Diocese of Imus Catholic Education System, Inc.

(DICES)
Saint Augustine School
Daang Amaya 3. Tanza, Cavite, Philippines 4108
Tel. No. (046) – 436-6532

SENIOR HIGH SCHOOL DEPARTMENT

LEARNING ACTIVITY SHEET

Name: _____________________________________Act. No.: ________ Remarks

Please check the box for the type of the activity:
Concept Notes Illustrations/Examples Exercises Questions/Problems Formal Theme Worksheet

Topic: DECIDING WHEN TO QUOTE, TO PARAPHRASE, AND TO SUMMARIZE

CONCEPT NOTES

INTEGRATING BORROWED MATERIALS

The following are some tips when you want to integrate your notes in your paragraphs.

1. Think of the bite size when you worry about writing the whole term paper. Start with the body of your paper.
Decide which outline heading or subheading can be turned into a topic sentence. It depends on the sources you
have. In the outline below all the subheadings can be turned into topic sentences. For example, the first
subheading can be turned into this sentence: “The Social Weather Station defines poor based on Filipinos’
perception of their economic status.” The main heading can also be turned into a topic sentence if there are
only three notes. For example, “There are three definitions of poor in the Philippines.

1. Definition of “poor” in the Philippines

1.1 definition by Social Weather Station (SWS)
1.2 definition by Asian Development Bank (ADB)
1.3 definition by Ibon Facts and Figures

2. Once the claim or the topic sentence is clear, you can start reading your notes and deciding whether some of
these notes can be used as a major support or a minor support. Write a number beside each set of notes to
show their order when they are integrated in the paragraph.
3. After this, decide whether some notes should be quoted, paraphrased, or summarized. Label your notes with
DQ (direct quotation), P (paraphrase), or S (summarize). The details about each type of notes are given in the
next input.
4. Integrate your notes and follow the correct in-text citation. This is very important to avoid plagiarism. Introduce
quotes, paraphrases, and summaries with introductory tags.

This can be done by following the formula below:

Authority’s Surname + (year of publication) + Verb = Introductory Phrase

Ballesteros (1998) believes that poverty is a compelling reason for child labor.

Some verbs that you might consider using

states that… claims that…

asserts that… agrees that…

strongly argues that… comments that…

suggests that… argues that…

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REFERENCE: Miranda-Plata, S. et al. (2006). Research Process and Product Workbook. Trailblazer Publications
 Diocese of Imus Catholic Education System, Inc. (DICES)
Saint Augustine School
Daang Amaya 3. Tanza, Cavite, Philippines 4108
Tel. No. (046) – 436-6532

SENIOR HIGH SCHOOL DEPARTMENT

says that… maintains that…

takes the view that… observes that…

believes that… contends that…

concludes that… proposes that…

You can also use this format:

sentence + citation

Poverty is a compelling reason for child labor (Ballesteros, 1998)

APA in-text Citation Guide

THE APA FORMAT

Use the author-date format to cite references in text. For example: as Ramos (2005) points out, or as
recent study (Ramos, 2005) shows… Every source cited in your text --- and only those sources cited in your
text – are referenced in the reference list.

SOURCE CITATION

One author (Ramos, 2005) (Ty, 2006, p.3) According to Ramos (2005)…

Two authors (Ramos & Ty, 2006, pp. 114-115); Ramos and Ty (2005) claim that…

*always give the page number if a sentence or phrase is quoted from the
source

3 to 5 authors (Ramos, Ty, & Uy, 2005)

Next citation (Ramos et al., 2005)

Six authors (Ramos et al., 2006)

No author (Title, 2005) (“Title,” 2005)

Corporate acronym (United Nations [UN], 2006)

Next citation: (UN, 2006)

No date (Ramos, n.d.)

Message (A.V. Ramos, personal communication, October 17, 2006)

*personal communication such as email or interview is not included in the

References

Multiple sources (Ang, 2006; Reyes, 2005; Yap, 2005)

One author with multiple Several studies (Ramos, 1999a, 1999b, 2000) showed that…
publications

Electronic documents without page (Plata, 2005, ¶17)

number
*use the symbol for paragraph

RESEARCH SHS-SAS-T Page 1

REFERENCE: Miranda-Plata, S. et al. (2006). Research Process and Product Workbook. Trailblazer Publications
 Diocese of Imus Catholic Education System, Inc. (DICES)
Saint Augustine School
Daang Amaya 3. Tanza, Cavite, Philippines 4108
Tel. No. (046) – 436-6532

SENIOR HIGH SCHOOL DEPARTMENT

Group as author First text citation: (De La Salle-College of Saint Benilde [DLS-CSB], 2005)

Succeeding Citations: (DLS-CSB, 2005)

Authors with the same surname If the reference list/bibliography includes works of two or more primary
authors with the same surname, include the first author’s initials in all text
citations, even of the year of publication differs. This will avoid confusion
on the part of the readers.

