordprocessingprogram,
suchasMicrosoftWord,insteadofonpaper.Studentscanthenmovearoundfromcomputerto
computertowritesummaries.Insteadofreadingpapersaloud,studentscouldposttheirsecond
levelsummariestoanonlinecourseresource(e.g.,Blackboard)andtheinstructorcouldpull
themuponaprojector(ifavailable).
Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

AnonymousParaphrasing
TimeEstimate

45minutes
Objective

Tohavestudentspracticecreatingparaphrases

Materials

Classblackboardoroverheadwithtransparencies
ComputerLabOptionandFollowupOptionMaterials

Digitalprojector
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Wordprocessingsoftware
Procedures

1.Beginbygivingstudentsashortlessononhowtowriteauseful,nonpatchwritten
paraphrase.Suggestionsincludeusefulnotetaking.SeeParaphrasehandoutfordetails.
2.Havestudentsreadashortpassageselectone(seeParaphraseorSummaryhandouts),
takenotesonthatpassage,andthenworktocreateaparaphraseofthatpassageonanother
sheetofpaper.
3.Askstudentstothenanonymouslyputtheirparaphrasesintoapilesothattheinstructor
canchooseseveralatrandomandcopythemeitherontoanoverheadorontothe
blackboard.Severalstudentscanbeenlistedtohelptheinstructorputsentencesonthe
blackboard.Alternatively,havestudentswritetheirparaphrasesonatransparencythatcan
thenbeeasilyprojected.
4.Finally,helpstudentsevaluatethepostedparaphrases,lookingforaccurateparaphrases
thatdonotlosetheoriginalmeaningandforparaphrasesthataretoosimilartothe
originallanguage.

ComputerLabOption

Theinstructorcanemailthehandouttostudentsandthestudentscantypeouttheirnotesand
paraphrasesonawordprocessingdocument.
Insteadofusingtheblackboardoranoverheadprojector,usetheinstructorscomputerwiththe
digitalprojectorstudentscanemailtheirdocumentstotheinstructor(orposttheirsummaries
anonymouslytoproprietaryclassroommanagementsoftwarelikeBlackboard).Iftheinstructor
cutsandpastesparaphrasesintoawordprocessingdocument,s/hecancomparetheoriginaland
thestudentsversionssidebyside.Additionally,theinstructorcanhighlightpassagesthatare
toosimilarinaparticularcolor,emphasizingthesimilarity.
FollowUpOption
TimeEstimate

30minutes
Materials

TheanonymousparaphrasesfromtheAnonymousParaphrasingexercisetheParaphrase
handout
ComputerLabOptionMaterials

Digitalprojector
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Procedures

1.DistributethestudentparaphrasesfromthelastAnonymousParaphrasingexerciseandask
studentstorepeatthesameactionwritinganotherparaphraseoftheparaphrasethey
haveinfrontofthem.Essentially,studentsareparaphrasingaparaphrase,whichshould
besomewhatdifficult.Givethemsomeextratimetotakenotes,likelasttime,andwritea
newparaphrase.(15minutes)
2.Likethepreviousexercise,collecttheanonymousparaphrasesandcomparethemtothe
original,nowtwiceremoved.Themeaningshouldberoughlythesame.Thecomparisons
willlikelytakelongerthistimeaswell.(15minutes)
ComputerLabOption

Likethepreviousexercise,usetheinstructorscomputerandawordprocessingprogramto
comparetheparaphrases.
Ifstudentsareusingwordprocessingsoftwaretocomposetheirparaphrases,theycansimply
leavetheirseatandworkatanotherstudentscomputer,composingaparaphraseonanother
workstation.
Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

ParaphrasingfromMedia
TimeEstimate

35minutes
Objective

Togivestudentspracticeincreatingparaphrasesandnotesfromvisualmaterials.
Materials

ParaphrasingStudentDocument
Forthevisualdesign,youcanchoosesomethingyouarecomfortablewith,butthisworkis
oftenuseful.
ComputerLabOptionMaterials
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Wordprocessingsoftware
Digitalprojector
Procedures

