summaries[1]

8/14/2019 Summaries[1]

1/35

1

Faculdade de Motricidade

Humana

Masters Course in

Phisiotherapy Sciences

Scientific English 2nd Session

quoting, paraphrasing, and

summarizing


2/35

2

What are the differences among

quoting, paraphrasing, andsummarizing?

These three ways of

incorporating other writers'

work into your own writing

differ according to the

closeness of your writing to thesource writing.

Quotations

To quote means to copyexactly a portion of a text,

with the purpose of presenting

the author's actual words.

Quotations must match the

source document word for wordand must be attributed to the

original author.


3/35

3

Paraphrasing

involves putting a passage fromsource material into your own words.

A paraphrase must also be

attributed to the original source.

Paraphrased material is usually

shorter than the original passage,

taking a somewhat broader segment

of the source and condensing it

slightly.

Summarizing

involves putting the main idea(s)

into your own words, including only

the main point(s). Once again, it is

necessary to attribute summarized

ideas to the original source.

Summaries are significantly shorter

than the original and take a broad

overview of the source material.


4/35

4

Why use quotations, paraphrases, and

summaries?

Quotations, paraphrases, and summaries serve many purposes.You might use them to:

n provide support for claims or add credibility to your writing

n refer to work that leads up to the work you are now doing

n give examples of several points of view on a subject

n call attention to a position that you wish to agree or disagreewith

n highlight a particularly striking phrase, sentence, or passage byquoting the original

n distance yourself from the original by quoting it in order to cue

readers that the words are not your ownn expand the breadth or depth of your writing

Writers frequently intertwine

summaries, paraphrases, andquotations. As part of a summary

of an article, a chapter, or a book,

a writer might include paraphrases

of various key points blended with

quotations of striking or suggestive

phrases as in the followingexample:


5/35


6/35

6

QUOTATIONS

When to quote instead of paraphrase:

When the wording of the original is

memorable or vivid and you can't re-write it

to sound any better

When the exact words of an authority would

lend support to your own ideas

When you want to draw attention to theauthor's opinion, especially if that opinion

differs greatly from other experts' opinions


7/35

7

There are several ways to

integrate quotations into your text.Often, a short quotation works well

when integrated into a sentence.

Longer quotations can stand alone.

Remember that quoting should be

done only sparingly; be sure that

you have a good reason to include a

direct quotation when you decide to

do so.

Common Errors in Quoting:

If you misquote your source, you arenot making fully ethical use of that

source. Be sure to closely check

every word and punctuation mark in

the original text. Do not quote very

long passages; consider using a

combination of quoting, summarizing,

and paraphrasing to represent theargument or information presented in

the original text.


8/35

8

SUMMARIES

To answer questions such as what was the

movie about? How did the game go? andwhat did I miss in class today? you must be

able to summarize. Your questioner doesn't

want to know every line and action in the

movie, every play in the game, or every word

from class; the question asks you to select

the important details and summarize them.

Similarly, when you summarize a reading you

need to be able to find the important dataand then present it as clearly and concisely

as possible.


9/35

9

Good summaries are harder to

write than you may think - bad

summaries are easy!

A summary is a shortened or condensed

version, in your own words, of

something you have read. Not only an

important writing skill, summary writing

is also a valuable learning tool. The most

common kind of summary writing in

college requires you to read the work

of someone else, to be able to pick outthe most essential idea, and to put

these ideas into your own words.


10/35

10

The summary, therefore,

becomes a tool forunderstanding what you read; it

forces you to read critically,

differentiating between main

ideas and minor points.

Summary writing also forces

you to write clearly because you

cannot waste any words.

Characteristics of Summaries:

- Summaries identify the source of original text.

- Summaries demonstrate your understanding of a text.

- Summaries are shorter than the original text-they omit

the original text "examples, asides, analogies, andrhetorical strategies.

- Summaries focus exclusively on the presentation of the

writer's main ideas-they do not include your

interpretations or opinions.

- Summaries normally are written in your own words-they donot contain extended quotes or paraphrases.

- Summaries rely on the use of standard signal phrases("According to the author..."; "The author believes..."; etc.).


11/35

11

The first aim of the summary is brevity: your job as

a summary writer is to convey in as few words as

possible the information contained in the piece of

writing. Because the summary is concerned with

stating the ideas of someone else, the second aim of

the summary is objectivity. This is not the place to

respond to a writer's ideas but to demonstrate your

understanding of them. The third aim of the

summary, completeness is the most crucial. Bothobjectivity and brevity will follow from your ability to

isolate and concentrate on the main idea contained in

the selection you are summarizing.

