Each Flipped Learning Module (FLM) is a set of short videos and online activities that can be used (in whole or in part) to free up class time from content delivery for greater student interaction. At the end of the module, students are asked to fill out a brief survey, in which we adopt the minute paper strategy. In this approach, students are asked to submit their response to two brief questions regarding their knowledge of the module.
In this FLM (Part 2 of a two-part series), students are asked to complete a fill-in-the-blank outline which accompanies all three videos, covering the topics of quoting, paraphrasing/patch writing, and summarizing. The completed outline will enhance the students’ note-taking skills and will serve as a summary of the FLM that they may refer to in the future.
See Frequently Asked Questions about the Academic Integrity FLMs here.
Key Terms
paraphrasing, patch/mosaic writing, reordered paraphrase, translated paraphrase, quoting, note-taking, voice
Module Overview
- Quoting and Voice
- Paraphrasing and Patch Writing
- How to Paraphrase
- Reordered Paraphrases
- Translated Paraphrases
- Patch Writing/Mosaic Plagiarism
- Summarizing and Tips
- Summarizing
- Tips for Avoiding Plagiarism
Download Video Transcripts
Worksheet: Quoting, Paraphrasing, and Summarizing Outline
Please fill out the following outline while you are watching the videos, and bring a copy to class.
- In order to successfully blend source materials with your own voice and avoid accidental plagiarism, you need to master three skills:
- (Skill 1) _________________________
- (Skill 2) _________________________
- (Skill 3) _________________________
- It is a good time to quote when: _________________________
- Provide two important tips for quoting:
- (Tip 1) _________________________
- (Tip 2) _________________________
- Paraphrasing means: _________________________
- A “Re-ordered Paraphrase” is when: _________________________
- A “translated Paraphrase” is when: _________________________
- “Patch-Writing” or _________________________ refers to ______________________
- “Summarizing” means: _________________________
- Two major tips for avoiding plagiarism are:
- (Tip 1) _________________________
- (Tip 2) _________________________
Download Outline
Video 1: Quoting and Voice
Quoting, Paraphrasing, and Summarizing Online Activity 1
Read the following example of patch writing and judge whether or not it is plagiarism.You and your classmate are working on summaries of Ralph Waldo Emerson’s essay “Gifts.” Your friend asks you to give her some feedback on her first draft. She wrote the following:
According to Ralph Waldo Emerson, it degrades people to receive gifts because it makes them less independent. Whether it makes them happy or sad, “both emotions are unbecoming.” He says that if the gift is bad, it means the giver isn’t really your friend because they don’t know your spirit, but he also explains that if the gift pleases you too much, you should be ashamed because you love the gift and not the giver. True gifts should maintain a flow between the giver and receiver. The water should be at level, and in a true friendship, people share everything equally: “All his are mine, all mine his.”
It sounds familiar. You take another look at Emerson’s essay, and find the following passage:
He is a good man who can receive a gift well. We are either glad or sorry at a gift, and both emotions are unbecoming. Some violence, I think, is done, some degradation borne, when I rejoice or grieve at a gift. I am sorry when my independence is invaded, or when a gift comes from such as do not know my spirit, and so the act is not supported; and if the gift pleases me overmuch, then I should be ashamed that the donor should read my heart, and see that I love his commodity, and not him. The gift, to be true, must be the flowing of the giver unto me, correspondent to my flowing unto him. When the waters are at level, then my goods pass to him, and his to me. All his are mine, all mine his.
Emerson, Ralph Waldo. “Gifts.” The Oxford Book of American Essays. Edited by Brander Matthews, Oxford University Press, 1914.
Has your friend committed plagiarism? Why or why not? Explain in 1-2 sentences.
Video 2: Paraphrasing and Patch Writing
Quoting, Paraphrasing, and Summarizing Online Activity 2
You’re writing about racism on college campuses, and you find an article from The Boston Globe that seems relevant. In fact, it’s saying a lot of the things you wanted to say. Here’s the passage from the newspaper:
The Globe Spotlight Team examined Boston-area universities’ enrollment patterns as part of its exploration into why Boston is seen nationally as a city unfriendly to black people. It looked at the role area universities play in educating a critical mass of African-American graduates–people who could, as in other cities, form the next generation of civic and political leadership. It found that Boston-area universities are not producing that critical mass. The reason? Some area universities do not appear to have shown the will or creativity required to aggressively recruit black students, or simply have not made it the kind of priority that recruiting international students has become. Less easy to measure is whether Boston’s high costs, unwelcoming reputation, and scarcity of other black students on campuses here discourages them from the start. Either way, the city loses.