C.A. Aquino (1975) and G.V. Aquino (1976) found…

J.C. Garcia (1999) and M.C. Garcia (1996) studied…

Two or more works within the same If two or more authors’ works of different year are used, give the authors’
parenthesis surnames once and the year of publication by recent to latest publication.
…re-appropriation of a tradition (de Mesa & Wostyn, 1989, 1990).

MANAGING QUOTATIONS

1. The quotation is a reproduction of the author’s exact words including spelling, grammar, or punctuation.
2. Make sure that you do not overuse quotations in your paper. Otherwise your paper is simply a representation of
other’s people work.
3. Remember you are trying to persuade your reader to consider your thesis statement, and in order to do this you
must cite credible ad reliable information to back up your arguments. Furthermore, quoting a source makes
your argument stronger so there is lesser room for your reader to doubt your claim. You may also employ direct
quotation for texts that cannot be paraphrased or summarized. You will notice that the quotations in the starter
have stood the test of time because they are beautifully said and the words were carefully chosen that changing
a word or two would lose the flavor of the ideas.

Rules for Quotations

 Put quotation marks around the quotation

 Introduce the quotation or place it in proper context
 Copy quotations exactly as they are written
 For quotations of four or more lines, use the block format by indenting ten spaces from the left but not on the
right. You do not need to use quotation marks.
 If you copied phrases or clauses, enclose them in quotation marks and indicate the sources.
 In-text citations of direct quotations should include the page number aside from the author’s surname and year
of publication. For example, “the world needs a new breed of heroes” (Reyes, 2006, p. 4)
 For quotation with ellipsis:
When a word or words, phrases or even sentences in a quotation must be omitted, the ellipsis (three space
periods: …) is used. For example:

Original:
“We need to clearly understand the basic concepts of communicative competence regardless of whether we
are secondary or tertiary level teachers for these concepts occur in all naturalistic situations.” (Valdes, 2004,
p. 6)
 Quotation with ellipsis in the middle passage

“We need to clearly understand the basic concepts of communicative competence…for these concepts
occur in all naturalistic situations.” (Valdes, 2004 p. 6)

RESEARCH SHS-SAS-T Page 1

REFERENCE: Miranda-Plata, S. et al. (2006). Research Process and Product Workbook. Trailblazer Publications
 Diocese of Imus Catholic Education System, Inc. (DICES)
Saint Augustine School
Daang Amaya 3. Tanza, Cavite, Philippines 4108
Tel. No. (046) – 436-6532

SENIOR HIGH SCHOOL DEPARTMENT

 If the quoted information is found at the end of a sentence, the ellipses is followed by a period, thus
making for a total of four spaced periods. Thus:

Original:
“Language cannot be divorced from culture since it is the norm of society which dictates the norm of
interaction, the by-product of which is language use.” (Gabriel, 2002, p. 1)

 Quotation with ellipsis at the end of the sentence:

“Language cannot be divorced from culture since it is the norm of society which dictates the norm of
interaction…” (Gabriel, 2002, p. 1)

 Interpolation
When a word or more of explanation, clarification, or correction – known as an interpolation – is inserted, set it
within square brackets not parentheses. Thus:

Original:
“Chomsky, Ellis, and Celce-Murcia consider focusing on the development of linguistic awareness as significant
in second language learning.” (Sy, 2006, p. 3)

Interpolation:
“[Lingusits] consider focusing on the development of linguistic awareness as significant in second language
learning.” (Sy, 2006, p. 3)

 If the text to be quoted bears an erroneous entry be it factual, syntax, or orthography, and you
guarantee the reader that such erroneous entry is not your own, indicate Latin word “sic” (meaning “so”
always underlined) immediately after the error:

“Most of the kids are good in [sic] reading comprehension.” (Ramos, 2006, p. 2)

