Lecture 6

Academic integrity. Avoiding plagiarism. In-text

citation. Paraphrasing. Summarizing

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 Compare
• 2.3 Multimodal Communication
• In the realm of social media, multimodal communication refers to the
strategic integration of various modes such as text, images, videos, and
interactive elements to convey information effectively. Analyzing a
Multimodal Discourse of an Instagram account, devoid of a specific
organization like NASA, allows for an examination of how diverse entities
leverage visual and textual elements to engage and communicate with their
audience. Such an analysis might reveal how different content creators,
influencers, or brands utilize a combination of visual aesthetics, captions,
and hashtags to shape their online presence and convey specific messages.
The interactive nature of social media platforms, including likes,
comments, and shares, also becomes a focal point, shedding light on the
dynamic relationship between content creators and their audience.
• In the absence of a specific organizational context, researchers explore
how the broader social media landscape facilitates the dissemination of
information and the construction of meaning. This analysis encompasses a
range of topics, from the impact of trending hashtags on content visibility
to the role of user-generated content in shaping public discourse.
Multimodal communication on social media platforms not only reflects
individual or collective identities but also contributes to the ongoing
evolution of digital communication norms. …
• (ChatGPT-3.5)
• 2.3 Multimodal Communication
While language is important to examine, it is equally important to
analyze the functions of images, which play a large role in today’s social
media. Platforms often integrate linguistic content with image content,
acting as hubs for multimodal communication. As such, Kress and van
Leeuwen (2021) argue that we must move away from an outdated idea of
literacy—the “old visual literacy”—that views reading/writing as superior
to images and only sees images as a replication of what language has
already said. Instead, we must recognize that both modes of communication
express information in unique ways, allowing for some overlap of
information but also vastly different types of information, a perspective that
recognizes a “new visual literacy” (Kress & van Leeuwen, 2021, p. 21).
Pertinent to this study is the discursive landscape of science
communication, which other studies have examined using multimodal
approaches (E et al., 2011; Jewitt et al. 2001). Inherent in science
communication are the processes of knowledge construction and
management. Just as we find that knowledge is constructed linguistically, it
is also constructed visually and often multimodally (E et al., 2011; Jewitt et
al., 2001). In the visual modality, metaphors and analogies can be
constructed through images (Jewitt et al., 2001). Perhaps more important,
however, is a central theme of interaction and cohesion between modalities.
These interactions must be examined because they do not always align.
(taken from Tomber D. L. A Multimodal Discourse Analysis of NASA's
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Instagram Account. MA thesis. Portland State University, 2023)
Academic integrity

• Academic integrity is the commitment to and demonstration of honest

and moral behavior in an academic setting.
• This is most relevant at the university level as it relates to providing credit to
other people when using their ideas. In simplest terms, it requires acknowledging
the contributions of other people. Failure to provide such acknowledgement is
considered plagiarism.

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Plagiarism
• Plagiarism (from Latin plagiarius ‘thief’) is the dishonest act of presenting the
words of another writer as if they were our own. You commit plagiarism
whenever you use a source in any way without indicating that you have used it.
• Plagiarizing a source:
• word-for-word continuous copying without quotation marks (indentation) or mention of
the author’s name,
• copying many words and phrases without quotation marks or mention of the author’s
name,
• copying an occasional key word or phrase without quotation marks or mention of the
author’s name,
• paraphrasing without mention of the author's name,
• taking the author's idea without acknowledging the source
• (Heffernan, Lincoln, 1986: 523-524).
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Plagiarism

• You should always provide references to the sources you use or mention
in your research. Historically, plagiarism has been viewed as an
academic crime, which is evident from the collocation commit
plagiarism.
• Intentional plagiarism also called deliberate or prototypical plagiarism.
• Unintentional plagiarism also referred to as textual or accidental
plagiarism.
• Self-plagiarism is copying from your own earlier work; also considered
unacceptable.

