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>> GOOD EVENING, EVERYONE.
AND WELCOME TO THE WALDEN WRITING CENTER'S WEBINAR
ON USING AND CREDITING SOURCES IN A.P.A.
MY NAME IS RACHEL GRAMMER, AND I AM A WRITING
INSTRUCTOR HERE AT THE WALDEN UNIVERSITY WRITING
CENTER.
AND I AM GOING TO BE TALKING A LITTLE BIT TONIGHT
ABOUT USING AND CREDITING SOURCES.
TONIGHT WITH ME I HAVE MY COLLEAGUES, BETH OYLER
AND KAYLA, SO FEEL FREE TO TYPE IN ANY QUESTIONS
INTO YOUR QUESTION BOX AT ANY TIME THROUGHOUT THE
PRESENTATION.
IF YOU'RE LIKE ME AND YOU COME UP WITH QUESTIONS
IN THE MIDDLE AND WILL FORGET THEM BY THE END, GO
RIGHT AHEAD AND TYPE THOSE IN AND THEY ARE THERE
IN REALTIME TO ANSWER THOSE QUESTIONS FOR YOU.
SO, BEFORE WE GET STARTED TODAY, I JUST WANT TO GO
THROUGH A FEW HOUSEKEEPING ITEMS.
IF YOU HAVE ANY QUESTIONS, LIKE I SAID, YOU CAN
TYPE THEM INTO THE CHAT BOX, WHICH IS SHOWN HERE. 3
AND THEN WE ALSO WILL BE HAVING CLOSED-CAPTIONING,
SO YOU'LL BE ABLE TO FIND THAT IN YOUR CHAT BOX AS
WELL, IF YOU'D LIKE TO ACCESS THAT.
THE WEBINAR WILL BE RECORDED AS WELL, SO IF YOU
HAVE TECHNICAL DIFFICULTIES OR NEED TO LEAVE IN
THE MIDDLE FOR ANY REASON, IT WILL BE RECORDED AND
ARCHIVED ON OUR WEBSITE.
SO YOU'LL BE ABLE TO ACCESS THAT AT -- AFTER THE
PRESENTATION TONIGHT.
ALL RIGHT.
SO, LET'S GO AHEAD AND GET STARTED HERE.
TONIGHT'S AGENDA IS A LITTLE BIT DIFFERENT THAN
MAYBE WHAT SOME OF YOU ARE EXPECTING.
I'M GOING TO PUT OUT A LITTLE BIT OF A DISCLAIMER.
WE ARE GOING TO BE TALKING ABOUT A.P.A., BUT WE'RE
MOSTLY GOING TO BE TALKING ABOUT SOME OF THE
THEORY AND UNDERSTANDING BEHIND WHY WE USE A.P.A.,
WHAT WE USE IT FOR, AND THEN HOW WE ACTUALLY USE
IT.
SO THERE WON'T BE QUITE AS MANY SPECIFIC EXAMPLES,
AND WE MAY BE ABLE TO GET TO THOSE.
FEEL FREE TO STILL ASK THOSE QUESTIONS, IF YOU
HAVE THEM.
BUT THE MAJORITY OF OUR TIME TONIGHT IS GOING TO
BE USED TO TALK ABOUT THINGS LIKE QUOTATIONS AND 4
PARAPHRASING, FREQUENCY OF CITATIONS, AND WHY WE
USE A.P.A. IN GENERAL.
AND THEN WE'LL TALK A LITTLE BIT ABOUT REFERENCE
LISTS AND SOME TOOLS THAT ARE MAYBE AVAILABLE FOR
YOU.
SO, THAT'S KIND OF OUR SCOPE FOR THE EVENING.
AND WE'LL CONTINUE ON.
ALL RIGHT.
SO, TO BEGIN WITH, WE'RE GOING TO START A POLL
HERE.
AND WHAT I'D LIKE TO DO IS WE'LL PULL UP THE POLL
IN JUST A SECOND, BUT I'D LIKE TO KNOW WHY YOU
THINK THAT WE CITE SOURCES.
IS IT, A, TO GIVE EVIDENCE THAT SUPPORTS OUR
IDEAS?
B, TO SHOW WHEN INFORMATION IS NOT OUR OWN?
C, TO DIRECT READERS TO OUR REFERENCE LIST?
OR, D, TO AVOID PLAGIARISM.
SO, I'LL GO AHEAD AND OPEN THE POLL HERE AND YOU
CAN GO AHEAD AND SELECT WHICHEVER ONE YOU BELIEVE
IS THE BEST ANSWER HERE.
I'LL GIVE YOU A FEW SECONDS TO ANSWER THAT.
AND YOU CAN CLICK RIGHT ON WHATEVER LETTER YOU'D
LIKE THERE. SO WE HAVE ACTUALLY QUITE A MIX OF ANSWERS
COMING 5
IN.
I'LL GIVE A FEW MORE SECONDS FOR PEOPLE TO VOTE
HERE.
OKAY.
ALL RIGHT.
GO AHEAD AND TAKE, LIKE, THREE MORE SECONDS TO PUT
IN YOUR ANSWER IF YOU HAVEN'T DONE SO ALREADY, AND
I'M GOING TO CLOSE IT OUT.
HERE WE GO.
ALL RIGHT.
SO YOU CAN SEE HERE THAT WE HAD 58% SAID THAT WE
CITE SOURCES TO AVOID PLAGIARISM.
49% SAID THAT WE USE IT TO GIVE EVIDENCE THAT
SUPPORTS OUR IDEAS.
47% THOUGHT THAT WE USE IT TO SHOW INFORMATION
WHEN INFORMATION IS NOT OUR OWN.
AND 18% YOU SAID THAT IT WAS TO DIRECT READ TOWERS
OUR REFERENCE LIST.
ACTUALLY, THE GOOD NEWS IS, THAT YOU ARE ALL
CORRECT.
ALL OF THESE ANSWERS ARE CORRECT HERE.
THESE ARE ALL REASONS THAT WE WILL USE SOURCES.
SO WE'RE GOING TO TALK A LITTLE BIT ABOUT EACH OF
THESE. NOW, SOME OF THE REASONS THAT WE USE CITATIONS
TO 6
BEGIN WITH IS TO HELP OUT OUR READERS.
WHEN WE ARE WRITING AS AN AUTHOR, WE WANT TO BE
ALWAYS CONSIDERING OUR READERS.
SO, WE WANT TO MAKE SURE THAT WE ARE SHOWING WHEN
WE ARE USING SOURCES SO THAT OUR READERS
UNDERSTAND WHAT INFORMATION IS OUR OWN AND WHAT
INFORMATION COMES FROM SOMEONE ELSE.
WE ALSO WANT TO MAKE SURE THAT WE'RE GIVING CREDIT
TO SOURCES THAT WE'RE QUOTING AND PARAPHRASING AND
NOT TAKING THAT CREDIT FOR OURSELVES.
FOR OUR READERS, TOO, CITATIONS ARE HELPFUL IN
DIRECTING OUR READERS TO THE REFERENCE LIST.
OFTENTIMES, WHEN WE USE A CITATION, IT'S SO THAT
YOUR READER IS ABLE TO GO DIRECTLY TO THE
REFERENCE LIST AND FIND THE FULL PUBLICATION
INFORMATION FOR THAT SOURCE.
SO THAT'S KIND OF ANOTHER REASON WHY WE WANT TO
USE THE CITATIONS TO HELP OUT OUR READERS.
BEYOND HELPING OUT OUR READERS, THOUGH, IT ALSO
HELPS OURSELVES.
WHEN WE USE CITATIONS, WE DEFINITELY MAINTAIN OUR
INTEGRITY IN NOT CLAIMING OWNERSHIP FOR THINGS
THAT AREN'T OURS, YOU KNOW, WE'RE MAINTAINING OUR
INTEGRITY AND BEING HONEST ABOUT WHAT IDEAS ARE
OUR OWN AND WHAT IDEAS ARE SOMEONE ELSE'S. 7
IT ALSO GIVES US CREDIBILITY.
WHEN WE USE CITATIONS, OUR READERS KNOW THAT WE
HAVE DONE OUR RESEARCH, WE'RE NOT MAKING THINGS
UP, AND THAT WE'RE BEING HONEST IN WHAT
INFORMATION IS SOMEONE ELSE'S AND WHAT INFORMATION
IS OURS.
USING CITATIONS ALSO SHOWS THAT WE ARE ENGAGING IN
SCHOLARSHIP.
WHEN WE USE CITATIONS, YOU'RE, IN ESSENCE, SHOWING
THE READER THAT YOU HAVE DONE RESEARCH AND LOOKED
AT MULTIPLE AUTHORS AND OTHER IDEAS AND GOOD
SCHOLARSHIP IS MADE UP OF THAT SORT OF
CONVERSATION WITH OTHER PEOPLE IN THAT ACADEMIC
REALM.
SO, USING CITATIONS SHOWS THAT YOU ARE TRULY
ENGAGED IN THAT.
AND, FINALLY, LIKE SOME OF YOU SUGGESTED, WE USE
CITATIONS TO AVOID PLAGIARISM.
AND I KNOW THIS IS KIND OF THE SCARY "P" WORD, BUT
PLAGIARISM JUST MEANS THAT WE MAYBE AREN'T CITING
OUR SOURCES CORRECTLY.
AND, SO, IN ORDER TO MAINTAIN OUR INTEGRITY AND
AVOID THOSE ACCUSATIONS, WE USE CITATIONS
PROPERLY. AND THAT'S WHAT WE'RE GOING TO KIND OF TALK
ABOUT 8
THIS EVENING.
SO, WHEN WE USE CITATIONS, AGAIN, WE WANT TO MAKE
SURE THAT THE READER KNOWS WHAT SOURCES WE'RE
USING BECAUSE WITHOUT THEM, THE READERS MAYBE
WON'T KNOW WHERE THE INFORMATION THAT WE'RE USING
IS COMING FROM.
THE READERS MAYBE WILL ASSUME THAT THE ENTIRE
PAPER IS ALL OUR OWN IDEAS, EVEN IF THEY'RE NOT.
WITHOUT CITATIONS, THE READER MIGHT THINK THAT
WE'RE BASING OUR IDEAS ON OPINIONS RATHER THAN ON
RESEARCH.
SO, CITATIONS SHOW, YOU KNOW, THAT RESEARCH
ELEMENT AS WELL AS INTEGRITY AND THEN THE READER
MIGHT NOT FOLLOW HOW YOU LEARNED YOUR INFORMATION.
EVEN THOUGH IT MAY BE SOMETHING THAT WE HAVE
LEARNED AND UNDERSTOOD, THE READER MAY NOT BE
COMING FROM THE SAME BACKGROUND OF KNOWLEDGE THAT
WE ARE, SO WE WANT TO PROVIDE THOSE CITATIONS SO
THAT THE READER IS ABLE TO FOLLOW UP AND RECEIVE
MORE INFORMATION IF NECESSARY.
NOW, THERE ARE TWO DIFFERENT KINDS OF WAYS THAT WE
OFTEN CITE.
WE WILL OFTEN USE WHAT WE CALL QUOTATIONS OR
SOMETIMES THESE ARE REFERRED TO AS DIRECT QUOTATIONS OR JUST QUOTES. 9
AND ALSO PARAPHRASING.
SO, QUOTES AND PARAPHRASES ARE A LITTLE BIT
DIFFERENT.
QUOTATIONS, OR QUOTES, ARE THE SORTS OF PHRASES
THAT ARE TAKEN WORD FOR WORD FROM ANOTHER SOURCE.
THIS MAY COME IN THE FORM OF, YOU KNOW, SORT OF
COPYING AND PASTING INFORMATION OR -- AND USING
THOSE EXACT SAME WORDS.
AND WHEN YOU USE THESE DIRECT QUOTATIONS, YOU WANT
TO MAKE SURE THAT YOU USE QUOTATION MARKS.
YOU CAN SEE IN THE EXAMPLE WITH THE Xs HERE,
THOSE TWO LITTLE DASHES ON EITHER SIDE AT THE TOP,
THE TWO LITTLE MARKS ARE QUOTATION MARKS, AND
THESE NEED TO BE SURROUNDING ALL OF THE WORDS THAT
ARE DIRECTLY TAKEN FROM ANOTHER SOURCE.
NOTICE THAT THEY ARE RIGHT NEXT TO THE Xs, SO
ANYTHING THAT'S WITHIN THOSE QUOTATION MARKS IS
SOMETHING THAT IS, IN ESSENCE WHAT YOU'RE SAYING
IS THAT THAT INFORMATION HAS BEEN TAKEN FROM
SOMEWHERE ELSE.
PARAPHRASING IS A LITTLE BIT DIFFERENT BECAUSE
PARAPHRASING IS TAKING SOMEONE ELSE'S IDEAS AND
KIND OF MAKING THEM INTO YOUR OWN.
WHILE THIS CONCEPT OF THE IDEA IS GOING TO REMAIN
THE SAME, WHAT YOU'LL BE DOING IN PARAPHRASING IS 10
USING YOUR OWN WORDS TO EXPLAIN THAT CONCEPT.
WHEN I EXPLAIN PARAPHRASING, SOMETIMES AT
RESIDENCIES, I LIKE TO THINK OF IT SORT OF AS
BREATHING.
