2.2.2 Avoiding Plagiarism (b): Citations

IEF (informal early feedback) results summary

Outline of this lesson:

• Recognize and learn to use APA (American Psychological Association) citation style
• Integrate in-text citations and create a list of references following the APA citation guide

A. Warm-up exercise:

Click here to view the exercise.

Read 4 different examples of in-text citations. Which of the 4 in-text citation(s) do you think is/are correct? If there is anything you want to change, what would you change?
(source: Purdue OWL)

Citation style for research papers (Long Island University)

Purdue OWL
Complete discipline listing

Make consistent use of only ONE citation style in every paper you write.


B. APA citation style

1. introduction to APA

APA stands for American Psychological Association and is the most frequently used citation format in the social sciences

APA regulates in-text citations and references (list of sources found at the end of a paper)

Purdue OWL: APA General Format

Questions:

• What information is usually included when citing other sources in your writing?
• What information is at the beginning of a citation?
• What information is at the end of a citation? 
• What information is at the end of a paper? How is it organized?

2. Practice in pairs: about APA

Student A
Student B


C. In-text citation practice

Click here to view (key)


D. APA Reference List Worksheet 

Click here to view (key)


E. Homework

1. Read article #2 & #3 before next class.
2. Practice using the APA format for article #1, #2 and #3

2.2.1 Avoiding Plagiarism (a): Paraphrasing and when (not) to quote

Informal Early Feedback:

Purpose: 
Students will provide informal early feedback to their instructor around the 5th or 6th week of the semester. This will help the instructor evaluate how the class is going from the students' perspective AND to give the instructor a starting point of how to IMPROVE the remainder of the semester.

Note: 
Students should remain anonymous.

Method for ESL 500_C1:
Please click the link below, and complete the form.

Your opinion is very important for your instructor and for the quality of the instruction. Your opinion will NOT affect your performance or grade in this course. Thank you for your cooperation!

IEF SURVEY




Outline for this lesson:

• Recognize plagiarism
• What are the consequences of plagiarism
• What are the three strategies to avoid plagiarism
• How to use the three strategies to avoid plagiarism

Ppt of this class
Differences between summary, paraphrasing and quoting

A. Plagiarism



B. Three strategies

To summarize
To paraphrase
To quote

C. Practice: How to paraphrase
(source: https://owl.english.purdue.edu/exercises/28/12/33/)

1). Read the passage on your own first.
2). Retell it to your partner in your own words. Please try your best not to refer back to the original paragraph when you are retelling it.
3). Paraphrase the paragraph you just read.

pair 1
pair 2
pair 3
pair 4
pair 5
pair 6

https://owl.english.purdue.edu/exercises/28/12/33/answer

2.1 Summary Writing

Outline for this lesson:

• Identify common introductory phrases for summary writing, practicing correcting weak phrases.
• Understand purpose and variation in summary reminder phrases, practicing correcting weak phrases.
• Identify strengths and weakness in sample summary texts.

A. Before writing a summary

Discuss the following questions:

• What do you need to do before writing a summary?
• What are the qualities that a good summary have?

Writing a good summary requires these things 


B. Exercise

What are strong and weak summaries?
click here to practice. Please only look at page 1

Task 8 & 10: click here


C. Homework:

Read article #1 "Alternatives to animal testing gaining ground: Researchers, regulators develop new systems for experiments", and summarize it 1/3 of the original length.
DUE: Next Monday, 09/28 by 11:59pmvia Compass2g website

2.0 Synthesis Essay Overview

Student Outcomes:

As a result of this unit and assignment, students will be able to:

• Identify and synthesize main ideas within different types of texts
• Summarize and paraphrase from academic texts effectively without plagiarizing
• Recognize different types of plagiarism and correct specific plagiarism errors
• Create in-text citations and bibliographies to attribute and locate sources

Assignment Description:

Students will practice summarizing 3 articles (you can find them at the bottom of this post) to gain practice in appropriate integration and synthesis of source material. The articles will be introduced separately and specific class time will be dedicated to writing a paragraph summary for one of the articles selected by the teacher. For the final assignment, students will submit:
1) the summary of articles #1, and 
2) an informative synthesis essay. 
Both the summary and the essay should be provided with feedback from the instructor and revised at least once by the student. Standard APA citation style will be used to gain practice in appropriate attributive language and avoiding plagiarism. The thesis statement of the synthesis essay could be one of the following: 
a) compare/contrast on a common idea, 
b) discussion of main themes or issues related to the topic, or 
c) claim to an argument with support from the three sources. 

