Welcome back to part two of our
orientation series on
"So you have to write a paper?" I'm not
going to spend nearly as much time going
through introductions this time .
Let's just dive right in and talk a bit
more about citation,
because as I said in the last video,
citation is one of the most important
aspects of
academic formal writing, and there's a
lot of nitty
gritty things that we need to talk about.
We're not going to go over all the
details today,
but we do want to cover some of the
important stuff - so let's dive
right in! So we're still on this adapt
slide because when it comes to citation
different disciplines deal with
different citation styles.
A history paper is going to be dealing
with for example chicago tyle,
but a psychology paper will be dealing
with APA.
The reality is that different types of
papers, different different types of
studies,
look at different citation styles. So
you're going to want to keep that in
mind. but first things first, before we
talk about
the citation styles more broadly, let's
talk a little bit about
plagiarism. Plagiarism is like the
"cardinal sin" in the academic world. It is
the thing you do not want to do because
it's essentially
stealing. It is not just not putting
something in quotation marks when you
were supposed to,
but it's basically passing off somebody
else's words or ideas as if they are
your own.
That's what makes plagiarism such a big
deal, what gets people into trouble,
and it has bigger ramifications than
just school. There are professors
who have done their dissertation, who
have submitted their Phd, have gotten it
published,
and then it was found out that they
plagiarized and they've had their entire
Phd stripped away from them.
There are judges who have
done a court case and have actually put
together a verdict that they plagiarized,
and the court
case was nearly thrown out. Even when it
comes to
your jobs down the road, if you take
somebody else's design plans from an
architectural firm and pass them off as
your own,
you can get into big trouble. If you, as a
magazine writer,
were to pass off the story as if it
weren't yours, as if it were yours but it
was actually somebody else's,
you can get into big trouble. Plagiarism
is about far more than just
academics. It is about
integrity and honesty, and as a Christian
institution, those are things we uphold
highly. So
honestly I can't stress this enough,
please don't plagiarize.
Please understand what plagiarism is.
Ignorance is not going to cut it as an
excuse;
that's why we're making this video, so
that you are prepared in advance.
These are the kind of things you have to
be watching out for. So let's actually
look at that. Let's look at some examples
of legitimate and illegitimate using of
sources, so that when you're writing your
papers you know what to avoid and what
you can actually
be doing to avoid plagiarism. So I've got
this little diagram here, it's a little
bit complicated but stick with me I'll
help walk you through it. So on
this left side of the screen here, we've
got the original source wording. So this
is when you take
something from an actual book or an
article, and then on the right side
you've got your wording. These are the
things that you come up with.
On the bottom we have how you deal with
those things legitimately (how you
incorporate those sources and ideas
legitimately),
and on the top we have ways that you do
so plagiarizing. So let's look at some
examples where they might fall on this
chart,
and hopefully follow along with me. So
when you are doing your papers you can
come up with
uh where those things may fall on the
chart for yourself. So there's what we like to call the copy
and paste method of plagiarism, and that
is this first one here with the mirror.
Basically that is where you take
an entire essay and just copy it
yourself, or you take large chunks of
an article or a book and just copy them
word for word into your paper. You
can't do that. That's plagiarism. That's
going to get you into big trouble! We
don't want that.
But there's also something what we call
the "near copy". So this is
where basically someone has changed like,
one or two words, thinking that
"Well the professor won't notice, because
if you copy it into Google it won't be
there" - 
they'll still notice. There's going
to be a lot of that stuff still coming
up. So that near copy (just changing one
or two words)
not good enough. You need to make sure
that you are doing
more with the source and making sure
that you are citing it properly.
There's also what we call the
"illegitimate paraphrase". So
we're going to talk about this more
later in the presentation, but this
illegitimate paraphrase is basically
where you try to put it into your own
words,
but there's too many similarities. So
maybe all you've done is changed past
tense to present tense, or
or you've changed like "adapt" to "adapting".
Maybe you've changed a few words here and there, but
for the most part it still looks and
sounds very similar to the original.
You've attempted to paraphrase but it
wasn't a very -
it's not different enough. That's what
we've got here with the two triangles
that are different but too similar. That
is also a problem with plagiarism.
