{"id":300,"date":"2016-07-21T14:36:34","date_gmt":"2016-07-21T14:36:34","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/waymaker-level3-english\/?post_type=chapter&#038;p=300"},"modified":"2017-09-26T16:48:33","modified_gmt":"2017-09-26T16:48:33","slug":"text-using-sources-in-your-writing","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/wm-englishcomposition1\/chapter\/text-using-sources-in-your-writing\/","title":{"raw":"Using Sources in Your Writing","rendered":"Using Sources in Your Writing"},"content":{"raw":"<h2><strong>Using Sources Creatively<\/strong><\/h2>\r\nWhen writing papers that require the use of outside source material, it is often tempting to cite only direct quotations from your sources. If, however, this is the only method of citation you choose, your paper will become nothing more than a series of quotations linked together by a few connecting words. Your paper will seem to be a collection of others\u2019 thoughts and will contain little thinking on your part.\r\n\r\nTo avoid falling into this trap, follow a few simple pointers:\r\n<ul>\r\n \t<li><strong>Avoid using long quotations merely as space-fillers<\/strong>. While this is an attractive option when faced with a ten-page paper, the overuse of long quotations gives the reader the impression you cannot think for yourself.<\/li>\r\n \t<li><strong>Don\u2019t use only direct quotations<\/strong>. Try using paraphrases in addition to your direct quotations. To the reader, the effective use of paraphrases indicates that you took the time to think about the meaning behind the quote\u2019s words. (For further assistance see our materials on \u201c<a href=\"http:\/\/writing2.richmond.edu\/writing\/wweb\/paraphrs.html\" target=\"_blank\" rel=\"noopener\">Using Paraphrases<\/a>.\u201d)<\/li>\r\n \t<li>When introducing direct quotations, try to <strong>use a variety of verbs in your signal phrases<\/strong>. Don\u2019t always rely on stock verbs such as \u201cstates\u201d or \u201csays.\u201d Think for a little while about the purpose of your quotation and then choose a context-appropriate verb.<\/li>\r\n<\/ul>\r\nAlso, when using direct quotations try qualifying them in a novel or interesting manner. Depending on the system of documentation you\u2019re using, the signal phrases don\u2019t always have to introduce the quotation.\r\n\r\nFor example, instead of saying:\r\n<blockquote>\u201cNone of them knew the color of the sky\u201d is the opening line of Stephen Crane\u2019s short story, \u201cThe Open Boat\u201d (339). This implies the idea that \u201call sense of certainty\u201d in the lives of these men is gone (Wolford 18).<\/blockquote>\r\nTry saying:\r\n<blockquote>\u201cNone of them knew the color of the sky,\u201d the opening line of Stephen Crane\u2019s, \u201cThe Open Boat,\u201d implies that \u201call sense of certainty\u201d in the lives of these men is gone (Crane 339; Wolford 18).<\/blockquote>\r\nThe combination of these two sentences into one is something different. It shows thought on the writer\u2019s part in how to combine direct quotations in an interesting manner.\r\n\r\n<section>\r\n<h2 class=\"post-citations sidebar\">Summarizing<\/h2>\r\n<\/section>Summarizing involves condensing\u00a0the main idea of a source into a much shorter overview. A summary outlines a source's most important points and general position. When summarizing a source, it is still necessary to use a citation to give credit to the original author.\r\n<h3>How to Construct a Summary<\/h3>\r\n<ul>\r\n \t<li>Decide what part of the source is most relevant to your argument.<\/li>\r\n \t<li>Pick out the most important sentences in that part of the source. In most cases, you'll focus on the main points.<\/li>\r\n \t<li><dfn title=\"\">Paraphrase<\/dfn> those sentences. If they include any important or memorable phrases, quote those in your paraphrases. List the paraphrased sentences in the order they occur in the original.<\/li>\r\n \t<li>Add any other information that readers might need to understand how your paraphrased sentences connect to one another.<\/li>\r\n \t<li>Revise the list so that it reads not like a list but like a paragraph.<\/li>\r\n<\/ul>\r\n<h3>How to Mix Quotation with Summary<\/h3>\r\nA long summary can make readers feel that you and they are too distant from an important source. So when you write a summary as long as half a page, look for memorable phrases that you can quote within your summary.