Note: Please, explore (and scroll ) the document through the end!

https://academicguides.waldenu.edu/writingcenter/evidence/citations/summaries

Basics of Citation Frequency in Summaries

The Writing Center recommends student cite sources in each sentence they use that
source's information and ideas. Students often ask if they need to continue to cite their
source in each sentence when they summarize just one source as well. The answer is often
yes, you most likely need to cite throughout the paragraph, but the answer can also depend
on context like the summary itself (and how you write it) as well as your faculty's guidance.

Approaches to Citations in Summaries

To determine how to cite in a summary, remember the purpose of citing sources: clearly
establishing where the information and ideas you include in your writing come from. This
means giving credit to sources for their information and ideas, but also distinguishing which
ideas are your own. Because of this, generally in summaries you’ll cite throughout the
paragraph, rather than just at the beginning or end of the paragraph. Citing just once in a
summary is often not enough to clearly show that you are summarizing only one source.
With that in mind, there are primarily three options for citing in a summary; you should
choose an option that best aligns with your faculty’s preferences and your goals in that
paragraph. Note, however, that these examples only apply to summaries of one source, not
paragraphs where you are incorporating multiple sources in your paragraph (those
paragraphs should follow APA's general citation rules).

Using Narrative and Parenthetical Citations

One way to cite throughout a summary is to use both narrative and parenthetical citations.
These two types of citations, when used together, ensure the reader knows you are
summarizing from one source, but help you avoid repetition. Here is an example of this
strategy:
Universities are continually looking at ways to better support international student
populations, and so student support has become a focus for many researchers. Song and
Petracchi (2015) studied international students in higher education, specifically focusing on
how to best support international students in social work programs. International students
often have difficulties due to a lack of financial, emotional, and social support (Song &
Petracchi, 2015). Social work students have better outcomes when they were paired in a
mentor–mentee relationship with a retired social worker (Song & Petracchi, 2015). Song and
Petrachi’s survey results from 31 participants showed that the international social work
students were overwhelmingly interested in participating in a mentor–mentee relationship,
and thus such a program is recommended.

This paragraph balances narrative and parenthetical citations, creating an equal focus on
the study’s ideas and the study’s authors while also creating some variety and flow in
the paragraph. Additionally, in this paragraph it is clear throughout that each idea and
sentence is coming from the source. Imagine a few of the citations were not there;
without those citations, it might seem like those ideas were the writer’s own ideas or they
could be ideas from any source. Finally, note that because this author used multiple
narrative citations, she could also simplify those citations with APA’s citation publication year
rule.

Using Periodic Citations and Reminder Phrases

Another approach you can take is to cite periodically throughout a summary, but also include
reminder phrases that you are summarizing from the same source. Here is an example of
this strategy:
Smith, Vargo, and Pollock Hoverter (2017) provided a literature review of current
research on climate change and its impact on public health. The authors argued that
research thus far shows that climate change will have, and is already having, an impact on
human health. Thus, they show the importance of discussing and advocating for climate
change policy within the medical and health policy fields. Specifically, Smith et al. used
California as an example, showing how effective discussing climate change within the
framework of public health can be in making significant policy changes. The main conclusion
from this review is that similar approaches could be used throughout the United States
(Smith et al., 2017).

The focus of this paragraph is on the study’s ideas, while still making it clear where
those ideas come from. This approach can be helpful when your goal is to help the
reader understand the main ideas of a study. Additionally, this paragraph flows quite well
with little repetition. The use of contextual cues and reminder phrases like “the authors”
and “they show” mean that citations can be kept to a minimum, increasing the flow from
idea to idea.

Using Citations Narratively in Each Sentence

One last strategy you can use when citing in summaries is to explicitly cite the source in
each sentence using a narrative citation. Although this strategy may technically follow
APA’s rules, it is not the preferred method because it is not as smooth as the strategies
above and can result in repetition. Here is an example of this strategy:
Fossati (2017) studied the way local governments have stepped in to create
universal health care policies in Indonesia. He did so by conducting a thorough literature
review. In this literature review, Fossati found that local governments were well positioned to
implement innovative health care solutions for their communities. Fossati went on to argue
that local innovation can create inequity between different communities, but that it could also
provide an impetus for change at a national level. Fossati recommended researchers look at
Indonesia for lessons that other developing countries can also learn.