YOU KNOW, WHEN WE BREATHE IN, WE BREATHE IN
OXYGEN, AND IT SORT OF GOES THROUGH OUR SYSTEM AND
THEN IT COMES OUT AS SOMETHING DIFFERENT, CARBON
DIOXIDE.
BUT IT'S STILL SORT OF THE SAME ELEMENTS OF AIR
THAT WE'RE USING.
AND PARAPHRASING IS SIMILAR.
WE KIND OF TAKE IN SOME INFORMATION, WE THINK
ABOUT IT, WE THINK ABOUT THE IDEAS THAT IT
REPRESENTS, AND THEN WE BREATHE IT BACK OUT IN A
DIFFERENT WAY IN OUR OWN WORDS.
PARAPHRASING IS ALMOST ALWAYS PREFERRED TO DIRECT
QUOTATIONS.
AND THE REASON FOR THIS IS THAT PARAPHRASING SHOWS
A DEEPER INTERACTION WITH A TEXT.
WHEN YOU PARAPHRASE, IT MEANS THAT YOU ARE ABLE TO
FULLY COMPREHEND WHAT YOU'RE READING AND BE ABLE
TO -- AND YOU'RE ABLE TO REITERATE IT IN A WAY
THAT MAKES SENSE WITHOUT USING SOMEONE ELSE'S
WORDS. SO PARAPHRASING IS ALMOST ALWAYS STRONGER.
11
IT SHOWS THAT YOU UNDERSTAND THE CONCEPT THAT IS
YOU'RE DISCUSSING, AND IT ALSO SHOWS THAT YOU'RE
ENGAGING WITH THE MATERIAL.
OFTENTIMES, YOU'LL SEE QUOTATION MARKS IN PAPERS,
BUT THERE USUALLY SHOULD BE ONLY ABOUT 10% OR LESS
OF YOUR PAPER, 10% OR LESS OF YOUR PAPER SHOULD BE
QUOTATIONS AND THIS IS, AGAIN, BECAUSE YOU DON'T
WANT TO BE USING SOMEONE ELSE'S WORDS.
IT REALLY HELPS TO USE YOUR OWN WORDS.
IF I WANTED TO HEAR ANOTHER AUTHOR'S WORDS, I
WOULD PROBABLY JUST GO AND READ THAT OTHER
AUTHOR'S WORK RATHER THAN YOURS.
SO, PARAPHRASING IS HELPFUL IN THAT WAY.
NOW, IF WE NEGLECT TO CITE OUR SOURCES, EITHER IN
DIRECT QUOTATIONS OR IN PARAPHRASING, WE OFTEN
MIGHT RUN INTO A SORT OF INADVERTENT PLAGIARISM.
AND THESE TAKE DIFFERENT FORMS.
AGAIN, IT SOUNDS LIKE A REALLY SCARY, YOU KNOW,
INTEGRITY ISSUE, BUT A LOT OF TIMES PLAGIARISM IS
JUST ACCIDENTAL.
SOMETIMES IT'S COPYING AND PASTING AND FORGETTING
TO USE QUOTATION MARKS BECAUSE THAT INFORMATION
COMES DIRECTLY FROM A SOURCE.
SOMETIMES IT'S ACTUALLY IMPROPER PARAPHRASING, WHICH CAN HAPPEN WHEN YOU KEEP THE SAME SYNTAX
OF 12
THE SENTENCE BUT YOU JUST SORT OF INSERT SYNONYMS
TO REPLACE A FEW WORDS HERE AND THERE.
SOMETIMES WE ALSO CALL THAT PATCH WRITING BECAUSE
YOU'RE SORT OF PATCHING TOGETHER SOMETHING THAT'S
VERY SIMILAR TO WHAT THE ORIGINAL AUTHOR SAID.
AND STILL NOT QUITE USING YOUR OWN WORDS.
SOMETIMES IT CAN TAKE THE FORM OF JUST NEGLECTING
TO USE CITATIONS.
SO WE'RE GOING TO TALK A LITTLE BIT MORE A LITTLE
LATER IN THIS PRESENTATION ABOUT WHEN TO USE
CITATIONS AND HOW TO MAKE SURE THAT YOU'RE GIVING
CREDIT TO YOUR SOURCES WHEN THAT CREDIT IS DUE.
SO, THE FIRST EXAMPLES THAT I WANT TO TALK THROUGH
ARE WHAT WE CITE, WHICH WOULD BE QUOTATIONS.
LIKE I SAID BEFORE, WE CITE BOTH QUOTATIONS AND
PARAPHRASES.
AND THIS EXAMPLE IS AN EXAMPLE OF A QUOTATION.
SO, LET'S SAY THAT I'M USING A PARAGRAPH FROM
TOMLINSON 2008 AS MY SOURCE, AND THAT THIS
PARAGRAPH SAYS THAT "DIFFERENTIATION AS AN
INSTRUCTIONAL APPROACH PROMOTES A BALANCE BETWEEN
A STUDENT'S STYLE AND A STUDENT'S ABILITY.
DIFFERENTIATED INSTRUCTION PROVIDES THE STUDENT
WITH OPTIONS FOR PROCESSING AND INTERNALIZING THE
CONTENT AND FOR CONSTRUCTING NEW LEARNING IN ORDER 13
TO PROGRESS ACADEMICALLY."
NOW, IF WE KEEP THIS IN MIND, WE CAN LOOK AT A
PRETTY POOR EXAMPLE IN THIS FIRST ONE.
NOTICE ON THIS SLIDE WE HAVE IN THE "AVOID"
SECTION, A DIRECT QUOTATION FROM THE ORIGINAL
SOURCE.
LET ME JUST GO BACK TO THE ORIGINAL SOURCE SO YOU
CAN SEE IT, BUT THE SENTENCE IS DIFFERENTIATION AS
AN INSTRUCTIONAL APPROACH PROMOTES A BALANCE
BETWEEN A STUDENT'S STYLE AND A STUDENT'S ABILITY.
I'M GOING TO GO BACK ONE SLIDE SO THAT YOU CAN SEE
THIS.
DIFFERENTIATION AS AN INSTRUCTIONAL APPROACH
PROMOTES A BALANCE BETWEEN A STUDENT'S STYLE AND A
STUDENT'S ABILITY.
YOU CAN SEE THAT THESE ARE EXACTLY THE SAME WORDS.
SO, THIS STUDENT IN THIS EXAMPLE, THE FIRST
EXAMPLE HERE, IS USING A DIRECT QUOTATION, BUT
NOTICE WHAT IS MISSING.
THE AUTHOR'S NAME IS THERE, WHICH IS CORRECT, THE
YEAR IS THERE, WHICH IS ALSO CORRECT, AND THE PAGE
NUMBER, WHICH IS VERY IMPORTANT FOR DIRECT
QUOTATIONS, BUT THERE ARE NO QUOTATION MARKS.
NOW, EVERY DIRECT QUOTATION DOES NEED THE AUTHOR,
YEAR, AND PAGE NUMBER, BUT EVERY DIRECT QUOTATION 14
ALSO NEEDS A QUOTATION MARKS.
SO, IN THE SECOND EXAMPLE, THIS WOULD BE
CONSIDERED OKAY.
YOU HAVE YOUR QUOTATION MARKS, YOU HAVE YOUR
AUTHOR, YOUR YEAR AND YOUR PAGE NUMBER IN
PARENTHESIS.
NOW, YOU MIGHT BE WONDERING, WELL, WHY IS THIS
JUST OKAY?
WHAT'S MISSING?
WE'RE GOING TO LOOK AT A FEW BETTER EXAMPLES.
A BETTER EXAMPLE MIGHT BE GIVING A LITTLE BIT MORE
INFORMATION INTO YOUR SENTENCE AND GIVING A LITTLE
MORE ANALYSIS BY USING THE QUOTATION.
SO HERE I MAY BE MAKING AN ARGUMENT AND THEN
COUNTER THAT ARGUMENT BY SAYING, HOWEVER,
"DIFFERENTIATION AS AN INSTRUCTIONAL APPROACH
PROMOTES A BALANCE BETWEEN A STUDENT'S STYLE AND A
STUDENT'S ABILITY."
NOW, HERE, YOU CAN SEE, THIS IS A BETTER WAY OF
USING THE QUOTATION BECAUSE IT'S INCLUDED IN PART
OF MY OWN ANALYSIS, SO AS AN AUTHOR, I AM
STRENGTHENING MY OWN WORK BY USING A QUOTATION,
BUT I'M NOT USING, NECESSARILY, EVERY SINGLE WORD
THAT THE ORIGINAL AUTHOR USED. AN EVEN BETTER OPTION WOULD BE THIS LAST ONE.
15
ACCORDING TO TOMLINSON, (2008, DIFFERENTIATION IN
TEACHING HELPS STUDENTS BY GIVING "OPTIONS FOR
PROCESSING AND INTERNALIZING THE CONTENT."
(PAGES 2 TO 3) HERE YOU HAVE ALMOST A FULL
SENTENCE AND THEN PART OF A DIRECT QUOTATION, AND
THIS IS AN EVEN BETTER WAY TO FORMAT THIS
QUOTATION.
SO, QUOTATIONS CAN BE USEFUL IN YOUR TEXT, BUT,
AGAIN, YOU WANT TO USE THEM SPARINGLY AND IF YOU
DO USE THEM, YOU REALLY WANT TO USE THEM WITHIN
SOME SORT OF ANALYSIS AND INTEGRATE THEM INTO YOUR
SENTENCE.
A LOT OF TIMES, LET'S GO BACK TO THE SLIDE, A LOT
OF TIMES I'LL SEE IN STUDENT WORK THIS "OKAY"
EXAMPLE.
AND I TEND TO CALL THIS PLOPPING.
THIS IS WHERE A QUOTATION IS SORT OF PLOPPED INTO
THE MIDDLE OF A PARAGRAPH.
BUT TO REALLY GET YOUR WRITING AND YOUR FLOW TO BE
SEAMLESS, YOU WANT TO MAKE SURE TO INTEGRATE THOSE
DIRECT QUOTATIONS INTO YOUR PARAGRAPH.
THIS NOT ONLY GIVES CREDIBILITY TO YOU BECAUSE
YOU'RE CITING YOUR SOURCES PROPERLY, BUT IT ALSO
JUST MAKES YOUR WRITING FLOW A LITTLE BIT MORE
SMOOTHLY. 16
ALL RIGHT.
BEFORE I MOVE ON TO PARAPHRASING, ARE THERE ANY
QUESTIONS?
BETH OR KAYLA, DID YOU HAVE ANY QUESTIONS THAT I
COULD ANSWER HERE?
>> RACHEL, I WONDERED IF YOU COULD QUICKLY JUST
ADDRESS HOW TO NOTE THE PAGE NUMBER IF THERE
AREN'T ANY PAGES IN A QUOTE, I GUESS.
SO NOT THE PAGE NUMBER, BUT WHAT INFORMATION WOULD
YOU INCLUDE THERE IF THERE AREN'T PAGES IN A
SOURCE?
RACHEL: SO, IF THE SOURCE IS NOT NUMBERED WITH
PAGES, THAT'S A GREAT QUESTION, YOU CAN ALSO COUNT
THE PARAGRAPHS AND YOU WOULD USE PARA.
AND THEN THE NUMBER OF WHATEVER PARAGRAPH THAT IS.
SO IF IT'S IN PARAGRAPH 3 ON A PAGE, YOU WOULD USE
PARA.
AND THEN 3.
NOW YOU MAY BE WONDERING, IF YOU HAVE, YOU KNOW,
300-PAGE-LONG DOCUMENT AND IT'S ON PARAGRAPH 138,
YOU MIGHT HAVE TO EITHER COUNT THOSE PARAGRAPHS OR
YOU MIGHT WANT TO CONSIDER PARAPHRASING.
IT MIGHT BE GOOD MOTIVATION, ACTUALLY, FOR YOU TO
PARAPHRASE. A.P.A. ALSO DOES HAVE A WAY FOR YOU TO SORT
OF 17
INDICATE WITH USING HEADINGS OR SECTION HEADINGS
SO THERE ARE SOME EXAMPLES IN THE A.P.A. MANUAL IF
YOU HAD A SPECIFIC INSTANCE LIKE THAT.
BUT, IN GENERAL, YOU'LL USE PAGE NUMBERS OR
PARAGRAPH NUMBERS.
BETH: YEAH, I'M PRETTY SURE WE HAVE AN EXAMPLE ON
OUR WEBSITE.
SO AFTER WE'RE DONE HERE, I'M GOING TO TRY TO FIND
THAT AND I'LL INCLUDE THAT IN THE CHAT BOX, TOO.
COULD YOU ALSO ADDRESS IF SOMEONE IS USING A
KINDLE OR ANY OTHER SORT OF e-READER FORMAT?
RACHEL: THAT'S A GREAT QUESTION.
I THINK IT WOULD BE THE SAME.
AND THAT'S ONE I WOULD ACTUALLY HAVE TO LOOK UP.
I CAN'T REMEMBER OFFHAND WHICH YOU WOULD USE
THERE.
BUT I ASSUME THAT YOU WOULD USE THE ACTUAL PAGE
NUMBER OF THE BOOK.
BUT IN YOUR REFERENCE, YOU WOULD BE -- YOU WOULD
CITE WHAT SORT OF ELECTRONIC BOOK YOU WERE USING.
SO, WE MIGHT BE ABLE TO PULL THAT UP AT THE END AS
WELL.
