Academic Reading for Teacher Professional Development

Quoting, Paraphrasing, and Summarizing

vs. Plagiarizing

Why are they important?

Quoting, paraphrasing, and summarizing are all important because writers
need to support their thesis statement with relevant and credible details, facts,
and examples.

What is plagiarism?
Plagiarism is the act of taking another person's writing, conversation, song,
or even idea and passing it off as your own. This includes information from web
pages, books, songs, television shows, email messages, interviews, articles,
artworks or any other medium.

Students have been kicked out of college for being found guilty of
plagiarism. Some schools use turnitin.com and others, which automatically runs
your essay against every other essay on the web.

Example of plagiarizing

Original Source Material:

Technology has significantly transformed education at several major
turning points in our history. In the broadest sense, the first technology was the
primitive modes of communication used by prehistoric people before the
development of spoken language. Mime, gestures, grunts, and drawing of
figures in the sand with a stick were methods used to communicate -- yes,
even to educate. Even without speech, these prehistoric people were able to
teach their young how to catch animals for food, what animals to avoid,
which vegetation was good to eat and which was poisonous.

Plagiarized Version:
In examining technology, we have to remember that computers are not
the first technology people have had to deal with. The first technology was the
primitive modes of communication used by prehistoric people before the
development of spoken language. What line was plagiarized?

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How to avoid it?

• Plan out your essay using an organizer.
• Select credible sources to reinforce your thesis statement.
• Learn how to quote, paraphrase, and summarize. If you didn't write it, you
need to cite it.
Quoting, paraphrasing, and summarizing are writing techniques that allow
you to use another author’s work in your research. Citing others’ works adds
credibility to your work and provides support for your ideas.

Why do we use quotes, paraphrases, and summaries?

We use quotes, paraphrases, and summaries in writing for several
important purposes. They provide support for claims, enhancing the credibility of
the text and establishing a connection to authoritative sources. Additionally,
they allow us to reference earlier works that form the foundation of the current
discussion, showing the progression of ideas. These tools also offer opportunities
to present diverse perspectives on a topic, giving the reader a well-rounded
understanding. Quoting striking phrases or sentences from the original text can
emphasize significant ideas or powerful expressions while paraphrasing and
summarizing help broaden and deepen the content by integrating various
viewpoints seamlessly into the narrative.

Quoting:
Quoting is the act of directly using someone else's exact words in your
writing, enclosed in quotation marks, to highlight their significance or authority.
When quoting, it’s important to accurately reproduce the original wording and
provide proper citations to credit the original author. Quotes are often used to
emphasize a striking idea, provide evidence, or lend credibility to your argument
by showing that it is supported by an authoritative source.

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Quotations must be used carefully to ensure accuracy and proper

attribution. They should be identical to the original, preserving the exact wording,
punctuation, and formatting as it appears in the source. Additionally, quotations
should focus on a narrow segment of the source, selecting only the most relevant
portion to support the writer’s argument. It is essential that they match the source
document word for word to maintain the integrity of the original text. Finally, all
quotations must be attributed to the original author, providing proper credit and
allowing readers to trace the information back to its source.
Quoting involves selecting and incorporating someone else’s exact words
into your writing while following proper guidelines.
• Choose Relevant Material: Select a specific and meaningful
segment of the original source that supports your argument or
highlights a key point.
• Enclose in Quotation Marks: Place the exact words from the source
within quotation marks to clearly indicate they are not your own.
• Introduce the Quote: Provide context or a lead-in phrase to explain
why the quote is being used, such as "According to [author]…" or
"As stated in [source]…."
• Cite the Source: Include an in-text citation or footnote to credit the
original author and specify the source, following the required
citation style (e.g., APA, MLA, Chicago).
• Integrate Smoothly: Blend the quote into your own writing so it flows
naturally, avoiding abrupt transitions.
• Limit the Length: Use only the part of the text that is directly relevant,
and if necessary, use ellipses (…) to omit unimportant parts or
brackets [] to clarify or modify the wording.

