12

English
Quarter 2 – Week 2:
Citing Sources
 12

English for
Academic and
Professional
Purposes
Quarter 2 – Week 2:
Citing Sources
 Republic of the Philippines
Department of Education
REGION VII -CENTRAL VISAYAS
DIVISION OF LAPU-LAPU CITY
BANKAL NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL
BANKAL, LAPU-LAPU CITY

DepEd Learning Activity

Name of Learner: ________________________________________________

Grade Level & Section: ________________________________________________
Subject: ________________________________________________
Date: ________________________________________________

Learning Competency: Defends a stand on an issue by presenting reasonable

arguments supported by properly cited factual evidences

Code: CS_EN11/12A-EAPP-IIa-d-4

CITING SOURCES

BACKGROUND INFORMATION

In writing for academic purposes, a writer may use personal experiences or data
gathered through experiment, survey or interview to support claims made or defend a
stand on an issue. Nevertheless, there are instances when the information required is
sourced from either the library or online. Thus, it is important to develop the skill to
properly insert outside information into one’s write up without committing plagiarism. This
Learning Activity Sheet enables learners to properly cite factual evidences.
Supporting details are always necessary in academic writing. These may come
from a writer’s personal opinions based on facts or information from outside sources as
can be found in the library or the internet. In doing that, it is important that a writer knows
about plagiarism and how to avoid it.
 Plagiarism means taking information or ideas from another writer and using
them in your own work, without acknowledging the source in an accepted manner.
In academic work, plagiarism can be a serious offense.
If you borrow from or refer to the work of another person, you must show that
you have done this by providing the correct acknowledgment.

Plagiarism is a very serious offense so that every writer must always be careful to
acknowledge outside sources of information, especially since it is inevitable to run out of
unique ideas sometimes. Take note of the following scenarios of when plagiarism is
committed and not.

Plagiarism
Guilty Not Guilty
You cut and pasted a short article from a You copied a paragraph but changed a
website and applied no citation. few words and gave a citation.

You took two paragraphs from a You took a graph from a textbook and
classmate’s essay without citation. gave the source.

You used a paragraph from an essay you You used something that you thought of
wrote and had marked the previous as general knowledge, e.g. only women
semester without citation. are capable of conception.

You used the results of your own

You took a quotation from a source and
research, e.g. from a survey, without
gave a citation.
citation.

You discussed an essay topic with a

group of classmates and used some of
their ideas in your own work.

Needless to say, plagiarism is a serious matter. However, that should not be a

hindrance to exploring ideas from various sources because it is actually possible to
remain on the safe side of the road. One sure way of doing that is to employ citation.
 Why must you cite your sources?
• To avoid plagiarism
• To attribute proper authority to borrowed ideas

Citing a source is a two-step process:

• Insert a short reference in parentheses at the end of each piece of borrowed
information. This is called in-text citation or parenthetical citation.
• Prepare a list describing all your sources completely. This list is titled
“Reference” or “Work Cited” and appears at the last page of your paper.

Two common citation formats:

• American Psychological Association (APA) format is used by those studying

Social Sciences and Psychology.
• Modern Language Association (MLA) format is used by those studying
Humanities.

Modern Language Association American Psychological

Format
(MLA) Association (APA)

According to Clugston (184), According to Clugston (2014),

In-text Citation
literature is a journey. literature is a journey.

Works Cited Reference

Reference List Clugston, R. Wayne. Journey into Clugston, R.W. (2014). Journey
Literature. San Diego, CA: into Literature. San Diego, CA:
Bridgepoint Education, Inc., 2014. Bridgepoint Education, Inc.

More to Remember!

Aside from summarizing and paraphrasing, which was covered in the previous lessons,
another way of inserting outside information is by using quotations.
 Type Direct Quotation Indirect Quotation

You report the person’s words

You can copy the exact words of without quotation marks and use
Definition another and enclose them in reporting expression such as
quotation marks. according, assert, claim,
mention, etc.