CAN YOU MAKE A NOTE OF THAT, BETH?
BETH: BECAUSE I WAS WONDERING -- YEAH, I ACTUALLY JUST PULLED IT UP. 18
AND, BASICALLY, YOU HAVE TO LOOK AT THE END OF
e-READER YOU'RE USING AND IF THERE ARE -- LIKE AN
ACTUAL NUMBER, THERE'S OFTEN AN I.D. NUMBER THAT'S
NOT THE SAME AS A PAGE NUMBER, SOME SORT OF NUMBER
THAT'S STATIC SO IT DOESN'T CHANGE BASED ON HOW
BIG THE FONT IS, THEN YOU CAN USE THAT SORT OF
NUMBER.
OTHERWISE YOU'D HAVE TO USE, LIKE, THE CHAPTER OR
SECTION HEADING.
RACHEL: SO THAT'S ANOTHER --
BETH: I'LL INCLUDE THAT LINK, TOO.
RACHEL: YEAH, THANK YOU, THAT'S ANOTHER EXAMPLE
OF WHERE YOU WOULD USE THOSE HEADINGS AS A SORT OF
INDICATORS OF WHERE YOU FOUND THAT INFORMATION.
IN GENERAL, A.P.A. IS REALLY GREAT ABOUT THESE
SORTS OF THINGS BECAUSE THEY -- YOU KNOW, A.P.A.
ALLOWS FOR YOU TO HAVE THOSE SORT OF EXCEPTIONS TO
THE RULES, BUT THE MOST IMPORTANT THING IS THAT
YOU DIRECT YOUR READER AS CLEARLY AS YOU CAN TO
WHERE YOU FOUND THAT INFORMATION.
AND THAT'S REALLY THE WHOLE PURPOSE OF HAVING
THESE CITATIONS, SO THAT YOUR READER KNOWS WHERE
YOU GOT THE DIRECT QUOTATIONS FROM.
DID YOU HAVE ANY OTHER QUESTIONS THERE, BETH? BETH: I THINK THAT'S IT FOR NOW. 19
WE HAVE A LOT OF QUESTIONS COMING IN.
SO I THINK IN MAYBE A FEW MINUTES WE MIGHT HAVE
MORE FOR YOU.
RACHEL: OKAY.
WE DID HAVE A QUESTION, IT LOOKS LIKE, ABOUT BLOCK
QUOTATIONS.
AND BLOCK QUOTATIONS ARE DIRECT QUOTATIONS THAT
ARE 40 WORDS OR MORE, AND THESE IN A.P.A. ACTUALLY
HAVE A SPECIFIC FORMAT THAT YOU WOULD FOLLOW.
IF YOU WERE TO CITE A DIRECT QUOTATION THAT HAD 40
WORDS OR MORE, YOU WOULD ACTUALLY INDENT IT AND IT
WOULD HAVE A LITTLE BIT OF A DIFFERENT FORMAT.
SO WE DO HAVE AN EXAMPLE ON OUR WEBSITE OF THAT
BLOCK QUOTATION, IF YOU'RE LOOKING FOR THAT
SPECIFICALLY.
I WOULD, IN GENERAL, RECOMMEND TO AVOID BLOCK
QUOTATIONS UNLESS THEY ARE ABSOLUTELY NECESSARY
BECAUSE, AGAIN, WHEN YOU HAVE 40 WORDS OR MORE OF
SOMEONE ELSE'S MATERIAL, THE READER IS NOT HEARING
YOUR VOICE.
INSTEAD, THEY'RE HEARING SOMEONE ELSE'S VOICE.
SO, THAT'S SORT OF HOW BLOCK QUOTATIONS FUNCTION.
AGAIN, THEY'RE ALLOWED IN A.P.A., BUT THEY DO HAVE
A LITTLE BIT OF A DIFFERENT FORMAT. ALL RIGHT. 20
SO WE'RE GOING TO MOVE ON TO PARAPHRASING HERE.
AND, LIKE I SAID BEFORE, PARAPHRASING IS USING
IDEAS OR INFORMATION FROM ANOTHER SOURCE, BUT
THESE IDEAS AND INFORMATION ARE PLACED IN YOUR OWN
WORDS, AND THIS DOESN'T JUST MEAN, YOU KNOW, SORT
OF INSERTING A SYNONYM HERE AND CHANGING A WORD
THERE.
IN GENERAL, IT REALLY DOES MEAN TO KIND OF INHALE
AND EXHALE.
YOU'RE TAKING IN SOMETHING AND YOU'RE LETTING IT
OUT AS SOMETHING DIFFERENT BUT WITH THE SAME
CONCEPT.
SO YOU REALLY WANT TO CHANGE THE SYNTAX AND BE
ABLE TO EXPLAIN IT TO YOUR READER.
IT'S ALMOST AS IF YOU READ SOMETHING, LOOK AWAY
FROM YOUR SCREEN, WHICH IS WHAT I OFTEN ENCOURAGE
STUDENTS TO DO, AND THEN TURN AND EXPLAIN IT TO,
YOU KNOW, A 3-YEAR-OLD OR A 4-YEAR-OLD, SOMEONE
THAT MAYBE DOESN'T QUITE UNDERSTAND AS MUCH.
AND IF YOU CAN TURN AND EXPLAIN IT VERY SIMPLY TO
SOMEONE ELSE, THEN YOU KNOW THAT YOU'VE MASTERED
THAT CONTENT AND THAT YOU HAVE A SOLID PARAPHRASE.
SO, WE OFTEN USE PARAPHRASES TO GIVE KIND OF OUR
OWN EXPLANATION AND ANALYSIS OF THE IDEAS OF OTHER
AUTHORS AND ALSO TO PROVE CREDIBILITY OF OUR OWN 21
ARGUMENT.
ANY TIME THAT WE MAKE A CLAIM IN SCHOLARLY
WRITING, WE WANT TO SUPPORT IT WITH EVIDENCE AND,
SO, A LOT OF TIMES WE'LL USE PARAPHRASING TO
SUPPORT THAT -- TO SUPPORT OUR IDEAS.
NOW, ANY TIME THAT A SENTENCE INCLUDES DATA OR
IDEAS FROM ANY OTHER SOURCE, BE IT QUOTATIONS OR
PARAPHRASES, YOU STILL WILL NEED A CITATION.
SO WE'RE GOING TO LOOK AT A FEW EXAMPLES HERE
OF PARAPHRASES.
SO WE HAVE THE ORIGINAL SOURCE HERE AT THE TOP,
SAME SOURCE WE USED WITH THE DIRECT QUOTATION.
AND THEN YOU'LL NOTICE AT THE BOTTOM WE HAVE A,
QUOTE, UNQUOTE, PARAPHRASE THAT REALLY DOESN'T
QUITE WORK.
IT SOUNDS A LITTLE DIFFERENT THAN THE ORIGINAL,
BUT THERE ARE A FEW KEY THINGS THAT ARE NOT
WORKING FOR IT.
AND I'M GOING TO PULL THIS UP SO YOU CAN SEE.
THESE UNDERLINED SECTIONS SHOW WHERE THERE ARE
SYNONYMS RATHER THAN DIFFERENCES IN THE SENTENCES.
THE FIRST SENTENCE IN THE ORIGINAL SOURCES THAT
DIFFERENTIATION AS AN INSTRUCTIONAL APPROACH
PROMOTES A BALANCE BETWEEN A STUDENT'S STYLE AND A
STUDENT'S ABILITY. 22
THE FIRST SENTENCE IN THE PARAPHRASE SAYS,
DIFFERENTIATION IS A WAY TO ENCOURAGE EQUALITY
BETWEEN THE APPROACH AND TALENT OF THE STUDENT.
THIS SENTENCE, BOTH OF THESE SENTENCES ARE ALMOST
IDENTICAL IN THE WAY THAT THEY'RE SET UP.
THEY BOTH START WITH "DIFFERENTIATION," THEY TALK
ABOUT THIS, YOU KNOW, APPROACH THAT PROMOTES A
BALANCE OR A WAY TO ENCOURAGE EQUALITY.
THESE ARE JUST TWO DIFFERENT WAYS TO SAY EXACTLY
THE SAME THING.
AND, SO, AGAIN, INSTEAD OF USING SYNONYMS LIKE
THIS EXAMPLE DOES, YOU WANT TO TRY TO CHANGE THE
SYNTAX, YOU WANT TO REALLY ANALYZE THE INFORMATION
AND THEN EXPLAIN IT AGAIN TO YOUR READERS IN A NEW
AND DIFFERENT WAY.
YOU CAN SEE SOME OTHER EXAMPLES HERE OF THESE
SYNONYMS AGAIN.
YOU HAVE DIFFERENTIATED INSTRUCTION PROVIDES.
OR THIS TYPE OF INSTRUCTION GIVES.
PROVIDES AND GIVES.
OPTIONS AND DIFFERENT WAYS.
PROCESSING AND INTERNALIZING AND DEALING WITH AND
GRASPING.
THESE ARE ALL SORT OF SIMILAR IDEAS AND THESE SYNONYMS, SO IT LOOKS LIKE THE AUTHOR OF THIS,
YOU 23
KNOW, SUPPOSED PARAPHRASE IS SIMPLY INSERTING NEW
WORDS INTO THE ORIGINAL SOURCE.
BUT THE GOAL OF PARAPHRASING IS NOT TO USE SOMEONE
ELSE'S WORK AND KIND OF WORK FROM IT, BUT TO
REALLY COME UP WITH YOUR OWN WORDS AND YOUR OWN
SYNTAX IN THAT PARAPHRASE.
SO LET'S LOOK AT A STRONGER EXAMPLE HERE.
NOW HERE WE HAVE A STRONGER EXAMPLE.
TEACHERS USE DIFFERENTIATED INSTRUCTION TO HELP
STUDENTS LEARN, ALLOWING THE TEACHER TO CATER
LESSONS TO THE WAY EACH STUDENT LEARNS AND EACH
STUDENT'S SKILL.
NOW, NOTICE, IF WE GO BACK, WE STILL HAVE THE SAME
CONCEPT.
WE STILL ARE TALKING ABOUT DIFFERENTIATED
INSTRUCTION.
WE'RE STILL ALLOWING FOR THE STUDENT'S ABILITY,
THE STUDENT'S STYLE AND PREFERENCES AND, YOU KNOW,
GIVING THE STUDENTS THESE OPTIONS.
AND THIS AUTHOR HAS PARAPHRASED THAT NICELY IN
SUGGESTING THAT THESE ARE WAYS TO HELP STUDENTS
LEARN, ALLOWING THE TEACHER TO CATER TO THE WAY
THAT STUDENTS LEARN AND THEIR SKILLS.
NOW, NOTICE, TOO, THAT NONE OF THESE -- NONE OF
THE SENTENCE IS THE SAME AS THE ORIGINAL. 24
THERE ARE NO -- EVEN THE SYNTAX OF THE SENTENCE --
WHEN I SAY SYNTAX, I MEAN HOW THE SENTENCE IS
ACTUALLY FORMED, THE ORDER OF THE WORDS IN THE
SENTENCE.
AND THIS IS VERY DIFFERENT THAN THE ORIGINAL.
THIS IS A PRETTY SOLID PARAPHRASE.
NOW, HOW DO WE CITE OUR SOURCES?
WHEN WE HAVE PARAPHRASING AND WHEN WE HAVE
QUOTATIONS, WE DO HAVE TO INCLUDE CITATIONS WITHIN
THE TEXT.
AND THERE ARE KIND OF TWO DIFFERENT WAYS TO DO
THIS.
WHEN WE'RE PARAPHRASING, WE WANT TO MAKE SURE THAT
WE INCLUDE THE AUTHOR AND THE YEAR.
THESE ARE THE TWO ESSENTIAL ELEMENTS IN CITATIONS
FOR PARAPHRASES.
IF WE HAVE A DIRECT QUOTATION, WE HAVE TO HAVE THE
AUTHOR, THE YEAR AND THE PAGE OR PARAGRAPH NUMBER.
SO YOU CAN SEE IN THIS EXAMPLE BELOW SOME
DIFFERENT EXAMPLES OF WHAT CITATIONS MIGHT LOOK
LIKE.
SOMETIMES WE HAVE THE CITATIONS ENTIRELY IN
PARENTHESES LIKE THE FIRST UNDERLINED EXAMPLE.
SMITH AND McTIGHE, 2006. NOTICE THAT THIS CITATION IS ENTIRELY IN 25
PARENTHESIS BECAUSE THE SENTENCE OUTSIDE OF THE
PARENTHESIS MAKES SENSE ALL BY ITSELF.
IN THE NEXT EXAMPLE, THOUGH, WE HAVE, ACCORDING TO
TOMLINSON, DIFFERENTIATED INSTRUCTION IS AN
APPROACH THAT EFFECTIVELY ENGAGES STUDENTS.
TOMLINSON HERE IS NOT IN PARENTHESIS, BECAUSE IT'S
PART OF THE ACTUAL GRAMMATICAL SENTENCE.
AND, SO, IF YOU TOOK TOMLINSON OUT AND PUT IT IN
THE PARENTHESIS, IT WOULD BE SAYING, ACCORDING TO
AND YOU'D BE MISSING THE AUTHOR'S NAME.
SO IT HAS TO BE OUTSIDE OF THE PARENTHESIS THERE.