The key features of a

summary:

(1) it is shorter than the

source,

(2) it repeats the ideas of

the source in different

phrases and sentences.


12/35

12

Summing-up is a technique that follows

strict rules:

1. The original text is cut to about onethird.

2. Only the main ideas are mentioned;

that means that no repetitions are

allowed.

3. Specific statements are combined toform general statements.

4. Direct or reported speech are

changed into statements, with the

exception of very important quotations.

Tips for Summary Writing:

When you have to sum up

written texts follow these hints:


13/35

13

1. Read the text quickly in order to find the

main ideas - general focus and content (skimming)

2. If necessary look at special passages of the

text in order to make clear that you have got all

the main ideas (scanning).

3. Take a pencil and underline, highlight, or circle

key sentences, phrases, and words (marking).

Omit specific details, examples, description, and

unnecessary explanations. Note: you may need togo through the article twice in order to pick upeverything you need.

4. Write down key-words, i.e. words that

sum up the meaning of the text, but whichneedn't necessarily occur in the text (making

notes).

5. Sum up the key-words in simple

sentences (summing up in simpleform)

6. Combine the simple sentences by

using conjunctions like "as, though,

because, since" etc. (summing up in

complex form).


14/35

14

7. Compare the original text with

your text to find out that you've

got the essential information

(check).

The most Important Issue to Consider When

Summarizing

n DO NOT LEAVE YOURSELF OPEN TO ANY CHARGE OFPLAGIARISM - In general, the citation of the author'sname or the title of his/her work in your text signals toyour reader that you are starting to use source material.If the name or title is not cited in your text, readers maynot be aware that a new source has been introduced untilthey reach the parenthetical note. The reader may notknow where your thoughts have ended and the author'shave begun. If you do not cite your author by name or

mention the title of the source, be certain to use your ownvoice to provide continuity between quotations: "One studyreports..." "Other researchers indicate...."


15/35

15

Guidelines for Summary

Writing

1. Read the article carefully - twice!

Remember this: a summary ismostly a readingexercise. It is

impossible to write an accurate

summary after reading an article

quickly or just one time. Most

problems in summary writing have

more to do with understanding thetext than writing the summary.


16/35

16

2. Take notes on the main points

and supporting details on aseparate sheet of paper. Be

careful to use your own words!

Although this might seem like a

waste of time, when it comes

time to write a essay, this

extra effort will really "payoff."

3. Begin your summary by

mentioning the author and title.The publication and date may

also be mentioned.

Margaret Talbot's essay "The

Gender Trap" (Washington Post

Magazine 11/20/94) examinesthe value of women's colleges

today.


17/35

17

4. Using your notes, write

your summary on aseparate sheet of paper.

Proof-read what you

wrote, checking the

organization, content,

grammatical conventions,and style.

5. Avoid unnecessary details

Summaries are supposed to

give general information only;

if the reader needs details,

he needs to read the original

piece.


18/35

18

6. Don't necessarily followthe exact organizational

pattern of the original writer.

Remember that your

summary should reflect your

own way of thinking andwriting.

7. Don't give your own opinion

The form and expression of a

summary makes it clear to the

reader that you are accurately

presenting the ideas of another

author. If you add your own

opinion to an otherwise well-formed

summary, your opinion will appearto be that of the author's.


19/35

19

8. Finally use your own style

of writing. Do not copy the

original author's writing style.

What should you do if your

summary is too long?n Most of the time we write summaries

that are too long rather than too short.

If your summary falls into this category

check through it, looking for the

following errors:


20/35

20

Excessive content

First, you have to make sure thateverything that you have included is

important. You might have repeated a

point or given too much emphasis to

another which is merely a supporting

point. Next, look carefully at examples

or details that you have included.

These are often the easiest elements

to remove.

engt y expressions

Most summaries simply use toomany words. The best and only

solution is to cross out all words

which are not important. This may

very often improve the quality of

the expression and enhance your

ideas. The language may betightened by reducing the number

of words in the following ways:


21/35

21

Changing verbs

For example replace "make up your mind"with "decide."

Splitting sentencesIf a sentence has two or three clauses, divide it into shorter

sentences by leaving out the conjunction. You may even use

semi-colons to replace conjunctions.

Adjectives and adverbsThese two parts of speech are usually over-used. In many

cases they can be omitted without damaging the sense of the

passage.

Shortening phrasesThe most common cause of excessive length is the use of three

or four words where a single word would be just as effective.

