• College:
  • college students are expected to adhere to and apply high standards in writing and research
  • this entails not only communicating clearly and effectively, but also properly documenting sources – the sources of words and ideas
• Conversation:
  • when we research, we are entering into a conversation
  • with the past, present, and future –
    • past:  with the source & with all those who have researched this subject
    • present:  with current readers of our work
    • future:  with future researchers on this subject
  • we are exchanging ideas
  • we are adding to the pool of knowledge on this subject
  • we are correcting, amending, modifying, improving, adjusting, updating, ….
• CREDIBILITY of our argument:
  • opinions are nice, but “everyone has one”
  • what is needed for academic discourse is evidence beyond personal belief
    • research gives us proof
    • evidence by experts, authorities in the given field of study
  • lending credibility to our arguments, our claims
    • and citing points to this research

• Credibility of US as WRITERS (Ethos):

  • when we properly document our sources, we build our ethos as writers

  • so we cite to build this trustworthiness

    • as citing demonstrates the credibility of our arguments

    • as citing demonstrates our academic integrity

    • as citing (and strong Lead-In Expressions) demonstrates the authority of our sources

  • we demonstrate RESPECT

    • respect for ourselves as scholars, writers, students, researchers

    • respect for our school, institution whose educational reputation is in the balance

    • respect for subject

    • respect for the source, the author/s of the source

• CREDIT:

  • if research writers have a concern above credibility, it is for academic integrity

  • so we cite to give credit for ideas not our own

    • ideas, not necessarily words

      • we cite even when we paraphrase a source's ideas

      • this is akin to trademark or copyright infringement (ask Samsung & Apple)

    • avoiding plagiarism = giving credit where credit is due

  • we cite to demonstrate our respect for Intellectual Property Rights

  • we cite to differentiate clearly our ideas from our sources’ ideas

    • consequently, to demonstrate our academic honesty/integrity

• cite EACH sentence of borrowed information

  • paraphrased OR "directly quoted"

• cite IDEAS

  • not just words necessarily

  • (if you didn't know it before you started researching, cite)

• even if they run in consecutive sentences

  • think like a reader when you write

  • your job is to help readers find this info in context as painlessly, easily as possible

  • see these "rolling attributions" below:

• CLUES that something might need to be cited:

  • stats, figures, percentages, specific amount

  • specific dates, technical terms

  • quotation marks

  • references to studies or research

• COMMON KNOWLEDGE:

  • “Common knowledge includes information widely available in reference works, such as basic biographical facts about prominent persons and the dates and circumstances of major historical events” (MLA 10).

  • this does get a bit confusing:

    • facts get disputed, educational standards & curricula change, bad info can "go viral"

  • of course, if you are ever unsure if you need to cite, it is better to err on the side of caution...& CITE

  • PLAGIARISM & COMMON KNOWLEDGE.PPT (.pdf)

• Cite the sentence sentence of borrowed information.

• Do NOT cite an entire paragraph:

  • Which sentence has the borrowed info?

  • Which ideas come from you & which come from the source?

  • What if you have info coming from different locations within that source?

  • What if you have multiple sources within that paragraph?

• SO...

• every time you borrow information

  • "directly quoted" or paraphrased

• cite it

• immediately after that sentence

• Set up (or “lead into”) direct quotes or paraphrases with preview sentences.

• Why?

  • To answer “So What?!” (author’s credentials = why we should care about his/her opinions)

  • To establish your ethos as a writer (citing, citing credible sources)

  • To distinguish, clearly and unequivocally, between your ideas and a source’s.

• EXAMPLE:  

  • Jayne Smyth, founder of the Ethics in Politics Association and author of the Web article “The Ethical Deportments of the 2008 Presidential Candidates,” asserts, “Direct quote” (par.6).  She further notes that “Direct quote” (par.3).  In other words, brief explanation.  Thus, warrant statement.

 

Quotation Marks + space + Parentheses + Period

• NAME:

  • "Parenthetical" Citations = uses (parentheses)

• PERIOD:

  • usually after the Parenthetical Citation (9/10 times).

