Using direct quotes and

1

• Using direct quotes and
• paraphrases in academic writing
• Office for Learning and Teaching
• in Economics and Business
• www.econ.usyd.edu.au/OfficeOfLearningAndTeaching
  
• Last Updated January, 2006
• Voice over by James Whisker
• Click here to read
• About this presentation

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Educational outcomes

• The purpose of this presentation is to explain
  how to
• reference using both direct quotes and
  paraphrases.
• After completing this PowerPoint presentation,
  you will be
• better able to
• Explain how to reference using (a) direct quotes
  and (b) paraphrases
• Describe the advantages of paraphrasing
• Describe some important steps involved with the
  process of creating a paraphrase

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Why we use quotes and paraphrases

• The use of direct quotes and paraphrases to
  support your
• discussion and argument is vital for quality
  academic writing and to
• avoid claims of plagiarism. Students can use
  direct quotes and
• paraphrases, to achieve many purposes such as
• To orientate the reader in the introduction of an
  essay to key research in the field
• To show how significant a topic is
• To support the claims made in the essay or task
• To outline, explain, compare and / or give
  examples of varying opinions in the field or
  highlight a position that a student may wish to
  agree or disagree with
• To demonstrate broad reading and knowledge on a
  topic
• (Note this list is not exhaustive)

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Direct quotes

• In general, quotations should be used
  infrequently in academic
• writing. You should use a quotation only when you
  need to
• Include an authors language that is particularly
  effective, well-stated, important within the
  discipline, historically significant, or striking
  or unique
• Present an idea or opinions that either cannot be
  paraphrased concisely or cannot be paraphrased
  without changing the meaning in some way
• Present an idea or position to critique, comment
  upon or agree/disagree with (this position
  should be one that cannot be easily stated
  through paraphrasing)

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An example of a direct quote

• This is an appropriate use of a direct quote
  because it used the authors own emotive words to
  provide a strong opinion and also because it
  combines the direct quote with paraphrasing from
  the original text.
• On the basis of empirical evidence, Weller and
  Webber (2001) argue that there has been growing
  polarisation of the Australian labour force and
  that precarious and unstable careers have been
  the outcome of the structural changes in the
  economy (p.192), at least in the textiles,
  clothing and footwear industries.

Source of example Weller Webber (2001).
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Direct quote summary

• Students should understand that while the use of
  direct
• quotes is an important part of academic writing,
  direct quotes
• should only be used sparingly (i.e., very
  little).
• The preferred method of incorporating sources
  into academic
• writing is through the use of paraphrases.
• The remainder of this PowerPoint presentation
  will focus on
• explaining in detail how to develop high quality
  paraphrases.

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Paraphrasing

• A paraphrase is a restatement of someone elses
  ideas, evidence or opinions using your own words.
  
• A paraphrase is usually of similar length to the
  original.
• In academic writing, a paraphrase is usually
  confined to restating sentences or key findings
  of a study.
• Summaries, on the other hand, are more
  appropriate for longer pieces of text.
• Summaries are always shorter than the original
  text.

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Why is paraphrasing often preferred?

• Paraphrasing helps students learn
• Paraphrasing is concise (See example)
• Paraphrasing helps to limit the temptation to
  overuse quotes
• Paraphrasing helps to better demonstrate a
  synthesis of evidence (See example)

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The 2 major steps of paraphrasing

• There are 2 major steps involved with
  paraphrasing original text.
• Technical changes to the original text
• Interpreting and synthesising source material
  into the discussion via selecting, condensing,
  interpreting and/or evaluating

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Technical changes

• The first step to successfully paraphrase an idea
  from
• source material requires making technical changes
  to the
• original text.
• The types of technical changes can be summarised
  as
• Substituting similar words (changing the
  vocabulary)
• Changing the sentence structure
• Changing the word order

Reference Hoysted, A. (no date). Paraphrasing.
Unpublished teaching material, The University of
Newcastle.
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Interpreting and synthesising

• The second step needed to create a successful
  paraphrase
• involves synthesising the original idea into the
  essay to
• build an argument or substantiate a particular
  position.
• This type of paraphrasing is very important in
  terms
• producing quality academic writing.
• These interpretative changes that are part of the
  second step of
• paraphrasing can be summarised as
• Selecting text
• Condensing text
• Clarifying text and / or
• Interpreting text