The focus of this paragraph is on the researcher, who is mentioned at the start of
each sentence. You may want to use this approach if you want the reader to focus
more on the researchers conducting the study rather than the study’s actual findings.
However, the use of just narrative citations results in repetition, which means the paragraph
is a little choppy and there is less focus on the ideas. Additionally, note that if you decide to
use this strategy, APA’s citation publication year rule also applies.
http://rasmussen.libanswers.com/faq/32328

When you summarize or paraphrase someone else's information in several sentences or more, it
feels awkward to put in a citation at the end of each sentence you write. It is also awkward to read!
However, technically, APA demands that your reader knows exactly what information you got from
someone else and when you start using it. Thus, an end-of-paragraph citation does not meet that
requirement.
Solution: Use a lead-in at the beginning of your paragraph. Basically, introduce the source you
are summarizing or paraphrasing at the beginning of the paragraph and then refer back to the
source when needed to ensure your reader understands you are still using the same source.
For examples of the "bad," the "ugly" and the "good," please see below:
Bad!. In this paragraph, the citation occurs only at the end and reader does not know exactly
when/where information comes from the source. Do not do this:
Frogs are excellent indicator species to measure wetland health. They are very sensitive to changes
in pH caused by acid rain, and they are also very sensitive to different types of pollution. When frog
populations in a wetland plummet, one can be sure that something is going wrong in the wetland. In
addition, when oddities in frog morphology appear, like frogs with five legs or two heads, one can
also assume something is going wrong in the wetland environment (Willemssen, 2010).
Correct but Ugly. This paragraph is technically correct for APA, but it is difficult to read in large part
because the in-text citations are intrusive and awkward:
Frogs are excellent indicator species to measure wetland health. They are very sensitive to changes
in pH caused by acid rain, and they are also very sensitive to different types of pollution (Willemssen,
2010). When frog populations in a wetland plummet, one can be sure that something is going wrong
in the wetland (Willemssen, 2010). In addition, when oddities in frog morphology appear, like frogs
with five legs or two heads, one can also assume something is going wrong in the wetland
environment (Willemssen, 2010).
Good. These paragraphs are "APA correct" and easy to read. Note the reader knows exactly
when/where information from the source is used:
Sample 1
Frogs are excellent indicator species to measure wetland health. According to a recent study by
Willemssen (2010), frogs are very sensitive to changes in pH caused by acid rain, and they are also
very sensitive to different types of pollution. The study notes that when frog populations in a wetland
plummet, one can be sure that something is going wrong in the wetland. In addition, when oddities in
frog morphology appear, like frogs with five legs or two heads, one can also assume something is
going wrong in the wetland environment (Willemssen, 2010).
Sample 2
Frogs are excellent indicator species to measure wetland health. Willemssen (2010) relates
research conducted recently in Wisconsin that shows that frogs are very sensitive to changes in pH
caused by acid rain, and they are also very sensitive to different types of pollution. Her research
indicates that when frog populations in a wetland plummet, one can be sure that something is going
wrong in the wetland. In addition, she finishes by noting that when oddities in frog
morphology appear, like frogs with five legs or two heads, one can also assume something is going
wrong in the wetland environment.

Sample 3
Frogs are excellent indicator species to measure wetland health. Willemssen (2010) recently
conducted research in Wisconsin that shows that frogs are very sensitive to changes in pH caused
by acid rain, and they are also very sensitive to different types of pollution. Willemssen's research
indicates that when frog populations in a wetland plummet, one can be sure that something is going
wrong in the wetland. One very telling quote from Willemssen's research is that "87% of wetlands
where two-headed frogs are found have high levels of environmental contamination" (p. 341)

APA Quick Citation Guidenot

http://guides.libraries.psu.edu/apaquickguide/intext
 Now, paraphrase the following sentences using reporting verbs. Follow the APA guidelines for
writing in-text citations.

