UNIVERSITAS INDRAPRASTA PGRI
AVOIDING
PLAGIARISM:
PARAPHRASING &
SUMMARISING
LECTURER: AMRINA ROSYADA
CONTENT
1 PLAGIARISM OVERVIEW
2 PARAPHRASING
3 SUMMARIZING
PLAGIARISM OVERVIEW
Plagiarism is using someone else’s ideas or words without giving them
proper credit. Plagiarism can range from unintentional (forgetting to
include a source in a bibliography) to intentional (buying a paper online,
using another writer’s ideas as your own to make your work sound
smarter). Beginning writers and expert writers alike can all plagiarize.
Understand that plagiarism is a serious charge in academia, but also in
professional settings.
Always give credit where credit is due. If the words that you are including
in your research belong to someone else, give credit.
Words or ideas presented in a magazine,
HERE IS A BRIEF LIST OF book, newspaper, song, TV program, movie,
WHAT NEEDS TO BE website, computer program, letter,
advertisement, or any other medium.
CREDITED OR DOCUMENTED
Information you gain through interviewing
or conversing with another person, face to
face, over the phone, or in writing.
When you copy the exact words or a unique
phrase.
When you reprint any diagrams,
illustrations, charts, pictures, or other visual
materials.
When you reuse or repost any digital media,
including images, audio, video, or other
media.
Writing your own lived experiences, your
THERE ARE CERTAIN THINGS own observations and insights, your own
THAT DO NOT NEED thoughts, and your own conclusions about
a subject.
DOCUMENTATION OR CREDIT
When you are writing up your own results
obtained through lab or field experiments.
When you use your own artwork, digital
photographs, video, audio, etc.
When you are using "common knowledge,"
things like folklore, common sense observations,
myths, urban legends, and historical events
(but not historical documents).
When you are using generally accepted facts
(e.g., pollution is bad for the environment)
including facts that are accepted within
particular discourse communities (e.g., in the
field of composition studies, "writing is a
process" is a generally accepted fact).
PARAPHRASING
PARAPHRASING
Paraphrasing is one way to use a text in your own writing without directly quoting
source material. Anytime you are taking information from a source that is not your
own, you need to specify where you got that information.
A paraphrase is your own rendition of essential information and ideas expressed by
someone else, presented in a new form.
It is one legitimate way (when accompanied by accurate documentation) to borrow
from a source.
It is a more detailed restatement than a summary, which focuses concisely on a single
main idea.
6 STEPS TO EFFECTIVE
PARAPHRASING
1. Reread the original passage until you understand its full
meaning.
2. Set the original aside, and write your paraphrase on a
note card.
3. Jot down a few words below your paraphrase to remind
you later how you envision using this material. At the top
of the note card, write a key word or phrase to indicate
the subject of your paraphrase.
4. Check your rendition with the original to make sure that
your version accurately expresses all the essential
information in a new form.
5. Use quotation marks to identify any unique term or
phraseology you have borrowed exactly from the source.
6. Record the source (including the page) on your note card
so that you can credit it easily if you decide to
incorporate the material into your paper.
EXAMPLE
THE ORIGINAL PASSAGE:
Students frequently overuse direct quotation in
taking notes, and as a result they overuse
USE THE APA STYLE FOR IN-TEXT CITATION quotations in the final [research] paper.
Probably only about 10% of your final
manuscript should appear as directly quoted
matter. Therefore, you should strive to limit the
A LEGITIMATE PARAPHRASE:
amount of exact transcribing of source
In research papers, students often quote materials while taking notes. Lester, James D.
excessively, failing to keep quoted material Writing Research Papers. 2nd ed., 1976, pp. 46-
down to a desirable level. Since the problem 47.
usually originates during note taking, it is
essential to minimize the material recorded
verbatim (Lester, 1976).
SUMMARIZING
SUMMARIZING
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.
HOW TO DO SUMMARIZING
Read the entire text, noting the key points and main ideas.