Reference Hoysted, A. (no date). Paraphrasing.
Unpublished teaching material, The University of
Newcastle.
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Interpreting source material

• These interpretative changes of paraphrasing
  (i.e.,
• selecting, condensing and clarifying the text)
  assist
• students to interpret their sources and evidence
  so that
• students can
• Comment on or interpret the original source
• Evaluate the original the source
• Compare the original with other sources

Reference Hoysted, A. (no date). Paraphrasing.
Unpublished teaching material, The University of
Newcastle.
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Examples of technical changes to text

• Original Text
• Researchers have come to recognize that many of
  the alleged distortions induced by financial
  leverage rest on the factually incorrect premise
  that managers interests are identical with those
  of shareholders. (30 words)
• Change the vocabulary (and condense)
• Authors have realised that many possible
  distortions caused by financial leverage result
  from the mistaken premise that managers
  interests are the same as shareholders
  interests. (25 words)
• Now change the structure (and condense further)
• The mistaken premise that managers interests
  are the same as shareholders interests causes
  many possible distortions related to financial
  leverage. (20 words)

Source of example Garvey Mawani (2005).
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Examples of interpretation synthesis

• Original Text
• Researchers have come to recognize that many of
  the alleged distortions induced by financial
  leverage rest on the factually incorrect premise
  that managers interests are identical with those
  of shareholders.
• Synthesis into another argument for an essay
• The mistaken premise that shareholders
  interests are the same as managers interests
  causes many problems with various theoretical
  models relating to risk incentives. Garvey and
  Mawani (2005) argue, for example, that this
  mistaken premise results in possible distortions
  related to financial leverage errors. Another
  problem is that ...

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Paraphrasing longer text examples

• Original text Wong et al
• The high rate of turnover has been a substantial
  problem in managing Chinese employees in joint
  ventures in the Peoples Republic of China. This
  is particularly true for two groups of employees.
  First, there has been shortage of middle-level
  managers because of the increased economic
  development over the past twenty years. This
  shortage has hindered many multinational
  corporations localization plans because local
  managers who have been trained for succession
  have usually ended up as the focus of aggressive
  recruiting efforts by other organizations.

Source of example Wong, Hui, Wong, Law (2001,
p.328).
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Technical changes
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Interpreting and synthesising

• The role of organisational commitment in staff
  turnover has been less well researched in
  developing countries, despite the
  research being needed for effective joint venture
  planning. For example, a significant challenge
  for joint ventures involving multinationals in
  China has been the high levels of local staff
  turnover. A shortage of middle-level managers and
  resulting fierce competition to recruit them, has
  led to poaching by rival organisations. As these
  local managers have often been training to take
  over the roles of expatriates, high turnove has
  proved an obstacle to the localisation of many
  joint ventures (Wong et al., 2001). Thus, lack of
  organisational commitment by local managers can
  have implications beyond the individual employee.
  An improved understanding of organisational
  commitment across various cultural contexts,
  informed by research, would assist planning and
  implementation for joint ventures.

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Conclusion

• You should now have a better understanding of
• Why paraphrasing is often the preferred method of
  incorporating sources into academic writing
• The technical steps involved with the process of
  creating a paraphrase
• The importance of interpreting and synthesising
  sources into your work

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More information or help?

• Additional resources for academic writing can be
  found at
• University of Melbourne
• http//tlu.ecom.unimelb.edu.au/pdfs/Lecture206-Pl
  agiarism_and_paraphrasing.pdf
• University of South Australia
• http//www.unisanet.unisa.edu.au/learningconnectio
  n/student/default.asp
• The University of Sydney Learning Centre
• http//www.usyd.edu.au/stuserv/academic_support/le
  arning_centre/resour.shtml

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• Thank you
• For additional individual support with your
  writing, you may contact Dr Michael Paton on 9351
  5569 or via email
• m.paton_at_econ.usyd.edu.au
• To provide feedback about this PowerPoint, you
  may email
• Kellie Morrison
• k.morrison_at_econ.usyd.edu.au
• Office for Learning and Teaching
• in Economics and Business
• www.econ.usyd.edu.au/OfficeOfLearningAndTeaching
  

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Vocabulary for Slide 5

• GO BACK
• Precarious Dependent on chance circumstances,
  unknown conditions, or
• uncertain developments or characterised by a
  lack of security or
• stability
• GO BACK
• Unstable not constant, not steady in action or
  movement, wavering in purpose
• or intent
• (Definitions were abbreviated and adapted from
  Merriam-Webster Online Dictionary
  http//www.m-w.com/home.htm)

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What is plagiarism?

