APPROPRIATE-CITATIONS-AND-CONCEPT-PAPER.pdf

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Appropriate Citations

2. Quoting,
Paraphrasing, and
Summarizing
From the Lecture of Usman, Arnel (2014). University of the Assumption, City of
San Fernando, Pampanga

3. Quotations must be identical to
the original. They must match the
source document word for word
and must be attributed to the
original author.
Difference

4. Paraphrasing involves putting a passage from
source 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.
Difference

5. 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 sou
rce. Summaries are significantly shorter tha
n the original and take a broad overview of the
source material.
Difference

6. 1.The quotation is a reproduction of the author’s exact words
including spelling, grammar, or punctuation.
2. Remember you are trying to persuade your reader to
consider your thesis statement, and in order to do this you
must cite credible and reliable information to back up your
arguments.
3. Furthermore, quoting a source makes your argument
stronger so there is lesser room for your reader to doubt your
claim. You may also employ direct quotation for texts that
cannot be paraphrased or summarized.
Managing quotations

7. 1. In-text citations of direct quotations should
include the page number aside from the
author’s surname and year of publication.
Example:
“the world needs a new breed of heroes” (Reyes,
2006, p. 4).
Rules for quotations

8. When you quote, you copy passages exactly as
they appear in the source, word for word. Qu
otes are marked with quotation marks. The pa
ge reference follows the quotation marks in
parentheses; and punctuation goes at the end. I
f you mention the name of the author in your i
ntroduction to a quote, you do not need to repe
at it in the parentheses that follow the quote.

9. Example: In his essay about his father’s
alcoholism, Scott Russell Sanders states
that his father “drank as a gut-punched
boxer gasps for breath, as a starving dog
gobbles food—compulsively, secretly, in p
ain and trembling” (1989, p. 295).

10. Quotes have to follow the text exactly. However, a parti
al quote must fit the grammar of the sentence into
which it is integrated, so you might have to change a
pronoun, a verb tense, or an initial capital letter to
make it fit. Put square brackets [ ] around words in a
quote you had to change to make them fit your
sentence. Better yet, try to paraphrase the parts that
would give you trouble and retain only a few key
words in quotations.

11. Example:
Looking back on her life with multiple
sclerosis, Nancy Mairs declares that “[she] was
never a beautiful woman, and for that reason
[she has] spent most of [her] life … suffering
from the shame of falling short of an unattaina
ble standard” (1986, p. 231).

12. Shorten longer quotes as much as possible; cut
out everything you don’t absolutely need to
prove your point. Put ellipses (…) where you
took out words from the original text. If several
quotes in one sentence come from the same
page, one page reference at the end is enough.

13. Example:
In his essay “Politics and the English Language,”
George Orwell gives several tips on how writers can si
mplify their writing style… and thus escape the “prete
ntiousness” of public discourse: avoid using clichés,
use short words instead of long ones, use active instea
d of passive voice, use “everyday English equivalent[s]
” of Greek and Latin words (1950, p. 172).

14. A professional way to quote a whole sentence is
to break the sentence in half and insert the
name of the author and his/her credentials in
the middle (split quote). The example is from
journalist Ellen Goodman using this technique
in an essay about human cloning.

15. Example: “We actually do start down the road
of treating people like products,” says ethicist
George Annas, who found himself unwillingly
linked to this Web site. “In the name of individu
al liberty, are we going to actually custom-make
our kids the way we want them to be? (1999, p.
494).

16. Indirect Source:
If you quote a source from another source (such as the
Annas quote in the Goodman example above),
attribute the quote to the person who actually said it
and then add qtd. [=quoted] to your documentation to
alert your reader that you are using an indirect quote, a
quote for which you do not have the original citation.

17. Example:
In her discussion of human cloning, Goodman quotes
ethicist George Annas, who expresses concern that we
“are going to custom-make our kids the way we want
them to be” (qtd. Goodman, 1991, p. 414)
…or Annas (cited in Goodman, 1991)

18. Paraphrasing
The art of saying exactly what t
he source said --not exactly

19. •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.
A paraphrase is...

20. Why Paraphrase?
The words used by the author are not
suitable for your intended audience (jargo
ns); and the author’s writing style does
not blend with your writing style.

21. How do I paraphrase?
Whenever you paraphrase, remember these two
points:
•You must provide a reference.
•The paraphrase must be entirely in your own words.
You must do more than merely substitute phrases
here and there. You must also completely alter the
sentence structure.

22. Suggested Formula:
1.Authority’s name + (year of publication) + Verb =
Introductory phrase
Ballesteros(1998) believes that poverty is a
compelling reason for child labor.