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Example of Quotation:

According to Roger Sipher, a sociologist at Harvard, a solution to the perceived

crisis of American education is to "Abolish compulsory-attendance laws and
allow only those who are committed to getting an education to attend."

The research states, "The majority of participants reported improved mental

health after engaging in regular exercise" (Smith et al., 2021, p. 45).

According to a study by Brown and Johnson (2020) "Student engagement is a

critical factor in academic success. When students actively participate in
discussions, collaborate on projects, and immerse themselves in their studies,
they are more likely to develop a deeper understanding of the material.
Furthermore, engagement fosters a sense of community and belonging, which
has been shown to positively impact motivation and overall well-being.
However, barriers such as lack of resources, unclear instructions, and
unaddressed learning differences can significantly hinder engagement."

Common phrases and expressions that are often used when introducing
quotations in writing. These phrases help seamlessly integrate quotes into your
work:

General Phrases for Quoting:

• According to [author/source], "..."
• As [author] explains, "..."
• [Author] states, "..."
• In the words of [author], "..."
• [Author] argues that, "..."
• [Author/source] observes, "..."
• [Author/source] suggests, "..."
• As noted by [author/source], "..."
Phrases to Highlight Significance
• [Author/source] emphasizes, "..."
• As highlighted by [author], "..."
• [Author] points out that, "..."

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• [Author/source] stresses, "..."

• It is significant that [author] states, "..."
Phrases to Introduce Evidence
• Research conducted by [author] reveals, "..."
• Studies have shown that, "..."
• [Author/source] demonstrates, "..."
• Data from [source] confirms, "..."
• [Author] provides evidence, stating, "..."
Phrases to Provide Context
• As described in [source], "..."
• [Author/source] elaborates, "..."
• As illustrated in [source], "..."
• As detailed by [author], "..."
Phrases for Agreeing or Disagreeing with a Quote
• This aligns with [author’s] statement that, "..."
• Contrary to [author’s] view, "..."
• While [author] claims that, "..."
There are two ways to quote someone’s words: direct and indirect
quoting:
a) Direct quoting
e.g. Yang and Cheung (2003) argue, “… teaching grammar to ESL/EFL
students may sometimes involve mechanical drills, but even drills should require
students to think.”

In a direct quote, the words are exactly the same as they appear in the
original source and the quoted part is put in quotation marks.

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b) Indirect quoting
e.g. Yang and Cheung (2003) argue that teaching grammar to ESL/EFL
students may sometimes involve mechanical drills and that even drills should
require students to think.

In an indirect quote, the writer’s words are presented in another way

without quotation marks. A change in the tense or sentence structure may be
needed.
Reporting verbs:
The reporting verb “argue” is used in the two examples above. Reporting
verbs are used to introduce words of others and they indicate your stance on
them. The following table provides a list of common reporting verbs:
Functions Examples
agreeing admit, agree, accept, acknowledge,
recognise, support
advising advise, propose, recommend, suggest, urge
arguing and persuading advocate, argue, caution, convince, prove
believing assert, assume, believe, claim, insist, maintain
concluding conclude, infer
disagreeing and questioning challenge, debate, deny, disagree, doubt,
oppose, question, refuse, reject
discussing comment, discuss, explore
emphasising accentuate, emphasise, highlight, stress, warn
evaluating and examining analyse, assess, compare, contrast, evaluate,
examine, investigate
explaining and presenting clarify, define, describe, explain, illustrate,
mention, point out, present, remark, reveal,
state

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Exercise 1: Look at the sentences below carefully and choose the most appropriate
answer.
1. Chan (2013) urges the authority to take immediate action to stop the spread of

the virus.

______________________________________________________________________________

2. Brown (2000) suggests that schools should adopt the new assessment system.

______________________________________________________________________________

3. Johnson (2003) argues for the use of green materials in the construction of

buildings.