1.Havestudentswatchandtakenotesonashortvideooravisualdesign.Thenhavestudents
worktocreateaparaphraseofthatvideoorvisual.Chooseasetlength,perhaps75words,
sostudentsdonttrytowritetoomuch.(15minutes)
2.Havestudentsthenanonymouslyputtheirparaphrasesintoapile.Chooseseveralat
randomandcopythemeitherontoanoverheadorontotheblackboard.(10minutes)
Severalstudentscanbeenlistedtohelptheinstructorputsentencesontheblackboard.
Alternatively,havestudentswritetheirparaphrasesdirectlyontoatransparency.
3.Evaluatethepostedparaphrases,lookingforaccurateparaphrasesthatdonotlosethe
originalmeaning.Unlikeotherparaphraseexercises,thisonetypicallyelicitsawiderange
ofresponsesandoffersinstructorsachancetodiscussunderstandingthemessageofthe
originalpiece.(10minutes)Becausethevisualdesignoftenhasnosetmeaning,thewide
rangeofresponsescanbeamomentwhentheclasscandiscussreaderresponse.
ComputerLabOption

Theinstructorcanshowthevisualelementorvideotostudentsandtheycantypeouttheirnotes
andparaphrasesonawordprocessingdocument,suchasMicrosoftWord.
Insteadofusingthechalkboard/whiteboard,usetheinstructorscomputerwiththedigital
projectorstudentscanemailtheirdocumentstotheinstructororposttheirsummaries
anonymouslytoproprietaryclassroommanagementsoftwarelikeBlackboard.
Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

Handout:ParaphrasingfromMedia
Paraphrasinginvolvesputtingapassagefromsourcematerialintoyourownwords.A
paraphrasemustalsobeattributedtotheoriginalsource.Paraphrasedmaterialisusuallyshorter
thantheoriginalpassage,takingasomewhatbroadersegmentofthesourceandcondensingit
slightly.Paraphrasesalsohelponeshapethemeaningfromthetexttoonesspecificproject.
Someinstructorswillsaythat4consecutivewordswillmakeaparaphrasetooclosetothe
originallanguage.Thisiscertainlyagreyareacheckandseewhatyourinstructorsays.
5StepstoEffectiveParaphrasing:
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1.Readandthenrereadtheoriginalpassageuntilyouunderstanditsfullmeaning.
2.Takenotesonthemostessentialelementsofthepassagethemainclaim,supportingclaims,
evidence,explanations,etc.
3.Settheoriginalaside,thenwriteyourparaphraseonanothersheetofpaper.
4.Checkyourrenditionwiththeoriginaltomakesurethatyourversionaccuratelyexpressesall
theessentialinformationinanewform.Thistakestimetomasterdontworryifyouhave
troublechangingtheoriginallanguageintoyourownlanguage.
5.Ifyouhaveborrowedanyuniquetermsorphrasesfromtheoriginalsource,usequotation
markstoidentifythemandincludeaninternalcitation.
Someexamplestoworkwith:

PurdueUniversityhasexceptionalstandardsforallqualitiesofitscampus,anditcertainlydoes
notlowerthemforitsfoodservicesprogram.Mostofthediningcourtsofferanentertaining
atmospherewithexceptionalqualityoffood.
Studentsfrequentlyoverusedirectquotationsintakingnotes,andasaresulttheyoveruse
quotationsinthefinal[research]paper.Probablyonlyabout10%ofyourfinalmanuscriptshould
appearasdirectlyquotedmatter.Therefore,youshouldstrivetolimittheamountofexact
transcribingofsourcematerialswhiletakingnotes.
Asconsumers,mostofusareunawareofwhatweareconsuming.Thisisaproblem.Notonly
dowedependonthefoodindustrytoprovideushealthyandsafefoods,wefullytrusttheFDA
tomonitorwhatweconsumeandapproveit.
Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