  • rarely  before the Parenthetical Citation. (with Block Quotes)

  • “…opinion” (Smith 89).

Author’s Last Name + space + Page Number

• ANALOGY: 

  • as the basics of a Sentence           = Subject + Verb

  • the basics of an In-Text Citation = Author's Last Name + Page Referent

• NOT included in Parenthetical Citations:

  • Web addresses (URLs)

  • dates (of publication)

*CORE ELEMENTS*

• *BONUS INFO* 

  • Sometimes it is necessary to add more information than just these basics.

    • What if your source has no author?

    • What if you have more than 1 source by that author?

    • What if you have more than 1 Smith on your WC page?

    • What if you have more than 1 article from that site?

  • How will readers be able to make sense of your citation?

    • Paragraph 6 in which Smith article?

    • Is 'Causes' in Jayne Smith's or Roger Smith's article?

    • Page 52 in which CDC article?

  • This is when you need to add "bonus info" into your in-text citation.

*(a) Bonus Info: AUTHORS*

*(b) Bonus Info: Locators*

• Since readers often need to find the original of a thought or quote & its original context, they need to be able to find, easily and quickly, where it is located in the source document.

• SO

• To accomplish this, we place page numbers -- as shown above -- in the parenthetical citation to help readers painlessly find the original, without having to read the entire source.

• BUT

• If no page numbers appear in or on the original – and this is particularly the case with electronic sources such as Web sites – then you cannot rely upon the page numbers supplied by the printers because each printer’s settings are different. 

• SO

• Thus, you will use some other locator -- such as

  • numbered paragraphs

    • shorter documents often have paragraph numbers instead of page numbers 

    • therefore, they can be used in your parenthetical citation

  • numbered chapters, sections, parts, or books

  • TIME CODES for videos

*NO PAGE NUMBERS*

• IF

• A source has NO NUMBERED pages or paragraphs or sections

• Then you CANNOT use the above location indicators

*NO NUMBERED LOCATION INDICATORS*

• the 1st time you cite from the Bible, you must include the specific version you are using

  • some versions include the KJV, New King James Version, New American Standard Version, New International Version, New Living Translation, English Standard Version, Wycliffe New Testament

  • and that's just a few of those printed in English!

• (King James Version, Rom. 8.28-29).

  • This citation suggests that the quote from chapter 8, verses 28 & 29 in the Book of Romans is from the KJV.

  • *NOTA BENE*

    • chapter & verse are separated by a period (not a colon) and no abbreviations are required for "chapter" or "verse" (just the numerals).

    • while these specific editions/versions of the Bible must be underlined (or italicized), general terms for religious texts, such Bible, Talmud, and Quran, need not be underlined (or italicized).

• for all subsequent citations from that particular version of the Bible, you do not need this addition

• (Ezek. 1.5-10).

*Do NOT underline or italicize books of the Bible*

ANTHOLOGIZED WORKS:

• PROSE:

  • Author + space + page number + semicolon + additional ID info (chapter, section, act,…)(each separated by a comma)

  • (O’Connor 239; pt.4).

  • (Roberts 611; ch.2, sect.4).

• VERSE, POETRY:

  • no page numbers

  • Work + space + division (act, scene, canto, book, part) + period + line number

  • line number—

    • no “l.” or “ll.”

    • when the author & work are in the Lead-In

      • spell out “lines” the 1st time

      • after that, just include the line number (numeral)

  • (Macbeth 5.5.19-28).

  • (Odyssey 2.111 ).

  • (Crane 5-13).

• *BUT*

• if an anthologized work has no line numbers in it

  • then use the page number

  • (Roberts 192).

• if the work is a 1-page poem

  • do not use line numbers

  • do not use page number (it will be on the Works Cited page)

  • (Dickinson).

• BONUS INFO for In-Text Citations of Anthologized Works:

  • Author + page number + semicolon + divisions with commas (if those divisions are numbered)

  • (Smith 193; ch.2, sec.7).