 Emphasis of a word or phrase

Following are the two options for emphasizing a word or a phrase in a quoted passage:
 Use of bracketed phrase ‘italics mine” or “emphasis mine” following the word or phrase which is set in
italics:

“Teacher training must always be made available to teachers particularly on lesson design and
program evaluation. [Italics mine.] this is to be able to conform to the changes language, being a
dynamic medium, undertakes.” (Ramos, 2006, p.21)

 If a quotation to be copied is contained in two pages of a document (journal, book, etc.), the virgule (/) is
used to show exactly the page where the text begins and the page where the text ends. Thus,

“acquisition of a native-like accent in child’s second language development is evident/from age five to
ten followed by fossilization and plateauing phenomena” 9Ramos, 2000, 137-138)

PARAPHRASING DETAILS

PARAPHRASE

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REFERENCE: Miranda-Plata, S. et al. (2006). Research Process and Product Workbook. Trailblazer Publications
 Diocese of Imus Catholic Education System, Inc. (DICES)
Saint Augustine School
Daang Amaya 3. Tanza, Cavite, Philippines 4108
Tel. No. (046) – 436-6532

SENIOR HIGH SCHOOL DEPARTMENT

A paraphrase is restating an author’s ideas suitable to your style of writing. The paraphrase should be clearer,
simpler, but not shorter than the original. Furthermore, it should not misrepresent meaning nor duplicate the sentence
pattern of the original.

Why paraphrase?

A text is paraphrased for the following reasons:

1. The words used by the author are not suitable for your intended audience (e.g. jargons): and
2. The author’s writing style does not blend with your writing style.

Rules for Paraphrasing

1. Refrain from paraphrasing one sentence at a time. Read the whole passage for you to grasp the meaning before
you restate it in your own words.
2. Make sure you do more than simply change key words. Recast ideas in your own words.

I. Introduction
A. Research on birth order and academic achievement
Claxton, 1994 p. 476

“the 1960s and 1970s sparked attempts to relate birth order to

differences in attitudes and opinions, creativity, job election, personality, sex-
role identity, socialization, and psychiatric problems”

I. Introduction
A. Research on birth order and academic achievement
Claxton, 1994 p. 476

According to Claxton (1994) research in the 1960s and ‘70s tried to find
a relationship between ordinal positions of birth with a number of personality
traits.

TYPES OF PARAPHRASING

LITERAL PARAPHRASING STRUCTURAL PARAPHRASING

Substituting difficult/technical terms with simpler ones Using synonyms and rearranging the sentence structure

Original text: Original Text:

Denying it is promoting sex before marriage, the
Education Department says it merely seeks to provide
adolescents with information to help them understand
their sexuality and protect them from unwanted
pregnancies and sexually transmitted diseases. (Ramirez,
Denying it is promoting sex before marriage, the
Education Department says it merely seeks to provide
adolescents with information to help them understand
their sexuality and protect them from unwanted
pregnancies and sexually transmitted diseases. (Ramirez,

RESEARCH SHS-SAS-T Page 1

REFERENCE: Miranda-Plata, S. et al. (2006). Research Process and Product Workbook. Trailblazer Publications
 Diocese of Imus Catholic Education System, Inc. (DICES)
Saint Augustine School
Daang Amaya 3. Tanza, Cavite, Philippines 4108
Tel. No. (046) – 436-6532

SENIOR HIGH SCHOOL DEPARTMENT

2006) 2006)

Paraphrased version: Paraphrased version:

According to Ramirez (2006) denying it is promoting sex
before marriage, the Education Department claims it
gives young people information to help them understand
their sexuality and protect them from unwanted
pregnancies and sexually transmitted diseases.
According to Ramirez (2006) DepEd contends that its only
aim is to promote awareness among students regarding
the consequences of premarital sex and that it cannot be
charged otherwise.

However, the better way to paraphrase is to use the structural paraphrasing. The following steps will help you
paraphrase your notes.

1. Read your topic sentence and the other details you have written in your paragraph. In this way, you can reword
your notes to best fit the context.
2. Read your notes carefully and underline the key words.
3. Without looking at your notes, paraphrase the details.
4. Introduce your paraphrase with the source of details.

AVOIDING PLAGIARISM THROUGH PROPER PHRASING

Do a close reading of the text that follows and its subsequent versions? Note as well that each version of the
text – except the last – is characteristic of a particular type of plagiarism that beginning researchers, in the process of
writing their research papers, must avoid. Carefully consider the observation as you attempt at paraphrasing ideas in the
course of writing your research.