\r\n<blockquote>Colomb and Williams emphasize that drafting is \u201can act of discovery\u201d that can fuel a writer's creative thinking. They acknowledge that some writers have to draft carefully and stick closely to their outlines, but they advise writers to draft as freely and as openly as they can. They encourage even slow and careful drafters to be open to new ideas and surprises and not to be limited by what they do before drafting. They still stress the value of steady work that follows a plan: for example, writing a little bit every day rather than all at once \u201cin a fit of desperate inspiration.\u201d But they show writers how to make the best of a plan while hoping that you will \u201cdiscover what your storyboard has missed.\u201d[footnote]Kate L. Turabian. A Manual for Writers of Research Papers, Theses, and Dissertations, Seventh Edition : Chicago Style for Students and Researchers. Revised by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, and University of Chicago Press Editorial Staff. (University of Chicago Press, 2007), 83-7.[\/footnote]<\/blockquote>\r\nWhen you add a few quotations to your summary, you seem a more lively writer. You give readers an idea of your source without quoting so much that your paper seems a cut-and-paste job. If you have pages that are mostly summary and paraphrase, add a few notable quotations that will liven up your writing.\r\n<h2>Quoting<\/h2>\r\nQuoting is when one uses the <strong>EXACT wording<\/strong> of the source material. Direct quotations should be <strong>used sparingly<\/strong>, and should be used to strengthen your own arguments and ideas.\r\n\r\n<strong>When Should One Quote?<\/strong> One should use quotes infrequently and only with good reason! Some valid reasons for quoting include:\r\n<ul>\r\n \t<li>When not using the author's exact wording would change the original meaning<\/li>\r\n \t<li>To lend authority to the point you are trying to make<\/li>\r\n \t<li>When the language of the quote is significant<\/li>\r\n<\/ul>\r\nQuotations should always be introduced and incorporated into your argument, rather than dropped into your paper without context. Consider this first <strong>BAD<\/strong> example:\r\n<blockquote>\r\n<div>There are many positive effects for advertising prescription drugs on television. \u201cAfrican-American physicians regard direct-to-consumer advertising of prescription medicines as one way to educate minority patients about needed treatment and healthcare options\u201d (Wechsler).<\/div><\/blockquote>\r\n<div>This is a potentially good piece of information to support a research writer\u2019s claim, but the researcher hasn\u2019t done any of the necessary work to explain where this quote comes from or to explain why it is important for supporting her point. Rather, she has simply \u201cdropped in\u201d the quote, leaving the interpretation of its significance up to the reader.\u00a0Now consider this revised <strong>GOOD\u00a0<\/strong>example of how this quote might be better introduced into the essay:<\/div>\r\n<blockquote>\r\n<div>In her Pharmaceutical Executive article available through the Wilson Select Internet database, Jill Wechsler writes about one of the positive effects of advertising prescription drugs on television. \u201cAfrican-American physicians regard direct-to-consumer advertising of prescription medicines as one way to educate minority patients about needed treatment and healthcare options.\u201d<\/div><\/blockquote>\r\n<div>In this revision, it\u2019s much more clear what point the writer is trying to make with this evidence and where this evidence comes from.<\/div>\r\n<h2>Paraphrasing<\/h2>\r\n<div>\r\n\r\nParaphrasing is when you create your own wording of essential information and ideas expressed by someone else without directly quoting. Paraphrasing is similar to summarizing, however summaries only include the essential ideas of a work, while paraphrasing includes more details. Since your paper should only use direct quotations sparingly, you'll probably be paraphrasing frequently. Just remember that you still need to express plenty of your own ideas. Use paraphrasing to support those ideas, and <strong>be mindful that you still need to cite paraphrased portions of your paper<\/strong>.\r\n<div class=\"textbox key-takeaways\">\r\n<h3>Paraphrasing Practice<\/h3>\r\nParaphrasing is a skill that takes time to develop. One way of becoming familiar with paraphrasing is by examining successful and unsuccessful attempts at paraphrasing. Read the quote below from page 179 of Howard Gardner's book titled <em>Multiple Intelligences<\/em> and then examine the two attempts at paraphrasing that follow[footnote]Gardner, Howard. Multiple Intelligences: New Horizons in Theory and Practice. BasicBooks, 2006.[\/footnote].\r\n<div class=\"textbox shaded\">\"America today has veered too far in the direction of formal testing without adequate consideration of the costs and limitations of an exclusive emphasis on that approach.