Assignment Prompt & Grading Rubric

Please click here to view

3 Articles:

Topic: Alternatives to Animal Testing

Article #1: Alternatives to animal testing gaining ground (assignment)

Article #2: The Price of Killing Off Animal Testing (for practice)

Article #3: Avoiding Animal Testing (for practice)

Previous student's sample: 

Please click here to view

About Individual Conference (09/21, Monday)

The Objective of Individual Conferences:

The individual conferences allow the opportunity for additional communication and support between the instructor and each individual student. Instructors should use this meeting to review where students are in their writing process and where they need to be, and to create action goals for their students.

These conferences should focus on students' performance on the final writing assignment for the course, which is students' final demonstration of understanding of the course skills.

Accomplish: During the conference, instructors should elicit any questions that the student has on their draft for the final major assignment, provide feedback and clear goals for the student to improve on and work toward for the final draft, and discuss the student's current grade in the course.

There will be two individual conferences for each student during this semester. Each one will last for about 10-15 minutes. One will be at the end of the Unit 1 (in September), and the other will be at the end of Unit 3 (in November).

ATTENDANCE REQUIREMENT: There will be no regular class on the individual conference day, but you have to sign up for an appointment with your instructor and show up on time in order to check your attendance on that day. Missing your appointment is the equivalent of an absence. PLEASE DO NOT BE LATE!

When and where:

Please sign up here for your individual conference. 

What to do before your individual conference:

What to do before your appointment: Before coming to your appointment with your instructor, please review the feedback from your instructor for at least once (it will be available one day prior to your appointment, which means by this Sunday). Prepare any question you have, and please show up on time. That would be most effective and efficient for a successful appointment with your instructor. 

1.6 Introductions and conclusions

Outline of this lesson:

• understanding the function of introduction and conclusion
• identifying the structure of introduction
• identifying the structure of conclusion

(ppt of this class)

A. Function of introduction and conclusion

Introduction: Funnel: an upside-down triangle (general -> specific)

Conclusion: A triangle (specific -> general)

B. Parts of introduction and conclusion

opener (hook) -> background information -> thesis statement (do you still remember what a thesis statement looks like?)

Sample of an introduction paragraph

Types of hook

Conclusion

C. Homework: write the introduction and conclusion paragraph of your diagnostic essay. 

ATTENTION!


1. The first draft of your diagnostic essay revision will be due by 11:59pm, 09/18, this Friday. With your submission, please include your revised outline on the first page (based on new ideas that you come up with, and based on the feedback that I gave to you). Please check the assignment prompt and grading rubric. You can find the requirements there.

Here are three student sample essays in previous semesters with different reading articles and topics.
sample 1
sample 2
sample 3

2. The FINAL draft of your diagnostic essay revision will be due by 11:59pm, 09/25, next Friday. You will revise your essay based on the feedback of your first draft, and suggestions from your instructor during the individual conference. 

3. About the grading: I will only grade (give you a letter grade) the final draft of your assignment. Therefore, your revised outline (your final draft) (due this Friday 09/18), and your final draft of your diagnostic essay (due next friday, 09/25) will be graded.

1.5 Cohesive devices

Outline of this class:

• What are the cohesive devices?
• Identify cohesive devices in writing
• Revise your writing with cohesive devices

(ppt of this course)

A. Cohesive devices:

Sample paragraph

Read this paragraph. What do you think of it? 

Check this paragraph:

• Are sentences linked to one another? How are they linked?
• Is there any word in a sentence that "links/matches" any word in the previous sentence?
• Are the words used exactly the same, similar or completely different?
• How does each sentence begin? With new information or old information?

->

Two common problems:

Fragments

Run-on sentences

->

To make this paragraph better, we need words and phrases that link ideas and move the writing forward in some form of logical order.