Original text

Along with the increased demand for specialized skills in language comes the need to apply technology in
language teaching and learning in order to improve effectiveness and efficiency. For instance, the expertise of a
teacher in school can be shared and closely observed by other teachers through use of video technology. Courses
mounted in the distance mode will enable an exemplary English teacher in Metro Manila to help those in far-flung
areas. Audio tapes for speech and listening skills can be mass produced and programmed for use by many students*

* From Pefianco, Erlinda. (2000). “Learning and teaching English language and literature: Windows in the global
village.” The ACELT Journal. Vol. 4, No. 1.

Now, check the following versions of the original text:

First version: WORD FOR WORD PLAGIARISM

Perfianco (2000) states that along with the increased demand for specialized skills in language comes the
need to apply technology in language teaching and learning in order to improve effectiveness and efficiency. For
instance, the expertise of a teacher in school can be shared and closely observed by other teachers through use of
video technology. Courses mounted in the distance mode will enable an exemplary English teacher in Metro
Manila to help those in far-flung areas. Audio tapes for speech and listening skills can be mass produced and
programmed for use by many students.

RESEARCH SHS-SAS-T Page 1

REFERENCE: Miranda-Plata, S. et al. (2006). Research Process and Product Workbook. Trailblazer Publications
 Diocese of Imus Catholic Education System, Inc. (DICES)
Saint Augustine School
Daang Amaya 3. Tanza, Cavite, Philippines 4108
Tel. No. (046) – 436-6532

SENIOR HIGH SCHOOL DEPARTMENT

Observations:

In this version, only the phrase Pefianco (2002) states that undeniably comes from the writer/researcher. Hence,
the writer’s/researcher’s ability to articulate what Pefianco really aims a establishing is not clearly explained. Note that
the ideas, syntax, logical organization, and text fluidity (bold) are a direct copy of the original text. Maybe due to laziness
or inability to come up with a plausible understanding of an idea, the writer/researcher of this version boldly yet
inexpertly came up with such an outright plagiarized output.

Second Version: PATCHWORK PLAGIARISM

Perfianco (2000) states that with an increased demand for specialized skills in language is the need for
application of technology to language teaching and learning. Such an application will improve effectiveness and
efficiency. Through use of video technology, for example, the expertise of a teacher in school can be shared and
closely observed by other teachers. Courses in the distance mode allow exemplary English teacher in Metro Manila
to help those in far-flung and peripheral areas. Many students can use mass produced and programmed audio tapes
for speech and listening skills.

Observations:

A considerable number of entries (bold) are directly lifted from the original text to complete this nearly word-
for-word called “patchwork” paraphrase version of the writer/researcher. Sentence inversions are also apparent and
word substitutions pervade. Furthermore, specifically determining who owns the ideas found in the two other sentence
cannot be done as this version seems to suggest that the ideas are the writer’s/researcher’s already and not Pefianco’s.
the text hence, is not a scholarly work but simply an attempt to largely incorporate the author’s original thoughts into
the way the writer/researcher simplistically (or perhaps, effortlessly) paraphrased such thoughts. In this work, the
entries set in black are the only words coming from the writer/researcher – no more, no less.

Third Version: LIFTING OUT OF PERFECT PHRASES

Perfianco (2000) states that technology-based approach to language learning and pedagogy becomes a
necessity as it is brought by the increased demand for specialized skills in language. This approach is believed to
improve effectiveness of and efficiency in instruction. Through use of video technology in school, effective sharing of
insights to language instruction among experts and teachers can be done. Following the distance learning mode
allows an exemplary English teacher in Metro Manila to help those in far-flung and peripheral areas. Recordings for
speech and listening sessions can be mass produced and programmed for students’ use.

Observations:

Still, the entries (though minimal) typed bold are but a clear manifestation of lifting out of perfect phrases. While
the writer/researcher attempts to incorporate already a part of his/her interpretation of most ideas, lines that sound
significant are still incorporated in the paraphrase as they are sequenced in the original. This stylized version does not
save the writer/researcher from pitfalls of plagiarism.