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Examples of unacceptable source use, i.e. plagiarism
ORIGINAL TEXT (Source: Pears and Shields, 2013)
Paraphrase: a restating of someone else's thoughts or ideas in your own words.
PLAGIARISED TEXT #1 - copied, no in-text citation
Paraphrase means restating of someone else's thoughts or ideas in your own words.
PLAGIARISED TEXT #2 - copied
According to Pears and Shields (2013), paraphrase means restating of someone
else's thoughts or ideas in your own words.
ACCEPTABLE TEXT #1 - using in-text citation + quotation marks
According to Pears and Shields (2013), paraphrase means "restating of someone
else's thoughts or ideas in your own words".
ACCEPTABLE TEXT #2 - using in-text citation + using paraphrase
According to Pears and Shields (2013), paraphrase is a restatement of another
person's ideas or thoughts using your own words. 6
Avoiding plagiarism

• Plagiarism Checkers
• https://www.grammarly.com/plagiarism-
checker
• https://plagiarismdetector.net/
• https://www.check-plagiarism.com/

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In-text citations

• The words or phrases of other authors used in academic writing to

illustrate a point are called quotations, or citations.
• They are used to demonstrate familiarity with the field of investigation,
provide support for research claims or criticism.
• By describing what has already been done in the field, citations point the
way to what has not been done and thus prepare a space for new research
• (Swales, 1990: 181)
• Quotations (citations) may be direct or indirect.

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Direct quotations
• comprise the exact words of the author
(1) The author's words in quotation marks (double in American usage and single in
British) are incorporated into the text and separated from the rest of the sentence
by a comma or colon. This is typical for short quotations (fewer than four typed
lines or approximately 45 words).

In the words of Steven Pinker (1995: 18), ‘Language is not a cultural artifact that we
learn the way we learn to tell time or how the federal government works. Instead, it is
a distinct piece of the biological makeup of our brains.’

Noam Chomsky (1965: 93) writes: "There is no aspect of linguistic study more
subject to confusion and more in need of clear and careful formulation than that
which deals with the points of connection between syntax and semantics.”
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Direct quotations
(2) If the quotation is long, it is set off by indentation rather than enclosed in quotation marks.
The parenthetical note follows after a space, without additional punctuation.

• Use ellipsis dots (...) to indicate that you have deliberately omitted words in writing out the
quotation. Be careful not to make an omission that distorts the original. Use brackets […] 10
to
mark explanatory words added within a quotation.
Indirect quotations (citations)
• are integrated into the text as paraphrase. They are not enclosed in quotation
marks.
Janet Holmes (1992: 174) points out that the issue whether women speak
‘better’ English than men has been the source of considerable debate.
• A good paper is written in your own words, not in the words of others. You
should feel free to summarize and paraphrase your sources, compressing them
and putting them into your own words.
• But you should accurately quote rather than summarize a statement
• when it precisely and concisely expresses one of the author's fundamental views,
• when its language is notably vivid or eloquent,
• when you are expected to analyze it in detail.

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Reporting verbs
• Quotations are introduced with ‘reporting’ verbs referring to mental
processes that are part of research work (analyze, conclude, describe,
develop, design, discover, examine, explain, explore, investigate, observe,
predict, recognize, revise, solve, study), or that are expressed in the text
(affirm, argue, assume, believe, claim, consider, emphasize, explain, imply,
presume, suggest). Some reporting verbs have an evaluative meaning.
• Reporting verbs, also known as referring verbs, are verbs which are used
when you report or refer to another writer's work. They are needed to
connect the in-text citation to the information which you are citing.
• Sharpling (2012) points out that reporting verbs have subtle differences in meaning.
• University of Adelaide (2014) states that using the same reporting verb all the time is
both repetitive and boring.
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Reporting verbs
• https://www.eapfoundation.com/writing/references/reporting/index.php#exercises
• https://www.eapfoundation.com/quiz/?quizzes=all&types=writing

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Documentation
• Giving credit to cited sources is called documentation.
• There are two main methods of documenting:
• Numeric, which involves putting a number near the quotation (usually in square
brackets), e.g., [5, p. 67] or [5, 67]. The full reference (identification of a source) is
given then in the bibliography at the end of the paper – in numerical sequence.
• Parenthetical, which consists in putting a short reference in the text itself.
Normally, it includes the author's (authors') last name(s), the year of publication,
and page number(s) in parentheses (separated or not separated by a comma or a
colon), e.g., (Smith 2006, 31) or (Smith 2006: 31) or (Smith, 2006: 31). The full
references are given in the bibliography at the end of the paper.

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Author-prominent citations
• In author-prominent citations, the author’s name is used to introduce the
material cited, so only the year of publication and page number(s) are
given in parenthesis.