UsingIntextCitations
TimeEstimate

50minutes
Objective

Givestudentspracticerecognizingandusingdifferentformsofintextcitations.
Materials
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OnecopyoftheCitationExampleshandoutperstudent
ComputerLabOptionMaterials

Wordprocessingsoftware
Digitalprojector
Procedure

1.Elicitfromstudentswhattheyknowaboutorunderstandintextcitationstobeandwhat
purposetheymayserve.
2.PassoutacopyoftheCitationExampleshandout,beginningwitheithertheMLAorAPA
examples.
3.AskstudentstoreadtothemselvesthefirstparagraphonthehandoutfromAshley
MontagusbookTheAmericanWayofLife.
4.Askoneortwovolunteerstoparaphraseorallythemeaningoftheparagraphtotest
studentsunderstandingofthegistoftheparagraph.
5.Readthrougheachexampleintextcitationwithstudents,askingthemtocommentonthe
differencesamongtheexamplesaswellasidentifytheessentialinformationthatallthe
exampleshaveincommon.
6.Askstudentstocommentonwhenandwhytheymightuseoneformofintextcitation
versusanother.
7.Passoutanarticleexcerpt,preferablyoneonatopicrelatedtostudentsresearchinterests.
8.Askstudentstoreadtheexcerpttothemselvesandthenwriteashortparaphrasethat
exemplifiestheirunderstandingofthetext.Reviewafewoftheirparaphrasesorallyto
makesurestudentsunderstandthemainpointsofthetext.
9.Nexthavestudentschoosethreetofourdifferentstylesofintextcitationsandhavethem
writecitationsforthearticle(onatransparency,ifavailable)asexemplifiedinthe
previoushandout.
10.Eitherattheendofclassorinthefollowingclass,anonymouslyprojectonanOHP
studentcitationexamplescontainingerrors.Havestudentstrytoidentifytheerrors.
Sampleerrorsmayincludethefollowing:
Studentshavenotreferencedalloftheauthors.
Studentshaveattributedideastothewrongsource.
Studentshave"overcited"byreferringtotheauthorwithintextaswellaswithinthe
parentheticalcitation.
Studentshaveusedsingleanddoublequotationmarksincorrectly.

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ComputerLabOption

Havestudentstypeuptheircitationexamplesinclassandemailthemtoyou.Copyandpastea
numberofincorrectexamplesintoawordprocessingprogram,suchasMicrosoftWord,project
themoverhead,andcorrectthemasaclass.
Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

Handout:UsingIntextCitations
APACitationExamples
Originalpassagefrompage248ofAshleyMontagusbookTheAmericanWayofLife:
Tobehumanistoweep.Thehumanspeciesistheonlyoneinthewholeworldofanimate
naturethatshedstears.Thetrainedinabilityofanyhumanbeingtoweepisalesseningofhis
capacitytobehumanadefectthatusuallygoesdeeperthanthemereinabilitytocry.Andthis,
amongotherthings,iswhatAmericanparentswiththebestintentionsintheworldhave
achievedfortheAmericanmale.Itisverysad.Ifwefeellikeit,letusallhaveagoodcryand
clearourmindsofthosecobwebsofconfusion,whichhaveforsolongpreventedusfrom
understandingtheineluctablenecessityofcrying.
Now,lookatthevariouswaysyoucanusetheopinionexpressedinthepassage.
Montagu(2000)claimsthatAmericanmenhaveadiminishedcapacitytobehumanbecausethey
havebeentrainedbytheirculturenottocry.
InhisbookTheAmericanWayofLife,AshleyMontaguwrites,Thetrainedinabilityofany
humanbeingtoweepisalesseningofhiscapacitytobehumanadefectwhichusuallygoes
deeperthanthemereinabilitytocry(p.248).
AccordingtoMontagu(2000),Tobehumanistoweep(p.248).
Ifwefeellikeit,writesMontagu(2000),letushaveagoodcryandclearourmindsof
thosecobwebsofconfusionwhichhaveforsolongpreventedusfromunderstandingthe
intellectualnecessityofcrying(p.248).
OnedistinguishedanthropologistcallstheAmericanmalesreluctancetocryalesseningofhis
capacitytobehuman(Montagu,2000,p.248).
Montagu(2000)findsitverysadthatAmericanmenhaveatrainedinabilitytoshedtears(p.
248).
Whenmygrandfatherdied,allthemembersofmyfamilymenandwomenalikewept
openly.Wehaveneverbeenashamedtocry.AsMontagu(2000)writes,tobehumanisto
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weep(p.248).Iamsurewearemorehuman,andinbettermentalandphysicalhealth,because
weareabletoexpressourfeelingswithoutartificialrestraints.
Montagu(2000)arguesthatitisbothunnaturalandharmfulforAmericanmalesnottocry:
Tobehumanistoweep.Thehumanspeciesistheonlyoneinthewholeworldofanimate
naturethatshedstears.Thetrainedinabilityofanyhumanbeingtoweepisalesseningofhis
capacitytobehumanadefectthatusuallygoesdeeperthanthemereinabilitytocry.Itis
verysad.(p.248)