B. Types of cohesive devices:

reference

transition

coordinating conjunctions

subordination

word-level cohesive devices
chart of conjunctions and transitional words

C. Exercise:

Sample paragraph

Revise this paragraph with cohesive devices. (You may copy and paste it in a new word document)

D. Homework:

Revise your diagnostic essay. Fix all fragments and run-on sentences to make it more cohesive.

1.4 PIE structure (PIE=Point+Illustration+Explanation)

Outline of this class:

• What is a PIE structure, and what it is used for
• Identify and label the sentences serving each function of "P", "I", and "E"
• Analyze and revise your diagnostic essay (body) paragraphs based on PIE principle

A. Discussion:

Discuss the following questions:

• What are your biggest challenges in developing paragraphs? 
• If you are writing a body paragraph, how would you develop your paragraph? What would you write first, second, and last?

B. Topic sentence:

"A well-organized paragraph supports or develops a single controlling idea, which is expressed in a sentence called the topic sentence. A topic sentence has several important functions: 

• it substantiates or supports an essay’s thesis statement; 
• it unifies the content of a paragraph and directs the order of the sentences; 
• and it advises the reader of the subject to be discussed and how the paragraph will discuss it. 

Readers generally look to the first few sentences in a paragraph to determine the subject and perspective of the paragraph. That’s why it’s often best to put the topic sentence at the very beginning of the paragraph. In some cases, however, it’s more effective to place another sentence before the topic sentence—for example, a sentence linking the current paragraph to the previous one, or one providing background information."



C. PIE structure: 
ppt


1. Pasts of a paragraph:

Introduction

Body

Conclusion

2. PIE structure:

Point

Illustration

Explanation


D. Exercise:

Identify and label the sentences in this paragraph with: Topic sentence, P(oint), I(illustration), E(xplanation), and Closing sentence.

group 1

group 2

group 3

group 4

group 5

group 6


Based on our diagnostic essay...
P:
I:
E:


E. Howework:

Analyze and revise the (body) paragraphs of your diagnostic essay.
Please make sure that each of your (body) paragraph has a clear P.I.E structure!

1.3 (b) Thesis statement

A. Thesis statement

1. What is a thesis statement?

"The thesis statement is the sentence that tells the main idea of the whole essay. It can be compared to a topic sentence, which gives the main idea of a paragraph. It usually comes at or near the end of the introductory paragraph. "
--College writing, p. 58

2. Conditions of thesis statement

• It can be discussed and explained with supporting details
• It should be arguable, rather than a fact about the topic

ATTENTION!

• It should state only one side of an argument

Exercise: p. 59 #4

B. Two kinds of thesis statement:

1. Direct thesis statement: Topic + Point of View + Preview (you are required to master this structure)

"Technology in the classroom is advantageous since it promotes more efficiency, reliability, and safety."


2. Indirect thesis statement: Topic + Point of view

"Technology applied in teaching is advantageous in several aspects."


C. Exercise:

In pairs, read these introductory paragraphs, and underline the thesis statement. Then hightlight the topic and use parenthesis to mark the main idea in each thesis statement. (source: College Writing from Paragraph to Essay, p. 58)


group 1

group 2

group 3

group 4

group 5

group 6



D. Homework: 

Revise and rewrite the thesis statement for your diagnostic essay based on what we have learned.

1.3 (a) Formal outline

A. Outline

Think about these questions:

• What is an outline?
• What is the purpose of the outline?
• What should be included in the outline?

Now, make an outline template on your own.

When you are making your outline, ask yourself these questions:

• How would you divide the outline into different parts? (What are the structures of an essay?)
• What kinds of things would you put under each part?
• How would you label each part?

B. Sample:

P 65. of this handout: college writing

Sample outline template with level divisions

C. Essay structure

• Introduction: Express the main idea of the whole paper with a clear thesis statement
• Body: Explain and support the thesis statement with a topic sentence in each paragraph
• Conclusion: Echo the thesis statement

D. Exercise:

Read the "changing vocabulary of English" on P 57, follow the format of the sample outline template above to make an outline for this essay. Do not use full sentences, but try to summarize in words or short phrases.

E. Homework:

Rewrite the outline of your diagnostic essay. Evaluate your outline by using this outline check list.

Bring it to the class next time (09/09 W) for peer review.