“Determined to lay the foundations of an ever close union among the peoples of Europe, Resolved to
ensure the economic and social progress of their countries by common action to eliminate the barriers
which divide Europe". (Preamble of the Treaty of Rome, 1958)

The Preamble of the Treaty of Rome (1958) sets the grounds of the common/single alliance of
the European nations promising/guaranteeing that the economic and social development shall
be achieved by eradication of obstacles that create differences in Europe by joint action of its
member states.

The nations of Europe will be brought together by setting the grounds of a single alliance
whereas the gaps among the member states will be bridged by their joint action thus achieving
the economic and social development of all (Preamble of the Treaty of Rome, 1958).

“Strong convictions are the secret of surviving deprivation; your spirit can be full even when your stomach
is empty." (from Nelson Mandela's autobiography, The Long Walk to Freedom, 1994)

Even a starving person can sense fulfilment/gratification only if they firmly believe into
something. That is how want can be conquered (Mandela, 1994).

In his autobiography (1994), Mandela points out that want can be conquered and fulfilment/ be
achieved only if a person firmly believes into something.

“The best example that I've seen of Democratic Socialism operating in this country was during the
Second World War.” (Democratic Socialism by Michael Foot, 2009)

Democratic socialism performed best in the course of WWII (Foot, 2009).

“Our findings support recent research on migration drivers, suggesting that separating ‘political’ and
‘economic’ migration fails to take into account the multifaceted catalogue of motives that migrants
relate to in practice.” (from a Research Article “Political motivations for intra-European migration” by
Susanne Bygnes, 2016)
Drawing on the results of her study Bygnes (2016) concludes that in reality there is an array of complex
push factors for migration that are neglected by the classification to “political” and “economic” migrants.
This confirms the findings of the preceding study on “migration drivers”.

Example of a student’s summary of the article on p. 70 “Why Migration matters”.

In her article “Why Migration Matters” for the UNU (United Nations University), M. Amrith
presents the main points and latest achievements concerning the global issue of migration. In the first
part the author highlights the various reasons why people decide, or are forced to leave their countries,
firmly supporting the need to address the problem of migrations flows linked to climate change and the
case of stateless people. The numerous accidents occurring during the journeys, the increasing number
of private agencies replacing state’s prerogatives and the “feminization” of migration are other pressing
topics brought to the readers’ attention. According to Amrith, the international community is the only
actor that can effectively deal with migrants’ crisis in order to avoid discrimination and the neglect of
human rights, and to enhance countries’ policies in terms of capability of absorbing new cultures into the
national fabric of societies. In this framework, an outstanding novelty is the creation of a “migration
research network” supported by the UNU which directly addresses the issue by gathering a team of
experts from different fields, enabling to share data at a global level. With these premises, the new tool
constitutes a turning point as a knowledge-transfer platform towards civil society actors, such as
governments and organizations, and towards “an understanding of migration in human development
terms”.

Source

Amrith, M., Why Migration Matters, United Nations University, 10 th February 2014. Available on:
https://ourworld.unu.edu/en/

Key to p. 72

relevant pertinent responsibility committment

(para 1/line 1) (para 6/line 6)
living livelihood sustained upheld
(para 2/line2) (para 6/line7)
eviction /expulsion displacement programme/plan agenda
(para 3/line 2) (para 6/line 3 & para 9/line 5)
displaced person Stateless person in the strength and power momentum
(para 3/line 5) EU context is a (para 7/line 4)
synonym

In the UNHCR glossary

stateless and displaced
person are not
synonymous, though,
spread adj. prevalent recognize acknowledge
(para 3/line 2) (para 7/line 2)
manage govern transfer of money by a foreign remittance
(para 4/line5) worker (para 7/line 1)
spread n. proliferation embracement/admittance inclusion
(para 4/line 3) (para 8/line 4, but also para
5/line 3 and 6 )
ordinary commonplace sensitive/exposed vulnerable
(para 5/line 3) (para 8/line 6)
treat/deal with address guarantee (para 9/line 1, but ensure
(para 5/line 6, also para 6/line 7)
para 6 & 8, line 1)