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Information-prominent citations
• Information-prominent citations focus on factual information provided by
the cited author. The parenthetical citation with the author's (authors') last
name(s), the date of publication, and page number(s) is placed at the end of
the citation.
• Some linguists have suggested that women tend to use more standard forms of
language than men (Holmes, 1992: 174).
• If a reference is made to the whole work, the page numbers are usually not
given, e.g., [5] or (Smith, 2006).
• If several authors are simultaneously cited, their names are separated in
parentheses by a semicolon, e.g., (Green, 2000; Edwards, 2002; Smith,
2006). Chronological order is preferable.

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• A comma or an ampersand (&) may be used in place of and between the names
of two co-authors, e.g., (Brown, Jones, 2004: 48) or (Brown & Jones, 2004: 48).
• If a reference is made to a paper written by more than two authors, it is possible
to give the name of the first co-author followed by the Latin abbreviation et al.,
which stands for et alia, meaning ‘and others’, e.g., (Erickson et al., 2005: 57).
• If references are made to two or more papers published by the same author in the
same year, lower-case letters a, b, c, etc. are attached to the year, e.g., (Clark,
2002a: 28), (Clark, 2002b: 65).
• If no author is given for the book, it is cited by its full title, or if the title is long,
by its first words, e.g., (College Cost Book, 2006: 56).
• If the material you are using was quoted by your source from some other source,
use the words quoted in (cited in) before the name of your source.
• According to the great Danish linguist Otto Jespersen, words are for the most part formed
in one of four ways: by adding to them, by subtracting from them, by making them up, and
by doing nothing to them (cited in Bryson, 1990: 64).
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In-text citation formats

• The three most common in-text citation formats are

• Harvard
• APA
• MLA

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Harvard
• The Harvard style, despite its American origins, is the most common
system used in the UK. It uses an author-date format. The exact format
will vary depending on how the citation is incorporated into the
sentence. If it is used as the subject of the sentence, with a reporting
verb, then the year is put in parentheses (brackets) after the author's
name. If, however, it is used in the middle or at the end of the sentence,
without a reporting verb, then the author's name as well as the year are
put in parentheses.
• University of Maryland University College (2016) indicates that the abbreviation
et al. should be used when there are four or more authors.
• The abbreviation et al. should be used when there are four or more authors
(University of Maryland University College, 2016: 52).
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APA
• The APA (American Psychological Association) style of referencing is
used in social science subjects, especially in the USA. It is very close to
the Harvard style. There are only two differences for in-text citations,
which are as follows:
• the abbreviation et al. is used when there are three or more authors for the work
cited (not four, as with the Harvard style)
• if there are two or more authors, and the work is cited in parentheses, the symbol
& should be used to link the names; note that if a reporting verb is used and the in-
text citation is used as the subject, the format is the same as for the Harvard style.
• The following is an example of the second point above.
• The abbreviation et al. should be used when there are three or more authors (Pears
& Shields, 2012, p.4).
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MLA
• The MLA (Modern Language Association) referencing style is used in some humanities
subjects, including language and literature, especially in the USA. It is an author-page
format, in contrast to the author-date format of the Harvard and APA styles. The main
differences between MLA and those styles are as follows:
• the author's first name(s) can be used along with the surname
• the year is not used
• for page numbers, the numbers are given without using p. or pp.
• no comma is used between the name and the page
• when there is more than one work by the same author, a shortened form of the title is used to
distinguish them
• Examples
• The abbreviation et al. should be used when there are three or more authors (Pears and Shields 4).
• Pears and Shields indicate that the abbreviation et al. should be used when there are three or more
authors (4).
• Smith states that Harvard in-text citations are the most commonly used in the UK ("In-text
citations"). Smith further states that reporting verbs are essential when using in-text citations, and
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that there are many such verbs, each with subtle differences in meaning ("Reporting verbs").
Synthesis
• Make your sources work together. Weave the sources into a coherent whole.
Make your sources talk to each other: ‘contrast some points of view,
subordinate the first to the second, and then lead up to a telling quotation that
reinforces your point as well as the main point of the paper’ (Heffernan,
Lincoln, 1986: 527-528).
• Synthesis is a key feature of analytical academic writing. It is the skill of
being able to combine a number of sources in a clause, paragraph or text to
either support an argument or refute it.
• We also synthesise sources to be able to compare and contrast ideas and to
further expand on a point. It is important that the writer shows the reader that
they have researched the subject matter extensively in order to not only
demonstrate how a variety of sources can agree or disagree but also to present
more balanced arguments.
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• https://academic-englishuk.com/synthesis/
Synthesis
• https://www.youtube.com/watch?v=L8yn8v5Ki2k

