{"id":1441,"date":"2016-08-03T21:59:31","date_gmt":"2016-08-03T21:59:31","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/?post_type=chapter&#038;p=1441"},"modified":"2018-08-28T17:32:59","modified_gmt":"2018-08-28T17:32:59","slug":"assignment-writing-ethically","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/chapter\/assignment-writing-ethically\/","title":{"raw":"Practice Attributing &amp; Using Sources","rendered":"Practice Attributing &amp; Using Sources"},"content":{"raw":"Quotations, paraphrases, and summaries all need to be attributed, or identified as \"belonging\" to their original authors.\u00a0 Attribution is both an ethical practice and a legal necessity, to avoid \"stealing\" another person's specific ideas.\u00a0 <em>Keep one basic rule about using sources in mind:\u00a0your reader needs to be able to distinguish, at all times, which information is yours and which information comes from sources.<\/em>\r\n\r\nQuotations are relatively easy to attribute - you use quotation marks to begin and end the quotation, and put a citation in parentheses at the end. The citation at the end of a quotation occurs in parentheses.\u00a0 (In MLA citation format, you put the author's last name and the exact page number inside the parentheses; APA format uses the author's last name and year of publication.)\r\n\r\nParaphrases and summaries are easy to attribute as well, as long as you remember to use identifying information at the start and a citation in parentheses at the end.\u00a0 Identifying information at the start usually consists of the author's last name, although it can be the name of an editor or\u00a0the title of an article if there is no author listed.\r\n\r\nOne standard method of attributing and introducing paraphrases and summaries is to use a phrase such as \"according to,\" or \"Smith states that.\" However, relying on \"states\" or \"says\" is not always your best choice as a writer.\u00a0Here\u2019s a list of 15 useful alternatives.\r\n<ul>\r\n \t<li>Claims<\/li>\r\n \t<li>Asserts<\/li>\r\n \t<li>Relates<\/li>\r\n \t<li>Recounts<\/li>\r\n \t<li>Complains<\/li>\r\n \t<li>Reasons<\/li>\r\n \t<li>Proposes<\/li>\r\n \t<li>Suggests (if the author is speculating or hypothesizing)<\/li>\r\n \t<li>Contests (disagrees)<\/li>\r\n \t<li>Concludes<\/li>\r\n \t<li>Shows<\/li>\r\n \t<li>Argues<\/li>\r\n \t<li>Explains<\/li>\r\n \t<li>Indicates<\/li>\r\n \t<li>Points out<\/li>\r\n \t<li>Offers<\/li>\r\n<\/ul>\r\nMore precise choices\u00a0such as\u00a0these carry a lot more information than \u201csays,\u201d enabling you to relate more information\u00a0with fewer words. For one thing, they can quickly convey what kind of idea you\u2019re citing: a speculative one (\u201cproposes\u201d),\u00a0a conclusive one (\u201cdetermines\u201d),\u00a0a controversial one (\u201ccounters\u201d). You can further show how you\u2019re incorporating these sources into your own narrative through your word choice. For example, if you write that an author \u201cclaims\u201d something, you\u2019re presenting yourself as fairly neutral about that claim. If you instead write that the author \u201cconcludes\u201d something, then you signal to your reader that you find that evidence more convincing. \u201cSuggests\u201d on the other hand is a much weaker endorsement.\r\n\r\nPractice attributing and using sources with the brief exercise below, which includes quotations, paraphrases, summaries, and attributions.\u00a0 The exercise is based on a short passage from a world history textbook.\r\n\r\nTextbook passage:<sup>1<\/sup>\r\n<blockquote><img class=\"alignright wp-image-3364 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3033\/2016\/08\/31190746\/hope-3467922_1920-300x168.jpg\" alt=\"decorative image\" width=\"300\" height=\"168\" \/>Like so many things desired by Europeans and supplied by Asians\u2014at first luxury items for the elite such as silk or porcelain, but increasingly products like tea from China for the mass market\u2014cotton textiles were produced well and cheaply in India. The British textile manufacturers focused on the \u201ccheap\u201d part and complained that with relatively higher wages, British manufacturers could not compete. India had a competitive advantage in the eighteenth century, being able to undersell in the world market virtually any other producer of textiles. Some thought the reason for cheap Indian textiles was because of a low living standard, or a large population earning depressed wages, but all of those have been shown to not be true: Indian textile workers in the eighteenth century had just as high a standard of living as British workers. So, if it was not a low standard of living that gave India its competitive advance, what did?