“It is my idea,” said the boy The boy said it was his idea.

According to the boy, it is his

The boy said, “It is my idea.”
Examples idea.

The boy says (that) it was his

“It is my idea,” says the boy.
idea.
As can be seen in the examples of transposing direct to indirect quotation in the
table above, the process requires the use of reporting verbs such as assert, claim,
declare, insist, maintain, mention, report, say, state, suggest, write, to mention a few.

The use of reporting verbs is governed by a set of rules.

Rules for the use of reporting verbs:

1. Reporting verbs may be placed before, in the middle or after the information
from an outside source.
2. The reporting phrase according to usually appears before or after but not in the
middle.
3. The use of subordinator as is optional.
4. Reporting verbs can be in any tense, except when in the past tense because it
may cause changes in verbs, pronouns, and time expressions in an indirect
quotation. (See Sequence of Tense Rules)

Transforming direct to indirect quotation is not too difficult as long as you are
familiar with the guidelines.
 Rules for changing direct to indirect quotation:

1. No need for quotation marks.

2. Add the subordinator that, though you may omit that if the idea is already clear
in its absence.
3. Change the verb tense if necessary, guided by the sequence of tenses rules.
4. Change pronouns and time expressions (if necessary) to keep the sense of
the original.

Sequence of Tenses Rules

Tense Change Direct Quotation Indirect Quotation

Simple Present changes Amy said, “I want to see Amy said (that) she wanted to
to Simple Past. you again.” see me again.

She said, “I didn’t have She said (that) she hadn’t had
Simple Past and Present time.” time.
Perfect change to Past
Perfect. He said, “The train has He said (that) the test had just
just left.” left.

Sam mentioned, “Today I

Sam mentioned that today he
will wear a blue shirt and
would wear a blue shirt and
Will changes to Would, tomorrow I will wear a
that tomorrow he would wear a
Can to Could, May to black one.”
black one.
Might, and Must to Had
to.
She said (that) she had to
She said, “I must
survive.
survive.”

Time expressions may

My mother said, “You My mother said that I had to go
change if the meaning
must go home now.” home then.
requires it.
 Note the three exceptions:

1. When the reporting verb is simple present, present perfect, or future, the verb
tense in the quotation does not change.
Ex. She says, “I am hungry.”
She says (that) she is hungry.
2. When the reporting phrase is according to, the verb tense does not change.
Ex. She said, “I am not hungry.”
According to her, she is not hungry.
3. When the quoted information is a fact or a general truth, the verb tense in the
quotation does not change.
Ex. She said, “My name is Anna.”
She said that her name is Anna.

Learning Competency: Defends a stand on an issue by presenting reasonable

arguments supported by properly cited factual evidences
Code: CS_EN11/12A-EAPP-IIa-d-4
Topic: Citing Sources

General Direction: Read carefully the following instructions in every activity that follow.

Activity 1 – MLA or APA?

Examine the following citations and identify the format employed, whether MLA or APA.
_____ 1. Smith (2014) states that plagiarism is an increasingly big problem.
_____ 2. James, Henry. The Ambassadors. Rockville: Serenity, 2009.
_____ 3. Gass and Varonis (163) found that the most important element in
comprehending non-native speech is familiarity with the topic.
_____ 4. Consumers experience greater risk for online purchases (Writers et al., 2016).
_____ 5. Dickens, Charles. Great Expectations. New York: Dodd, Mead, 1942
_____ 6. Research by Swaen (2016) shows that students think the APA Citation
Generator is a useful tool.
_____ 7. According to Jones (199), MLA style is a difficult citation format for first-time
learners.
_____ 8. Rowling, J.K. (2001). Harry Potter and the Sorcerer's stone. London:
Bloomsburg Children's.
_____ 9. Within the research paper, quotations will have more impact when used
judiciously (Gibaldi 109).
_____ 10. James, H. (1937). The ambassadors. New York, NY: Scribner

Activity 2 – Back It Up!