HOWEVER, NOTICE THAT THE YEAR OF PUBLICATION IS
STILL IN PARENTHESES.
TO SHOW WHAT SOURCE THIS INFORMATION IS COMING
FROM.
NOW, THE AUTHOR HERE QUOTES TOMLINSON LATER IN THE
PARAGRAPH AND SINCE IT'S THE SAME SOURCE, THE YEAR
IS NOT NEEDED BECAUSE THE READER ALREADY KNOWS
THAT IT'S TOMLINSON, 1991, WE ASSUME THAT IT
DOESN'T CHANGE, AND SO ALL WE NEED IS THE AUTHOR'S
LAST NAME AND THEN, OF COURSE, THE PAGE NUMBER FOR
THAT FINAL DIRECT QUOTATION.
NOW, A LOT OF TIMES IT CAN BE A LITTLE BIT
CONFUSING TO FIGURE OUT HOW FREQUENTLY WE SHOULD
CITE OUR SOURCES. 26
SOME PEOPLE SAY, YOU KNOW, KIND OF TAKE THE
MINIMALIST APPROACH AND DON'T WANT TO OVERCITE AND
THEN SOME PEOPLE GO CITATION CRAZY AND HAVE A
CITATION -- MULTIPLE CITATIONS IN EVERY SENTENCE
AND THEN SOME.
THERE IS A HEALTHY BALANCE.
AND EVEN THOUGH WE DO WANT TO CITE EACH AND EVERY
SENTENCE THAT INCLUDES PARAPHRASED OR QUOTED
INFORMATION, AGAIN, THERE IS THAT SORT OF HEALTHY
BALANCE.
SO WE'RE GOING TO SHOW SOME EXAMPLES HERE OF WHAT
THAT MIGHT LOOK LIKE.
ALL RIGHT.
SO HERE'S AN EXAMPLE OF TOO LITTLE CITING.
YOU CAN TELL ALMOST JUST BY LOOKING AT THIS
PARAGRAPH THAT THIS AUTHOR IS NOT CITING ENOUGH.
THERE'S A LOT OF INFORMATION THAT'S SPECIFIC TO
DIFFERENTIATED INSTRUCTION, THE NO CHILD LEFT
BEHIND ACT, THINGS LIKE THAT, AND NONE OF THAT IS
EXPLAINED OR, YOU KNOW, CITED.
THERE'S NO CITATION TO SHOW WHERE THE AUTHOR OF
THIS PARAGRAPH IS GETTING THAT INFORMATION.
THE ONLY CITATION IS AT THE VERY END AND AS A
READER, I WOULD NOT BE CERTAIN IF THIS WERE REFERRING TO JUST THE LAST SENTENCE OR THE
REST OF 27
THE PARAGRAPH.
AS A READER, I WOULD PROBABLY ASSUME THAT A LOT OF
THE BEGINNING PART OF THIS PARAGRAPH IS THE
AUTHOR'S ORIGINAL IDEAS.
SO, WE'RE GOING THE GOLDILOCKS AND THE THREE BEARS
ROUTE, WE HAVE TOO LITTLE CITING, TOO MUCH CITING
AND WE'LL GET TO JUST RIGHT EVENTUALLY.
BUT WE HAVE TOO MUCH CITING HERE.
YOU CAN SEE IN THIS EXAMPLE, THERE ARE A FEW TIMES
THAT THIS AUTHOR HAS TWO CITATIONS IN A SENTENCE.
WE HAVE THOMPSON, 2009, AND THEN ACCORDING TO
THOMPSON, DIFFERENTIATED -- DIFFERENTIATION IN
TEACHING HELPS STUDENTS BY GIVING FOR LEARNING IN
DIFFERENT WAYS, THOMPSON, 2009 AGAIN.
SO, THIS IS A LITTLE BIT OF OVERKILL BECAUSE WE
HAVE MULTIPLE CITATIONS IN A SENTENCE.
IF YOU HAVE AN "ACCORDING TO" AND THE AUTHOR'S
NAME, YOU DON'T NEED A CITATION AT THE END OF THE
SENTENCE.
AND THIS AUTHOR KIND OF DOES THAT WITH A LITTLE
BIT TOO MUCH CITING.
BUT WE CAN FINALLY GET TO THAT "JUST RIGHT"
CITATION, JUST ENOUGH CITING.
AND THIS IS WHERE EVERY SENTENCE DOES HAVE A
CITATION, BUT IT ONLY HAS ONE AND IT ONLY NEEDS 28
ONE.
WE HAVE TEACHERS USE DIFFERENTIATED INSTRUCTION TO
HELP STUDENTS LEARN, ALLOWING THE TEACHER TO CATER
LESSONS TO THE WAY EACH STUDENT LEARNS AND EACH
STUDENT'S SKILL (THOMPSON, 2009).
ACCORDING TO THOMPSON (2009), DIFFERENTIATION IN
TEACHING HELPS STUDENTS BY GIVING FOR LEARNING IN
DIFFERENT WAYS.
I THINK THERE'S A TYPO THERE.
BY GIVING SOMETHING.
I'M NOT SURE.
AND THEN NO CHILD LEFT BEHIND SETS RIGID STANDARDS
FOR TEACHERS, WHICH DOES NOT ALLOW FOR THIS
MULTIDISCIPLINARY APPROACH THAT DIFFERENTIATION
ASKS FOR.
AND THEN WE HAVE (THOMPSON, 2009) AGAIN.
IN THIS WAY, THOMPSON EXPLAINED, NCLB IS NOT
COMPATIBLE WITH DIFFERENTIATION IN THE CLASSROOM.
SO, EACH OF THESE SENTENCES HAS ONE CITATION.
NOTICE YOU HAVE A PARENTHETICAL CITATION IN THE
FIRST ONE THAT "ACCORDING TO" PHRASE IN THE SECOND
ONE, A PARENTHETICAL CITATION AT THE END OF THE
THIRD SENTENCE, AND THEN THE AUTHOR'S NAME AGAIN
IN THE CONTEXT OF THE SENTENCE IN THIS FINAL ONE.
AND BECAUSE WE KNOW THAT THOMPSON HAS BEEN USED 29
BEFORE, IT'S BEEN -- THIS AUTHOR HAS BEEN
INTRODUCED EARLIER, YOU ACTUALLY DON'T NEED THE
YEAR IN YOUR SECOND CITATION THAT'S IN THE
SENTENCE ITSELF.
ONE THING TO NOTE HERE, NOTICE THAT EVERY TIME YOU
HAVE A PARENTHETICAL CITATION, MEANING THAT THE
AUTHOR AND THE YEAR ARE IN PARENTHESES, IT IS BOTH
THE AUTHOR AND THE YEAR.
YOU DON'T EVER HAVE JUST THE AUTHOR IN
PARENTHESES.
THE AUTHOR IS EITHER PART OF THE SENTENCE OR IT'S
PAIRED WITH THE YEAR IN PARENTHESES AT THE END OF
THE SENTENCE.
SO THOSE ACTUALLY WOULD NOT BE SEPARATED.
OKAY.
SO, WE JUST HAVE A LITTLE CHECKLIST HERE TO SHOW
HOW WE CITE OUR SOURCES.
AGAIN, WE WANT TO MAKE SURE THAT EACH SENTENCE
USES INFORMATION -- EACH SENTENCE THAT USES
INFORMATION FROM THE SOURCE GIVES CREDIT TO THE
SOURCES THAT WE'RE CITING.
YOU DON'T NEED TO CITE YOUR SOURCES TWICE IN ONE
SENTENCE.
AND PUBLICATION YEARS ARE ONLY NEEDED IN THE FIRST
IN-TEXT CITATION. 30
I'M GOING TO JUST GO BACK TO THIS EXAMPLE AGAIN.
THIS IS SOMETHING THAT GETS CONFUSING FOR ME.
I OFTEN HAVE TO LOOK THIS UP BECAUSE I ALWAYS
FORGET.
BUT WHEN YOU'RE USING IN-TEXT CITATIONS, LET ME
GRAB THE LITTLE PEN HERE, THE HIGHLIGHTER.
WE HAVE THIS PARENTHETICAL CITATION, THIS IN-TEXT
CITATION, ANOTHER PARENTHETICAL CITATION AND
ANOTHER IN-TEXT CITATION.
WITH THE PARENTHETICAL CITATIONS, THESE ARE ALWAYS
GOING TO BE THE SAME, YOU'RE ALWAYS GOING TO HAVE
THE AUTHOR AND THE YEAR IN THESE PARENTHESES.
HOWEVER, WHEN YOU USE THE AUTHOR'S NAME IN THE
SENTENCE ITSELF, THE FIRST TIME YOU INTRODUCE THE
AUTHOR, YOU DO NEED TO INCLUDE THE YEAR.
THIS IS THE FIRST TIME WE'VE INTRODUCED THOMPSON
IN A SENTENCE TO THE READER.
SO WE NEED TO INCLUDE THE YEAR.
THE SECOND TIME, THOUGH, AND ALL OF THE SUBSEQUENT
TIMES, YOU ONLY NEED THE AUTHOR'S NAME.
YOU DON'T NEED THE YEAR, UNLESS YOU'RE USING THIS
PARENTHETICAL CITATION.
SO THAT'S SORT OF HOW THAT WORKS IN GENERAL.
ALL RIGHT. SO, DOES ANYONE HAVE ANY QUESTIONS? 31
I'M GOING TO STOP HERE JUST FOR A FEW MINUTES AND
SEE IF WE HAVE SOME QUESTIONS FROM BETH AND KAYLA.
BETH: WE'VE HAD A LOT OF GREAT QUESTIONS SO FAR.
SO COMMEND EVERYONE FOR JUST BEING REALLY ENGAGED
WITH THIS.
RACHEL, I WONDERED IF YOU COULD TALK A LITTLE BIT
ABOUT THE IDEA THAT -- OF, I GUESS, THERE'S BEEN
QUESTIONS ABOUT WHETHER WE NEED TO CITE EVERY
SENTENCE WITHIN A PARAGRAPH OR WHERE DOES A
STUDENT'S OWN IDEAS OR THOUGHTS GET IN THERE?
AND HOW DOES THAT KIND OF FIT IN?
IS THAT TOO GENERAL OF A QUESTION?
RACHEL: NO, NO, I UNDERSTAND.
LET ME GO BACK TO AN EXAMPLE HERE.
AND THIS IS A REALLY GREAT QUESTION.
A LOT OF TIMES WHEN WE ARE GIVING OUR OWN IDEAS,
YOU KNOW, WE DON'T NECESSARILY NEED TO CITE
SOURCES.
IF YOU'RE GIVING AN IDEA THAT IS ENTIRELY YOUR
OWN, YOU DON'T NEED TO CITE A SOURCE.
HOWEVER, IF IT'S SOMETHING THAT MAYBE YOUR READER
DOESN'T KNOW OR WOULDN'T BE FAMILIAR WITH, THEN
YOU MIGHT WANT TO CITE A SOURCE TO SHOW -- TO
SHOW, FIRST OF ALL, THAT THAT INFORMATION IS
CREDIBLE, SO IT GOES BACK TO THIS IDEA OF WHAT WE 32
CONSIDER COMMON KNOWLEDGE AND YOU'VE PROBABLY
HEARD THIS A LOT AND IT'S A VERY VAGUE CONCEPT,
IT'S A LITTLE BIT DIFFICULT TO EXPLAIN.
BUT FOR ME AS A WRITING INSTRUCTOR, I MIGHT
CONSIDER IT COMMON KNOWLEDGE THAT, YOU KNOW,
A.P.A. USES THIS SPECIFIC RULE.
HOWEVER, MY READERS MAY NOT NECESSARILY UNDERSTAND
THAT.
SO, IF I WERE TO WRITE AN ARTICLE ABOUT THAT RULE,
I MIGHT WANT TO QUOTE OR PARAPHRASE SOMETHING FROM
THE A.P.A. MANUAL TO SUPPORT MY IDEA TO SHOW THAT
I REALLY DO KNOW WHAT I'M TALKING ABOUT, I'M NOT
MAKING THINGS UP, AND TO GIVE SORT OF A STRONGER
SUPPORT TO MY OWN IDEA.
NOW, THERE ARE TIMES WHEN YOU MIGHT BE WRITING,
YOU KNOW, SAY, A REFLECTION APPLICATION FOR YOUR
CLASS.
OBVIOUSLY THEN YOU MIGHT NOT NECESSARILY NEED AS
MANY PARAPHRASES OR QUOTATIONS TO SUPPORT YOUR
IDEAS, BUT, IN GENERAL, IT'S ALWAYS A GOOD IDEA TO
TRY TO SUPPORT YOUR IDEAS WITH OTHER PEOPLE'S
BECAUSE, YOU KNOW, MAJORITIES ALMOST ALWAYS RULE,
RIGHT?
IF YOU HAVE A MAJORITY OF PEOPLE AGREEING ABOUT
SOMETHING, IT TENDS TO GIVE MORE CREDIBILITY TO 33
THAT ARGUMENT.
SO, IF YOU CAN PROVE THAT YOUR IDEA ALIGNS WITH
OTHERS' IDEAS, THAT'S ALWAYS REALLY HELPFUL FOR
YOU AS A SCHOLAR TO KIND OF PROVE THAT CREDIBILITY
AND VALIDITY OF YOUR ARGUMENT.