\r\n\r\nIn a word: agriculture. Indian agriculture was so productive that the amount of food produced, and hence its cost, was significantly lower than in Europe. In the preindustrial age, when working families spent 60-80 percent of their earnings on food, the cost of food was the primary determinant of their real wages (i.e. how much a pound, dollar, a real, or a pagoda could buy). In India (and China and Japan as well), the amount of grain harvested from a given amount of seed was in the ration of 20:1 (e.g., twenty bushels of rice harvested for every one planted), whereas in England it was at best 8:1. Asian agriculture thus was more than twice as efficient as British (and by extension European) agriculture, and food\u2014the major component in the cost of living\u2014cost less in Asia.\r\n\r\n<sup>1<\/sup><a href=\"https:\/\/rowman.com\/ISBN\/9780742554191\" target=\"_blank\" rel=\"noopener\">Robert B. Marks,\u00a0<span class=\"Book-Title-Hyperlink\">The Origins of the Modern World: A Global and Ecological Narrative from the Fifteenth to the Twenty-first Century<\/span>\u00a0(Lanham, MD: Rowman &amp; Littlefield, 2007), 95.<\/a><\/blockquote>\r\n&nbsp;\r\n<div class=\"textbox exercises\">\r\n<h3>Practice Exercise<\/h3>\r\n<strong>Drawing on this passage, try out different quoting, paraphrasing and summarizing options for a research essay on the economics of food supply:<\/strong>\r\n<ol>\r\n \t<li><strong>Select a portion of the text that you'd use to support your own argument if you were writing an essay about the economics of food. Quote a part of a sentence or multiple sentences, incorporating the quotation appropriately into your own sentence\/s. Identify why you chose this portion of text to quote.<\/strong><\/li>\r\n<\/ol>\r\n[practice-area rows=\"8\"][\/practice-area]\r\n[reveal-answer q=\"287991\"]Show a possible answer[\/reveal-answer]\r\n[hidden-answer a=\"287991\"]\u201cIndia (and China and Japan as well), the amount of grain harvested from a given amount of seed was in the ration of 20:1 (e.g., twenty bushels of rice harvested for every one planted), whereas in England it was at best 8:1\u201d (Marks 95).\r\n\r\nThis sentence contains a significant statistic, is clearly-written, and would be appropriate in an essay focusing on the economics of food supply. It also contains correct attribution, with the author\u2019s last name and exact page number in parentheses at the end, using MLA in-text citation format.[\/hidden-answer]\r\n<ol start=\"2\">\r\n \t<li><strong>Create an unacceptable paraphrase of part of the passage, copying a couple of sentences and changing just a few of the key words.<\/strong><\/li>\r\n<\/ol>\r\n[practice-area rows=\"8\"][\/practice-area]\r\n[reveal-answer q=\"121663\"]Show a possible answer[\/reveal-answer]\r\n[hidden-answer a=\"121663\"]Indian agriculture was so fruitful that the amount of food farmed, and therefore its cost, was a lot lower than in Europe. When working families spent 60-80 percent of their wages on food in the preindustrial age, the cost of food was the primary determinant of their real wages (i.e. how much a pound, dollar, a real, or a pagoda could buy).\r\n\r\nThis unacceptable paraphrase simply changed a few words and retained the original text\u2019s sentence structure. There\u2019s no attribution of the paraphrase\u2019s source.[\/hidden-answer]\r\n<ol start=\"3\">\r\n \t<li><strong>Create an acceptable paraphrase of part of the passage.