Read carefully the following claims and provide supporting statements. Make sure
to apply proper citations and use either MLA or APA format.

1. Mobile phones are popular with students.

________________________________________________________________
________________________________________________________________
________________________________________________________________

2. There are advantages to the use of mobile phones.

________________________________________________________________
________________________________________________________________
________________________________________________________________

3. Mobile phones can sometimes be hazardous.

________________________________________________________________
________________________________________________________________
________________________________________________________________

4. Use of mobile phones is essential for learning.

________________________________________________________________
________________________________________________________________
________________________________________________________________

5. Some schools discourage the use of mobile phones during classes.

________________________________________________________________
________________________________________________________________
________________________________________________________________
Activity 3 – Switch It Up!
Examine the following direct quotation and change into indirect quotation.
1. Susan said, “The exam is at eight o’clock.”
___________________________________________________________
2. She said, “We didn’t have time to eat breakfast.”
___________________________________________________________
3. He said, “The exam has just started.”
___________________________________________________________
4. Sam mentioned, “Today I will eat Chinese food.”
___________________________________________________________
5. The teacher said, “You must finish the test right now.”
___________________________________________________________
6. He says, “I can finish this today.”
___________________________________________________________
7. The lawyer said, “My client is innocent.”
___________________________________________________________
8. He said, “Water boils at a lower temperature in the mountains.”
___________________________________________________________
9. Alma said, “I miss being in campus.”
___________________________________________________________
10. He also said, “I will take two more telecourses in the fall.”
___________________________________________________________

Activity 4 – Flex Your Arms!

Now that you have learned about plagiarism and citation formats, you are now
ready to work on the activity that follows. Make sure to apply the features of academic
writing that you learned in the previous lessons.
In a one whole sheet of paper, write a persuasive essay with proper citation on the
topic: Mobile phones must be allowed in school.

Please be sure to keep on track with the following steps:

Step 1: Decide on a title based on the given topic.
Step 2: Once done, raise your hand so you can read aloud your title.
Step 3: As you work on the complete structure of the text, be sure to use the words and
sentence structures that you are most comfortable with.
Step 4: After writing, raise your hand so you can read aloud the whole of your text.
Step 5: Should you feel the need to make revisions, feel free to do so before you
encode your text in a whole sheet of short-sized bond paper, following the specifications
set in the previous writing exercises.

Rubrics
Before finalizing your output, be sure to refer to the enhanced Standardized
Analytic Rubric based on Jacobs et. al. (1981) for rating your academic writing
performance.
Grading
Area Descriptors Criteria Rating
Scale
Ideas are very substantive; Knowledge of
subjects is very evident; Topic is very well
90-100 Outstanding
elaborated through useful details; All
points presented are very relevant.
Ideas are substantive; Knowledge of
Very subject is evident; Topic is adequately
85-89
Satisfactory elaborated; Most of the points presented
are relevant.
Content/Ideas

Ideas are mostly substantive; Some

knowledge of subject is evident; Topic is
80-84 Satisfactory
somehow elaborated; Some of the points
presented are relevant.
Ideas are of little substance; Limited
Fairly knowledge is evident; Topic is
75-79
Satisfactory inadequately developed; Few relevant
points presented.
Ideas are insubstantial, knowledge of
subject is not evident; Topic not
Below Did Not Meet
elaborated through useful details; Points
75 Expectation
presented are irrelevant; Not enough to
evaluate.
Connectives are sufficiently used for
fluent expression; Ideas are logically
Organization

sequenced and very easy to follow;