There's also what I like to call
misinformation and there's kind of two
types.
So the first is where you say - like you
have an idea,
but you would attribute it to a source
to kind of give it more credibility, but
the reality is nobody has said that.
That's an example of misinformation. And
then there's also
a misrepresentation, where you take an
author's idea,
and then you are not accurate
with what that idea is. So you're saying
they said something when really they
said something else. So both of those
are examples of where you kind of have
taken your words,
but you've actually plagiarized or
you've been academically dishonest
with uh using sources so you don't want
to be doing that.
There's also where you fail to cite - so
all of what we've talked about before
has to do with,
you haven't been putting quotes in
quotation marks, or you have been only
changing a couple words and then calling
it a
a paraphrase - but that's not good enough.
Now what we're talking about is where
you
have failed to attribute that paraphrase
or that direct quotation
to an author, that can really be in any
of these things up here.
And in the same way there's what we
call oversighting: this is where too much
of your paper is focused around
another work, or another
person's work, or
or too many sources. So maybe you have,
um, like 95 of your paper is quotes or
paraphrases - that's not okay.
Your professor wants to be seeing some
of your own wording. They want to see
that you are engaging with the
literature, with the subject matter -
so you need to make sure that you're
spending that time doing a bit of back
and forth
with them. So! Instead what we want to be
looking at is legitimate use of sources;
and that's on that bottom half of the
graph here, right? So we want to be
legitimately using quotations where you
actually use the exact wording, where you
put it in quotation marks, where you
reference the author. We want legitimate
paraphrasing where you have taken the
author's idea,
but put it into your own words to
restructure the sentence,
to make it look better, and again we're
going to look at how to do that properly
later.
And then of course your own wording;
professors want to hear
what you have to say. They want to see
you connecting ideas together. They want
you to elaborate on quotes and
paraphrases. They want you to
to share your insights in some cases. So
make sure that your papers are doing
that you're not just totally copying
what they have,
but they are bringing in your own ideas
as well.
So that is what plagiarism can look like
and what we want to avoid,
but before we get into the "how" of
avoiding it, let's talk a little bit
about the "why".
Why do we use sources? Why, why even cite things at all? Well,
the point of using sources is because in
papers it is our job to argue something.
You have, as we've said already,
you have something you want to
communicate. Something you want to prove. Something you want to get across which
means
when you are doing your writing, you need
to bring in those sources those
(those pieces of information) that most
effectively argue your point. And when
you do that,
you need to give credit where credit is
due. You have to refer to the person who
said it first.
Again, think of writing papers like
joining an academic conversation:
you want to find out what other people
are saying - what Joe said over here; what
Sally said over there;  what all the
other authors are saying in the
conversation.
And then use those ideas to incorporate
them into your paper to either prove or
defend or criticize
a point you're trying to communicate. Yes,
and I do mean defend or criticize. You
can use it to back
up your claim, but you can also use it to
argue against;
to talk about where you think an
author has gone wrong.
And it is your job to represent those
sources critically but fairly.
Critically, yes, because you can you can
say "You know what? At times I don't agree
with them. I think there's holes in their
arguments."
But at the same time you also want to
use those sources
fairly. You want to allow the author to
speak for themselves. Don't misrepresent
a source don't say it says something
when it doesn't,
but let those sources speak for
themselves honestly,
so you can back up your ideas well.
Now, the more nitty gritty. When it comes
to citing you have to acknowledge
all of your sources in two ways: both in
the body of your paper,
and as a full list of sources at the end
of your document. So as part
of your paper, either as a footnote in
some styles,
or in parenthetical citation (that's in
brackets, uh at the end of the sentence),
and then also again in your list of
references at the end of your document -
"references", "works cited", "bibliography", it
goes by many names depending on the
citation style.
If you are quoting something exactly
then you have to enclose that exact
wording
in quotation marks. And if it's lengthy,
it'll be as a block quote (I'll show you
what that looks like in a moment).
But on the flip side you also need to
paraphrase and summarize your ideas
legitimately.