For example "as well as"can be replaced with "and."

Insufficient contentSummaries can sometimes become too short because

important points have been left out. The first

priority in such a situation is to check again that all

the points have been included. This will often reveal

an omission of some kind.

Look carefully to see if you have:

over-simplified a point;combined two separate but related points.

What should you do if your summary is too short?


22/35

22

If you still find your version too short,

check:

examplesdetails

It may be that you could include more

of these, or perhaps cover those that

you have included in more detail. Do

this by adding a phrase, clause or

sentence in the appropriate part of the

passage.

Over-brief expression

It may be that your summary is toocondensed that the reader will find it

hard to grasp its meaning. This may

result in ambiguity or uncertainty.

Errors of grammar can also cause your

expressions to be too brief. Perhaps

you have forgotten to include a main

verb in a sentence. Usually errors suchas this can be corrected by inserting a

single word in the right place.


23/35

23

PARAPHRASING

Paraphrasing is a way for you to smoothlyintegrate the ideas of someone else into your

own essay. When a writer paraphrases a

section from a source (for instance, when a

student paraphrases a few sentences from a

newspaper article to use in his research

paper), what he is actually doing is turning

the original text into his own words. He's not

adding his own opinion, and he's not using the

original wording: he's "translating" the

original text into his own language, to flow

better with his own writing.


24/35

24

A paraphrase is an accurate, thoroughrestatement of the original text in your own

words. It will actually be about as long as the

original work, and it will most certainly retain all

of the original ideas. Paraphrases, when they

appear within a paper, must be cited, because they

are the author's ideas that come from the original

work, not your own ideas.

Again, a good paraphrase is accurate, complete,and in your own voice...and you must cite it!

In short, a paraphrase is...

- your own rendition of essential

information and ideas expressed by

someone else, presented in a new form.

- one legitimate way (when accompanied

by accurate documentation) to borrow

from a source.- a more detailed restatement than a

summary, which focuses concisely on a

single main idea.


25/35

25

Paraphrasing is a valuable skill because...

n it is better than quoting information.

n it helps you control the temptation to

quote too much.

n the mental process required for

successful paraphrasing helps you to

grasp the full meaning of the original.

When to paraphrase:

n When the ideas are more important than theauthor's authority or style

n When the original language isn't particularlymemorable, but the ideas are

n When the original language is too difficult tounderstand (for instance, when the particular

jargon or complexity of the original work is sodifficult to understand that you need toparaphrase it so that the meaning isimmediately clear)


26/35


27/35

27

5 Steps to Effective Paraphrasing

1. Reread the original passage until you

understand its full meaning. If you

don't understand it, you can't

paraphrase it correctly. That's

guaranteed.

2. Set the original aside, and write yourparaphrase on a note card.

3. Look back at the original to see if you

have changed the grammar and vocabulary. Ifnot, change them now. Make sure that your

version accurately expresses all the essential

information in a new form.

4. Use quotation marks to identify any unique

term or phraseology you have borrowed

exactly from the source.

5. Record the source (including the page) on

your note card so that you can credit iteasily if you decide to incorporate the

material into your paper.


28/35

28

Common Errors in Paraphrasing:

If you follow the sentence

structure of your source, only

changing words here and there,

you are not paraphrasing but

plagiarizing.

Some examples to compare


29/35


30/35

30

An acceptable summary:

Students should take just a few notes in

direct quotation from sources to help

minimize the amount of quoted material

in a research paper (Lester 46-47).

A plagiarized version:

Students often use too manydirect quotations when theytake notes, resulting in toomany of them in the finalresearch paper. In fact,probably only about 10% ofthe final copy should consistof directly quoted material.So it is important to limit theamount of source materialcopied while taking notes.

Students frequently overusedirect quotation in takingnotes, and as a result theyoveruse quotations in thefinal [research] paper.Probably only about 10% ofyour final manuscript shouldappear as directly quotedmatter. Therefore, youshould strive to limit theamount of exact transcribingof source materials whiletaking notes. Lester, JamesD. Writing Research Papers.2nd ed. (1976): 46-47.


31/35

31

Below is a quotation followed by

three samples, one of which

inadvertently plagiarizes.