Fourth Version: PARAPHRASING WITHOUT CITATION

RESEARCH SHS-SAS-T Page 1

Technology-based approach to language learning and pedagogy is currently carried out in schools following
the need to develop
REFERENCE: “specialized
Miranda-Plata, skills
S. et al. in language.”
(2006). Research This approach
Process is aimed
and Product at achieving
Workbook. optimum
Trailblazer language
Publications
instruction.
 Diocese of Imus Catholic Education System, Inc. (DICES)
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Tel. No. (046) – 436-6532

SENIOR HIGH SCHOOL DEPARTMENT

Observations:

The text violates the principle of achieving novelty as it fails to single out who exactly owns the ideas.
Indebtedness is not attributed to Pefianco. As a result, it appears on the outset that the ideas come from the
writer/researcher. Pefianco’s ownership rights are then violated.

Remember that in paraphrasing an idea, the author – being the owner of the paraphrased idea – should and
must always be cited. Your attempt 9as a writer/researcher) at paraphrasing an idea that will largely strengthen your
paper is simply an expression of the way you understood that idea. In doing appropriate citation, you acknowledge your
indebtedness to the owner of the idea and thus tickets you to advance scholarship professionally and academically.

As have been presented, coming up with a research paper that contains a clear-cut representation of these
versions – either in part or in whole – already constitutes what is so called plagiarism. As a writer/researcher, you must
always subscribe to maintaining a high standard of professionalism. This includes, among others, being able to manifest
your indebtedness to the authors whom you have cited in your research. Consider that without these authors’ insights,
your paper will appear rather wanting. As well, keep in mind to always cite the authors as you try to paraphrase their
insights. Simply put, coming up with a paraphrased version of the idea cited – be they at phrase, clause, sentence, or
paragraph levels – requires you to acknowledge the authors.

Now, consider the fifth version below and try figuring out how it differs from the other versions earlier
presented. Also, focus on how the writer/researcher, in coming up with paraphrased version of the original text, fully
acknowledged Pefianco as the owner of the idea.

Fifth Version: AN ACCEPTABLE PARAPHRASE

Pefianco (2000) states that technology-based approach to language learning and pedagogy is currently
carried out in schools following the need to develop “specialized skills in language”. She claims that the use of this
approach is aimed in achieving optimum language instruction. She explains further:

“For instance, the expertise of a teacher in school can be shared and closely observed by other teachers
through use of video technology. Courses mounted in the distance mode will enable an exemplary English
teacher in Metro Manila to help those in far-flung areas. Audio tapes for speech and listening skills can be
mass produced and programmed for use by many students” (p. 4).

Observations:

Note that, in this version, all the entries are attributed to the owner of the ideas – that is Pefianco. While
attribution is made explicitly, the original is also paraphrased. Note as well that even it requires documentation or
citation of the author. Furthermore, through use of pronoun she, readers are made aware that the ideas are not the
writer’s/researcher’s. however, where clear-cut lifting of ideas has to be made, the writer/researcher made use of
quotation marks.

SUMMARIZING

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REFERENCE: Miranda-Plata, S. et al. (2006). Research Process and Product Workbook. Trailblazer Publications
 Diocese of Imus Catholic Education System, Inc. (DICES)
Saint Augustine School
Daang Amaya 3. Tanza, Cavite, Philippines 4108
Tel. No. (046) – 436-6532

SENIOR HIGH SCHOOL DEPARTMENT

A summary is the condensed version of a longer text. This is useful if only the main points are needed in a
research paper. A summary represents the original ideas of the writers but should be written in the words of the
research paper writer. The following are some tips:

a. Read the original text several times.

b. Underline the main idea.
c. State the main idea in your own words.
d. Introduce the source of information.

Example

Original text

Ernst and Angst (1983) note, as a result of R. Peuckert’s research, that different birth order elicits different
methods of socialization from parents towards their children. More specifically, research has indicated that
“mothers were found to engage in more social, affectionate, and caretaking (except feeding) behavior with first-
borns than with second-borns”

Summarized version

According to Ernst & Angst (1983) parental behavior towards children seemed to vary from one birth order
to another.

The following criteria will help you evaluate your summary:

1. The summary includes only the major points.

2. It is written in the words of the researcher.
3. The source of information is included.
4. The researcher does not combine his/her opinion in the summary.

RESEARCH SHS-SAS-T Page 1

REFERENCE: Miranda-Plata, S. et al. (2006). Research Process and Product Workbook. Trailblazer Publications