• Plagiarism means presenting another person's
  ideas, findings or work as one's own by copying
  or reproducing them without due acknowledgement
  of the source
• (Academic Honesty in Coursework, The University
  of Sydney http//www.econ.usyd.edu.au/content.php
  ?pageid2534 ).
• For more information, see the Academic Honesty
  module in Blackboard.

GO BACK
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Additional examples for Slide 7

• In this example, Chong and Tak-Wing use end of
  sentence citations to
• list several studies that used a single item to
  measure job performance.
• This type of reference is useful to show your
  breadth of reading on a
• topic. While not technically a paraphrase, it
  is a concise synthesis and
• paraphrases could be used in similar ways.
• Job performance was measured by a self-rated, one
  item, seven
• point Likert-type scale adapted from Kenis
  (1979). The one item
• used in this study is how would you rate your
  overall job
• performance? This approach is in line with
  numerous studies that
• have also used a single-item to measure job
  performance (see
• Merchant, 1981, 1984 Chenhall Brownell, 1988
  Mia Chenall,
• 994 Dunk, 1995).
• GO BACK

Source of example Chong Leung Tak-Wing (2003).
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Additional examples for Slide 7

• In this example, Waslander and Thrupp synthesise
  research
• using a mid-sentence citation to list several
  studies that all use the
• term producer capital.
• They therefore advocate a change in policy
  relating to investment in both physical and human
  capital. They advocate what has become known as
  producer capital (Dore, 1987 Thurow, 1993
  Hutton, 1995) in which low-cost, long-term
  investment is linked to the development of human
  capital.
• GO BACK

Source of example Waslander Thrupp (1997).
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References

• Garvey, G., Mawani, A. (2005). Risk-taking
  incentives of executive stock options and the
  asset substitution problem. Accounting and
  Finance, 45(1), 3-23.
• Hoysted, A. (No date). Paraphrasing. Unpublished
  teaching material. The Learning Support Unit, The
  University of Newcastle.
• Waslander, S., Thrupp, M. (1997). Choice,
  competition and segregation an empirical
  analysis of a New Zealand secondary school
  market, 1990-93. In A.H. Halsey., H. Lauder, P.
  Brown, A. Stuart Wells (Eds.), Education
  culture, economy, society, pp. 439-459. Oxford
  and New York Oxford University Press.
• Chong, V. K Leung Tak-Wing, S. (2003). Testing
  a model of the motivational role of budgetary
  participation on job performance a goal setting
  theory analysis. Asian Review of Accounting,
  11(1), 1-17.
• Weller, S., Webber, M. (2001). Precarious
  employment and occupational change. In
  J.Borland., Gregory, B., P. Sheehan (Eds.),
  Work rich, work poor inequality and economic
  change in Australia, pp. 160-195. Victoria
  Centre for Strategic Economic Studies, Victoria
  University.
• Wong, C.S, Hui, C., Wong, Y.T., Law, K.S.
  (2001). The significant role of Chinese
  employees organizational commitment implications
  for managing employees in Chinese societies.
  Journal of World Business, Fall, 36(3), 326-340.

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• This PowerPoint presentation briefly explains
  how to directly quote or paraphrase from a
  source.
• Although this presentation was developed within
  the Faculty of Economics and Business, given the
  wide diversity of referencing formats, the advice
  presented here may not always align with every
  Unit of Study outline (UoS). Furthermore, some
  lecturers will have different expectations about
  specific tasks. In addition, tasks and
  assignments vary, as does the type of writing
  required in different contexts.
• Therefore, the advice here may or may not apply
  to your writing requirements. In most cases, it
  is generally best to follow the particular
  instructions of your lecturer / tutor and to use
  these materials as guidelines only.
• It is therefore important to always check your
  UoS outline or lecturer for each of your specific
  UoS requirements.
• GO BACK