\"<\/div>\r\n<strong style=\"line-height: 1.5;\">Paraphrasing Attempt 1:<\/strong><span style=\"line-height: 1.5;\"> America has now gone too far toward formal testing, without realizing the costs and limitations of exclusively emphasizing that approach (Gardner 179).<\/span>\r\n\r\n[reveal-answer q=\"512217\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"512217\"]Although the source is cited, the paraphrasing is too close to the original statement as it retained too much of the original wording and sentence structure.[\/hidden-answer]\r\n\r\n&nbsp;\r\n\r\n<strong>Paraphrasing Attempt 2:<\/strong> In the United States, the education system places too much emphasis on formal testing, overlooking the limitations and expenses imposed when that assessment strategy is employed exclusively (Gardner 179).\r\n[reveal-answer q=\"571750\"]Show Answer[\/reveal-answer]\r\n[hidden-answer a=\"571750\"]This paraphrase is different enough from the original source that it would not be considered plagiarism, so long as Gardner is credited.[\/hidden-answer]\r\n\r\n<\/div>\r\n<\/div>\r\n<h2>Providing Context for Your Sources<\/h2>\r\nWhether you use a direct quotation, a summary, or a paraphrase, it is important to distinguish the original source from your ideas, and to explain how the cited source fits into your argument.\u00a0You can think of the context for your quote, paraphrase, or summary as a sandwich with multiple parts. You'll want to:\u00a0transition into and introduce the source, use a signal phrase to actually move into the material from the source, provide a citation that can be easily connected to the full citation material in your bibliography or works cited list, and explain how this material fits into your argument. Many writing textbooks refer to this as a quotation sandwich, but it can and should also be used to integrate paraphrases and summaries. All material from sources that you use in your own work must be integrated in this way, or you risk readers becoming confused about its importance and purpose.\r\n<div>\r\n\r\n[caption id=\"attachment_811\" align=\"aligncenter\" width=\"614\"]<img src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/107\/2016\/06\/11152936\/Screen-Shot-2016-06-06-at-11.42.57-PM.png\" alt=\"picture showing pieces stacked like a sandwich. The pieces, from top to bottom, read: transition and introduction, signal phrase, quotation\/paraphrase\/summary, citation, explanation of the material's relevance to your argument.\" width=\"614\" height=\"273\" \/> The Source Material Sandwich.[\/caption]\r\n\r\n<\/div>","rendered":"<h2><strong>Using Sources Creatively<\/strong><\/h2>\n<p>When writing papers that require the use of outside source material, it is often tempting to cite only direct quotations from your sources. If, however, this is the only method of citation you choose, your paper will become nothing more than a series of quotations linked together by a few connecting words. Your paper will seem to be a collection of others\u2019 thoughts and will contain little thinking on your part.<\/p>\n<p>To avoid falling into this trap, follow a few simple pointers:<\/p>\n<ul>\n<li><strong>Avoid using long quotations merely as space-fillers<\/strong>. While this is an attractive option when faced with a ten-page paper, the overuse of long quotations gives the reader the impression you cannot think for yourself.<\/li>\n<li><strong>Don\u2019t use only direct quotations<\/strong>. Try using paraphrases in addition to your direct quotations. To the reader, the effective use of paraphrases indicates that you took the time to think about the meaning behind the quote\u2019s words. (For further assistance see our materials on \u201c<a href=\"http:\/\/writing2.richmond.edu\/writing\/wweb\/paraphrs.html\" target=\"_blank\" rel=\"noopener\">Using Paraphrases<\/a>.\u201d)<\/li>\n<li>When introducing direct quotations, try to <strong>use a variety of verbs in your signal phrases<\/strong>. Don\u2019t always rely on stock verbs such as \u201cstates\u201d or \u201csays.\u201d Think for a little while about the purpose of your quotation and then choose a context-appropriate verb.<\/li>\n<\/ul>\n<p>Also, when using direct quotations try qualifying them in a novel or interesting manner. Depending on the system of documentation you\u2019re using, the signal phrases don\u2019t always have to introduce the quotation.<\/p>\n<p>For example, instead of saying:<\/p>\n<blockquote><p>\u201cNone of them knew the color of the sky\u201d is the opening line of Stephen Crane\u2019s short story, \u201cThe Open Boat\u201d (339). This implies the idea that \u201call sense of certainty\u201d in the lives of these men is gone (Wolford 18).