MLACitationExamples
Originalpassagefrompage248ofAshleyMontagusbook,TheAmericanWayofLife:
Tobehumanistoweep.Thehumanspeciesistheonlyoneinthewholeworldofanimate
naturethatshedstears.Thetrainedinabilityofanyhumanbeingtoweepisalesseningofhis
capacitytobehumanadefectthatusuallygoesdeeperthanthemereinabilitytocry.Andthis,
amongotherthings,iswhatAmericanparentswiththebestintentionsintheworldhave
achievedfortheAmericanmale.Itisverysad.Ifwefeellikeit,letusallhaveagoodcryand
clearourmindsofthosecobwebsofconfusion,whichhaveforsolongpreventedusfrom
understandingtheineluctablenecessityofcrying.
Nowlookatthevariouswaysyoucanusetheopinionexpressedinthepassage.
MontaguclaimsthatAmericanmenhaveadiminishedcapacitytobehumanbecausetheyhave
beentrainedbytheirculturenottocry(248).
InhisbookTheAmericanWayofLife,AshleyMontaguwrites,Thetrainedinabilityofany
humanbeingtoweepisalesseningofhiscapacitytobehumanadefectwhichusuallygoes
deeperthanthemereinabilitytocry(248).
AccordingtoMontagu,Tobehumanistoweep(248).
Ifwefeellikeit,writesMontagu,letushaveagoodcryandclearourmindsofthose
cobwebsofconfusionwhichhaveforsolongpreventedusfromunderstandingtheintellectual
necessityofcrying(248).
OnedistinguishedanthropologistcallstheAmericanmalesreluctancetocryalesseningofhis
capacitytobehuman(Montagu248).
MontagufindsitverysadthatAmericanmenhaveatrainedinabilitytoshedtears(248).
Whenmygrandfatherdied,allthemembersofmyfamilymenandwomenalikewept
openly.Wehaveneverbeenashamedtocry.AsMontaguwrites,tobehumanistoweep
(248).Iamsurewearemorehuman,andinbettermentalandphysicalhealth,becauseweare
abletoexpressourfeelingswithoutartificialrestraints.
MontaguarguesthatitisbothunnaturalandharmfulforAmericanmalesnottocry:
Tobehumanistoweep.Thehumanspeciesistheonlyoneinthewholeworldofanimate
naturethatshedstears.Thetrainedinabilityofanyhumanbeingtoweepisalesseningofhis
capacitytobehumanadefectthatusuallygoesdeeperthanthemereinabilitytocry.Itis
verysad.(248)
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Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