Paraphrasing is extremely important;
it's where you take
somebody else's words, but then put them
into your own words. So you take their
idea, you take the thing they're trying
to communicate,
but you rewrite it in your own wording.
There's very specific ways of doing that
as well that we'll talk about in a
moment, but in both cases
you must quote or paraphrase you. Must
always, always, always, reference it in
text, footnote, or in brackets,
and in that "references", or in that
"bibliography", or whatever, at the end of
your document. You need to have
both no matter the case. And one thing
that I didn't mention earlier when we
were talking about types of plagiarism,
is that you can actually plagiarize
yourself. You cannot reuse a portion of
an assignment that you have already
submitted. And I know what you're
thinking "But those are my words! Why am I
not allowed to reuse them?" Well,
the reality is that once you've
submitted an assignment, it's considered
a finished
product. So you can't just go back to it
and reuse it. It's
the same as trying to use something from
a book or an article at that point.
You can ask your professor's
permission and sometimes they'll allow
you to reuse
a portion of a previous paper; you may
have your assignment adjusted slightly
accordingly,
but for the most part, I'd recommend just
coming up with new ideas,
and sticking to citing what other people
have said. It's going to do you much
better in the long run.
But enough about that, let's talk a
little bit about how you integrate
sources, and as I said,
one of the main ways is through direct
quotation. So why would you use
direct quotation? What purpose does it
serve in your paper?
Well first, using quotes gives your
arguments credibility. I mentioned this a
while back.
The reality is that most of us have not
published books
if we are going to university now. And
even if you have, even if you are a
a new york times best-selling author, you
understand the value
that quoting somebody else has. It backs
up your claims, it says "I'm not the only
person who thinks this,
but this person does, and this person does,
and this person does." It says that other
people think like you,
people who have actually had books
published think like me,
so there's obviously agreement. There's a
reason to
believe what i am trying to tell you. So
yes, use quotes to back up what you're
trying to say, to make sure it's not just
you saying it -
but you can also do so to highlight
memorable passages. There are times where
an author says something and you're just
like
"That sounds perfect! It's amazing! I don't
know how I could say it better!"
By all means quote them then! Take their
exact wording and place them into your
papers. It's going to be
a lot more effective than trying to
paraphrase it in a way that's not going
to sound as good,
that's not going to communicate your
idea as well as you could have - 
use it! It's worth doing. It's able to be
communicated well,
and then you can get on your way.
It's also useful if you're trying to
look at a passage in more depth. So there
are times,
where, especially for again like
exegetical papers, uh things like that,
where you're going to want to be looking
at this passage in detail - going into the
nitty-gritty, reading
individual things, and saying "Okay, why is
this here? What is going
on? Let's elaborate on that meaning
further." In that case quote it first,
and then go into your elaboration. And
finally, perhaps most commonly,
you're going to be including direct
quotation to emphasize your agreement or
disagreement.
So if there's an author that you highly
agree with on something,
include it in as a quotation in your paper.
And disagreement!
Like I said before, let the author speak
fairly; let the author,
uh, communicate in their own words what
they meant, and then you can go back
after and criticize their argument. But
using that quote is going to be an
effective way to show why you agree or
disagree, and to communicate that again
afterwards.
But two things you want to keep in mind
with quoting: first, you always need to
introduce quotes with your own
words. So please don't start a sentence
with quotation marks.
As much as possible, avoid that.You
always want to introduce with your own
words, even if it's as simple as
"Johnson writes blah blah blah blah blah
blah blah".
And then similarly when you finish your
quotation, spend some time elaborating
and explaining why that quotation is
relevant to your argument.
So you should include a sentence
afterwards in your own words -
at least a sentence afterwards in your
own words - explaining why that quotation
is relevant to what you're trying
to say. I like to think of it as "point",
"proof", and "analysis".
So you have a "point" that you want to get
across, that you introduce in your own
words first;
then you "prove" it, giving the quotation;
and then you "analyze" it. You go back
afterwards and provide
your explanation for why that quotation
is relevant for the argument you're
trying to make.
