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Using direct quotes andparaphrases in academic writing

Office for Learning and Teachingin Economics and Business

www.econ.usyd.edu.au/OfficeOfLearningAndTeaching

Last Updated January, 2006Voice over by James Whisker

Click here to read About this presentation
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Educational outcomesThe purpose of this presentation is to explain how toreference using both direct quotes and paraphrases.

After completing this PowerPoint presentation, you will bebetter able to:

Explain how to reference using (a) direct quotes and (b)paraphrases

Describe the advantages of paraphrasing

Describe some important steps involved with the process ofcreating a paraphrase


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Why we use quotes and paraphrasesThe use of direct quotes and paraphrases to support yourdiscussion and argument is vital for quality academic writing and toavoid claims of plagiarism . Students can use direct quotes andparaphrases, to achieve many purposes such as:

To orientate the reader in the introduction of an essay to keyresearch in the fieldTo show how significant a topic isTo support the claims made in the essay or taskTo outline, explain, compare and / or give examples of varyingopinions in the field or highlight a position that a student maywish to agree or disagree withTo demonstrate broad reading and knowledge on a topic

(Note: this list is not exhaustive)


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Direct quotesIn general, quotations should be used infrequently in academicwriting. You should use a quotation only when you need to:

1. Include an authors language that is particularly effective,well-stated, important within the discipline, historicallysignificant, or striking or unique

2. Present an idea or opinions that either cannot beparaphrased concisely or cannot be paraphrased withoutchanging the meaning in some way

3. Present an idea or position to critique, comment upon oragree/disagree with (this position should be one that cannotbe easily stated through paraphrasing)


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An example of a direct quoteThis is an appropriate use of a direct quote because it used theauthors own emotive words to provide a strong opinion and alsobecause it combines the direct quote with paraphrasing from theoriginal text.

On the basis of empirical evidence, Weller and Webber (2001)argue that there has been growing polarisation of the Australianlabour force and that precarious and unstable careers havebeen the outcome of the structural changes in the economy(p.192), at least in the textiles, clothing and footwear industries.

Source of example: Weller & Webber (2001).


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Direct quote: summary

Students should understand that while the use of directquotes is an important part of academic writing, direct quotes

should only be used sparingly (i.e., very little).

The preferred method of incorporating sources into academicwriting is through the use of paraphrases.

The remainder of this PowerPoint presentation will focus onexplaining in detail how to develop high quality paraphrases.


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Paraphrasing A paraphrase is a restatement of someone elses ideas,evidence or opinions using your own words.

A paraphrase is usually of similar length to the original.

In academic writing, a paraphrase is usually confined torestating sentences or key findings of a study.

Summaries, on the other hand, are more appropriate forlonger pieces of text.

Summaries are always shorter than the original text.


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Why is paraphrasing often preferred?1. Paraphrasing helps students learn2. Paraphrasing is concise ( See example )

3. Paraphrasing helps to limit the temptation to overusequotes4. Paraphrasing helps to better demonstrate a synthesis of

evidence ( See example )


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The 2 major steps of paraphrasing

There are 2 major steps involved with paraphrasing original text.

1. Technical changes to the original text

2. Interpreting and synthesising source material into thediscussion via selecting, condensing, interpreting and/or

evaluating


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Technical changesThe first step to successfully paraphrase an idea fromsource material requires making technical changes to theoriginal text.

The types of technical changes can be summarised as:a. Substituting similar words (changing the vocabulary)b. Changing the sentence structurec. Changing the word order

Reference: Hoysted, A. (no date). Paraphrasing. Unpublished teaching material, The University of Newcastle.


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Interpreting and synthesisingThe second step needed to create a successful paraphraseinvolves synthesising the original idea into the essay tobuild an argument or substantiate a particular position.

This type of paraphrasing is very important in termsproducing quality academic writing.