QuotingOthers
TimeEstimate

40minutes
Objective

Togivestudentsexperiencequotingothersincontext.
Materials

QuotingOthershandout
ComputerLabOptionMaterials

Wordprocessingsoftware
Procedure

1.Studentswillbegivenashortlessoninquotingothers.PleaseseetheQuotingOthers
handoutformoreinformationandfeelfreetoelaborateonwhythepracticeisbothuseful
andnecessary.Ifpossible,stressthatexplainingaquotationisusefulandfrequently
expected.(10minutes)
2.Usingoneofthepromptsonthehandout,havestudentsintervieweachotheronaspecific
topic.Makesuretoadvisestudentstotakenotesontheirinterview.(510minutes)
3.Thenhavestudentscomposeashortwriteupoftheirinterviews,takingcaretoincludeat
leastthreequotationsfromtheirinterviewpartner.Includeawordlimit(e.g.,200words)
onthisactivitysostudentsdonotfeelcompelledtowritetoomuch.(10minutes)
4.Askstudentstosharetheirinterviewsbyreadingtheinterviewthatisaboutthem,listening
foraccuratequotationsandacceptableintroductions.(10minutes)

ComputerLabOption
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Insteadofwritingtheinterviewbyhand,studentscanuseawordprocessingprogram,suchas
MicrosoftWord.Whenstudentsreadtheirowninterviews,theycanincludecommentsonthe
documentsifthequotationwasaccurateandiftheywereaccuratelyrepresentedandexplained.
Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

Handout:QuotingOthers
Usingthewordsofotherscanbetrickybusiness.Youtypicallyonlywanttouseadirect
quotationinthefollowingsituations:ifyoureusingthatstatementasapieceofevidencefor
yourownargument,ifyoureestablishinganothersposition,orifanotherpersonhassaid
somethingbetterandmoreclearlythanyoucan.
Themainproblemwithusingquotationshappenswhenwritersassumethatthemeaningofthe
quotationisobvious.Writerswhomakethismistakebelievethattheirjobisdonewhentheyve
chosenaquotationandinserteditintotheirtext.Quotationsneedtobetakenfromtheiroriginal
contextandintegratedfullyintotheirnewtextualsurroundings.Everyquotationneedstohave
yourownwordsappearinthesamesentence.Herearesomeeasytousetemplates*fordoing
thistypeofintroduction:
TemplatesforIntroducingQuotations

Xstates,__________.
AstheworldfamousscholarXexplainsit,________.
AsclaimedbyX,______.
Inherarticle_______,Xsuggeststhat_________.
InXsperspective,___________.
Xconcurswhenshenotes,_______.
Youmayhavenoticedthatwhenthewordthatisused,thecommafrequentlybecomes
unnecessary.Thisisbecausethewordthatintegratesthequotationwiththemainclauseof
yoursentence(insteadofcreatinganindependentanddependentclause).
Nowthatyouvesuccessfullyusedthequotationinyoursentence,itstimetoexplainwhatthat
quotationsmeanseitherinageneralsenseorinthecontextofyourargument.Herearesome
templatesforexplainingquotations:
TemplatesforExplainingQuotations
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Inotherwords,Xasserts__________.
Inarguingthisclaim,Xarguesthat__________.
Xisinsistingthat_________.
WhatXreallymeansisthat____________.
ThebasisofXsargumentisthat___________.
InterviewSituations

1.Whatwasthemostexcitingthingyoudidlastsummer?Explain.
2.Describeasituationwhensomethingcompletelywackyhappened.
3.Whatsthestrangestthingthathappenedtoyouatwork?
*ThesetemplatesarederivedfromGeraldGraffandCathyBirkenstein's"TheySay/ISay":The
MovesThatMatterinAcademicWriting,secondedition
Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

Summary,Paraphrase,andQuotationin
Context
TimeEstimate

35minutes
Objective

Tohavestudentsgainexperiencereadingforandworkingwithsummaries,paraphrases,and
quotationsincontext.
Materials