So again,  cannot stress this enough: every
quote you give,
start with your own words; give the quote;
wrap up afterwards with an explanation
(in your own words) of why it's relevant
to your argument. In other words,
a quotation probably shouldn't start or
end a paragraph; it should be somewhere
in the middle as an example
for that topic you're trying to get
across. So let's look at a few examples
of how you
quote things correctly, because it will
depend somewhat on different citation
styles.
For this, I'm going to focus on the
undergraduate citation styles primarily,
and we'll talk a little bit more about
some of the other ones afterwards. So
first of all,
you might want to introduce just
naturally as part of your phrasing. So
notice here how we have
introduced with my own words first -
"Although concise writing is often
preferred,"
quote -  "in the interest of clarity,
emphasis, or beauty, repetition is
sometimes
a wise choice" end quote. Now this is
Chicago Style, which means it is done
with a
footnote. See the little superscript
one right over here?
Now there's a great way in Microsoft
Word of doing this on your own,
you can - uh or sorry, that it will auto
format it for you - if you go into the
references tab of Microsoft Word
and hit "insert footnote", it will
automatically format along
what it looks like here. It'll have a little
line at the bottom of the page. It'll put
the number
that'll automatically match up, and then
you can fill in the information yourself
about the author's
name, and the book title, and the
publication information, and all the
other things that you'll need.
The great thing about that auto
formatter is if, let's say
earlier in your paper you had to do
something and insert a footnote,
this would automatically change numbers
to match. So you don't have to worry
about doing all that work yourself.
Keep in mind with footnotes that they
are going to adjust a little bit as you
go,
so if you are repeating a source you
won't have to give as much information.
But i'm not here to talk today about
that. For more information on that, you
can look online
at our tip sheets - we'll give you a
website towards the end where you can
look those up.
Another way that you can introduce a
quotation is through a "signal phrase". So
a signal phrase is where you give the
author's last names,
and then you say "Wrights acknowledges", "As so-and-so says" -
so things like that. So I'm going to
give you an example from APA this time:
according to Philip Egan and Kane, 2011".
Now,
notice that in this case, because we're
doing APA, you actually have to do the
year with it. So notice the
the year in brackets, the year of
publication,
so you give the authors last names, then
you keep going "perfectionist tendencies
blah blah blah blah",
quote "are two important factors blah
blah" end quote, and then you have to give
the page number:
p dot  page number for APA. So you do it
in brackets at the end
and the period in this case goes outside
the quotation marks. For Chicago it goes
inside,
but when you have these parenthetical
citations, it has to go
outside at the end of the sentence.
This is in contrast to (as I said before)
where you kind of just let the words
naturally flow:
behavioral marital therapy alone has
been found to have quote "little impact
on depression
dot dot" end quote. Now notice that
because you didn't give that signal
phrase at the beginning where you gave
the authors names,
you put it at the end, with the year of
publication
and the page number all in one set of
brackets. Don't worry about this "et al",
"et al" is a fancy phrase meaning "and
others", um
again the the number of people that you
include in a citation depends a lot on
the citation style,
which you can find on our tip sheets
(we'll go through that in a moment). But
note that for APA, you always include the
author's
last names, the year of publication,
and the page number,
and whether it goes as part of the
signal phrase, or in
just at the end of the sentence. Depends
a lot on 
whether you've given the information at
the beginning or not.
Talk a little bit about MLA  (I would
argue one of the easier ones);
MLA wants the author's name and the page
number with no "p dot". Now I broke my
rules here,
"I believe in Christianity as I believe
that the sun has risen,"
end quote, explains Lewis, restart quote
"not only because I see it, but because by
it I see everything else" end quote,
page number here, no "p dot", and again we
don't need the author's name here
because we have already introduced it as
part of your signal phrase.
But again, there are going to be times
where it's just going to go
naturally into the phrasing like so, and
then you have here the author's last
names and page number (again no "pdot",
no year, we don't need that in MLA), and
keep in mind that if
MLAis going to be one of the more
common citation styles where you use
poetry.
So if you are going to quote a poem,
you're gonna have to do line breaks when
you have two or three lines,
 the line break is a little slash, and
then you give the line numbers instead
of the page number - so keep that in mind
as well.