______________________________________________________________________________

4. Li (2021) questions if the test is valid.

______________________________________________________________________________

5. Wong (2009) explains why there is a need for reclamation.

______________________________________________________________________________

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Paraphrase:
A paraphrase is a restatement of someone else's ideas or information in
your own words while preserving the original meaning. It is typically used to
clarify or simplify the original text, integrate it seamlessly into your writing, or avoid
overusing direct quotations. Paraphrasing requires rephrasing both the structure
and wording of the source material, but it still requires proper attribution to the
original author to avoid plagiarism.
In other word, paraphrasing means putting information from a source into
your own words. A paraphrase is generally the same length or slightly shorter
than the original source. For this example, let’s try paraphrasing the following
section.
Characteristics of a Good Paraphrase:
• Maintains the Original Meaning: It conveys the same idea as the
original text without changing the intent or significance.
• Uses Different Words and Structure: The phrasing and sentence
structure should be noticeably distinct from the original.
• Is Attributed to the Source: Even though the words are your own, you
must credit the original author.
Paraphrasing involves rewriting someone else's ideas in your own words
while maintaining the original meaning.
Read and Understand the Original Text
• Read the text carefully to grasp its full meaning.
• Identify the key points or main ideas you need to paraphrase.
Take Notes Without Looking at the Original
• Close the source and write the main points in your own words from
memory.
• This helps ensure you don’t accidentally copy the original phrasing.

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Use Your Own Words and Sentence Structure

• Change the vocabulary by using synonyms or alternative
expressions.
Example: Replace “important” with “crucial” or “essential.”
• Alter the sentence structure while keeping the meaning intact.
Example: Turn a passive sentence into an active one.
Include Attribution
• Clearly indicate the source of the information.
• Use phrases like:
“According to [author/source]…”
“As noted in [source]…”
“[Author/source] explains that…”
Compare with the Original
• Revisit the original text to ensure your paraphrase:
• Reflects the same meaning.
• Avoids using too many words or phrases from the source.

Use Appropriate Citation

• Always credit the original author, even though you’re using your
own words. Include an in-text citation or footnote as required by
your style guide (e.g., APA, MLA).

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Example of Paraphrase:

Original Text:
"The increase in global temperatures over the past century has been primarily
driven by human activities, such as the burning of fossil fuels, deforestation,
and industrial processes, which have significantly elevated greenhouse gas
concentrations in the atmosphere." (Smith & Taylor, 2020)

Paraphrased Version:
Smith and Taylor (2020) argue that human actions, including the use of fossil
fuels, deforestation, and industrial activities, are the main contributors to rising
greenhouse gas levels, which have caused a steady rise in global temperatures
over the last 100 years.
--------------------------------------------------------------------------------------------------------
Original Text:
"Collaborative learning strategies enhance critical thinking skills and improve
academic outcomes because students engage in discussions, solve problems
together, and learn from diverse perspectives." (Johnson et al., 2019)

Paraphrased Version:
According to Johnson et al. (2019), methods that promote group collaboration
are effective in boosting academic performance and critical thinking by
encouraging students to share ideas, work on problem-solving collectively,
and benefit from varied viewpoints.
--------------------------------------------------------------------------------------------------------
Original Text:
"The development of new dialects is often influenced by geographical
isolation, social interactions, and exposure to different cultural norms." (Garcia,
2020)

Paraphrased Version:
Garcia (2020) explains that geographical separation, social dynamics, and
cultural influences contribute significantly to the creation of new dialects.

There are several useful phrases and strategies that can help when
paraphrasing, especially in academic writing. These phrases can assist in
restating ideas clearly while maintaining the original meaning and avoiding
plagiarism.