These interpretative changes that are part of the second step ofparaphrasing can be summarised as:

a. Selecting textb. Condensing textc. Clarifying text and / ord. Interpreting text



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Interpreting source materialThese interpretative changes of paraphrasing (i.e.,selecting, condensing and clarifying the text) assiststudents to interpret their sources and evidence so thatstudents can:

Comment on or interpret the original source

Evaluate the original the source

Compare the original with other sources



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Examples of technical changes to textOriginal TextResearchers have come to recognize that many of the allegeddistortions induced by financial leverage rest on the factually incorrect

premise that managers interests are identical with those ofshareholders. (30 words)Change the vocabulary (and condense)A u t h o r s have real ised that many poss ib le distortions caused byfinancial leverage resu l t f rom the mis taken premise that managersinterests are the sam e as shareholders in teres ts . (25 words)

Now change the structure (and condense further)The mis taken premise that managers interests are the sam e as shareholders in teres ts causes many poss ib l e distortions related tofinancial leverage. (20 words)Source of example: Garvey & Mawani (2005).


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Examples of interpretation & synthesisOriginal TextResearchers have come to recognize that many of the allegeddistortions induced by financial leverage rest on the factuallyincorrect premise that managers interests are identical with thoseof shareholders.

Synthesis into another argument for an essayThe mistaken premise that shareholders interests are the sameas managers interests causes many problems with varioustheoretical models relating to risk incentives. Garvey and Mawani(2005) argue, for example, that this mistaken premise results in

possible distortions related to financial leverage errors. Another problem is that ...


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Paraphrasing: longer text examplesOriginal text: Wong et alThe high rate of turnover has been a substantial problem inmanaging Chinese employees in joint ventures in the Peoples

Republic of China. This is particularly true for two groups ofemployees. First, there has been shortage of middle-levelmanagers because of the increased economic development overthe past twenty years. This shortage has hindered manymultinational corporations localization plans because local

managers who have been trained for succession have usuallyended up as the focus of aggressive recruiting efforts by otherorganizations.

Source of example: Wong, Hui, Wong, & Law (2001, p.328).


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Technical changesORIGINAL PARAPHRASE

Vocabulary changes(& condense text wherepossible & appropriate)

PARAPHRASEWord order changes

(+ condense text where possible &appropriate)

The high rate of turnover has been asubs tan t ia l problem in managingChinese emp loyees in joint ventures inthe People s Republic of China. This is

particularly true for two groups ofemployees.

A high rate of turnover among localstaff has been a significant challenge in joint ventures in China.

A significant challenge for jointventures in China has been the highlevels of local staff turnover.

First, there has been shortage ofmiddle-level managers because of theincreased economic development over the past twenty years.

First , there has been a shortage ofmiddle-level managers to due to rapideconomic development during the pasttwo decades.

First , the rapid economic developmentduring the past two decades has causeda shortage of middle-level managers .

This shortage has hindered manymultinational corporations localization plans because localmanagers who have been trained forsuccess ion have usually ended up asthe focus of aggressive recruit ingefforts by other organizations.

This shortage has proved an obstacleto many multinationals localizationplans because local managers who havebeen trained to take over the roles ofexpatriates have regularly beenpoached by rival organizations.

Fierce competition to recruit thesemanagers has led to poaching by rival organizations. As these local managershave often been training to take over theroles of expatriates , this has proved anobstacle to the localization of many jointventures involving multinationals.


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Interpreting and synthesisingThe role of organisational commitment in staff turnover has been lesswell researched in developing countries, despite theresearch being needed for effective joint venture planning. For example,a significant challenge for joint ventures involving multinationals in Chinahas been the high levels of local staff turnover. A shortage of middle-level managers and resulting fierce competition to recruit them, has ledto poaching by rival organisations. As these local managers have oftenbeen training to take over the roles of expatriates, high turnove hasproved an obstacle to the localisation of many joint ventures (Wong etal., 2001). Thus, lack of organisational commitment by local managerscan have implications beyond the individual employee. An improvedunderstanding of organisational commitment across various culturalcontexts, informed by research, would assist planning andimplementation for joint ventures.