Summary,Paraphrase,andQuotationhandout

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ComputerLabOptionMaterials

Wordprocessingprogram
Digitalprojector
Procedures

Thislessonworksbestwhenusedafterotherlessonsonsummary,paraphrase,orquotation.
1.PassouttheSummary,Paraphrase,andQuotationinContext"handoutandgivestudents
enoughtimetolocateanyofthepotentialissuesrelatedtosummaries,paraphrases,or
quotations.Encouragestudentstobothlocateandidentifyawaytoreviseeachofthe
issues.(1520minutes)
2.Gothroughtheessaywiththeclass,focusingonthesummary,paraphrase,andcitation
issuestrytoavoidcommentingonsomeoftheotherwritingandmechanicalconcerns.
(15minutes)
Thereareanumberofissuesincludingthefollowing:
Summarizedsectionsappeartobesummarizedhastilyandwithoutappropriate
citation
Paraphrasedsectionsmayincludelanguagethatisnotthewritersownandmaynot
becorrectlycited
Quotationsarenotsetupappropriately
Thereisanincorrectapplicationofasetcitationstyle,missingcitations,andan
incorrectWorksCitedpage
Studentswilllikelypickuponthecitationproblemsbutarelesslikelytolocatethe
summaryandparaphraseproblemsbecausetheyonlyseetheresultofthefinished
summaryorparaphrase.Forthesesections,lookforjargonorkeywordsthatstandout
fromtheothersectionsofthewritersessay.
ComputerLabOption

Usingtheinstructorscomputerandthedigitalprojector,projecttheessayduringdiscussionand
highlight/commentuponthepassagesstudentsselect.Studentscanalsoworkontheessaywithin
awordprocessingprogrambycommentingoncopiesthathavebeenemailedtothem.
Contributors:CristynElder,EhrenPflugfelder,ElizabethAngeli.
Summary:
Theseresourcesprovidelessonplansandhandoutsforteachersinterestedinteachingstudents
howtoavoidplagiarism.Theresourcesaskstudentstopracticesummarizing,paraphrasing,and
quoting.Theresourceswithtitlesthatinclude"Handout"providehandoutsthatarefreetoprint
foryourstudentsbyusingtheprintoptioninyourwebbrowser.The"Handout"resources
correspondwiththeresourcelistedaboveit.