ALSO, WHEN YOU MAKE ANY KIND OF CLAIMS,
ESPECIALLY, YOU KNOW, EVEN JUST GENERAL CLAIMS
ABOUT SOCIETY OR HUMANITY OR WHATEVER, YOU WANT TO
MAKE SURE THAT THOSE CLAIMS ARE BACKED UP WITH
EVIDENCE BECAUSE I COULD CLAIM ALL I WANT THAT THE
SKY IS GREEN, BUT IF I DON'T HAVE ANY SOURCES TO
SUPPORT THAT, YOU KNOW, THAT MIGHT BE MY CLAIM AND
I MIGHT BE VERY CONVINCED, BUT I'M NOT NECESSARILY
RIGHT.
I'M NOT ACCURATE IN THAT.
AND, SO, I WOULD WANT TO HAVE EVIDENCE TO SUPPORT
MY CLAIM.
NOW, THAT'S KIND OF A SILLY EXAMPLE, BUT IT
HAPPENS A LOT WHERE WE USE GENERALIZATIONS, LIKE,
YOU KNOW, IN THE UNITED STATES, OBESITY IS A BIG
PROBLEM.
OKAY, THAT MIGHT BE A CLAIM, AND IT MIGHT BE TRUE,
BUT IN ORDER FOR ME TO MAKE THAT CLAIM, I DO NEED
TO PROVIDE EVIDENCE FROM OTHER SOURCES THAT SUPPORTS THAT, IN ORDER TO GIVE CREDIBILITY
TO MY 34
ARGUMENT.
THAT'S KIND OF A LONG-WINDED EXPLANATION.
DOES THAT ANSWER THE QUESTION?
BETH: THAT'S GREAT, YEAH, RACHEL.
AND I THINK THE ONLY THING I WOULD ADD, TOO, IS
BECAUSE WE HAVE A REALLY BROAD AUDIENCE HERE, TOO,
THAT'S GOING TO DIFFER A LITTLE BIT BASED ON WHERE
YOU ARE IN YOUR PROGRAM.
SO UNDERGRADUATE STUDENTS ARE GOING TO DO THAT A
LITTLE BIT DIFFERENTLY THAN DOCTORAL BECAUSE, OF
COURSE, AN UNDERGRADUATE, WE'RE FOCUSING A LITTLE
BIT MORE ON JUST, MAYBE YOUR PERSONAL EXPERIENCES
WOULD BE MORE APPROPRIATE, WHILE IN DOCTORAL
RESEARCH, IT'S ALL RESEARCH BASED.
THAT'S THE FOCUS OF -- OF THAT SPECIFIC PROGRAM.
RACHEL: RIGHT.
THAT'S A REALLY GOOD POINT, BETH.
AND WHEN YOU'RE IN THOSE SORT OF BEGINNING STAGES
OF RESEARCH, WHEN YOU ARE MAYBE BASING YOUR
INFORMATION MORE ON PERSONAL EXPERIENCE AND
THINGS, IT'S STILL A GOOD IDEA TO USE RESEARCH OR
IF YOU DO USE RESEARCH, MAKE SURE THAT YOU'RE
CITING YOUR SOURCES.
BUT, AGAIN, YOU'RE NOT GOING TO RUN INTO IT QUITE
AS MUCH IN THOSE SORTS OF PAPERS, AS YOU MIGHT IN, 35
SAY, A DISSERTATION.
ANY OTHER --
BETH: THAT'S EXACTLY RIGHT.
DO YOU HAVE ANOTHER TIME -- ANOTHER TIME -- DO YOU
HAVE TIME FOR ONE MORE?
RACHEL: YES, PLEASE.
BETH: OKAY, PERFECT.
DO YOU WANT TO GO BACK, OR MAYBE YOU CAN TALK
ABOUT THIS HERE, ABOUT WHEN TO INCLUDE THE
PUBLICATION YEAR.
WE'VE HAD A COUPLE OF EXAMPLES.
I'M GOING TO INCLUDE THE BLOG POST THAT WE TALKED
ABOUT, RACHEL, IN THE CHAT BOX, BUT WOULD YOU MIND
EXPLAINING WHAT THAT RULE IS?
RACHEL: RIGHT.
ABOUT WHEN TO INCLUDE THE PUBLICATION YEAR?
YEAH.
IN THIS EXAMPLE, EVEN ON THE PAGE WE HAVE UP HERE,
ANY TIME YOU USE A CITATION OF ANY SORT, YOU
ALMOST ALWAYS WANT TO USE THE PUBLICATION YEAR.
AND THIS IS FOR DIRECT QUOTATIONS AS WELL AS FOR
PARAPHRASES.
SO LET ME -- WELL, LET ME JUST GO OFF OF THIS ONE
FOR AN EXAMPLE HERE. AGAIN, WHEN YOU USE THE CITATION THAT ENDS
UP IN 36
PARENTHESIS, YOU WANT TO MAKE SURE THAT YOU ALWAYS
HAVE A PUBLICATION YEAR.
EVERY SET OF PARENTHESIS THAT YOU USE WITH THE
EXCEPTION OF MAYBE A PAGE NUMBER SHOULD HAVE THE
PUBLICATION YEAR WITHIN IT.
SO, IF YOU'RE CITING A SOURCE AT THE END OF A
SENTENCE AND IT'S NOT, YOU KNOW, YOU'RE NOT USING
THAT AUTHOR AS PART OF THE GRAMMATICAL SENTENCE,
YOU WOULD INCLUDE IT IN PARENTHESES AT THE END
WITH THIS PUBLICATION YEAR.
NOW, WHEN I'M CITING MY SOURCE EVEN IN THE
GRAMMATICAL SENTENCE, WHICH WE HAVE HERE,
ACCORDING TO THOMPSON, I ALSO HAVE THE PUBLICATION
YEAR IN PARENTHESES DIRECTLY FOLLOWING THE
AUTHOR'S LAST NAME.
THIS IS SO THAT I KNOW, AGAIN, WHAT SOURCE I'M
LOOKING AT.
THIS IS THOMPSON AND IT'S HIS 2008 -- 2009, EXCUSE
ME, ARTICLE THAT I'M LOOKING AT.
SO THIS IS -- THESE TWO SHOULD ALWAYS BE ADJACENT
TO ONE ANOTHER.
YOU SHOULD ALWAYS HAVE YOUR AUTHOR AND THEN YOUR
YEAR.
IN THE NEXT EXAMPLE, AGAIN, WE HAVE THIS PARENTHETICAL CITATION BECAUSE IT'S NOT PART
OF 37
THE SENTENCE, BUT THIS ONE IS A LITTLE BIT
DIFFERENT.
THIS FINAL EXAMPLE IS, IN THIS WAY, THOMPSON
EXPLAINED, NCLB IS NOT COMPATIBLE WITH
DIFFERENTIATION IN THE CLASSROOM.
EXCUSE ME.
BECAUSE WE'VE ALREADY INTRODUCED THOMPSON IN AN
ACTUAL SENTENCE AS PART OF THE GRAMMATICAL
SENTENCE EARLIER IN THE PARAGRAPH, AND WE'VE
ALREADY GIVEN THE PUBLICATION YEAR, THE NEXT TIME
WE TALK ABOUT THOMPSON IN THE GRAMMATICAL SENTENCE
IN THE SAME PARAGRAPH, YOU ACTUALLY DON'T NEED THE
PUBLICATION YEAR.
HOWEVER, IF I WERE TO ADD SOMETHING, YOU KNOW, IN
HERE, BETWEEN THESE TWO, ABOUT A DIFFERENT SOURCE
AND A DIFFERENT AUTHOR WITH A DIFFERENT
PUBLICATION YEAR, THEN I WOULD AGAIN WANT TO
INCLUDE THE PUBLICATION YEAR AFTER THOMPSON
BECAUSE THERE WOULD BE SOME KIND OF DIVIDE BETWEEN
THESE TWO.
AND I FEEL LIKE A KINDERGARTENER SCRIBBLING
AUTOPSY OVER MY SLIDE HERE.
BUT DOES THAT MAKE SENSE?
DOES THAT KIND OF ANSWER THE QUESTION, BETH? BETH: YEAH, I THINK THAT'S GREAT, RACHEL.
38
AND I'M JUST LOOKING, I THINK WE HAVE ONE -- OH,
THE ONLY THING I WAS GOING TO SAY THAT COULD MAYBE
HELP BECAUSE I THINK WE HAVE A LOT OF QUESTIONS
ABOUT THAT IS THAT THE WAY THAT WE'VE INTERPRETED
IT, AND THAT BLOG POST THAT AMBER WROTE TALKS
ABOUT THIS A LITTLE BIT, TOO, THIS IS AN OPTIONAL
RULE.
IS THAT THE WAY YOU INTERRUPTED IT, RACHEL?
RACHEL: YEAH, I THINK IF YOU WANT TO INCLUDE THE
YEAR AFTER EVERY SOURCE CITATION, I DON'T THINK
THAT'S AN ISSUE.
I HONESTLY DON'T, BECAUSE, AGAIN, THE IDEA, THE
CONCEPT BEHIND YOUR CITATIONS IS THAT YOUR READER
IS VERY CLEAR WHERE THE INFORMATION IS COMING
FROM.
IF YOU HAVE ANY DOUBT IN YOUR MIND THAT YOUR
READER IS GOING TO BE ABLE TO FOLLOW WHERE YOUR
INFORMATION IS COMING FROM, THEN INCLUDE THE
PUBLICATION YEAR.
THAT'S -- THAT'S WHAT I WOULD SAY.
WOULD YOU AGREE, BETH?
BETH: YEAH, I MEAN, IF YOU HAVE A QUESTION ABOUT
IT, OF COURSE TALK TO US IF YOU REALLY WANT TO GET
THE EXACT ANSWER, BUT I KNOW SUNDAY NIGHT, YOU'RE
TRYING TO SUBMIT THAT PAPER AND YOU DON'T WANT TO 39
GET IT WRONG, GO AHEAD AND INCLUDE THE PUBLICATION
YEAR.
DON'T FREAK OUT TOO MUCH ABOUT IT.
I WOULD SAY, TOO, YOU KNOW, MAKE IT EASY ON
YOURSELF.
RACHEL: WE SHOWED EXAMPLES OF OVERCITATION, WHERE
YOU HAD MORE THAN ONE CITATION IN A SENTENCE, AND
THAT IS A LITTLE BIT OF OVERKILL.
BUT, IN GENERAL, IF YOU ARE CONCERNED ABOUT YOUR
READER KNOWING WHERE INFORMATION IS COMING FROM,
YOU DO WANT TO INCLUDE THAT CITATION.
IT'S BETTER TO BE CLEAR RATHER THAN VAGUE.
ANY OTHER QUESTIONS, BETH?
BETH: WE HAD A QUESTION ABOUT WHETHER YOU COULD
GO BACK TO THE SLIDE ABOUT TOO MUCH CITING AND
JUST MAYBE DO A QUICK OVERVIEW OF THAT AGAIN.
RACHEL: SURE.
THAT GOES JUST WITH WHAT WE WERE TALKING ABOUT
HERE.
SO, THIS IS AN EXAMPLE, AGAIN, WITH THIS SLIDE,
I'M GOING TO GET OUT MY NIFTY HIGHLIGHTER, REALLY,
I JUST LIKE PLAYING THIS, I LIKE TO USE IT.
BUT WE HAVE, I'M GOING TO JUST MAKE LINES BETWEEN
WHERE ALL THE SENTENCES END, SO YOU CAN KIND OF
SEE. 40
WE'RE GOING TO DIVIDE IT.
SO, IN THIS FIRST SENTENCE, WE HAVE ONE CITATION,
WHICH THAT'S FINE.
IN THE SECOND SENTENCE, WE ACTUALLY HAVE TWO
CITATIONS.
AND THAT IS -- THAT'S NOT NECESSARY.
WHAT YOU WOULD WANT TO DO IS USE, ACCORDING TO
THOMPSON, 2009, AND PUT THAT YEAR IN PARENTHESES
HERE, DIFFERENTIATION IN TEACHING HELPS STUDENTS
BY GIVING SOMETHING -- THERE'S A WORD MISSING
HERE -- GIVING FOR LEARNING IN DIFFERENT WAYS.
AND THIS CITATION WOULD NOT BE NECESSARY, BECAUSE
YOU ALREADY HAVE IT AT THE BEGINNING OF THE
SENTENCE UP HERE, YOU WOULDN'T NEED IT AT THE END.
THIS THIRD SENTENCE HAS ONE CITATION AND THAT
WORKS AS WELL.
AND THEN IN THIS FINAL SENTENCE, AGAIN, YOU HAVE
TWO CITATIONS.
YOU HAVE THOMPSON AT THE BEGINNING AND THEN
THOMPSON AT THE END AND THAT'S, AGAIN, NOT
NECESSARY.
YOU ONLY REALLY NEED THE ONE CITATION HERE.
DOES THAT ANSWER THE QUESTION?
BETH: YEAH, I THINK THAT'S GREAT. THAT'S GREAT, RACHEL. 41
RACHEL: GREAT.
OKAY.
SO LET'S MOVE BACK.
BETH, WERE THERE ANY OTHER QUESTIONS THAT YOU
NEEDED TO COVER?
BETH: I'M TRYING TO KIND OF LOOK THROUGH THEM.
RACHEL: I KNOW KAYLA HAD A FEW HERE AND SHE TYPED
THEM IN.