<\/strong><\/li>\r\n<\/ol>\r\n[practice-area rows=\"8\"][\/practice-area]\r\n[reveal-answer q=\"478300\"]Show a possible answer[\/reveal-answer]\r\n[hidden-answer a=\"478300\"]Marks states that the percentage of income devoted to purchasing food in Indian families from the mid-eighteenth to mid-nineteenth century was very low compared to countries in Europe. Residents of India thus had more spending power, as comparatively so little of their wages needed to be devoted to the purchase of food (95).\r\n\r\nThis acceptable paraphrase changed sentence structures as well as wording. It also uses an attribution at the start and a citation at the end, so your reader can distinguish it from other sources of information as well as your own information in an essay.[\/hidden-answer]\r\n<ol start=\"4\">\r\n \t<li><strong>Rewrite the acceptable paraphrase changing the verb of attribution.\u00a0 How does the new verb change the meaning or tone of the paraphrase?<\/strong><\/li>\r\n<\/ol>\r\n[practice-area rows=\"8\"][\/practice-area]\r\n[reveal-answer q=\"81854\"]Show a possible answer[\/reveal-answer]\r\n[hidden-answer a=\"81854\"]Marks confirms that\u2026\r\n\r\nBy using the word \u201cconfirms\u201d instead of \u201cstates,\u201d there\u2019s an implication that other researchers have agreed with this information, thus making the information seem more authoritative, as it no longer is confined to just the insight of one expert.[\/hidden-answer]\r\n<ol start=\"5\">\r\n \t<li><strong>Summarize the entire passage.<\/strong><\/li>\r\n<\/ol>\r\n[practice-area rows=\"8\"][\/practice-area]\r\n[reveal-answer q=\"565950\"]Show a possible answer[\/reveal-answer]\r\n[hidden-answer a=\"565950\"]Marks confirms that in the 18th century, India sold fabric at far cheaper cost than other countries due to lower salary costs, which were not the result of a low standard of living, but were the result of an abundance of cheap food, which was grown at a far higher yield than in Europe (95).\r\n\r\nThis summary greatly condenses the two original paragraphs into one sentence, retaining the key concepts. It uses original language and sentence structure, and it is attributed correctly at the beginning and end.[\/hidden-answer]\r\n\r\n<\/div>\r\n<div><\/div>","rendered":"<p>Quotations, paraphrases, and summaries all need to be attributed, or identified as &#8220;belonging&#8221; to their original authors.\u00a0 Attribution is both an ethical practice and a legal necessity, to avoid &#8220;stealing&#8221; another person&#8217;s specific ideas.\u00a0 <em>Keep one basic rule about using sources in mind:\u00a0your reader needs to be able to distinguish, at all times, which information is yours and which information comes from sources.<\/em><\/p>\n<p>Quotations are relatively easy to attribute &#8211; you use quotation marks to begin and end the quotation, and put a citation in parentheses at the end. The citation at the end of a quotation occurs in parentheses.\u00a0 (In MLA citation format, you put the author&#8217;s last name and the exact page number inside the parentheses; APA format uses the author&#8217;s last name and year of publication.)<\/p>\n<p>Paraphrases and summaries are easy to attribute as well, as long as you remember to use identifying information at the start and a citation in parentheses at the end.\u00a0 Identifying information at the start usually consists of the author&#8217;s last name, although it can be the name of an editor or\u00a0the title of an article if there is no author listed.<\/p>\n<p>One standard method of attributing and introducing paraphrases and summaries is to use a phrase such as &#8220;according to,&#8221; or &#8220;Smith states that.&#8221; However, relying on &#8220;states&#8221; or &#8220;says&#8221; is not always your best choice as a writer.\u00a0Here\u2019s a list of 15 useful alternatives.