<\/p><\/blockquote>\n<p>Try saying:<\/p>\n<blockquote><p>\u201cNone of them knew the color of the sky,\u201d the opening line of Stephen Crane\u2019s, \u201cThe Open Boat,\u201d implies that \u201call sense of certainty\u201d in the lives of these men is gone (Crane 339; Wolford 18).<\/p><\/blockquote>\n<p>The combination of these two sentences into one is something different. It shows thought on the writer\u2019s part in how to combine direct quotations in an interesting manner.<\/p>\n<section>\n<h2 class=\"post-citations sidebar\">Summarizing<\/h2>\n<\/section>\n<p>Summarizing involves condensing\u00a0the main idea of a source into a much shorter overview. A summary outlines a source&#8217;s most important points and general position. When summarizing a source, it is still necessary to use a citation to give credit to the original author.<\/p>\n<h3>How to Construct a Summary<\/h3>\n<ul>\n<li>Decide what part of the source is most relevant to your argument.<\/li>\n<li>Pick out the most important sentences in that part of the source. In most cases, you&#8217;ll focus on the main points.<\/li>\n<li><dfn title=\"\">Paraphrase<\/dfn> those sentences. If they include any important or memorable phrases, quote those in your paraphrases. List the paraphrased sentences in the order they occur in the original.<\/li>\n<li>Add any other information that readers might need to understand how your paraphrased sentences connect to one another.<\/li>\n<li>Revise the list so that it reads not like a list but like a paragraph.<\/li>\n<\/ul>\n<h3>How to Mix Quotation with Summary<\/h3>\n<p>A long summary can make readers feel that you and they are too distant from an important source. So when you write a summary as long as half a page, look for memorable phrases that you can quote within your summary.<\/p>\n<blockquote><p>Colomb and Williams emphasize that drafting is \u201can act of discovery\u201d that can fuel a writer&#8217;s creative thinking. They acknowledge that some writers have to draft carefully and stick closely to their outlines, but they advise writers to draft as freely and as openly as they can. They encourage even slow and careful drafters to be open to new ideas and surprises and not to be limited by what they do before drafting. They still stress the value of steady work that follows a plan: for example, writing a little bit every day rather than all at once \u201cin a fit of desperate inspiration.\u201d But they show writers how to make the best of a plan while hoping that you will \u201cdiscover what your storyboard has missed.\u201d<a class=\"footnote\" title=\"Kate L. Turabian. A Manual for Writers of Research Papers, Theses, and Dissertations, Seventh Edition : Chicago Style for Students and Researchers. Revised by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, and University of Chicago Press Editorial Staff. (University of Chicago Press, 2007), 83-7.\" id=\"return-footnote-300-1\" href=\"#footnote-300-1\" aria-label=\"Footnote 1\"><sup class=\"footnote\">[1]<\/sup><\/a><\/p><\/blockquote>\n<p>When you add a few quotations to your summary, you seem a more lively writer. You give readers an idea of your source without quoting so much that your paper seems a cut-and-paste job. If you have pages that are mostly summary and paraphrase, add a few notable quotations that will liven up your writing.<\/p>\n<h2>Quoting<\/h2>\n<p>Quoting is when one uses the <strong>EXACT wording<\/strong> of the source material. Direct quotations should be <strong>used sparingly<\/strong>, and should be used to strengthen your own arguments and ideas.<\/p>\n<p><strong>When Should One Quote?<\/strong> One should use quotes infrequently and only with good reason! Some valid reasons for quoting include:<\/p>\n<ul>\n<li>When not using the author&#8217;s exact wording would change the original meaning<\/li>\n<li>To lend authority to the point you are trying to make<\/li>\n<li>When the language of the quote is significant<\/li>\n<\/ul>\n<p>Quotations should always be introduced and incorporated into your argument, rather than dropped into your paper without context. Consider this first <strong>BAD<\/strong> example:<\/p>\n<blockquote>\n<div>There are many positive effects for advertising prescription drugs on television. \u201cAfrican-American physicians regard direct-to-consumer advertising of prescription medicines as one way to educate minority patients about needed treatment and healthcare options\u201d (Wechsler).<\/div>\n<\/blockquote>\n<div>This is a potentially good piece of information to support a research writer\u2019s claim, but the researcher hasn\u2019t done any of the necessary work to explain where this quote comes from or to explain why it is important for supporting her point. Rather, she has simply \u201cdropped in\u201d the quote, leaving the interpretation of its significance up to the reader.