23. Some verbs that you might consider using
states that… claims that…
asserts that… agrees that…
suggests that… comments that…
concludes that… maintains that…
believes that… proposes that…
2. Sentence + Citation
Poverty is a compelling reason for child labor (Ballesteros,
1998).

24. I. Introduction
A. Research on birth order and academic achievement
Claxton, 1994p. 476
“the 1960s and 1970s sparked attempts to relate birth
order to differences in attitudes and opinions,
creativity, job selection, personality, sex-role identity,
socialization, and psychiatric problems.”

25. According to Claxton (1994) research in
the 1960s and 70s tried to find a
relationship between ordinal positions of
birth with a number of personality traits.

26. In order to communicate effectively with other people, one
must have a reasonably accurate idea of what they do and do
not know that is pertinent to the communication. Treating
people as though they have knowledge that they do not have
can result in miscommunication and perhaps embarrassment.
On the other hand, a fundamental rule of conversation, at least
according to a Gricean view, is that one generally does not
convey to others information that one can assume they already
have. Source: Raymond S. Nickerson's "How We Know-and Som
etimes Misjudge-What Others Know: Imputing One's Own Kno
wledge to Others." Psychological Bulletin 125.6 (1999): p737.

27. For effective communication, it is necessary to have a
fairly accurate idea of what our listeners know or do
not know that is pertinent to the communication. If
we assume that people know something they do not,
then miscommunication and perhaps embarrassment
may result (Nickerson, 1999).

28. Plagiarized Paraphrasing
•The writer in this example has used too many of Nickerson's
original words and phrases such as "effective communication,"
"accurate idea," "know or do not know," "pertinent," "miscomm
unication," and "embarrassment." Also note that the passage
doesn't have an opening tag to indicate where use of the
Nickerson's material begins. A citation at the end of a
paragraph is not sufficient to indicate what is being credited to
Nickerson.

29. Acceptable Paraphrase
•Nickerson (1999) suggests that effective
communication depends on a generally accurate
knowledge of what the audience knows. If a speaker
assumes too much knowledge about the subject, the
audience will either misunderstand or be bewildered;
however, assuming too little knowledge among those
in the audience may cause them to feel patronized (p.
737).

30. Paraphrasing
•Here the writer re-words Nickerson's idea about what determines effective
communication. The writer re-phrases "generally accurate knowledge" into
"reasonably accurate idea." In the second sentence, the writer re-words
Nickerson's ideas about miscommunication and embarrassment using
instead the words "misunderstand," "bewildered," and "patronized.“
Nickerson is given credit from the beginning as the originator of the ideas.
This is an example of a successful paraphrase because the writer
understands the ideas espoused by Nickerson, and is able to put them into
her own words while being careful to give him credit.

31. Summarizing

32. Original Passage
•Students frequently overuse direct quotation in taking notes,
and as a result they overuse quotations in the final [research] p
aper. Probably only about 10% of your final manuscript should
appear as directly quoted matter. Therefore, you should strive
to limit the amount of exact transcribing of source materials
while taking notes. Lester, James D. Writing Research Papers.
2nd ed. (1976): 46-47.

33. Example of an Accepted Summary
•In research papers students often quote excessively,
failing to keep quoted material down to a desirable
level. Since the problem usually originates during note
taking, it is essential to minimize the material
recorded verbatim (Lester 46-47).

34. Example of a 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).

35. Example of a plagiarized passage
•Students often use too many direct quotations when
they take notes, resulting in too many of them in the
final research paper. In fact, probably only about 10%
of the final copy should consist of directly quoted
material. So it is important to limit the amount of
source material copied while taking notes.

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September 28, 2017
Concept Paper

38. What is a Concept Paper?
Concept Paper lays the foundation for the
applied dissertation process, providing an
introductory form of communication
between the student and the committee.

39. Purpose:
It acts as a proposal.
It allows an opportunity to define a
research focus and obtain early feedback
on the research idea.

40. How many pages?
Concept paper may range from as few as
2-3 pages to as many as 10-20 pages. The
essential point of the Concept Paper is to
explain the importance of a particular
research project.

41. Elements of a
1.Title Page
2.Statement of the
Problem
3.Preliminary
Literature Review
Concept Paper:
4.Goal Statement
5.Research
Questions
6.Methodology
7.Timeline
8.Reference

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Drafting the Concept Paper

43. Chapter 1 Introduction
This chapter explains the writer’s reason for
choosing the topic. This tells the reader what
struck the writer about the topic. This also
presents the scope and limitations of the paper.
Further, this presents the significance of the to
pic to the issues of today.

