Содержание
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Thaddeus McCleary M.Ed - TESOL English Language Fellow English Teacher / In-Service Trainer K-12 Public Schools South Korea 2009-2013 Adult ESL Instructor AmeriCorps Service USA 2013-2015 English Language Fellow Donetsk National University Vinnytsia 2015-2016
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Academic Writing
Summarizing Others and Yourself Based on the Academic Writing for Publication series RELO, Jakarta, Indonesia
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Summarizing Others
Learn and Give Credit
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“Old School”
Build a deck of cards.
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Read and study the source. Write down what you understand in your own words. Check the source again for any important direct quotations. Record information about the source and the specific quotations author date page numbers publication name location
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Play Cards
Organize your summaries into a succinct literature review.
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Did I Plagiarize?
Word-for-Word Plagiarism “borrowing words” without using quotations Patchwork Plagiarism mixing pieces with your own words Substitutive Plagiarism using synonyms to hide direct copying of ideas
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Word-for-Word Plagiarism Many writers shy away from summarizing. It might be because they don’t want to take the trouble to go back to the text in question and wrestle with what it says, or maybe it is because they fear that devoting too much time to other people’s ideas will take away from their own. When they write a response to an article, writers like this might offer their own views on the article’s topic, but they hardly mention what the article itself argues or says. On the other extreme are those who do nothing but summarize. They lack confidence in their own ideas, so these writers so overload their texts with summaries of others’ ideas that their own voice gets lost. And since their summaries are not animated by the writers’ own interests, they often read like mere lists of things that X thinks of Y says. That is, they lack clear focus.
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Why is it plagiarism?
Notice that the writer has “borrowed” Graff & Birkenstein’s words and has also largely maintained the authors’ method of expression and sentence structure. The underlined phrases are directly copied from the source or changed only slightly. Even if the student had cited Graff & Birkenstein as the source of the content, the passage would be plagiarized because no quotation marks indicate that the phrases come directly from the original text.
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(Graff & Birkenstein, 2014) “Many writers shy away from summarizing – perhaps because they don’t want to take the trouble to go back to the text in question and wrestle with what it says, or because they fear that devoting too much time to other people’s ideas will take away from their own. When assigned to write a response to an article, such writers might offer their own views on the article’s topic while hardly mentioning what the article itself argues or says. At the opposite extreme are those who do nothing but summarize. Lacking confidence, perhaps, in their own ideas, these writers so overload their texts with summaries of others’ ideas that their own voice gets lost. And since their summaries are not animated by the writers’ own interests, they often read like mere lists of things that X thinks of Y says – with no clear focus.”
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Patchwork Plagiarism Graff and Birkenstein (2014) describe how many writers shy away from summarizing. They explain that perhaps this occurs because writers don’t have time to go back to the text in question and wrestle with what it says. These writers avoid mentioning what the article argues or says, and they only offer their own views on merely the article’s topic. On the other hand, some authors do nothing but summarize. They seem to lack confidence in what they have to say, so writers like this summarize others’ ideas to the point that their own voice gets lost.
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Why is it plagiarism?
This paraphrase is composed of pieces in the original author’s language and pieces in the new author’s words. They are all rearranged into a new pattern, but none of the borrowed pieces are in quotation marks. Thus, even though the writer acknowledges the source of the material, the underlined phrases are falsely presented as the new author’s own.
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(Graff & Birkenstein, 2014) “Many writers shy away from summarizing – perhaps because they don’t want to take the trouble to go back to the text in question and wrestle with what it says, or because they fear that devoting too much time to other people’s ideas will take away from their own. When assigned to write a response to an article, such writers might offer their own views on the article’s topic while hardly mentioning what the article itself argues or says. At the opposite extreme are those who do nothing but summarize. Lacking confidence, perhaps, in their own ideas, these writers so overload their texts with summaries of others’ ideas that their own voice gets lost. And since their summaries are not animated by the writers’ own interests, they often read like mere lists of things that X thinks of Y says – with no clear focus.”
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Substitutive Plagiarism Many writers avoid summarizing – maybe because they don’t want to be bothered to go back to the text and understand with what it says, or maybe they fear that devoting that much time to other’s ideas will diminish their own. When they write a response to an article, these writers offer their views on the article’s topic but barely mention what the article argues. On the other hand, some authors do nothing but summarize. They lack confidence, perhaps, in their own ideas. These writers overload their texts with summaries of others’ ideas so much that their own voice gets lost. Since their summaries are not animated by their own interests, the summaries often read like lists of things that X thinks of Y says. That is, they have no clear focus.
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Why is it plagiarism?
This paraphrase, much like Patchwork Plagiarism, is composed of the original author’s language, but some words have been changed to be synonyms to avoid direct plagiarism. All of the ideas, most of the sentence structure, and most of the words are from the original source, and none of the borrowed ideas or words are attributed to the original author. The words are falsely presented as the new author’s.