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Phrases for Introducing Paraphrases

• According to [author/source], …
• As [author/source] suggests, …
• [Author/source] explains that, …
• In [author's] view, …
• [Author] argues that, …
• As noted by [author], …
• [Author/source] states that, …
• [Author/source] highlights, …
• It is pointed out by [author] that, …
• As described by [author], …
Phrases for Changing Sentence Structure
• This means that …
• This suggests that …
• This implies that …
• In other words …
• To put it another way …
• To clarify, …
• That is to say, …
Phrases for Rephrasing Concepts
• [Author] emphasizes that …
• The point made by [author] is that …
• It can be inferred that …
• [Author] shows that …
• [Author] provides evidence that …
• The evidence presented by [author] suggests …
• As discussed by [author] …
• [Author] notes that …
• In [author’s] opinion, …

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Phrases for Summarizing

• In summary, …
• In brief, …
• To sum up, …
• In short, …
• Overall, …
• In essence, …
• To summarize, …
Phrases for Clarification and Expansion
• This can be interpreted as …
• [Author/source] further elaborates, …
• As expanded upon by [author], …
• [Author] elaborates on this idea, …
• [Author] provides more details, …
• It is also noted that …
Phrases for Expressing Results and Implications
• This results in …
• As a consequence of this …
• This leads to …
• This demonstrates that …
• This has significant implications for …
• This highlights the importance of …

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Exercise 2: Choose the best answer for each blank to paraphrase the original
sentences provided.
1. South America has great mineral wealth. It has about 20% of the world’s iron
ore. South America also has large quantities of oil and natural gas.
South America has great mineral (a.)___________ . It has about (b.)___________
of the world’s iron ore. South America also has large (c.) ___________ of oil and
natural gas.

2. Egypt reached the pinnacle of its power in the New Kingdom, after which it
entered a period of slow decline. A number of foreign powers, including the
Nubians, the Assyrians and the Persians, attacked or occupied Egypt. The
Greek Kingdom ruled Egypt until 30 BC when it fell to the Roman Empire.
After reaching its (a.)_____________ in power in the New Kingdom, Egypt
began to decline. During the course of its history, Egypt (b.)________________ by
a number of foreign powers, including the Nubians, the Assyrians, as well as the
Persians, and it was (c.)________________ the Greek Kingdom until 30 BC, when
it was conquered by the Roman Empire.

3. One of the educational fields where visuals are often used is language
education. The difficulties of working with abstract concepts in language can
be reduced or eliminated by the use of visuals. Visuals can help provide a
meaningful context, present the network of concepts, summarise the
relationships between concepts, motivate students and facilitate teaching.
Images are also effective means to illustrate concepts with examples.
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________
____________________________________________________________________________

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Summarizing:
Summarizing is the process of condensing a larger text or passage into a
shorter version while retaining the main points and key ideas. The goal of
summarizing is to give a clear and concise overview of the original content
without including all the details, examples, or redundant information. A summary
should focus on the essence of the material and be expressed in your own
words.

Summarizing is useful in various situations, such as providing a brief

overview of a lengthy article or study, which helps distill the essential information
for easier understanding. It is also helpful when condensing a lecture or
presentation, enabling the key points to be communicated more efficiently.
Summarizing is ideal when you need to highlight the most important ideas or
concepts without including unnecessary details. In research, summarizing is
essential for presenting sources, articles, or studies in your own writing, allowing
you to incorporate the core information while maintaining clarity and brevity.

Key Characteristics of Summarizing:

• Concise: A summary should be much shorter than the original text.

• Main Ideas: It focuses on the key points or essential information,
leaving out less important details.
• Own Words: The summary should be written in your own words,
although the core ideas of the original text must remain intact.
• Objective: A summary is usually neutral and does not include
personal opinions or interpretations.

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How to Summarize:

• Read and Understand the Text: Before summarizing, you must fully
understand the material.
• Identify Main Ideas: Identify the primary concepts, arguments, or
events in the text. Highlight key points or themes.

• Eliminate Unnecessary Details: Remove minor details, examples, or

repeated points that don't affect the core meaning.

• Use Your Own Words: Rewrite the main ideas in your own words,
keeping the focus on clarity and brevity.
• Keep it Short and Focused: A summary should be significantly shorter
than the original text while still conveying the main ideas.

