INCORPORATING SOURCES:

QUOTING, PARAPHRASING AND

SUMMARIZING
Romalyn A. Rziardo
 STEPS IN DEVELOPING SKILLS IN
LOCATING SOURCES

•1. Locate works/ researches to be

cited.
•2. Use strategies in identifying
related literature
 QUOTING

•is used when you want to copy word for

word a part or portion of a writer’s work.
•It may be a line, a phrase, sentence or
paragraph
 Reasons for using a quote:
• The text should strongly support your idea, which means
that it comes from an authority in the field.
• You are lifting the exact words because the statement or text
may have been worded so well that paraphrasing may not be
able to capture the meaning.
• Direct quotations should be used sparingly as too many
quotes may not make your paper scholarly.
Example:

As a result, the discussion dragged on as both

members, M1 and M2 insisted on their beliefs. Crowe
et.al. (1997) explain that “many people resist new
knowledge that does not conform to existing
schemata…” (p. 149). (In Lee, 2002)
 PARAPHRASING

•restating a statement or
passage in your own words
The following are observed in paraphrasing:

• The meaning conveyed in the paraphrased material should

be the same as that of the original source.
• The length should be the same or almost the same.
• The structure is different from that of the source.
• Technical terms or generally accepted terms may be
retained.
• The source is indicated in the paraphrased.
 STEPS IN PARAPHRASING
1. Read and understand the text carefully. Read it in several
times so can get the meaning.
2. Identify (underline or highlight) technical terms and major
ideas.
Gredler (2001): “the reinforcements delivered to peers and
others are all influences on learning” (p. 342)
3. Express these major ideas in your own words.
influences learning: factors in learning
affect learning
reinforcements: encouragements
support in learning
delivered to peers given to peers and other individuals
and others:

• The encouragements given to peers and other

individuals affect learning (Gredler, 2001).
4. Use paraphrasing strategies.
• Change the part of speech
❖ Mary Smith, an English teacher
❖ Mary Smith, who teaches English
• Use synonyms
❖ Richards (2010) argues Richards (2010) contends
❖ Global problems… Global crisis

• Change the structure of the text (from complex to compound or

vice versa< active to passive or vice versa, use different
connectors)
Possible answers:

• Learning is affected by the encouragements given

to peers and other individuals (Gredler, 2010)
• The encouragements that individuals give to peers
influence learning (Gredler, 2001)
To check the correctness of the paraphrase, ask:

• Is the meaning the same as that of the original

source?
• Is the structure different from the original source?
• Is the length of the paraphrase the same or almost
the same as the original?
• Does the paraphrase indicate the source?
 SUMMARIZING
• A summary is a short version of the original text
unlike a paraphrase.
• A good summary provides the major points; it does
not announce what the article or text is all about.
• You also have to indicate the source of your
summary.
Stoltz and Fischhhel (2003) examined parental
interventions when their children encountered
difficulties in the text and concluded that meaningful
feedback came from parents of less skilled readers than
parents of better readers. (Lee, 2011)
Which is a good summary?
Lee (2011) studied parents’ Lee (2011) found in her study
reading practices. of parents’ reading practise
that a majority of the parents
seldom read to their children.
Which of the two choices is a better paraphrase?