The Passage as It Appears in the SourceCritical care nurses function in a hierarchy of roles. In this open heartsurgery unit, the nurse manager hires and fires the nursing personnel.The nurse manager does not directly care for patients but follows theprogress of unusual or long-term patients. On each shift a nurseassumes the role of resource nurse. This person oversees the hour-by-hour functioning of the unit as a whole, such as considering expectedadmissions and discharges of patients, ascertaining that beds areavailable for patients in the operating room, and covering sick calls.Resource nurses also take a patient assignment. They are the mostexperienced of all the staff nurses. The nurse clinician has a separatejob description and provides for quality of care by orienting new staff,developing unit policies, and providing direct support where needed,

such as assisting in emergency situations. The clinical nurse specialist inthis unit is mostly involved with formal teaching in orienting new staff.The nurse manager, nurse clinician, and clinical nurse specialist are thedesignated experts. They do not take patient assignments. Theresource nurse is seen as both a caregiver and a resource to othercaregivers. . . . Staff nurses have a hierarchy of seniority. . . . Staffnurses are assigned to patients to provide all their nursing care. (Chase,1995, p. 156)


32/35

32

Word-for-Word Plagiarism

Critical care nurses have a hierarchy of roles. The nursemanager hires and fires nurses. S/he does not directlycare for patients but does follow unusual or long-termcases. On each shift a resource nurse attends to thefunctioning of the unit as a whole, such as making surebeds are available in the operating room, and also has apatient assignment. The nurse clinician orients new staff,develops policies, and provides support where needed. Theclinical nurse specialist also orients new staff, mostly byformal teaching. The nurse manager, nurse clinician, andclinical nurse specialist, as the designated experts, do nottake patient assignments. The resource nurse is not only acaregiver but a resource to the other caregivers. Withinthe staff nurses there is also a hierarchy of seniority.Their job is to give assigned patients all their nursing care.

CommentsNotice that the writer has not only borrowedChases material (the results of her research) with noacknowledgment, but has also largely maintained theauthors method of expression and sentencestructure. Some phrases are directly copied from thesource or changed only slightly in form. Even if thewriter had acknowledged Chase as the source of thecontent, the language of the passage would be

considered plagiarized because no quotation marksindicate the phrases that come directly from Chase.And if quotation marks did appear around all thesephrases, this paragraph would be unreadable.


33/35

33

A Patchwork ParaphraseChase (1995) describes how nurses in a critical careunit function in a hierarchy that places designatedexperts at the top and the least senior staff nursesat the bottom. The experts the nurse manager,nurse clinician, and clinical nurse specialist are notinvolved directly in patient care. The staff nurses, incontrast, are assigned to patients and provide alltheir nursing care. Within the staff nurses is ahierarchy of seniority in which the most senior canbecome resource nurses: they are assigned a patientbut also serve as a resource to other caregivers. Theexperts have administrative and teaching tasks suchas selecting and orienting new staff, developing unitpolicies, and giving hands-on support where needed.

CommentsThis paraphrase is a patchworkcomposed of pieces in the originalauthors language and pieces in thewriters words, all rearranged into a newpattern, but with none of the borrowedpieces in quotation marks. Thus, even

though the writer acknowledges thesource of the material, some phrasesare falsely presented as the writersown.


34/35

34

A Legitimate Paraphrase

In her study of the roles of nurses in a critical care unit,Chase (1995) also found a hierarchy that distinguished theroles of experts and others. Just as the educationalexperts described above do not directly teach students,the experts in this unit do not directly attend to patients.That is the role of the staff nurses, who, like teachers,have their own hierarchy of seniority (p. 156). The rolesof the experts include employing unit nurses andoverseeing the care of special patients (nurse manager),teaching and otherwise integrating new personnel into theunit (clinical nurse specialist and nurse clinician), andpolicy-making (nurse clinician). In an intermediate positionin the hierarchy is the resource nurse, a staff nurse withmore experience than the others, who assumes direct careof patients as the other staff nurses do, but also takes ontasks to ensure the smooth operation of the entirefacilit .

CommentsThe writer has documented Chases

material and specific language (by direct

reference to the author and by

quotation marks around language taken

directly from the source).


35/35

Perhaps youve noticed that a number of phrases from theoriginal passage appear in the legitimate paraphrase: critical

care, staff nurses, nurse manager, clinical nurse specialist,

nurse clinician, resource nurse. You can borrow them

legitimately because they are all precise, economical, and

conventional designations that are part of the shared language

within the nursing discipline. In every discipline, some phrases

are so specialized or conventional that you cant paraphrase

them except by wordy and awkward circumlocutions that would

be less familiar (and thus less readable) to the audience. When

you repeat such phrases, youre not stealing the unique phrasing

of an individual writer but using a common vocabulary shared bya community of scholars.

summaries[1]

Documents