If you have more than four lines, we're
going to be getting into block quotes,
which we're going to now talk about here.
So block quotation
is going to look very similar for all
citation styles, but of course, it's going to look a
little bit different for whether it's
footnotes, or
parenthetical or whatever, depending on
that style.
But in either case, this is what you're
going to do: you begin, as always, with
your own
words. So this is your wording you say it,
in this case we're doing APA,
because we have the author's last
name and the year of publication.
We introduce with our own words, and then
immediately before
the quote begins, we do a colon.
Not a semicolon - the two dots colon. Then
we jump into the quote itself.
Note that there are no quotation marks
in block quotes. I don't know why,
but they don't want them, and that's true
of every citation style. So please don't
include quotation marks.
Also notice that the quotation is
indented half an inch to match
the indent of the beginning of a new
paragraph. So the entire
block quote should be indented half an
inch,
(again no quotation marks at the end).
Notice that we have our citation
information here
(for APA we do the "p dot" there would be
no "p dot" for the MLA,
and if it were Chicago, it would be a
footnote). Notice though that the period
at this time is
inside the brackets, on this side of the
brackets, rather.
I don't know why, it's just how it is, but
get used to doing that for block
quotations.
And then finally you begin, or you
continue the paragraph. So this is not a
new paragraph down here,
we are not diving into new information.
We are carrying on
with the same paragraph. So you do not
indent this part,
because you're continuing with the same
information, and here you provide your
analysis
as to why you included this
quotation in the first place.
So that's quotations! That is when you
use them and why you use them.
Quotations, as I said, are very common for
building credibility. But there are going
to be times where you're going to want
to do
more paraphrasing. Paraphrasing is a way
of integrating your research
to show your professor that you've
really understood your paraphrase -that,
or
really understood what the author meant.
And now you're going to incorporate it
even more closely into your paper itself.
As I said, paraphrasing is taking another
author's ideas and putting them into
your own words,
and typically a paraphrase will be about
the same length as the original.
This is in contrast to summaries where
you take a large amount of information
and condense it down to one sentence.
This can be a paragraph, a page, a couple
of pages -
but you're highlighting the absolute
essential information and putting it
down
into a single sentence where you are.
Again,
going to have to cite it properly by
giving the footnote or the
parenthetical citation afterwards.
Now keep in mind that legitimate
paraphrasing and summarizing
requires truly grasping the meaning of
the passage. So you need to understand
what the original author meant,
and then you're going to rewrite that
passage using an entirely different
sentence structure. And that's key! You
cannot just do
one or two synonyms. You cannot just
change, um,
like fast to quick, and call it a day.
You actually need to be doing a
different sentence structure.
So let's take a look at this example
here:
We will start with the last sentence 
because I always do earlier one. So we'll
start with the last sentence: "Therefore,
you should strive to limit the amount of
exact transcribing of source materials
while taking notes."
Fine. The original source. Now we're going
to look at
the "poor paraphrase" the
"incorrect paraphrase".
"So it is important to limit the amount
of source material copied when taking
notes."
So "Therefore, you should strive"
it is important "to limit the amount of",
to limit the amount of? - oh that's exactly
the same "exact transcribing
source material copy" that's not bad it's
changing it a bit but but it's still
very similar;
"while taking notes", while taking notes. We
are too similar. If we look at that first
one,
"students often use too many direct
quotations", students frequently overuse
direct quotation. It's so similar! Yes,
the author or the uh, the paraphraser has
changed a few words
(they made a few adjustments), but not
enough to make it substantial. Your
paraphrase
should, yes, communicate the same idea, but
it shouldn't even
sound like the original source. It wants
to be very different.
So consider this example as a strong
paraphrase.
Now we're using actually Turabian Author
date style, 
this is a lot more common for our
seminary students
who are doing the Doctor of Ministry
program, so don't worry about this as
much if you're not in that program. But
"Lester" (that's the
the original author) "observed that in
research papers students tend to quote
excessively,
failing to keep quota material down to a
suitable level. Students can avoid
falling into this trap, he explained,
by minimizing the words recorded during
the note taking stage."