\u00a0Now consider this revised <strong>GOOD\u00a0<\/strong>example of how this quote might be better introduced into the essay:<\/div>\n<blockquote>\n<div>In her Pharmaceutical Executive article available through the Wilson Select Internet database, Jill Wechsler writes about one of the positive effects of advertising prescription drugs on television. \u201cAfrican-American physicians regard direct-to-consumer advertising of prescription medicines as one way to educate minority patients about needed treatment and healthcare options.\u201d<\/div>\n<\/blockquote>\n<div>In this revision, it\u2019s much more clear what point the writer is trying to make with this evidence and where this evidence comes from.<\/div>\n<h2>Paraphrasing<\/h2>\n<div>\n<p>Paraphrasing is when you create your own wording of essential information and ideas expressed by someone else without directly quoting. Paraphrasing is similar to summarizing, however summaries only include the essential ideas of a work, while paraphrasing includes more details. Since your paper should only use direct quotations sparingly, you&#8217;ll probably be paraphrasing frequently. Just remember that you still need to express plenty of your own ideas. Use paraphrasing to support those ideas, and <strong>be mindful that you still need to cite paraphrased portions of your paper<\/strong>.<\/p>\n<div class=\"textbox key-takeaways\">\n<h3>Paraphrasing Practice<\/h3>\n<p>Paraphrasing is a skill that takes time to develop. One way of becoming familiar with paraphrasing is by examining successful and unsuccessful attempts at paraphrasing. Read the quote below from page 179 of Howard Gardner&#8217;s book titled <em>Multiple Intelligences<\/em> and then examine the two attempts at paraphrasing that follow<a class=\"footnote\" title=\"Gardner, Howard. Multiple Intelligences: New Horizons in Theory and Practice. BasicBooks, 2006.\" id=\"return-footnote-300-2\" href=\"#footnote-300-2\" aria-label=\"Footnote 2\"><sup class=\"footnote\">[2]<\/sup><\/a>.<\/p>\n<div class=\"textbox shaded\">&#8220;America today has veered too far in the direction of formal testing without adequate consideration of the costs and limitations of an exclusive emphasis on that approach.&#8221;<\/div>\n<p><strong style=\"line-height: 1.5;\">Paraphrasing Attempt 1:<\/strong><span style=\"line-height: 1.5;\"> America has now gone too far toward formal testing, without realizing the costs and limitations of exclusively emphasizing that approach (Gardner 179).<\/span><\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q512217\">Show Answer<\/span><\/p>\n<div id=\"q512217\" class=\"hidden-answer\" style=\"display: none\">Although the source is cited, the paraphrasing is too close to the original statement as it retained too much of the original wording and sentence structure.<\/div>\n<\/div>\n<p>&nbsp;<\/p>\n<p><strong>Paraphrasing Attempt 2:<\/strong> In the United States, the education system places too much emphasis on formal testing, overlooking the limitations and expenses imposed when that assessment strategy is employed exclusively (Gardner 179).<\/p>\n<div class=\"qa-wrapper\" style=\"display: block\"><span class=\"show-answer collapsed\" style=\"cursor: pointer\" data-target=\"q571750\">Show Answer<\/span><\/p>\n<div id=\"q571750\" class=\"hidden-answer\" style=\"display: none\">This paraphrase is different enough from the original source that it would not be considered plagiarism, so long as Gardner is credited.<\/div>\n<\/div>\n<\/div>\n<\/div>\n<h2>Providing Context for Your Sources<\/h2>\n<p>Whether you use a direct quotation, a summary, or a paraphrase, it is important to distinguish the original source from your ideas, and to explain how the cited source fits into your argument.\u00a0You can think of the context for your quote, paraphrase, or summary as a sandwich with multiple parts. You&#8217;ll want to:\u00a0transition into and introduce the source, use a signal phrase to actually move into the material from the source, provide a citation that can be easily connected to the full citation material in your bibliography or works cited list, and explain how this material fits into your argument. Many writing textbooks refer to this as a quotation sandwich, but it can and should also be used to integrate paraphrases and summaries. All material from sources that you use in your own work must be integrated in this way, or you risk readers becoming confused about its importance and purpose.