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Handout:Summary,Paraphrase,and
QuotationinContext
SportsareBasictoHumanity
IagreewithMichaelNovekthatsportsaremoreaboutbeautyandphysicalprowessthanabout
thedebasingstandardsofoursociety.Hemakestheclaimthatpeoplewhodontappreciate
sportingactivitiesaremissingthepointandmissingoutonsomeofthemostbasicpartsof
humanity.Thesepeoplearenotreallyunderstandingwhatitmeanstobeahumanbeing,
becausetheyfailtogetthepointofsports.Thepointofsportsistocompeteinvictoriousbattle
andwinagainstanopponentandtoactinwaysthatprovesportsareabeautifulactofnature.
Sportsareallaboutthemostbasicurgesofourspecies.Humanbeingsarecompetitiveby
nature,andassuch,havedevelopedcompetitivegamesthatrepresentthesenatures.Eversince
cavementhrewspearsatanimals,andeversincetheydeterminedwhichcavemancouldthrowa
spearthefurthest,peoplehavebeenobsessedwithdirectcompetition.Todenythatpeopleare
competitiveistodenytheverythingthatmakesushuman.Sportsareallaboutfacingoff
againstyouropponentandbeatingtheminagamethatisbothfairandaggressive.Allpeople
understandhowimportantitistofaceoffinacompetitivechallengesometimeintheirlife:
whetheritbeachessmatchorafootballgame,peopleallaroundtheworldunderstandthebasic
driveforcompetition.Noveksays:areritualsconcerninghumansurvivalonthisplanetandhe
isright(Novek45).Sportsareaboutourmostbasicdesiresashumanbeingandweexpress
thosedesireseverytimeapersonthrowsabasketballorblocksanopponent.Weexplain
ourselvesthroughsportsandthelanguageofsports,soweconstantlyexpresshowimportant
sportingactivitiesaretooureverydaycomprehensionofself,subjectivity,andharmonious
intertextuality.
Ofcourse,sportsandgamesarealsomorethanjustrunningaroundandtryingtobeatother
people.Wealsothinkofsportsasmorelikeanartformwhereourmorenobleelementscome
intoplayagainsteachother.Peopleoftenclaimthatsportsbringoutthebestinathletesandthat
athleticcompetitionisalotlikeballetorartisticexpression.Justbecausecompetitivesportscan
beloathsome,doesntmeanthatitcantalsobebeautiful.Wevaluesportsforthewaythat
peoplejumpandrun,nitonlyforthephysicalaptitudethatoccurs.Thosewhohavecontempt
forsports,ourseriouscitizens,areadangertothehumanrace,antsamongmen,dronesinthe
honeycomb.Novekisrightinsuggestingthispointaswell.Peoplearemorethanworkerbees,
atleastthosethatparticipateorlovesportingactivitiesare.
Becausesportsarepartoftheartisticexperienceofbeinghuman,wevaluethemtheyshowus
whatitisliketooperateatourartisticbest.LynnSwannofthePittsburghSteelerswasnotonly
agiftedathlete,butalsoaballetdancerfornearlynineyearsatthenearprofessionalskilllevel,
andheclaimedthatballetdancinghelpedhimcompeteinfootballinamorecompleteway
balletmadehimbetteratfootballbecauseitwassimilarphysically.Balletisanartmuchlike
footballisanart,andanyonewhosuggeststhatallsportsarecorruptorbarbaricdoesntknow
thathalfofit.AsRichardHintersonsaysinhisarticleonthesametopic,sportsarelikethebest
ofwhathasbeenthoughtandsaid.Hisessayisabouthowcompetitionisbeautifulandmuch
likeacoherentconflictthatimitatestheresonancehumanbeingsembodywhenachieving
subjectivity.Sportsareanimportantpartofhumanexpression.Sportsarentdeficientin
humanity,theyarefullofhumanity.
Thirdly,sportsaremuchmorethaneverydayactivities,becausethosewhoparticipateinsports,
fromthejuniorvarsitysoccerplayertothestartingtightendforanNFLteam,aresimilarin
anotherway.PeoplewhoparticipateinsportsarereallyplayingGodforashorttime.They
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controlthedestinyofateam,oratleastthemselves,insomethingthatissupposedtobeworth
morethanthemselves.Sportsaresymbolicofhowpeopleinteractinalotofways,andbecause
ofthis,theyshowustheoriginalgeneticnatureofhomosapiens.LikeHintersonargues,wetalk
aboutsportsconstantlybecausetheyrepresenthoweachandeveryoneofusperformsartand
competesinbattle,insmallerways,everydayofourlives.Welookuptoprofessionalathletes
becausetheysucceedinwaysthataremoreobviousandcoveredbythemediathanthewaysthat
wesucceedtheyplayGodsforashorttimeandwelookatthemasgodsbecauseifit.
Hinterson,inhisforthchapter,basicallyclaimsthatwehavethissamedrive,thisinternal
fabricationfromwhichwefulfillourmanifestdesirestowardtheubermensch.
Peopleshouldrespectsportsbecausetheyrepresenteverydaylifeinanumberofways.Sports
givevoicetoourconflicts,ourbasicemotionsandourdesiretoseepeopleplayGod(59).
Insteadofbeingmorerefinedthantherestofuswhoplaysports,thoseindividualswhohate
sportsaredeficientinbeinghumanbecausetheydontunderstandthatsportscanexpressa
numberofveryhumanvirtues.
WorksCited
Novek,Michael."SportsandourDriveforDistance."NewYork:CapstonePublishing.

Copyright19952016byTheWritingLab&TheOWLatPurdueandPurdueUniversity.Allrightsreserved.
Thismaterialmaynotbepublished,reproduced,broadcast,rewritten,orredistributedwithoutpermission.Useof
thissiteconstitutesacceptanceofourtermsandconditionsoffairuse.

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