<\/p>\n<ul>\n<li>Claims<\/li>\n<li>Asserts<\/li>\n<li>Relates<\/li>\n<li>Recounts<\/li>\n<li>Complains<\/li>\n<li>Reasons<\/li>\n<li>Proposes<\/li>\n<li>Suggests (if the author is speculating or hypothesizing)<\/li>\n<li>Contests (disagrees)<\/li>\n<li>Concludes<\/li>\n<li>Shows<\/li>\n<li>Argues<\/li>\n<li>Explains<\/li>\n<li>Indicates<\/li>\n<li>Points out<\/li>\n<li>Offers<\/li>\n<\/ul>\n<p>More precise choices\u00a0such as\u00a0these carry a lot more information than \u201csays,\u201d enabling you to relate more information\u00a0with fewer words. For one thing, they can quickly convey what kind of idea you\u2019re citing: a speculative one (\u201cproposes\u201d),\u00a0a conclusive one (\u201cdetermines\u201d),\u00a0a controversial one (\u201ccounters\u201d). You can further show how you\u2019re incorporating these sources into your own narrative through your word choice. For example, if you write that an author \u201cclaims\u201d something, you\u2019re presenting yourself as fairly neutral about that claim. If you instead write that the author \u201cconcludes\u201d something, then you signal to your reader that you find that evidence more convincing. \u201cSuggests\u201d on the other hand is a much weaker endorsement.<\/p>\n<p>Practice attributing and using sources with the brief exercise below, which includes quotations, paraphrases, summaries, and attributions.\u00a0 The exercise is based on a short passage from a world history textbook.<\/p>\n<p>Textbook passage:<sup>1<\/sup><\/p>\n<blockquote><p><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-3364 size-medium\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/3033\/2016\/08\/31190746\/hope-3467922_1920-300x168.jpg\" alt=\"decorative image\" width=\"300\" height=\"168\" \/>Like so many things desired by Europeans and supplied by Asians\u2014at first luxury items for the elite such as silk or porcelain, but increasingly products like tea from China for the mass market\u2014cotton textiles were produced well and cheaply in India. The British textile manufacturers focused on the \u201ccheap\u201d part and complained that with relatively higher wages, British manufacturers could not compete. India had a competitive advantage in the eighteenth century, being able to undersell in the world market virtually any other producer of textiles. Some thought the reason for cheap Indian textiles was because of a low living standard, or a large population earning depressed wages, but all of those have been shown to not be true: Indian textile workers in the eighteenth century had just as high a standard of living as British workers. So, if it was not a low standard of living that gave India its competitive advance, what did?<\/p>\n<p>In a word: agriculture. Indian agriculture was so productive that the amount of food produced, and hence its cost, was significantly lower than in Europe. In the preindustrial age, when working families spent 60-80 percent of their earnings on food, the cost of food was the primary determinant of their real wages (i.e. how much a pound, dollar, a real, or a pagoda could buy). In India (and China and Japan as well), the amount of grain harvested from a given amount of seed was in the ration of 20:1 (e.g., twenty bushels of rice harvested for every one planted), whereas in England it was at best 8:1. Asian agriculture thus was more than twice as efficient as British (and by extension European) agriculture, and food\u2014the major component in the cost of living\u2014cost less in Asia.<\/p>\n<p><sup>1<\/sup><a href=\"https:\/\/rowman.com\/ISBN\/9780742554191\" target=\"_blank\" rel=\"noopener\">Robert B. Marks,\u00a0<span class=\"Book-Title-Hyperlink\">The Origins of the Modern World: A Global and Ecological Narrative from the Fifteenth to the Twenty-first Century<\/span>\u00a0(Lanham, MD: Rowman &amp; Littlefield, 2007), 95.<\/a><\/p><\/blockquote>\n<p>&nbsp;<\/p>\n<div class=\"textbox exercises\">\n<h3>Practice Exercise<\/h3>\n<p><strong>Drawing on this passage, try out different quoting, paraphrasing and summarizing options for a research essay on the economics of food supply:<\/strong><\/p>\n<ol>\n<li><strong>Select a portion of the text that you&#8217;d use to support your own argument if you were writing an essay about the economics of food. Quote a part of a sentence or multiple sentences, incorporating the quotation appropriately into your own sentence\/s. Identify why you chose this portion of text to quote.