Summarize in your own words what the single main idea of
the essay is.
Consider any words, phrases, or brief passages that you
believe should be quoted directly.
EXAMPLE Sipher, Roger. “So That Nobody Has to Go to School If They Don't Want To.”
The New York Times, 19 Dec. 1977, p. 31.
THE ORIGINAL PASSAGE:
So That Nobody Has To Go To School If They Don't Want To
by Roger Sipher
A decline in standardized test scores is but the most recent indicator that American education is in trouble.
One reason for the crisis is that present mandatory-attendance laws force many to attend school who have no wish to be
there. Such children have little desire to learn and are so antagonistic to school that neither they nor more highly motivated
students receive the quality education that is the birthright of every American.
The solution to this problem is simple: Abolish compulsory-attendance laws and allow only those who are committed to
getting an education to attend.
This will not end public education. Contrary to conventional belief, legislators enacted compulsory-attendance laws to
legalize what already existed. William Landes and Lewis Solomon, economists, found little evidence that mandatory-
attendance laws increased the number of children in school. They found, too, that school systems have never effectively
enforced such laws, usually because of the expense involved.
There is no contradiction between the assertion that compulsory attendance has had little effect on the number of children
attending school and the argument that repeal would be a positive step toward improving education. Most parents want a
high school education for their children. Unfortunately, compulsory attendance hampers the ability of public school officials
to enforce legitimate educational and disciplinary policies and thereby make the education a good one.
Private schools have no such problem. They can fail or dismiss students, knowing such students can attend public school. Without compulsory
attendance, public schools would be freer to oust students whose academic or personal behavior undermines the educational mission of the
institution.
Has not the noble experiment of a formal education for everyone failed? While we pay homage to the homily, "You can lead a horse to water but
you can't make him drink," we have pretended it is not true in education.
Ask high school teachers if recalcitrant students learn anything of value. Ask teachers if these students do any homework. Quite the contrary,
these students know they will be passed from grade to grade until they are old enough to quit or until, as is more likely, they receive a high school
diploma. At the point when students could legally quit, most choose to remain since they know they are likely to be allowed to graduate whether
they do acceptable work or not.
Abolition of archaic attendance laws would produce enormous dividends.
First, it would alert everyone that school is a serious place where one goes to learn. Schools are neither day-care centers nor indoor street
corners. Young people who resist learning should stay away; indeed, an end to compulsory schooling would require them to stay away.
Second, students opposed to learning would not be able to pollute the educational atmosphere for those who want to learn. Teachers could stop
policing recalcitrant students and start educating.
Third, grades would show what they are supposed to: how well a student is learning. Parents could again read report cards and know if their
children were making progress.
Fourth, public esteem for schools would increase. People would stop regarding them as way stations for adolescents and start thinking of them as
institutions for educating America's youth.
Fifth, elementary schools would change because students would find out early they had better learn something or risk flunking out later.
Elementary teachers would no longer have to pass their failures on to junior high and high school.
Sixth, the cost of enforcing compulsory education would be eliminated. Despite enforcement efforts, nearly 15 percent of the school-age children
in our largest cities are almost permanently absent from school.
Communities could use these savings to support institutions to deal with young people not in school. If, in the long run, these institutions prove
more costly, at least we would not confuse their mission with that of schools.
Schools should be for education. At present, they are only tangentially so. They have attempted to serve an all-encompassing social function,
trying to be all things to all people. In the process they have failed miserably at what they were originally formed to accomplish.
EXAMPLE USE THE APA STYLE FOR IN-TEXT CITATION
THE SUMMARY:
Roger Sipher (1977) makes his case for getting rid of compulsory-attendance laws in primary
and secondary schools with six arguments. These fall into three groups—first that education is
for those who want to learn and by including those that don't want to learn, everyone suffers.
Second, that grades would be reflective of effort and elementary school teachers wouldn't feel
compelled to pass failing students. Third, that schools would both save money and save face
with the elimination of compulsory-attendance laws.
THANK YOU