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A Good Summary with Quotations and a Citation In The Art of Summarizing, Graff and Birkenstein (2014) provide two different problems that arise when authors attempt to summarize source material. For one, some authors do not look at the main point, or argument, of an article. Instead, these authors focus on the article’s topic and explain their own opinion to such an extreme that they leave out any reference to how the article’s argument plays a part in their research. Another problem some authors face is summarizing too much. These authors “so overload their texts with summaries of others’ ideas that their own voice gets lost” (p. 31). Due to these difficulties, many authors choose to avoid summarizing altogether.
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Why is it a good summary?
The writer has documented Graff & Birkenstein’s material and specific language (by direct reference to the authors and by quotation marks around language taken directly from the source). The writer has changed Graff & Birkenstein’s language and sentence structure. This is also the method an author can use to add material to fit his or her new purpose.
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Is this plagiarism?
Discuss the following scenarios with a partner.
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1
Annisa is a student who has been working with a writing center tutor on a paper for her English class. Her tutor, Farel, has studied in the United States for several years and is fluent in English. Annisa has been going to the writing center for about a week and feels that Farel offers a lot of great advice. He often crosses out two or three sentences and rewrites them for her. She doesn’t really understand the new sentences, but trusts that Farel knows what he is doing. He even sometimes asks Annisa what she is thinking and then writes a new sentence for her. If Annisa turns the paper in for her class, has she plagiarized?
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2
Professor Rafi is working with a student on a research project. The student graduated before the paper was published, though, and has left the city for a job elsewhere. Before she left, the student completed her half of the research, leaving Rafi with the resultant data. Rafi uses that data in a new project and writes an article for publication without consulting his old student. Is Rafi allowed to claim that he is the only author?
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3
Gita is a student working on a paper for her economics class. She knows her roommate took the class the previous year. She asks her roommate for help with the paper and uses a lot of her roommate’s sources and ideas. Carla then turns the paper to her professor. Has she plagiarized?
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4
Abigail is an associate professor of linguistics and has published several original research papers in international journals and more than ten articles in national journals. She has spent several weeks compiling notes for a literature review that she hopes to send to a national journal in a few weeks. Unfortunately, when she looks at her notes, she can’t remember if the words are directly quoted from the original source or if she paraphrased the information while she was reading. She no longer has the books at her home. She decides to change some of the words just in case and finishes her literature review. Has she made the right decision?
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5
Henry is enrolled in a two-credit art class. In addition to a final art project, he also has to write a five-page essay on a historic art movement of his choice. He uses a lot of material from the Internet in his essay, and he doesn’t have time to cite it properly. He figures it is OK since most of his grade is based on the art project. The class isn’t really an academic class, so Henry figures it doesn’t matter whether the quotes are cited properly. Is he guilty of plagiarism?
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Summarizing Yourself
Crafting an Efficient Abstract
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The Abstract
What is the purpose an an abstract? What are the elements of an abstract? What makes an abstract good? How long should an abstract be? How does it relate to being published?
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an ‘elevator pitch’
gives a concise summary, communicates its importance
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a quick view
Help other researchers like you find what they need.
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a map
outlines the structure of your paper
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Average Length
words
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Top 10 Reasons Abstracts are not Accepted
Title does not summarize content. Research question or purpose is not clear or is not congruent with methods. Methods are not aligned with results. Results section fails to report results. Importance or significance of the topic is underdeveloped. Western Institute of Nursing
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Conclusions are not supported by data. Implications for subject research, practice or education are not supported by results. Template headings are missing. Grammatical errors and writing problems. Jargon is confusing or undefined. Western Institute of Nursing
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You Decide
Evaluate two example abstracts.