<\/strong><\/li>\n<\/ol>\n<p><textarea aria-label=\"Your Answer\" rows=\"8\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q287991\">Show a possible answer<\/span><\/p>\n<div id=\"q287991\" class=\"hidden-answer\" style=\"display: none\">\u201cIndia (and China and Japan as well), the amount of grain harvested from a given amount of seed was in the ration of 20:1 (e.g., twenty bushels of rice harvested for every one planted), whereas in England it was at best 8:1\u201d (Marks 95).<\/p>\n<p>This sentence contains a significant statistic, is clearly-written, and would be appropriate in an essay focusing on the economics of food supply. It also contains correct attribution, with the author\u2019s last name and exact page number in parentheses at the end, using MLA in-text citation format.<\/p><\/div>\n<\/div>\n<ol start=\"2\">\n<li><strong>Create an unacceptable paraphrase of part of the passage, copying a couple of sentences and changing just a few of the key words.<\/strong><\/li>\n<\/ol>\n<p><textarea aria-label=\"Your Answer\" rows=\"8\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q121663\">Show a possible answer<\/span><\/p>\n<div id=\"q121663\" class=\"hidden-answer\" style=\"display: none\">Indian agriculture was so fruitful that the amount of food farmed, and therefore its cost, was a lot lower than in Europe. When working families spent 60-80 percent of their wages on food in the preindustrial age, the cost of food was the primary determinant of their real wages (i.e. how much a pound, dollar, a real, or a pagoda could buy).<\/p>\n<p>This unacceptable paraphrase simply changed a few words and retained the original text\u2019s sentence structure. There\u2019s no attribution of the paraphrase\u2019s source.<\/p><\/div>\n<\/div>\n<ol start=\"3\">\n<li><strong>Create an acceptable paraphrase of part of the passage.<\/strong><\/li>\n<\/ol>\n<p><textarea aria-label=\"Your Answer\" rows=\"8\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q478300\">Show a possible answer<\/span><\/p>\n<div id=\"q478300\" class=\"hidden-answer\" style=\"display: none\">Marks states that the percentage of income devoted to purchasing food in Indian families from the mid-eighteenth to mid-nineteenth century was very low compared to countries in Europe. Residents of India thus had more spending power, as comparatively so little of their wages needed to be devoted to the purchase of food (95).<\/p>\n<p>This acceptable paraphrase changed sentence structures as well as wording. It also uses an attribution at the start and a citation at the end, so your reader can distinguish it from other sources of information as well as your own information in an essay.<\/p><\/div>\n<\/div>\n<ol start=\"4\">\n<li><strong>Rewrite the acceptable paraphrase changing the verb of attribution.\u00a0 How does the new verb change the meaning or tone of the paraphrase?<\/strong><\/li>\n<\/ol>\n<p><textarea aria-label=\"Your Answer\" rows=\"8\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q81854\">Show a possible answer<\/span><\/p>\n<div id=\"q81854\" class=\"hidden-answer\" style=\"display: none\">Marks confirms that\u2026<\/p>\n<p>By using the word \u201cconfirms\u201d instead of \u201cstates,\u201d there\u2019s an implication that other researchers have agreed with this information, thus making the information seem more authoritative, as it no longer is confined to just the insight of one expert.<\/p><\/div>\n<\/div>\n<ol start=\"5\">\n<li><strong>Summarize the entire passage.<\/strong><\/li>\n<\/ol>\n<p><textarea aria-label=\"Your Answer\" rows=\"8\"><\/textarea><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q565950\">Show a possible answer<\/span><\/p>\n<div id=\"q565950\" class=\"hidden-answer\" style=\"display: none\">Marks confirms that in the 18th century, India sold fabric at far cheaper cost than other countries due to lower salary costs, which were not the result of a low standard of living, but were the result of an abundance of cheap food, which was grown at a far higher yield than in Europe (95).