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More information or help? Additional resources for academic writing can be found at:

University of Melbournehttp://tlu.ecom.unimelb.edu.au/pdfs/Lecture%206-Plagiarism_and_paraphrasing.pdf

University of South Australiahttp://www.unisanet.unisa.edu.au/learningconnection/student/default.asp

The University of Sydney Learning Centrehttp://www.usyd.edu.au/stuserv/academic_support/learning_centre/resour.shtml
http://tlu.ecom.unimelb.edu.au/pdfs/Lecture%206-Plagiarism_and_paraphrasing.pdfhttp://www.unisanet.unisa.edu.au/learningconnection/student/default.asphttp://www.usyd.edu.au/stuserv/academic_support/learning_centre/resour.shtmlhttp://www.usyd.edu.au/stuserv/academic_support/learning_centre/resour.shtmlhttp://www.unisanet.unisa.edu.au/learningconnection/student/default.asphttp://tlu.ecom.unimelb.edu.au/pdfs/Lecture%206-Plagiarism_and_paraphrasing.pdfhttp://tlu.ecom.unimelb.edu.au/pdfs/Lecture%206-Plagiarism_and_paraphrasing.pdfhttp://tlu.ecom.unimelb.edu.au/pdfs/Lecture%206-Plagiarism_and_paraphrasing.pdf


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Thank youFor additional & individual support with your writing, you may

contact Dr Michael Paton on 9351 5569 or via email:[email protected]

To provide feedback about this PowerPoint, you may emailKellie Morrison:

[email protected]

Office for Learning and Teachingin Economics and Business

www.econ.usyd.edu.au/OfficeOfLearningAndTeaching
mailto:[email protected]:[email protected]://www.econ.usyd.edu.au/OfficeOfLearningAndTeachinghttp://www.econ.usyd.edu.au/OfficeOfLearningAndTeachingmailto:[email protected]:[email protected]


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Vocabulary for Slide 5

GO BACK

Precarious : Dependent on chance circumstances, unknown conditions, oruncertain developments or characterised by a lack of security orstability

GO BACK Unstable : not constant, not steady in action or movement, wavering in purpose

or intent

(Definitions were abbreviated and adapted from: Merriam-Webster Online Dictionaryhttp://www.m-w.com/home.htm )
http://www.m-w.com/home.htmhttp://www.m-w.com/home.htmhttp://www.m-w.com/home.htmhttp://www.m-w.com/home.htm


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What is plagiarism?

Plagiarism means presenting another person's ideas,findings or work as one's own by copying or reproducingthem without due acknowledgement of the source(Academic Honesty in Coursework, The University of Sydney:http://www.econ.usyd.edu.au/content.php?pageid=2534 ).

For more information, see the Academic Honesty module inBlackboard.

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Additional examples for Slide 7In this example, Chong and Tak- Wing use end of sentence citations to list several studies that used a single item to measure job performance.This type of reference is useful to show your breadth of reading on atopic. While not technically a paraphrase, it is a concise synthesis and

paraphrases could be used in similar ways.Job performance was measured by a self-rated, one item, seven

point Likert-type scale adapted from Kenis (1979). The one itemused in this study is how would you rate your overall job

performance? This approach is in line with numerous studies that

have also used a single-item to measure job performance (seeMerchant, 1981, 1984; Chenhall & Brownell, 1988; Mia & Chenall,994; Dunk, 1995).

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Source of example: Chong & Leung Tak-Wing (2003).


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Additional examples for Slide 7In this example, Waslander and Thrupp synthesise researchusing a mid -sentence citation to list several studies that all use the term producer capital.

They therefore advocate a change in policy relating to investmentin both physical and human capital. They advocate what hasbecome known as producer capital (Dore, 1987; Thurow, 1993;Hutton, 1995) in which low-cost, long-term investment is linked to thedevelopment of human capital.

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Source of example: Waslander & Thrupp (1997).


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