Organized paragraphing is evident;
90-100 Outstanding
Introduction is effective; Each body
paragraph has a topic sentence;
Conclusion wraps up arguments and
restates views.
 Several connectives are used; Logical
Very
85-89 sequence of ideas is quite evident;
Satisfactory
Paragraphs are adequately structured.
Few connectives are used: Ideas are
80-84 Satisfactory loosely sequenced’ Organizational
structure is somewhat evident.
Limited use of connectives; lacks logical
Fairly
75-79 sequencing of ideas; Poor organizational
Satisfactory
structure.
Does not communicate; Incoherent; No
Below Did Not Meet
organizational structure; Not enough to
75 Expectation
evaluate.
Sophisticated range of vocabulary; Very
90-100 Outstanding effective word choice; Appropriate use of
register.
Wide range of vocabulary employed;
Very
85-89 Effective word choice; Appropriate use of
Satisfactory
Vocabulary

most register.
Adequate range of vocabulary employed;
80-84 Satisfactory Occasional errors in word choice and use
of register.
Limited range of vocabulary; Frequent
Fairly
75-79 errors of word choice and poor use of
Satisfactory
register.
Below Did Not Meet Words are repetitive; Ineffective word
75 Expectation choice and wrong use of register.
Very effective and varied sentence
90-100 Outstanding structure; All sentences are grammatically
flawless.
Effective but less varied sentence
Very
85-89 structures are used; Most of the
Satisfactory
Language Use

sentences are grammatically correct.

Less effective construction with limited
80-84 Satisfactory complexity; Sentences have few and/or
minor grammatical errors.
Ineffective and mostly simple sentence
Fairly
75-79 construction; Sentences have frequent
Satisfactory
and/or major grammatical errors.
Virtually no mastery of sentence
Below Did Not Meet
construction; Sentences are dominated
75 Expectation
with grammatical errors.
Pronouns are consistently impersonal;
y/Objecti
Formalit

Consistent use of expanded word forms

ve

90-100 Outstanding
and one-verb form is evident; Absolute
avoidance of rhetorical questions,
 emotive language and idiomatic
expression.

Pronouns are mostly impersonal;

Very Occasional use of contractions, rhetorical
85-89
Satisfactory questions, emotive language, idiomatic
expressions and two-word verb form.
Frequent use of personal pronouns,
contraction, rhetorical questions, emotive
80-84 Satisfactory
language, idiomatic expressions and two-
word verb form.
Extensive use of personal pronouns,
Fairly contraction, rhetorical questions, emotive
75-79
Satisfactory language, idiomatic expressions and two-
word verb form.
Does not conform with the prescription on
Below Did Not Meet
pronouns, verb forms, word forms,
75 Expectation
formality and impartiality of expressions.
90-100 Outstanding All citations are formatted correctly.
Very Most of the citations are formatted
85-89
Referencing

Satisfactory correctly.
80-84 Satisfactory Few citations with minor error in format.
Fairly
75-79 Few citations but incorrect format.
Satisfactory
Below Did Not Meet
No citation used at all.
75 Expectation
Average

REFLECTION:

In your own words, how do you find this Learning Activity Sheet?

______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
REFERENCES:
Bailey, Stephen. Academic Writing: A Handbook for International Students. Routledge
Second Edition, 2006.
Bailey, Stephen. Academic Writing: A Handbook for International Students. Routledge
Fourth Edition, 2011.
Citing Sources (APA, MLA). Hongkong Baptist University Library, Hongkong Baptist
University Library, 03 February 2019, https://hkbu.libguides.com/citation.
Examples of the Most Common Forms of MLA Citations. Scribendi, Scribendi Inc.,
https://www.scribendi.com/advice/mla_examples_of_citations.en.html.
MLA Citation Style Guide: Parenthetical Citations. University of South Carolina School of
Medicine Library, University of South Carolina, 27 February 2018,
https://uscmed.sc.libguides.com/MLAStyle.
MLA Quick Citation Guide. PennState University Libraries, The Pennsylvania State
University, 19 June 2019, https://guides.libraries.psu.edu/mlacitation.
MLA versus APA Format. Ashford University, Ashford University. Forbes School of
Business & TechnologyTM, 28 July 2014, https://www.ashford.edu/blog/online-
learning/mla-versus-apa-format.

Prepared by:

CHERRY CLAIRE P. MEDALLE

Writer