Dungca, Nicole. “Lost On Campus, As Colleges Look Abroad.” The Boston Globe, 13 December 2017.
You decide to quote from the article. Here’s your passage:
Why is Boston seen as a racist city? Colleges like Boston University play a role because they are not producing the “critical mass” of African-American graduates who could “form the next generation of civic and political leadership” (Dungca). The city misses out because BU has not done what it needs to do to recruit black students in the same way that they recruit international students. If BU truly wants to be a global university, both groups should be a priority.
Is this patch writing, or acceptable use of the Globe article? Why or why not? Explain in 1-2 sentences.
Video 3: Summarizing and Tips
Quoting, Paraphrasing, and Summarizing Survey
Please answer the following two questions, and submit the responses to your instructor.
- What was the one most important thing you learned from this module?
- Do you have any unanswered questions for me?
Quoting, Paraphrasing, and Summarizing In-Class Activity: Option 1
Quoting, Paraphrasing, and Summarizing In-Class Activity: Option 2
Boston University’s definition of Plagiarism in
BU’s Academic Code of Conduct is the following:
A Definition of Plagiarism
The following definition of plagiarism is taken from H. Martin and R. Ohmann’s The Logic and Rhetoric of Exposition, revised edition, Holt, Rinehart and Winston, 1963.
“The academic counterpart of the bank embezzler and of the manufacturer who mislabels products is the plagiarist, the student or scholar who leads readers to believe that what they are reading is the original work of the writer when it is not. If it could be assumed that the distinction between plagiarism and honest use of sources is perfectly clear in everyone’s mind, there would be no need for the explanation that follows; merely the warning with which this definition concludes would be enough. But it is apparent that sometimes people of goodwill draw the suspension of guilt upon themselves (and, indeed, are guilty) simply because they are not aware of the illegitimacy of certain kinds of “borrowing” and of the procedures for correct identification of materials other than those gained through independent research and reflection…
“The spectrum is a wide one. At one end there is a word-for-word copying of another’s writing without enclosing the copied passage in quotation marks and identifying it in a footnote, both of which are necessary. (This includes, of course, the copying of all or any part of another student’s paper.) It hardly seems possible that anyone of college age or more could do that without clear intent to deceive. At the other end there is the almost casual slipping in of a particularly apt term which one has come across in reading and which so admirably expresses one’s opinion that one is tempted to make it personal property. Between these poles there are degrees and degrees, but they may be roughly placed in two groups. Close to outright and blatant deceit–but more the result, perhaps, of laziness than of bad intent–is the patching together of random jottings made in the course of reading, generally without careful identification of their source, and then woven into the text, so that the result is a mosaic of other people’s ideas and words, the writer’s sole contribution being the cement to hold the pieces together. Indicative of more effort and, for that reason, somewhat closer to honest, though still dishonest, is the paraphrase, an abbreviated (and often skillfully prepared) restatement of someone else’s analysis or conclusion, without acknowledgment that another person’s text has been the basis of the recapitulation.”
Review the definition with your teammate(s), and collaboratively, re-write it in your own voice by using summary, paraphrase and quotation where you see fit. Be prepared to exchange your paragraphs with other team members for peer-editing and feedback.
Download Worksheet 2
Download Digital Implementation of the Activity
References
Bennett-Zendzian, Amy. “Effective Paraphrasing (Handout).”
Boston University Educational Resource Center, Internal Resource, 2016.
Bouman, Kurt. “Raising Questions About Plagiarism.” ESL Writers: A Guide for Writing Center Tutors, 2nd ed., edited by Shanti Bruce and Ben Rafoth, 2004, pp. 161-175.
ERC Staff. “ERC Writing Assistance Presentation: Avoiding Plagiarism.” Boston University Educational Resource Center, Internal Resource, 2017.
“Avoiding Plagiarism.” The Purdue OWL, Purdue U Writing Lab, 2017.
“Self-Test.” Plagiarism Resource Site. Center for Educational Technology, Colby College, Bates College and Bowdoin College, 2003.