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Abstract #1
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This paper presents and assesses a framework for an engineering capstone design program. We explain how student preparation, project selection, and instructor mentorship are the three key elements that must be addressed before the capstone experience is ready for the students. Next, we describe a way to administer and executing the capstone design experience including design workshops and lead engineers. We describe the importance to assessing the capstone design experience and report recent assessment result of our framework. We comment specifically on what students thought were the most important aspects of their experience in engineering capstone design and provide quantitative insight into what parts of the framework is most important. Accepted or Rejected? 110 words
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This paper presents and assesses a framework for an engineering capstone design program.We explain how student preparation, project selection, and instructor mentorship are the three key elements that must be addressed before the capstone experience is ready for the students. Next, we describe a way to administer and executing the capstone design experience including design workshops and lead engineers. We describe the importance to assessing the capstone design experience and report recent assessment result of our framework. We comment specifically on what students thought were the most important aspects of their experience in engineering capstone design and provide quantitative insight into what parts of the framework is most important. Concise Statement of Objectives
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This paper presents and assesses a framework for an engineering capstone design program.We explain how student preparation, project selection, and instructor mentorship are the three key elements that must be addressed before the capstone experience is ready for the students.Next,we describe a way to administer and executing the capstone design experience including design workshops and lead engineers.We describe the importance to assessing the capstone design experience and report recent assessment result ofour framework. We comment specifically on what students thought were the most important aspects of their experience in engineering capstone design and provide quantitative insight into what parts of the framework is most important. Written in the ‘First Person’
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This paper presents and assesses a framework for an engineering capstone design program. We explain how student preparation, project selection, and instructor mentorship are the three key elements that must be addressed before the capstone experience is ready for the students. Next, we describe a way to administer and executing the capstone design experience including design workshops and lead engineers. We describe the importance to assessing the capstone design experience and report recent assessment result of our framework. We comment specifically on what students thought were the most important aspects of their experience in engineering capstone design and provide quantitative insight into what parts of the framework is most important. No Results are Given
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This paper presents and assesses a framework for an engineering capstone design program. We explain how student preparation, project selection, and instructor mentorship are the three key elements that must be addressed before the capstone experience is ready for the students. Next, we describe a way to administer and executing the capstone design experience including design workshops and lead engineers. We describe the importance to assessing the capstone design experience and report recent assessment result of our framework. We comment specifically on what students thought were the most important aspects of their experience in engineering capstone design and provide quantitative insight into what parts of the framework is most important. Grammar Errors
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Abstract #2
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The greatest obstacle to the development of policies for the curtailment of gender bias is the lack of information on the scope and effects of the problem. This study represents an attempt to quantify attitudes toward gender bias among professional women engineers working in the State of Kuwait. The major findings that emerged were as follows: a) Since 1970, Kuwait has witnessed an enormous growth rate in the participation of women in higher education. b) With respect to job-related factors of salary scale, professional treatment, responsibility, benefits, and vacation, a clear majority (68%) of the professional Kuwaiti women engineers surveyed expressed a feeling of equality with or even superiority to their male counterparts. c) The one job-related factor in which significant gender bias was found to be in operation was that of promotion to upper management positions. In this criterion, the women engineers surveyed felt “less than equal” to their male colleagues. Accepted or Rejected? 154 words
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The greatest obstacle to the development of policies for the curtailment of gender bias is the lack of information on the scope and effects of the problem. This study represents an attempt to quantify attitudes toward gender bias among professional women engineers working in the State of Kuwait. The major findings that emerged were as follows: a) Since 1970, Kuwait has witnessed an enormous growth rate in the participation of women in higher education. b) With respect to job-related factors of salary scale, professional treatment, responsibility, benefits, and vacation, a clear majority (68%) of the professional Kuwaiti women engineers surveyed expressed a feeling of equality with or even superiority to their male counterparts. c) The one job-related factor in which significant gender bias was found to be in operation was that of promotion to upper management positions. In this criterion, the women engineers surveyed felt “less than equal” to their male colleagues. Significance Developed
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The greatest obstacle to the development of policies for the curtailment of gender bias is the lack of information on the scope and effects of the problem. This study represents an attempt to quantify attitudes toward gender bias among professional women engineers working in the State of Kuwait. The major findings that emerged were as follows: a) Since 1970, Kuwait has witnessed an enormous growth rate in the participation of women in higher education. b) With respect to job-related factors of salary scale, professional treatment, responsibility, benefits, and vacation, a clear majority (68%) of the professional Kuwaiti women engineers surveyed expressed a feeling of equality with or even superiority to their male counterparts. c) The one job-related factor in which significant gender bias was found to be in operation was that of promotion to upper management positions. In this criterion, the women engineers surveyed felt “less than equal” to their male colleagues. Clear Statement of Objectives
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The greatest obstacle to the development of policies for the curtailment of gender bias is the lack of information on the scope and effects of the problem. This study represents an attempt to quantify attitudes toward gender bias among professional women engineers working in the State of Kuwait.The major findings that emerged were as follows: a) Since 1970, Kuwait has witnessed an enormous growth rate in the participation of women in higher education. b) With respect to job-related factors of salary scale, professional treatment, responsibility, benefits, and vacation, a clear majority (68%) of the professional Kuwaiti women engineers surveyed expressed a feeling of equality with or even superiority to their male counterparts. c) The one job-related factor in which significant gender bias was found to be in operation was that of promotion to upper management positions. In this criterion, the women engineers surveyed felt “less than equal” to their male colleagues. Summary of Findings Provided
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“Rhetorical Moves”
(Swales, 1994)
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Academic Writing
Summarizing Others and Yourself Based on the Academic Writing for Publication series RELO, Jakarta, Indonesia
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