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Paraphrasing Skills
• Paraphrase is one of three ways of using another
writer's work in your own writing, the other two being
quotation and summary.
• The aim of paraphrasing is to change the words in the
original text, while keeping the same meaning.
• This is different from quotation, which has the same words
(as well as the same meaning). As the words have been
changed, a paraphrase should not use quotation marks
("...").
• Summary differs from paraphrase in that a summary is
shorter than the original, whereas a paraphrase is the same
length.

When you paraphrase another writer's ideas, you will need to

use in-text citations to acknowledge the source (this is the
same for all three ways of using another writer's work).
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Paraphrase
• Paraphrase is usually favoured over quotation for two reasons:
• it allows you to demonstrate understanding of the original work;
• allows you to integrate the idea into your own writing.
• Paraphrase is favoured over summary because it allows you to keep the
full meaning of the original text, rather than just stating the main points.
• Paraphrasing is presenting ideas and information in your own words and
acknowledging where they come from. By using your own words, you
demonstrate your understanding and your ability to convey this
information.

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How to paraphrase effectively
• https://academic-englishuk.com/
paraphrasing/
• Key steps to effective paraphrasing
• Highlight important words / key terms
(words that cannot be changed)
• Find synonyms / alternative words for
high frequency words
• Change grammar: sentence structure,
active to passive, nouns to verbs,
adjectives to adverbs, word order, etc..
• Check meaning
• A good paraphrase is different from the
wording of the original, without
altering the meaning. There are three
vocabulary techniques:
• changing words;
• changing word forms;
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• changing word order.
Paraphrasing. Example
• Original text 1, from Pears and Shields (2013, p.113)
• Paraphrase: A restating of someone else's thoughts or ideas in your own words.
• Paraphrase of text 1
• Paraphrasing is a restatement of another person's ideas or thoughts using your
own words.

• In this example, the following changes have been made:

• Paraphrase ⇒ Paraphrasing (change word form)
• restating ⇒ restatement (change word form)
• someone else's ⇒ another person's (change words)
• thoughts or ideas ⇒ ideas or thoughts (change word order)
• in ⇒ using (change word)
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Paraphrasing. Example
• Original text 2, from Bailey (2000, p.21)
• Paraphrasing involves changing a text so that it is quite dissimilar to the source yet retains all the
meaning.
• Paraphrase of text 2
• Paraphrase requires a text to be altered in a way which makes it different from the original while
keeping the same meaning.

• In this example, the following changes have been made:

• Paraphrasing ⇒ Paraphrase (change word form)
• involves ⇒ requires (change word)
• changing a text ⇒ a text to be altered (change word order)
• changing ⇒ altered (change word)
• so that it is ⇒ in a way which makes it (change words)
• dissimilar to ⇒ different from (change words)
• the source ⇒ the original (change words)
• yet retains all the meaning ⇒ while keeping the same meaning (change words)
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 Summarizing
• A summary is a synthesis of the main
points of an article written in your own
words.
• When you retell a story that someone has
told you, you repeat the story in your own
words. If your retelling is about the same
length as the original, it is a paraphrase.
If you shorten the story-retelling only the
most important points and leaving out the
details-it is a summary.

• Writing Technique Questions

• How many sentences are there in the
Original passage? In the paraphrase? In
the summary?
• Compare the paraphrase and the
summary. What two details were left out
of the summary?
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A good summary
https://academic-englishuk.com/summary-skills/
https://academic-englishuk.com/summary-language/

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References

• Федоренко О.І., Сухорольська С.М., Руда О.В. Основи лінгвістичних

досліджень: Підручник. – Львів: Видавничий центр ЛНУ ім. Івана Франка,
2008. – 255 с.
• https://www.eapfoundation.com/writing/references/reporting/index.php#exercises
• https://academic-englishuk.com/synthesis/
• https://www.eapfoundation.com/writing/skills/plagiarism/
• https://www.grammarly.com/plagiarism-checker
• https://academic-englishuk.com/paraphrasing/
• https://academic-englishuk.com/summary-skills/
• https://academic-englishuk.com/summary-language/
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