44. Content
1.What is your paper all about?
What do you aim to discuss in your
paper?
What is the focus of your paper?

45. Content
2. Why did you choose your topic?
Why is it relevant or important to you?

46. Content
3. How can your paper be relevant to the
readers?
What is the scope and limitations of
your paper?

47. Content
•Write three (3) paragraphs with four
to seven (4-7) sentences each.
•Observe coherence.
•Use transitional devices.
•Paraphrase information.

48. Format
•Use justified left alignment.
•Use Courier New, size 12
•Margin: 1” all sides
•Use formal style of writing.
•Use the third person point of view.
•Use double spacing.

49. Chapter II Objectives
•This part states briefly what the paper is all
about. Further, this presents what the
writer wants to achieve after writing the
concept paper. This is where he or she
states the three research goals. The writer
formulates three major questions that the
concept paper will seek to answer.

50. Content
•Write a brief introduction about the chapter, then
enumerate the research questions in numbered
format.
•Research goals should be related to the scope and
limitations.
•Raise questions that have no simple answers. Avoi
d questions that can be answered by reading just
one reference material.

51. What Is a Research Problem?
A research problem (phenomenon) xxx “is the topic
you would like to address, investigate, or study,
whether descriptively or experimentally.
–It is the focus or reason for engaging in your rese
arch.
–It is typically a topic, phenomenon, or challenge t
hat you are interested in and with which you are
at least somewhat familiar.
Chapter 2. Identifying a Research Problem and Question, and Searching Relevant Literature((na).nd
).www.prchn.org/Downloads/Identifying aresearchproblemand question.

52. Characteristics of Good Research Questions
•Specific
•Clear
•Refer to the problem or phenomenon
•Reflect the intervention in experimental
research
•Note the target group of participants
Chapter 2. Identifying a Research Problem and Question, and Searching Relevant Literature((na).nd
).www.prchn.org/Downloads/Identifying aresearchproblemand question.

53. Ways of stating a research problem
1. A question or questions
a. A single question
b. Several questions
c. A single question followed by several
sub-questions

54. Example
This research aims to determine the effects of reading within the
Lexile score in the academic performance in English. Specifically, it aims to
answer the following questions:
1. What are the Lexile scores of Grade 8 students?
2. What is the academic performance of Grade 8 students?
3. How does the English achievement in pen-and-paper test of students who
are engage in Reading within the Lexile Score compare to those who do not
receive the intervention program?
4. How does the English achievement in performance-based assessment of st
udents who are engage in Reading within the Lexile Score compare to those
who do not receive the intervention program?

55. Example
1D or Die: Celebrity worship and aggression Level of Teenage Fan Girls
This research study focused on the celebrity worship and aggression of Filipino fan
girls. Specifically, the research aimed to answer the following questions:
1.How may the participants be described in terms of (a) celebrity worship and (b) a
ggression levels?
2.Is there a significant relationship between the celebrity worship and aggression le
vels of the participants?
3.How do the participants explain the :
(a)extent to which they can show their love and support for the band;
(b)motivation in engaging in celebrity worship; and,
(c)Satifaction they get in worshipping the band members.

56. Format
Thisresearchaimstodetermine(find,
present,etc)TITLE.
Specifically,itseeksanswerstothefollowi
ngquestions:
1.
2.
3.

57. Chapter III Discussion
This chapter is the heart of the concept
paper. This briefly recalls the three research
questions stated in the objectives. This is where
the writer presents key concepts, issues, and
judgments that he or she and different sources
say about the topic. The main goal of the
discussion is to organize all the information from
the different sources in order to answer the
research questions.

58. Content
•Brief introduction about the chapter
•Answer the first question
•Answer the second question
•Answer the third question
•Conclusion
•Paraphrase, summarize, or quote the information that will be lif
ted from library sources.

59. Reference
• Use APA style in writing the references.

60. Book:
Montano, Kathlain. How to Direct Action
Films. Manila: New Day Eve Publishing.
2015. Print.
Magazine Article:
Dela Cruz, Fred. “Hachico.” Japan News and
World Report 20 March 2013: 55. Print.

61. Newspaper:
Godinez, Chris. “Japan Needs Filipino Soldiers.”
Bulletin Today. 22 Jan. 2011: A7. Print.
Online Sources: (Entire Website)
Mercado, Pablo, ed. Internet Primitive History Source
book. Fernandez U, 17 Dec. 1987. Web. Jan
2015.

62. Multimedia Sources:
Yasmin, Lally, and Terry Poe. “Email Etiquette.”
Chart. News Today. 13 Oct. 2010: A1. Print.
Video Documentary:
Great World Wars. Dino Lurantis. 2016.
Medium. Walt Disney. 2015.