<\/p>\n<p>This summary greatly condenses the two original paragraphs into one sentence, retaining the key concepts. It uses original language and sentence structure, and it is attributed correctly at the beginning and end.<\/p><\/div>\n<\/div>\n<\/div>\n<div><\/div>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-1441\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>Practice Using Sources. Revised and adapted from the page Listening to Sources, Talking to Sources at https:\/\/milnepublishing.geneseo.edu\/writing-in-college-from-competence-to-excellence\/chapter\/listening-to-sources-talking-to-sources\/. <strong>Authored by<\/strong>: Susan Oaks. <strong>Provided by<\/strong>: Empire State College, SUNY OER Services. <strong>Project<\/strong>: College Writing. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Listening to Sources, Talking to Sources . <strong>Authored by<\/strong>: Amy Guptill. <strong>Provided by<\/strong>: The College at Brockport, SUNY. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/milnepublishing.geneseo.edu\/writing-in-college-from-competence-to-excellence\/chapter\/listening-to-sources-talking-to-sources\/\">https:\/\/milnepublishing.geneseo.edu\/writing-in-college-from-competence-to-excellence\/chapter\/listening-to-sources-talking-to-sources\/<\/a>. <strong>Project<\/strong>: Writing in College: From Competence to Excellence . <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">CC BY-NC: Attribution-NonCommercial<\/a><\/em><\/li><li>image of abundant rice field India. <strong>Authored by<\/strong>: nandhukumar. <strong>Provided by<\/strong>: Pixabay. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"https:\/\/pixabay.com\/en\/hope-kerala-food-rice-outdoor-3467922\/\">https:\/\/pixabay.com\/en\/hope-kerala-food-rice-outdoor-3467922\/<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/about\/cc0\">CC0: No Rights Reserved<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":19,"menu_order":6,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"Practice Using Sources. Revised and adapted from the page Listening to Sources, Talking to Sources at https:\/\/milnepublishing.geneseo.edu\/writing-in-college-from-competence-to-excellence\/chapter\/listening-to-sources-talking-to-sources\/\",\"author\":\"Susan Oaks\",\"organization\":\"Empire State College, SUNY OER Services\",\"url\":\"\",\"project\":\"College Writing\",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Listening to Sources, Talking to Sources \",\"author\":\"Amy Guptill\",\"organization\":\"The College at Brockport, SUNY\",\"url\":\"https:\/\/milnepublishing.geneseo.edu\/writing-in-college-from-competence-to-excellence\/chapter\/listening-to-sources-talking-to-sources\/\",\"project\":\"Writing in College: From Competence to Excellence \",\"license\":\"cc-by-nc\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"image of abundant rice field India\",\"author\":\"nandhukumar\",\"organization\":\"Pixabay\",\"url\":\"https:\/\/pixabay.com\/en\/hope-kerala-food-rice-outdoor-3467922\/\",\"project\":\"\",\"license\":\"cc0\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-1441","chapter","type-chapter","status-publish","hentry"],"part":2470,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/pressbooks\/v2\/chapters\/1441","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/wp\/v2\/users\/19"}],"version-history":[{"count":27,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/pressbooks\/v2\/chapters\/1441\/revisions"}],"predecessor-version":[{"id":3973,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/pressbooks\/v2\/chapters\/1441\/revisions\/3973"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/pressbooks\/v2\/parts\/2470"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/pressbooks\/v2\/chapters\/1441\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/wp\/v2\/media?parent=1441"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/pressbooks\/v2\/chapter-type?post=1441"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/wp\/v2\/contributor?post=1441"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-esc-wm-englishcomposition1\/wp-json\/wp\/v2\/license?post=1441"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}