<\/p>\n<div>\n<div id=\"attachment_811\" style=\"width: 624px\" class=\"wp-caption aligncenter\"><img loading=\"lazy\" decoding=\"async\" aria-describedby=\"caption-attachment-811\" src=\"https:\/\/s3-us-west-2.amazonaws.com\/courses-images\/wp-content\/uploads\/sites\/107\/2016\/06\/11152936\/Screen-Shot-2016-06-06-at-11.42.57-PM.png\" alt=\"picture showing pieces stacked like a sandwich. The pieces, from top to bottom, read: transition and introduction, signal phrase, quotation\/paraphrase\/summary, citation, explanation of the material's relevance to your argument.\" width=\"614\" height=\"273\" \/><\/p>\n<p id=\"caption-attachment-811\" class=\"wp-caption-text\">The Source Material Sandwich.<\/p>\n<\/div>\n<\/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-300\">\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>Revision and Adaptation. <strong>Provided by<\/strong>: Lumen Learning. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><\/ul><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Shared previously<\/div><ul class=\"citation-list\"><li>Using Sources Creatively section. <strong>Authored by<\/strong>: Heather Logan. <strong>Provided by<\/strong>: University of Richmond Writing Center. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/writing2.richmond.edu\/writing\/wweb\/creatsrc.html\">http:\/\/writing2.richmond.edu\/writing\/wweb\/creatsrc.html<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-nd\/4.0\/\">CC BY-NC-ND: Attribution-NonCommercial-NoDerivatives <\/a><\/em><\/li><li>Quoting examples from Paraphrasing, and Avoiding Plagiarism. <strong>Authored by<\/strong>: Steven D. Krause. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/www.stevendkrause.com\/tprw\/chapter3.html\">http:\/\/www.stevendkrause.com\/tprw\/chapter3.html<\/a>. <strong>Project<\/strong>: The Process of Research Writing. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Quote Sandwich, from Chapter 5: Critical Thinking, Source Evaluations, and Analyzing Academic Writing. <strong>Authored by<\/strong>: Denise Snee, Kristin Houlton, Nancy Heckel. Edited by Kimberly Jacobs. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/lgdata.s3-website-us-east-1.amazonaws.com\/docs\/679\/734444\/Snee_2012_Research_Analysis_and_Writing.pdf\">http:\/\/lgdata.s3-website-us-east-1.amazonaws.com\/docs\/679\/734444\/Snee_2012_Research_Analysis_and_Writing.pdf<\/a>. <strong>Project<\/strong>: Research, Writing, and Analysis. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>Information on Quoting and Paraphrasing from the Academic Integrity Tutorial. <strong>Authored by<\/strong>: DiMenna-Nyselius Library. <strong>Provided by<\/strong>: Fairfield University. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/librarybestbets.fairfield.edu\/c.php?g=476878&#038;p=3335282\">http:\/\/librarybestbets.fairfield.edu\/c.php?g=476878&#038;p=3335282<\/a>. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/a><\/em><\/li><li>How to Summarize Accurately, section on summary. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/www.groundsforargument.org\/drupal\/evidence\/sidebar\/summarize\">http:\/\/www.groundsforargument.org\/drupal\/evidence\/sidebar\/summarize<\/a>. <strong>Project<\/strong>: Grounds for Argument. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-nc-sa\/4.0\/\">CC BY-NC-SA: Attribution-NonCommercial-ShareAlike<\/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><hr class=\"before-footnotes clear\" \/><div class=\"footnotes\"><ol><li id=\"footnote-300-1\">Kate L. Turabian. A Manual for Writers of Research Papers, Theses, and Dissertations, Seventh Edition : Chicago Style for Students and Researchers. Revised by Wayne C. Booth, Gregory G. Colomb, Joseph M. Williams, and University of Chicago Press Editorial Staff. (University of Chicago Press, 2007), 83-7. <a href=\"#return-footnote-300-1\" class=\"return-footnote\" aria-label=\"Return to footnote 1\">&crarr;<\/a><\/li><li id=\"footnote-300-2\">Gardner, Howard. Multiple Intelligences: New Horizons in Theory and Practice. BasicBooks, 2006. <a href=\"#return-footnote-300-2\" class=\"return-footnote\" aria-label=\"Return to footnote 2\">&crarr;<\/a><\/li><\/ol><\/div>","protected":false},"author":29,"menu_order":20,"template":"","meta":{"_candela_citation":"[{\"type\":\"cc\",\"description\":\"Using Sources Creatively section\",\"author\":\"Heather Logan\",\"organization\":\"University of Richmond Writing Center\",\"url\":\"http:\/\/writing2.richmond.edu\/writing\/wweb\/creatsrc.html\",\"project\":\"\",\"license\":\"cc-by-nc-nd\",\"license_terms\":\"\"},{\"type\":\"cc\",\"description\":\"Quoting examples from Paraphrasing, and Avoiding Plagiarism\",\"author\":\"Steven D. 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