2. Table of Contents
Three Types of Sources Successful Quoting
Tertiary Sources Integration Tips
Primary Sources Block Quotes
Secondary Sources Plagiarism
Direct Quotes Paraphrasing
Hanging Quotes
3. Presenter: Shelby Vincent
Content Author: Justine White and Thomasina Hickmann
Revisions: Thomasina Hickmann and Cheri Mullins
Design: Cheri Mullins, Enrique Dryere, Justine White, Kaley McGill
Writing Center Coordinator: Thomasina Hickmann
CREDITS
This presentation was created for the Writing Center at the University of
Texas at Dallas. It is licensed under the Creative Commons Attribution-
NonCommercial-NoDerivs 3.0 Unported License. To view a copy of this
license, visit http://creativecommons.org/licenses/by-nc-nd/3.0.
The University of Texas at Dallas
4. Three Types of Sources
Primary sources offer first-hand information
about the subject under discussion.
Secondary sources are analyses of primary
source material.
Tertiary sources provide summaries of or
commentaries on secondary sources.
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5. Tertiary Sources
Use tertiary sources
to gain a general overview and better
understanding of your topic
to weed through large amounts of information
quickly and efficiently
Use tertiary sources for research only and not
as evidence to support your analysis.
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6. Examples of Tertiary Sources
Textbooks The World Almanac
Magazines Psychology Today
Reference books World Fact Books
written for the Encyclopedia
general public Britannica
7. Primary Sources
Use primary sources
to explore your subject
to gather direct evidence for your claim
to serve as a basis for the formulation of your
argument
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8. Examples of Primary Sources
Diaries Film
Letters Visual Art
Interviews Musical Compositions
Artifacts Literary works
Scientific Reports Plays
Legal Documents Poems
Fiction/Nonfiction
9. Secondary Sources
Use secondary sources
to situate your research within a larger context
to support your interpretation or refute those
with whom you disagree
to keep up with current theory, find models for
your research, or discover other viewpoints and
alternative theories
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11. Primary vs. Secondary Sources
Primary Sources Secondary Sources
Shakespeare’s “Sonnet Michael Pacholski’s
18” analysis of “Sonnet 18”
Three Essays on the Anti-Oedipus by Gilles
Theory of Sexuality by Deleuze and Félix
Sigmund Freud Guattari
Letter written by Marilyn Norma Jean: The Life of
Monroe to Joe DiMaggio Marilyn Monroe by Fred
Guiles
12. Source as Both Primary and Secondary
Ex: 1850 review of a book published in 1849
The review is a secondary source because it
presents an analysis of a primary source (the
book).
Yet the review is also a primary source because
it expresses the cultural perspective of someone
living during the same historical period in which
the book first appeared.
13. Secondary Sources - Indirect
An indirect source is a concept, analysis, or
conclusion expressed by one source but located
in another. It is secondhand information.
Use indirect sources only when the original
source is unobtainable.
Use indirect sources sparingly.
14. Direct Quotes
Use a direct quote
when you find the wording particularly
memorable
when you need to present the original wording
as evidence
when you want to refute specific words or
phrases taken from the source
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15. Paraphrase and Summary
Paraphrase when you want to pay close
attention to the author’s reasoning but don’t
think the section warrants a direct quote.
Summarize when you want to give a general
overview or highlight major points of a
discussion.
16. Hanging Quotes
The source material must be connected to what
you say because
without the proper framework, the source’s
relation to your argument is unclear
it is better to risk overanalyzing the source’s
relevance than to leave your reader in doubt
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17. Successful Quoting
The challenge, as college professor Ned Laff has
put it, “is not simply to exploit students’
nonacademic interests, but to get them to see
those interests through academic eyes.”
To say that students need to see their Elements of Integration
interests “through academic eyes” is to say that
street smarts are not enough. Making students’ Introduction
nonacademic interests an object of academic
study is useful, then, for getting students’ attention
and overcoming their boredom and alienation, but Quote
this tactic won’t in itself necessarily move them
closer to an academically rigorous treatment of Interpretation
those interests. On the other hand, inviting
students to write about cars, sports, or clothing
fashions does not have to be a pedagogical cop-
Commentary
out as long as students are required to see these
interests “through academic eyes,” that is, to think
and write about cars, sports, and fashion in a
reflective, analytical way, one that sees them as
microcosms of what is going on in the wider
culture (Graff 204).
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18. Successful Quoting: Introduction
The challenge, as college
professor Ned Laff has put it, “is
not simply to exploit students’
nonacademic interests, but to get The introduction
them to see those interests through Introduce the
academic eyes.”
To say that students need to see their speaker.
interests “through academic eyes” is to say that street
smarts are not enough. Making students’ nonacademic
interests an object of academic study is useful, then, for
Blend your words
getting students’ attention and overcoming their boredom
and alienation, but this tactic won’t in itself necessarily with the speaker’s.
move them closer to an academically rigorous treatment of
those interests. On the other hand, inviting students to
write about cars, sports, or clothing fashions does not have
Build credibility.
to be a pedagogical cop-out as long as students are
required to see these interests “through academic eyes,”
that is, to think and write about cars, sports, and fashion in
a reflective, analytical way, one that sees them as
microcosms of what is going on in the wider culture (Graff
204).