Is it similar sounding? Sort of.
But do you hear how it's very different?
 "...by minimizing the words recorded
during the note taking stage" sounds very different than "strive to
limit the amount of exact transcribing
of source material while taking notes."
Yes it's a similar idea but totally
different wording.
That first sentence shows it even more
clearly. It basically combines sentences
one and two up here,
and totally restructures what they look
like. So proper paraphrasing should not,
as I said just change one or two words.
If all you do is change "result" to
"resulting",
you have not paraphrased correctly. It
should sound
almost entirely different, while still
communicating the same idea.
Honestly, most people, when they deal
with plagiarism - it's not
because they have
directly copied word for word, it's that
they think they've paraphrased but they
actually haven't.
So if this is something you're
concerned about, make an appointment with
us. We'd be happy to walk through this
with you and make sure that you get it
right!
So finally, let's talk quickly about
style guides. What
disciplines use what guides? English
likes MLA and it's actually one of the
few disciplines that actually uses MLA.
So keep that in mind that
if you just came out of high school
where MLA is often more common,
you're probably - unless you're an english
major - you're probably going to be moving
on to a new style.
APA is going to be mainly the
behavioral sciences: so things like
psychology, sociology, or counseling
students on the seminary side;
international development, business
students - all of that kind of thing.
Chicago (the one with footnotes) is
often used in biblical studies and
theology, history, philosophy, and some
seminary courses.
There's also SBL, which is extremely
close to Chicago (there's a couple of
minor differences).
We have a tip sheet on our website
for help on that one (and
 that's for some seminary courses); and
then as i said Turabian author date is
mainly for our Doctor of Ministry
program. Now that website you see here
tyndale.ca/writing-tutoring/resources/tip-sheet
(I know, it's long)
screen capture it, or take a picture
or whatever.
You can easily find it on the Writing
and Tutoring website.
But this has a number of tip sheets
on it and
I call it the "crown jewel" of our tip
sheets (our style guides -
our citation tip sheets),  where we take
the essential information that are in
these
monsters of books here, our lovely
Chicago Manual the 17th Edition
(hopefully it doesn't go out of date soon).
We take this massive book and
condense it to a two-page document
with as many examples as we can get.
So please check that out if you're
concerned, it's a great starting
resource for making sure you get
citation done properly.
The last thing I do want to say is when
you're in doubt on which style to use,
check your syllabus, ask your prof, or
come and talk to us, we can probably
narrow it down. We've looked at a lot of
these papers that you're going to be
working on,
so we'd be able to get that ready for
you. And that's really
it! That's kind of what I had to talk
about today. 
The last thing i just want to go over
very quickly is how to book an
appointment with us, because I've
mentioned it a few times.
As it stands right now you're going to
log on to classes.tyndale.com,
where you get all of your course
information; you're going to go to the
appointments button (that's
underneath the Writing and Tutoring
services tab) - it's usually found on
either the main page of classes or on
your individual course pages.
If it's your first time with us you're
gonna have to register, or you're gonna
have to like, sign up with us. It will be with your "mytyndale"
credentials, so please, you won't be able
to use your gmail or hotmail, you're
gonna have to use
your "mytyndale" email. Once you've
registered, you're gonna see a calendar
with all of our available openings: click
on one of the empty white spots,
and you can set up an appointment with
us and our team would be happy to work
with you on any of these kind of things
(but more on that in a moment). And that's
it! That is all I have to say for now
about writing basics.
I hope you find that helpful! If there's
anything that was confusing, or you want
some help with -
I mean you have this in video format so
feel free to go back and re-watch.
But as I said before, if you want a
little bit more information about some
of these topics or even just
other things about writing, please feel
free to book an appointment with us, we
would be happy to work with you.
We want to see you succeed, um, but
hopefully this is at least a starting
point to make you feel a little bit more
confident as you start approaching
papers
in the days and weeks and months to come.
But until then,
I wish you all the best with the rest
of orientation.
Enjoy it! Enjoy these first few days
of school,
and I can't wait to see how you thrive
as you begin your journey here at
Tyndale.
All the best!