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Example of Summarizing:

Original Text:
"The Amazon rainforest is one of the most vital ecosystems on Earth. It is
home to millions of species, many of which have not yet been discovered. The
rainforest is also crucial for regulating the Earth's climate and producing
oxygen. However, the Amazon faces severe threats from deforestation,
logging, and agriculture, which contribute to the loss of biodiversity and
exacerbate climate change."
Summary:
The Amazon rainforest is a critical ecosystem that regulates the climate,
produces oxygen, and supports diverse species. However, it is under threat
due to deforestation, logging, and agriculture, leading to biodiversity loss and
contributing to climate change.
-------------------------------------------------------------------------------------------------------
Original Text:
"Active learning is an instructional approach that engages students in the
learning process by encouraging them to take an active role in their own
learning, rather than passively receiving information. Techniques like group
discussions, problem-solving, and hands-on activities allow students to apply
what they have learned, leading to better retention of knowledge and
improved critical thinking skills. Numerous studies have shown that active
learning increases student engagement and academic performance across
various subjects, especially when integrated with technology." (Johnson & Lee,
2020)
Summary:
Johnson and Lee (2020) highlight that active learning involves students
actively engaging with content through activities like group discussions and
problem-solving, which enhances knowledge retention and critical thinking.

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Research indicates that integrating active learning with technology boosts

student engagement and academic performance.
-------------------------------------------------------------------------------------------------------
Original Text:
"Teacher collaboration is a key factor in improving teaching quality and
student outcomes. By sharing best practices, strategies, and resources,
teachers can develop more effective teaching methods and address
challenges in the classroom more effectively. Studies have shown that when
teachers collaborate, they create a supportive professional environment that
fosters innovation and continuous improvement. Collaborative teaching also
leads to increased teacher satisfaction and lower burnout rates." (Miller &
Carter, 2018)
Summary:
Miller and Carter (2018) explain that teacher collaboration improves
teaching quality and student outcomes by allowing teachers to exchange
strategies and resources. Research shows that collaboration fosters a
supportive environment, leading to innovation, better job satisfaction, and
reduced burnout among teachers.

There are several useful phrases that can be employed when summarizing
text. Below are some commonly used phrases in summarizing:
Phrases for Restating Ideas
• This means that …
• This suggests that …
• This implies that …
• The main point is …
• The key idea is …
• This indicates that …
• The central idea is …

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• The focus is on …
• The core argument is …
• The takeaway is …
Phrases for Showing Relationships
• As a result, …
• Therefore, …
• Consequently, …
• Thus, …
• In this way, …
• As mentioned above, …
• As previously stated, …
• In light of this, …
Phrases for Generalizing
• It can be concluded that …
• It is clear that …
• It is evident that …
• It can be inferred that …
• One can observe that …
• This suggests …
• This shows that …
Phrases for Condensing Information
• This covers …
• This encapsulates …
• This summarizes …
• This condenses …
• This outlines …
• This represents …
Phrases for Connecting Ideas
• In other words, …

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• That is to say, …
• To put it another way, …
• Simply put, …
• To clarify, …
• In simpler terms, …
Exercise 3: Summarise the following sentences using any appropriate strategies.

1. Tropical cyclones in the Philippines can occur any time of the year, with the
months of June to September being the most active. Approximately 20 tropical
cyclones enter the Philippine Area of Responsibility yearly, an area which
incorporates parts of the Pacific Ocean and the Philippine Archipelago (with the
exception of Tawi-Tawi province).

2. The import of chicken, goose and duck meat has to be suspended after
Thailand reported an outbreak of highly pathogenic H5 bird flu earlier this week.

3. Vincent van Gogh was a Dutch Post-Impressionist painter who posthumously

became one of the most famous and influential figures in Western art history. In
a decade, he created about 2,100 artworks, including around 860 oil paintings,
most of which date from the last two years of his life. They include landscapes,
portraits and self-portraits, and are characterised by bold colours and dramatic,
impulsive and expressive brushwork that contributed to the foundations of
modern art. Not commercially successful, he struggled with severe depression
and poverty, eventually leading to his suicide at the age of thirty-seven.

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