SHE ASKED IF WE COULD TALK A LITTLE BIT MORE ABOUT
CITING MORE THAN FIVE AUTHORS.
SO, WHEN YOU'RE CITING YOUR AUTHORS, YOU MIGHT
HAVE MORE THAN ONE AUTHOR THAT WRITE THE SAME
SOURCE.
SO, THE GENERAL RULE FOR THAT IS, IF YOU HAVE
THREE AUTHORS OR MORE, THE FIRST TIME YOU HAVE
THEM, IF YOU HAVE THREE TO FIVE -- OR THREE TO SIX
AUTHORS, YOU WRITE EACH AUTHOR'S NAME THE FIRST
TIME YOU INTRODUCE THEM IN THE TEXT.
THEN THE SECOND CITATION YOU WOULD USE, YOU COULD
USE THE ABBREVIATION ET AL.
AND BETH OR KAYLA, WOULD YOU MIND POSTING THE LINK
TO THAT ON THE -- THANK YOU.
THERE WE GO.
I CAN'T SAY IT BEFORE YOU ALREADY DO IT. SO THAT LINK IS IN YOUR CHAT BOX THERE FOR
USING 42
ET AL.
SO ET AL IS USED AS AN ABBREVIATION, AND WHAT IT
MEANS IS "AND OTHERS."
IT'S AN ABBREVIATION FOR THE LATIN WORD FOR "AND
OTHERS."
AND, SO, IT MEANS THAT THERE'S MORE THAN ONE
AUTHOR IN THAT.
SO WHEN YOU HAVE THOSE CITATIONS, YOU WOULD
FIRST -- IN YOUR FIRST CITATION YOU WANT TO WRITE
OUT ALL OF THE AUTHORS' LAST NAMES, JUST LIKE YOU
WOULD IF THERE WERE ONLY ONE AUTHOR.
BUT THEN IN YOUR SECOND AND SUBSEQUENT CITATIONS,
YOU CAN ABBREVIATE WITH THAT ET AL SO YOU DON'T
TAKE UP SO MUCH SPACE AND TIME AND ENERGY FOR THE
READER IN READING THE SAME AUTHORS' NAMES OVER AND
OVER AGAIN.
WE ALSO HAD A QUESTION ABOUT THE PAGE OR PARAGRAPH
NUMBERS FOR PARAPHRASES.
OH, SO, ONE THING THAT YOU MIGHT HAVE NOTICED IS
THAT IN DIRECT QUOTATIONS ALL OF THE CITATIONS
HAVE A PAGE NUMBER, AND THAT IS REQUIRED.
EVERY DIRECT QUOTATION NEEDS TO HAVE A PAGE NUMBER
WITH IT.
SO THAT'S SOMETHING TO WRITE IN YOUR NOTES, WRITE
IT ON A STICKY NOTE, HOWEVER YOU WANT TO DO THAT, 43
BUT I'LL REPEAT IT SO THAT YOU REMEMBER, EVERY
DIRECT QUOTATION MUST INCLUDE A PAGE OR PARAGRAPH
NUMBER.
PARAPHRASES, ON THE OTHER HAND, DON'T NECESSARILY
NEED A PAGE OR PARAGRAPH NUMBER WITH THEM.
A.P.A. ALLOWS FOR YOU TO GIVE A PAGE OR PARAGRAPH
NUMBER IF YOU WOULD LIKE IN ORDER TO HELP THE
READER FIND WHERE YOU'RE PARAPHRASING THAT
INFORMATION FROM.
IT'S NOT NECESSARY, IT'S NOT REQUIRED, BUT IT'S
NOT SOMETHING THAT'S, YOU KNOW, NOT ALLOWED
EITHER.
YOU ARE ALLOWED TO DO THAT.
SO THAT'S SORT OF YOUR CHOICE AS A RESEARCHER, TO
DETERMINE WHAT YOUR READER NEEDS THERE.
ALL RIGHT.
SO WE'RE GOING TO MOVE ON AND WE'LL COME BACK TO
SOME MORE QUESTIONS IN A LITTLE BIT.
BUT WHAT I'M GOING TO DO NOW IS LAUNCH THE SECOND
POLL, AND THAT IS, WHAT IS THE PURPOSE OF A
REFERENCE LIST?
SO NOW THAT WE'VE TALKED ALL ABOUT CITATIONS AND
IN-TEXT CITATIONS, WE'RE GOING TO JUMP OVER TO
REFERENCE LISTS. SO, YOU CAN GO AHEAD AND CHOOSE WHAT YOU THINK
44
MIGHT BE THE BEST ANSWER FOR WHAT THE PURPOSE OF A
REFERENCE LIST IS.
IS IT TO ORGANIZE ALL YOUR SOURCES, TO HAVE THIS
SORT OF DUMPING GROUND FOR INFORMATION, TO SHOW
THE READER THE ORIGINAL SOURCE OF THE INFORMATION,
OR TO ALLOW SOMEONE TO CHECK YOUR WORK?
SO GO AHEAD AND TAKE JUST A FEW MORE SECONDS TO
ANSWER WHICH ANSWER YOU THINK IS THE BEST.
ALL RIGHT.
WE'VE GOT ABOUT 55% OF PEOPLE VOTING HERE.
TAKE ABOUT THREE MORE SECONDS AND THEN WE WILL
FINISH IT UP AND SHARE THE RESULTS HERE.
OKAY.
I'M GOING TO CLOSE THIS OUT.
AND ALLOW YOU TO SEE WHAT WE HAVE HERE.
SO WE HAD A LARGE PERCENTAGE OF YOU THAT SAID THAT
THE PURPOSE OF A REFERENCE LIST IS TO SHOW THE
READER THE ORIGINAL SOURCE INFORMATION.
ANOTHER PRETTY GOOD AMOUNT SAID THAT IT'S TO
ORGANIZE YOUR SOURCES.
AND ANOTHER SAID THAT IT'S TO ALLOW SOMEONE TO
CHECK YOUR WORK.
DEFINITELY THE SMALLER MINORITY WAS TO HAVE KIND
OF A DUMPING GROUND FOR SOURCE INFORMATION. BUT, ACTUALLY, YOU'RE ALL KIND OF RIGHT. 45
AGAIN, THERE'S ACTUALLY NOT ONE RIGHT ANSWER TO
THIS POLL.
AND THE REASON IS THAT ALL OF THESE ARE REASONS TO
USE A REFERENCE LIST.
REFERENCE LISTS ARE VERY HELPFUL IN ORGANIZING OUR
INFORMATION TO ALLOW ALL OF OUR SOURCE INFORMATION
TO BE IN ONE PLACE AS SORT OF THAT DUMPING GROUND
AND THEN TO BE ABLE TO POINT THE READER TO
ORIGINAL SOURCE INFORMATION SO THAT IF SOMEONE
WANTED TO REPLICATE YOUR STUDY OR CHECK YOUR WORK
TO MAKE SURE THAT YOU ARE TELLING THE TRUTH AND
READING THE WORK CORRECTLY, THEY COULD DO THAT.
SO, WHEN WE USE CITATIONS, LIKE WE WERE TALKING
ABOUT EARLIER, THE CITATIONS' PURPOSE ARE ACTUALLY
TO POINT YOUR READER TO YOUR REFERENCE LIST.
SO, WHEN WE USE THE CITATION IN THE TEXT, WE'RE
GIVING CREDIT TO THE SOURCE THAT WE'RE USING, BUT
THE REASON FOR PUTTING IT IN THE TEXT IS ALSO SO
THAT OUR READERS KNOW TO GO TO OUR REFERENCE LIST
AND LOOK AT THE PUBLICATION INFORMATION THERE.
THE REFERENCE LIST INCLUDE THAT PUBLICATION
INFORMATION, SO IF THE READER WANTS TO CHECK HOW
ACCURATE YOU ARE OR MAYBE TO DO MORE RESEARCH ON A
SIMILAR TOPIC, THE READER HAS A WAY TO DO THAT.
ONE NICE THING ABOUT REFERENCE LISTS IS THAT THEY 46
ARE IN ALPHABETICAL ORDER, SO IF I WERE TO BE
READING A SOURCE AND THERE WERE A CITATION
SOMEWHERE IN THE TEXT, I COULD TAKE THAT CITATION,
LOOK QUICKLY AT THE REFERENCE LIST, AND KNOW
ALPHABETICALLY WHERE TO FIND THAT SUPPLEMENTARY
INFORMATION SO THAT IF I WANTED TO GO TO THAT
ORIGINAL SOURCE, I COULD.
REFERENCE LISTS ARE ALSO DOUBLE SPACED, SO THIS
ALLOWS FOR A LITTLE BIT MORE OF AN ORGANIZED WAY
TO SORT OF RECORD THE SOURCE INFORMATION.
AND THEN THEY ALSO HAVE WHAT'S CALLED A HANGING
INDENT.
[ COUGHING ]
EXCUSE ME.
AND A HANGING INDENT IS SORT OF LIKE A REVERSE
INDENTATION.
IN GENERAL, WHEN YOU INDENT PARAGRAPHS, YOU INDENT
THE FIRST LINE AND THEN THE SECOND AND SUBSEQUENT
LINES ARE LEFT JUSTIFIED.
A HANGING INDENT IS EXACTLY THE OPPOSITE.
THE FIRST LINE IS ALL THE WAY TO THE LEFT AND THEN
THE SECOND AND SUBSEQUENT LINES ARE INDENTED.
AND YOU USE THIS FOR YOUR REFERENCES SO THAT AS A
READER, I CAN GO TO YOUR REFERENCE LIST AND KNOW
WHERE THE SOURCES ARE DIVIDED, WHAT SOURCE 47
INFORMATION ALL GOES TOGETHER.
SO IT'S JUST A NICE WAY TO ORGANIZE YOUR MATERIAL.
NOW, HERE'S SOME EXAMPLES OF WHAT YOU MIGHT SEE ON
A REFERENCE LIST.
AND WHILE, LIKE I SAID, WE'RE NOT GOING TO GO INTO
GREAT DETAIL ON THESE TYPES OF REFERENCES, AND WE
DEFINITELY CAN TALK ABOUT SOME OF THEM IF YOU
STILL HAVE QUESTIONS, BUT THESE ARE BASIC, KIND OF
THE BASIC MATERIALS THAT YOU MIGHT BE USING.
YOU MIGHT USE A BOOK OR YOU MIGHT USE AN ONLINE
ARTICLE.
AND YOU CAN SEE HERE, I'M GOING TO GET MY LITTLE
HANDY HIGHLIGHTER OUT, THIS IS SO FUN, YOU CAN SEE
HERE THAT THE FIRST LINE IS LEFT JUSTIFIED AND
THEN THE SECOND AND SUBSEQUENT LINES ARE INDENTED.
AND IT'S THE SAME IN THIS ONLINE ARTICLE AS WELL.
THESE ARE, AGAIN, THEY SHOW THE AUTHOR AND THE
PUBLICATION YEAR SO THAT I AS A READER WOULD BE
ABLE TO LOOK AT THIS AUTHOR AND PUBLICATION --
WHOOPS, SORRY -- I CLICKED TOO SOON -- I AS A
READER WOULD BE ABLE TO LOOK AT THE AUTHOR AND
PUBLICATION YEAR IN THE TEXT, LIKE IN THOSE
CITATIONS THAT WE WERE JUST PRACTICING, AND BE
ABLE TO GO RIGHT TO THE REFERENCE LIST, LOOK FOR
THE AUTHOR'S NAME, LOOK FOR THE PUBLICATION YEAR, 48
AND KNOW EXACTLY WHAT THAT ORIGINAL SOURCE IS AND
WHERE TO FIND IT.
SO THAT'S A LITTLE BIT ABOUT THE REFERENCE LIST.
THE WHOLE IDEA OF USING CITATIONS, AGAIN, IS TO
POINT YOUR READERS TO THAT REFERENCE LIST SO THAT
THEY CAN USE THAT MATERIAL AND FIND THE ORIGINAL
SOURCE.
SO, AS A QUICK RECAP, CITATIONS OF QUOTATION
MARKS, DIRECT QUOTATIONS, EXCUSE ME, AND
PARAPHRASING HELP YOU TO RETAIN THAT CREDIBILITY
AND INTEGRITY BECAUSE YOU ARE SHOWING WHERE
INFORMATION IS YOUR OWN AND WHERE YOU ARE USING
OTHER PEOPLE'S INFORMATION.
CITATIONS ARE NEEDED FOR ALL DIRECT QUOTATIONS AS
WELL AS ALL PARAPHRASES.
CITATIONS SHOULD BE USED IN EACH AND EVERY
SENTENCE WHERE YOU DO HAVE A QUOTATION OR A
PARAPHRASE.
AGAIN, YOU ONLY NEED TO USE IT ONCE IN EVERY
SENTENCE, BUT YOU WANT TO MAKE SURE THAT YOU'RE
SHOWING WHERE INFORMATION IS COMING FROM.
AND THEN, FINALLY, AGAIN, LIKE I SAID BEFORE,
CITATIONS POINT TO THAT REFERENCE LIST SO THAT THE
READER CAN FIND THE ORIGINAL SOURCE. ALL RIGHT. 49
SO WE HAVE A LITTLE BIT OF TIME LEFT HERE FOR
QUESTIONS.
I WANT TO OPEN IT UP.
ARE THERE ANY QUESTIONS, BETH OR KAYLA, THAT YOU'D
LIKE TO GO OVER?
BETH: YEAH, I WONDERED IF YOU COULD TALK A LITTLE
BIT ABOUT, RACHEL, ABOUT JUST THE IDEA OF COMMON
KNOWLEDGE.
I THINK THAT YOU'VE TOUCHED ON THAT A LITTLE BIT.
BUT MAYBE TALKING ABOUT WHAT WOULD NEED TO BE
CITED AND WHAT WOULD BE CONSIDERED COMMON
KNOWLEDGE.
RACHEL: RIGHT, RIGHT.
WELL, THERE ARE THINGS TO CONSIDER WHEN YOU THINK
ABOUT COMMON KNOWLEDGE, ONE OF THEM IS YOU NEED TO
CONSIDER YOUR AUDIENCE.
BECAUSE WALDEN IS A UNIVERSITY WITH MULTIPLE
STUDENTS FROM MULTIPLE COUNTRIES, THINGS THAT
MIGHT BE CONSIDERED COMMON KNOWLEDGE IN YOUR
COUNTRY MIGHT NOT BE CONSIDERED COMMON KNOWLEDGE
IN A DIFFERENT COUNTRY.
SO YOU REALLY WANT TO CONSIDER WHO YOUR AUDIENCE
IS GOING TO BE.
IF YOUR AUDIENCE IS ALL FROM THE UNITED STATES, IF
YOUR AUDIENCE ALL, YOU KNOW, LIVES IN THE UNITED 50
STATES AND IS FAMILIAR WITH UNITED STATES
HOLIDAYS, WE COULD ASSUME THAT IT WOULD BE COMMON
KNOWLEDGE THAT JULY 4th IS INDEPENDENCE DAY.
HOWEVER, YOU KNOW, IF YOU'RE SPEAKING TO A MORE
DIVERSE AUDIENCE, IT MIGHT NOT NECESSARILY BE
COMMON KNOWLEDGE BECAUSE INDEPENDENCE DAY IN
DIFFERENT COUNTRIES MAY BE ON DIFFERENT DATES.
SO, THAT'S SOMETHING TO CONSIDER AS YOU THINK
ABOUT THAT.
ALSO, YOU WANT TO THINK ABOUT THE BACKGROUND
KNOWLEDGE OF YOUR READERS.
IF YOU'RE TALKING ABOUT A FIELD SPECIFIC THING,
YOU KNOW, IF THERE'S SOME KIND OF FIELD SPECIFIC
JARGON THAT YOU'RE USING BUT YOUR ARTICLE IS
WRITTEN OR YOUR PAPER IS WRITTEN TO ONLY PEOPLE IN
THAT FIELD, YOU COULD PROBABLY GET AWAY WITH USING
DIFFERENT KINDS OF ABBREVIATIONS OR INFORMATION
THAT EVERYONE IN THAT FIELD SHOULD KNOW.
HOWEVER, IF YOU'RE WRITING TO AN AUDIENCE OF
CLASSMATES THAT MAYBE, YOU KNOW, MAYBE THEY DON'T
ALL HAVE THE SAME EXPERIENCE THAT YOU DO, MAYBE
THEY DON'T ALL HAVE THE SAME BACKGROUND IN THAT
TOPIC, THEN YOU MAY WANT TO PROVIDE SOURCE
INFORMATION FOR, EXCUSE ME, FOR THAT. DOES THAT MAKE SENSE? 51
BETH: YEAH.
NO, THAT'S REALLY HELPFUL, RACHEL, THANK YOU.
ACTUALLY, I WAS TAKING A LOOK, FOR SOME REASON THE
SLIDES ARE IN SOME SORT OF LITTLE BOX FORMAT.
I APOLOGIZE, EVERYONE, I DON'T KNOW WHAT EXACTLY,
IT LOOKS LIKE IT MIGHT HAVE JUST FROZE.
I DON'T KNOW, RACHEL, IF YOU WANT TO TRY GOING TO
A PREVIOUS SLIDE.
THERE WE GO.
RACHEL: I'VE BEEN HAVING SOME STRANGE POPUPS ON
MY THING.
BETH: IT'S GOOD NOW.
YEAH, IT'S GOOD.
I WONDERED IF YOU COULD ALSO TALK A LITTLE BIT
ABOUT CITING YOURSELF.
WE'VE HAD A COUPLE OF QUESTIONS ABOUT THAT.
WHEN THAT MIGHT BE APPROPRIATE.
I'LL INCLUDE A LINK TO OUR PAGE ABOUT CITING
YOURSELF AS WELL.
RACHEL: GREAT.
YEAH, A LOT OF STUDENTS ASK THIS QUESTION ABOUT,
YOU KNOW, I'VE USED A DISCUSSION POST AND I WANT
TO USE IT AGAIN IN ANOTHER PAPER FROM A DIFFERENT
CLASS, CAN I CITE MYSELF? AND THE ANSWER MIGHT DEPEND ON THE CLASS AND
THE 52
CONTEXT AS WELL AS YOUR INSTRUCTOR'S PREFERENCES.
A.P.A. DOES HAVE A WAY TO CITE YOURSELF, AND IT IS
POSSIBLE, BUT YOU DEFINITELY WANT TO CHECK WITH
YOUR INSTRUCTORS TO MAKE SURE THAT IT'S ACCEPTABLE
FOR THE SCOPE OF THE COURSE.
AND THEN YOU'LL WANT TO FOLLOW GENERAL A.P.A.
FORMAT, WHICH WOULD INCLUDE YOUR NAME AS THE
AUTHOR, THE YEAR THAT YOU, YOU KNOW, EITHER
FORMALLY OR INFORMALLY PUBLISHED THAT INFORMATION
AND THEN THE TITLE OF THE WORK AND SUCH.
BUT, AGAIN, IT'S SOMETHING THAT YOU WANT TO TAKE
ON A CASE-BY-CASE BASIS AND YOU DEFINITELY WILL
WANT TO SPEAK WITH YOUR INSTRUCTOR ABOUT AS WELL.
WE DO HAVE A QUESTION --
BETH: I THINK WE --
RACHEL: GO AHEAD.
BETH: WE OFTEN GET THAT QUESTION IN THE CONTEXT
OF DOCTORAL STUDIES, BECAUSE STUDENTS ARE ALWAYS
KIND OF LIKE FROM THEIR COURSE WORK BUILDING UP TO
THAT PROPOSAL AND DON'T WORRY ABOUT HAVING TO CITE
THAT.
THAT'S THE -- THE PURPOSE OF THOSE COURSES, IT'S
NOT LIKE YOU NEED TO CITE YOURSELF AS WELL AS ALL
OF THE SOURCES YOU'VE USED, ALL THAT KIND OF
STUFF. 53
RACHEL: RIGHT, THAT'S A REALLY GOOD POINT, BETH.
WHEN YOU'RE IN A COURSE THAT THE SOLE PURPOSE OF
THE COURSE IS TO BUILD UP INTO A DISSERTATION OR
DOCTORAL STUDY OR PROJECT STUDY, THAT COURSE WORK
IS MEANT TO BE REUSED IN YOUR DISSERTATION OR
DOCTORAL STUDY, CAPSTONE PAPER.
SO, THOSE KINDS OF COURSES, IT'S SORT OF
INEVITABLE THAT YOU'RE GOING TO BE, QUOTE,
UNQUOTE, CITING YOURSELF.
YOU DON'T NEED TO CITE YOURSELF, YOU'RE JUST GOING
TO BE REUSING THAT INFORMATION BECAUSE THE IDEA OF
THE COURSE IS TO BUILD THAT -- YOU KNOW, TO START
BUILDING YOUR DISSERTATION OR YOUR DOCTORAL STUDY.
SO THAT'S A REALLY GOOD POINT, BETH, THANKS.
WE DID HAVE ONE QUESTION ABOUT REFERENCES FOR
SOURCES WITH MORE THAN SEVEN AUTHORS.
AND THAT IS A REALLY GOOD QUESTION.
WHEN YOU HAVE MORE THAN SEVEN AUTHORS TO A SOURCE,
WHAT YOU WILL ACTUALLY WANT TO DO IS USE THE FIRST
SOURCE.
ACTUALLY LET ME REMEMBER THIS.
I'M HAVING A BRAIN FREEZE HERE.
BUT YOU'LL USE THE FIRST SOURCE AND THEN YOU'LL
USE AN ELLIPSIS BETWEEN THEM. LET ME LOOK HERE QUICK. 54
WHERE DID IT GO?
BETH, DO YOU HAVE THAT ONE ONHAND?
I'M DRAWING A BLANK HERE AND I'M TRYING TO FIND AN
EXAMPLE OF IT.
DO WE HAVE AN EXAMPLE ON THE WEBSITE?
BETH: OH, SURE.
ACTUALLY, I THINK WE DO.
IF WE GO TO THE COMMON REFERENCE LIST EXAMPLES AND
GRAB THE PRINTABLE, YEAH, GRAB THE PRINTABLE
VERSION.
AND I CAN ACTUALLY SHOW EVERYONE THIS, IF YOU'D
PREFER.
RACHEL: SURE, THAT WOULD BE GREAT.
YEAH, DO YOU MIND?
BETH: YEAH.
LET ME JUST GRAB IT FROM YOU.
RACHEL: I FEEL LIKE IT WILL BE EASIER FOR YOU TO
SHOW THAN FOR ME TO EXPLAIN HERE.
I APOLOGIZE.
BETH: NO PROBLEM.
CAN YOU SEE MY SCREEN OKAY?
GREAT.
I'M ON THE COMMON REFERENCE LIST PAGE.
MAYBE YOU WANT TO GRAB THAT LINK AND PUT IT IN
THERE FOR EVERYONE. 55
WE ACTUALLY HAD A LOT OF QUESTIONS ABOUT CITING
DIFFERENT SOURCES AND WE HAVE ALL THESE EXAMPLES
HERE.
SO THIS IS A GREAT WAY TO GO, GREAT PLACE TO GO TO
FIND EXAMPLES OF HOW TO CITE ALL DIFFERENT KINDS
OF SOURCES.
BUT THIS LITTLE PRINTABLE VERSION HERE IS A GREAT
WAY TO SAVE THESE EXAMPLES AND YOU CAN CLICK THAT
AND YOU CAN SEE THAT WE HAVE ALL THESE EXAMPLES
AND WE HAVE A FEW EXTRA ONES THAT ARE MORE
SPECIALIZED.
SO THIS IS SOURCE WITH SEVEN AUTHORS AND SOURCE
WITH EIGHT OR MORE.
SO I'M JUST GOING TO CLICK DOWN THERE.
AND, SO, THIS IS WHAT I THINK YOU WERE LOOKING
FOR, RACHEL, RIGHT?
RACHEL: YES.
BETH: SO, WITH SEVEN AUTHORS, WE STILL LIST THEM
ALL OUT IN THE REFERENCE LIST.
BUT WITH EIGHT OR MORE, THAT'S WHEN WE USE THE
ELLIPSIS RIGHT HERE.
RACHEL: SO, YOU SHOULD ONLY HAVE A TOTAL OF SEVEN
AUTHORS LISTED.
YOU NOTICE IN THE EIGHT OR MORE AUTHORS, IT'S THE
FIRST SIX AND THEN THE ELLIPSIS AND THEN THE FINAL 56
ONE.
SO YOU SHOULD HAVE A TOTAL OF SEVEN.
YOU NEVER SHOULD HAVE TO WRITE OUT MORE THAN SEVEN
AUTHORS.
THANKS, BETH, FOR PULLING THAT UP.
SORRY, I COULDN'T GET TO IT FAST ENOUGH.
BETH: NOT AT ALL.
I'LL GIVE IT BACK TO YOU, RACHEL.
RACHEL: GREAT.
OKAY.
SO, WERE THERE ANY OTHER SPECIFIC QUESTIONS, KAYLA
OR BETH, THAT WE CAN GO OVER HERE?
BETH: YEAH, THERE WAS A REALLY INTERESTING
QUESTION ABOUT WHETHER WE NEED TO CITE SOURCES IN
THIS SAME WAY IN DISCUSSION POSTS.
AND I WONDERED IF YOU JUST WANTED TO KIND OF TALK
ABOUT THAT, RACHEL.
RACHEL: YEAH, YEAH.
YOU KNOW, DISCUSSION POSTS BY NATURE ARE A LITTLE
BIT MORE INFORMAL.
BUT, AGAIN, I THINK IT'S GOING TO GO BACK TO, ARE
YOU GIVING CREDIT WHERE CREDIT IS DUE?
AND BY SAYING THAT, I MEAN, ARE YOU SHOWING WHERE
THE INFORMATION IS COMING FROM THAT YOU'RE USING?
IF YOU'RE USING A DIRECT QUOTATION, YOU DEFINITELY 57
WANT TO USE A SOURCE CITATION WITH IT.
AND THE SAME WITH PARAPHRASING IN DISCUSSION POSTS
AS IT IS WITH APPLICATION PAPERS.
EVEN THOUGH YOU MAY NOT HAVE SUCH A FORMAL
ENVIRONMENT, YOU STILL WANT TO INCLUDE THOSE
CITATIONS AS WELL AS A REFERENCE LIST.
AND, YOU KNOW, YOUR INSTRUCTORS MAY HAVE DIFFERENT
PREFERENCES AS TO HOW FORMAL THAT NEEDS TO BE,
BUT, IN GENERAL, IT'S ALWAYS, ALWAYS A GOOD IDEA
TO PRACTICE, TO GET IN THE HABIT OF USING
CITATIONS EARLY ON, EVEN IN DISCUSSION POSTS,
BECAUSE THE MORE YOU PRACTICE IT NOW, THE EASIER
IT'S GOING TO BE AS YOU CONTINUE ON IN YOUR
PROGRAM.
ALL RIGHT.
WE HAVE A QUESTION ALSO ABOUT PERSONAL
COMMUNICATION CITATIONS.
AND THAT'S A REALLY GREAT ONE.
WHEN YOU HAVE AN INTERVIEW OR, YOU KNOW, A PHONE
CALL OR SOMETHING THAT YOU NEED TO CITE, IT'S
CALLED A PERSONAL COMMUNICATION.
MOST OF THE TIME THIS COMES IN THE FORM OF
INTERVIEWS.
AND PERSONAL COMMUNICATION CITATIONS ONLY OCCUR IN
THE TEXT THEMSELVES. 58
YOU ACTUALLY DON'T NEED TO PUT A PERSONAL
COMMUNICATION CITATION IN THE REFERENCE LIST.
YOU WOULD ONLY NEED TO PUT IT IN THE TEXT ITSELF.
AND I'M GOING TO SCROLL DOWN HERE AND SEE IF WE
HAVE AN EXAMPLE OF AN INTERVIEW HERE.
WE MIGHT NOT.
SO I MIGHT HAVE TO LOOK HERE.
HERE WE GO.
ALL RIGHT.
SO, YOU'LL NOTICE HERE THAT A PERSONAL
COMMUNICATION CITATION USES JUST THE FIRST INITIAL
AND THE LAST NAME.
AND IT OCCURS IN THE TEXT WITH THE FIRST INITIAL,
LAST NAME, COMMA, THE PHRASE, PERSONAL
COMMUNICATION, AND THEN THE DATE, THE FULL DATE
THAT THAT PERSONAL COMMUNICATION HAPPENED.
ALL RIGHT.
SO I KNOW WE'RE JUST A LITTLE BIT OVER.
I WANT TO WRAP THINGS UP AND THANK YOU ALL FOR
COMING TONIGHT.
I HOPE THAT THIS WAS HELPFUL.
IF YOU HAVE ANY FURTHER QUESTIONS, FEEL FREE TO
E-MAIL US AT WRITINGSUPPORT@WALDENU.EDU.
AND YOU CAN ALSO STAY ON THE LINE, WE'LL BE AROUND
FOR A FEW MORE MINUTES TO ANSWER QUESTIONS. 59
I MIGHT STILL HAVE BETH AND KAYLA FEED ME A FEW
MORE QUESTIONS SO THAT I CAN TALK THROUGH SOME
THINGS IF YOU'D LIKE TO STAY.
BUT THIS IS GOING TO BE OUR OFFICIAL ENDING.
SO THANK YOU, EVERYONE, FOR COMING.
AND HAVE A GREAT NIGHT.
BETH: RACHEL, I WONDERED IF YOU COULD GO OVER AN
EXAMPLE OF WHEN YOU NEED TO CITE A SOURCE OF THE
SAME AUTHOR AND PUBLICATION YEAR.
RACHEL: YES, I CAN DO THAT.
LET ME GET BACK ON HERE.
BETH: WHILE RACHEL IS NAVIGATING TO THAT, I
WANTED TO TELL EVERYONE THAT WE'VE HAD SOME
REQUESTS FOR THE LINKS THAT WE'RE INCLUDING IN THE
CHAT BOX AND I'M JUST GOING TO ADD THAT INTO A
WORD DOCUMENT AND SEND IT OUT AFTER THE
PRESENTATION.
SO, KNOW THAT YOU'LL BE ABLE TO ACCESS THOSE
LATER.
AND I ALSO, LAST THING I WANTED TO ALSO SAY IS
THAT WE DID DO SOME WEBINAR SERIES ON CITING
SOURCES LIKE THIS, TOO.
SO THAT'S THE A.P.A. CITATION SERIES.
IF YOU GO TO OUR WEBINAR ARCHIVES, WE HAVE TWO
WEBINARS THAT FOCUS SPECIFICALLY ON THESE TYPES OF 60
EXAMPLES AND QUESTIONS.
SO I'D REALLY ENCOURAGE YOU, IF YOU HAVE MORE
QUESTIONS, THOSE ARE A GREAT RESOURCE AS WELL.
SORRY, RACHEL, I WENT A LITTLE LONG THERE.
RACHEL: NO, THAT'S FINE.
THANKS, BETH.
SO, IS THIS THE PAGE YOU WERE TALKING ABOUT, BETH,
WITH MULTIPLE SOURCES, WITH THE SAME AUTHOR AND
THE SAME YEAR?
BETH: YEAH, YEAH.
RACHEL: SO, SOMETIMES YOU'LL RUN INTO A SITUATION
WHERE YOU'LL WANT TO CITE A SOURCE THAT MAYBE IT'S
A DIFFERENT ARTICLE OR A DIFFERENT BOOK, BUT IT'S
THE SAME AUTHOR AND THE SAME YEAR.
AND DO THAT IN A.P.A., WHAT YOU CAN DO TO
DIFFERENTIATE BETWEEN, YOU KNOW, THE CENTERS FOR
DISEASE CONTROL AND PREVENTION 2011 AND THE
CENTERS FOR DISEASE CONTROL AND PREVENTION 2011,
IS TO USE THIS LOWER CASE LETTER WITH YOUR YEAR.
SO YOU WOULD JUST USE A AND B, IF THERE'S THREE,
YOU WOULD USE C, AND THIS WOULD BE EVERY TIME YOU
USE THE CITATION.
SO, IT WOULD APPEAR IN YOUR REFERENCE, IT WOULD
ALSO APPEAR LIKE THIS EXAMPLE HERE IN YOUR IN-TEXT
CITATIONS AND THIS IS JUST SO THAT, AGAIN, AS A 61
READER, I COULD GO THROUGH YOUR WORK, LOOK AT YOUR
CITATIONS, SEE THAT IT'S, OH, IT'S THE CENTERS FOR
DISEASE CONTROL AND PREVENTION, 2011 A, AND GO
IMMEDIATELY TO YOUR REFERENCE LIST AND PICK OUT
WHICH SOURCE IT IS THAT YOU'RE REFERRING TO THERE.
BETH, ANYTHING YOU WANTED TO ADD TO THAT?
BETH: GREAT.
YEAH.
WELL, NOT NECESSARILY TO THIS.
WE HAD A COUPLE OF QUESTIONS, THIS GOES BACK TO
THAT CITING YOURSELF PART, RACHEL.
IF SOMEBODY IS TALKING ABOUT SOMETHING THEY'VE
SEEN IN THEIR CLASSROOM, IN THEIR HOSPITAL, IN
THEIR COMPANY, SOMETHING LIKE THAT, SO IT'S
SOMETHING, A PERSONAL EXPERIENCE, DO STUDENTS NEED
TO DO A PERSONAL -- DO THEY NEED TO CITE
THEMSELVES FOR THAT PARTICULAR KIND OF EXPERIENCE?
RACHEL: THAT'S A GREAT QUESTION.
FOR PERSONAL EXPERIENCE, YOU DON'T NEED TO CITE
YOURSELF.
YOU EXPERIENCED IT, THAT IS YOUR STORY, THAT IS --
THAT'S YOUR LIFE.
AND THERE'S NO REAL WAY TO CITE THAT.
BUT WHEN YOU'RE USING THOSE EXPERIENCES, AGAIN, YOU WANT TO BE CAREFUL THAT IF YOU MAKE ANY
KIND 62
OF OVERARCHING CLAIMS OR GENERALIZATIONS, YOU
KNOW, TALKING ABOUT, AGAIN, WITH THE EXAMPLE OF,
YOU KNOW, AMERICANS STRUGGLE WITH OBESITY, YOU MAY
HAVE THE EXPERIENCE OF KNOWING ALL OF THE
STATISTICS THAT GO WITH THAT, BUT YOU'LL WANT TO
PROVIDE EVIDENCE TO SUPPORT YOUR ARGUMENT.
IT'S ALSO A TIME WHEN YOU WANT TO MAKE SURE THAT,
AGAIN -- AGAIN, LIKE I SAID, THAT YOU'RE CITING
EVIDENCE THAT SUPPORTS ANY KIND OF CLAIMS THAT YOU
MIGHT MAKE.
DOES THAT MAKE SENSE?
BETH: YEAH, IT DEFINITELY DOES.
LET'S SEE.
I'M TRYING TO SEE IF THERE'S ANYTHING ELSE.
I DON'T THINK -- ONE QUESTION WAS WHETHER YOU
COULD CITE A CLASSROOM FROM A DISCUSSION POST.
AND I JUST WANTED TO QUICKLY ADDRESS THAT REAL
QUICK.
I THINK THAT -- A CLASSMATE FROM A DISCUSSION
POST.
I SEE.
THAT WAS JUST CLARIFIED.
WOULD YOU MIND SHOWING AN EXAMPLE FOR THAT, TOO?
RACHEL: SURE, SURE. ACTUALLY, IF YOU GO ON THIS, THE WEBSITE OF
THE 63
COMMON REFERENCE LIST EXAMPLES, SO THIS IS UNDER
OUR A.P.A. TAB, AND YOU CAN COME DOWN TO THE
COMMON REFERENCE LIST EXAMPLES, ON THIS RIGHT-HAND
SIDE, THERE'S A WHOLE LIST OF THINGS THAT YOU
MIGHT FIND.
I KNOW THERE WAS A QUESTION ABOUT SECONDARY
SOURCES THAT WE DIDN'T GET TO, BUT YOU CAN FIND AN
EXAMPLE HERE.
THERE'S ALSO AN EXAMPLE OF HOW TO CITE A
DISCUSSION POST.
SO, WHAT YOU WOULD DO IS PRETTY SIMILAR TO OTHER
ARTICLES, YOU WOULD USE THE AUTHOR'S NAME AND
FIRST INITIAL, AND THEN YOU'D WANT THE EXACT DATE
THAT THAT DISCUSSION HAPPENED, AND THEN THE TITLE
OF THE ACTUAL DISCUSSION.
NOW, THIS CAME UP, ACTUALLY, A STUDENT QUESTION I
HAD TODAY, WELL, DO I CITE, YOU KNOW, WEEK FOUR
DISCUSSION POST SEVEN OR DO I CITE THE ACTUAL
TITLE OF THE DISCUSSION?
AND, SO, WHATEVER IT IS THAT YOU WOULD HAVE TO
CLICK ON TO GET TO THAT ACTUAL DISCUSSION, THAT'S
WHAT YOU WOULD WANT TO USE AS YOUR TITLE.
THEN IN PARENTHESES -- I'M SORRY -- IN BRACKETS,
YOU WOULD USE THIS ONLINE DISCUSSION GROUP TO SHOW
THAT THIS IS INDEED IN A DISCUSSION POST. 64
AND THEN YOU WOULD GIVE THE DIRECT U.R.L.
NOW IN LAUREATE CLASSROOMS, THE MATERIALS ARE
PASSWORD PROTECTED, BUT, IN GENERAL, IF YOU ARE
WRITING AN APPLICATION PAPER OR SOME KIND OF PAPER
WHERE YOU ARE REFERRING TO A DISCUSSION POST, IT'S
PROBABLY FOR COURSE WORK AND ALL OF YOUR READERS
WILL PROBABLY HAVE THE SAME ACCESS THAT YOU DO TO
THAT PLACE.
SO, YOU CAN USE A PASSWORD-PROTECTED U.R.L. IF ALL
OF YOUR READERS WILL HAVE THE SAME ACCESS THAT YOU
DO.
IN YOUR DISSERTATION, FOR EXAMPLE, HOWEVER, YOU
DON'T WANT TO USE PASSWORD-PROTECTED U.R.L.s,
ESPECIALLY FROM DATABASES, YOU WANT TO FIND EITHER
THE JOURNAL HOME PAGE OR THE D.O.I. NUMBER OR SOME
KIND OF DATABASE INFORMATION SO THAT YOUR READERS
CAN FIND IT EASILY.
BETH: THANKS SO MUCH, RACHEL.
I KNOW WE'RE TEN MINUTES OVER AND I THINK THE
QUESTIONS HAVE DIED DOWN.
ANY LAST THOUGHTS?
AND ENTHIS I THINK WE CAN SIGN OFF FOR THE
EVENING.
RACHEL: GREAT, THANKS, BETH. I THINK MY LAST THOUGHTS WOULD JUST BE TO,
YOU 65
KNOW, KEEP PRESSING ON, CONTINUE TO CITE THOSE
SOURCES AND ANY TIME THAT INFORMATION IS NOT YOUR
OWN, AGAIN, IT'S NOT ALWAYS A MATTER OF INTEGRITY,
THOUGH IT CAN BE, BUT IT'S JUST A MATTER OF MAKING
SURE THAT IT'S CLEAR TO YOUR READERS WHERE
INFORMATION IS COMING FROM.
SO THANKS, EVERYONE, SO MUCH FOR JOINING US
TONIGHT.
AND I HOPE THAT YOU ALL HAVE A GREAT EVENING.