19. Successful Quoting: Interpretation
The challenge, as college professor Ned Laff has put it, “is
not simply to exploit students’ nonacademic interests, but
to get them to see those interests through academic eyes.”
To say that students need
to see their interests “through The interpretation
academic eyes” is to say that street
smarts are not enough. Making If necessary,
students’ nonacademic interests an explain what the
object of academic study is useful,
then, for getting students’ attention
author means in
and overcoming their boredom and relation to the topic
alienation, but this tactic won’t in that you are
itself necessarily move them closer
to an academically rigorous discussing.
treatment of those interests. On the
other hand, inviting students to write about cars, sports, or
clothing fashions does not have to be a pedagogical cop-
out as long as students are required to see these …
20. Successful Quoting: Commentary
…interests an object of academic study is useful, then, for
getting students’ attention and overcoming their boredom
and alienation, but this tactic won’t in itself necessarily
move them closer to an academically rigorous treatment of
On the other hand,
those interests.
The commentary
inviting students to write about
cars, sports, or clothing fashions Analyze your
does not have to be a pedagogical
cop-out as long as students are
reference to the
required to see these interests source in relation
“through academic eyes,” that is, to to your central
think and write about cars, sports,
and fashion in a reflective, argument.
analytical way, one that sees them
as microcosms of what is going on
in the wider culture (Graff 204).
21. Tips for Successful Integration
Blend your words with the source’s, using a tone
and language that carefully reflect the original
material.
Professor Smith criticizes…
Critic Robert Black predicts that…
Dr. Jones questions the usefulness of…
Researcher James Reed complains that…
22. Integration Tips
In Zen everything has an innate
Buddha nature; it only needs to be
awakened. Buddha nature is another
word for the divine connection we all
have to the Godhead or Spirit. The
only way to awaken one's true nature Mix things up.
is to look within. Buddha nature
cannot be found outside the body nor Begin by interpreting.
can it be discovered through
intellectual study. Huineng the Sixth
Patriarch reflected that "Deluded, a
Buddha is a sentient being /
Awakened, a sentient being is a
Buddha" (Yampolsky 180). The
Buddha nature is awakened through
enlightenment (White 3).
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23. Block Quotes
Grammarian and author Joseph Williams
argues that there are specific guidelines for
sentence length and variation:
Integration calls for
Those who can write individually clear
and concise sentences have achieved a
the same elements
good deal, and much more if they can but a different format.
assemble them into coherent passages.
But a writer who can’t write clear introduce with a
sentences longer than twenty words or
so is like a composer who can write sentence followed by a
only short jingles. No one can colon
communicate complex ideas in short
sentences alone, so you have to know begin on a new line,
how to assemble a sentence long and
complex enough to express complex indent only on the left,
ideas, but still clear enough to be read and use no quotation
easily. You can do that, if you know
some principles of sentence marks except when
construction that go beyond SUBJECTS
and VERBS, CHARACTERS and including material
ACTIONS. (166) quoted by your source
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24. Revised Quote
When discussing sentence Ask yourself
length and variation, questions about
grammarian and author
Joseph Williams argues that clarity and relevance.
“no one can communicate Reduce long block
complex ideas in short quotes to the most
sentences alone, so you
have to know how to
useful and concise
assemble a sentence long information.
and complex enough to Consider
express complex ideas, but paraphrasing or
still clear enough to be read
easily” (166). summarizing instead.
25. Paraphrase and Summary
Focus on the concepts relevant to your research,
synthesizing the material.
Reword the source’s language.
Refashion the source’s sentence structure.
Express the source’s meaning.
Enclose any language belonging to the source within
quotation marks.
Provide a source citation.
26. Plagiarism
Original Text Plagiarism
Once civilizations had emerged in As Tom Standage explains, after
various parts of the world, food civilizations developed in different
helped to connect them together. regions of the world, food helped
Food-trade routes acted as to link them together. Food-trade
international communications routes served as international
networks that fostered not just networks, facilitating not only
commercial exchange, but cultural commercial exchange but also
and religious exchange too. The cultural and religious exchange.
spice routes that spanned the Old The Old World spice trade
World led to cross-cultural influenced such diverse fields as
fertilization in fields as diverse as theology, science, and the fine
architecture, science, and religion. arts (x).
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27. Plagiarism
Although the plagiarized version expresses the
source’s meaning and includes a suitable
citation, it violates the other conventions of
paraphrasing.
It retains the source’s sentence structure and
appropriates language that belongs to the
source (signified by the underlined words)
without enclosing it within quotation marks.
28. Paraphrasing
Original Text Legitimate Paraphrase
Once civilizations had emerged in As Tom Standage explains, food
various parts of the world, food served as a link among nascent
helped to connect them together. civilizations. In the Old World, the
Food-trade routes acted as trade in food meant expanding
international communications commercial opportunities, yet it
networks that fostered not just also meant the intercultural
commercial exchange, but cultural transmission of ideas. Because
and religious exchange too. The transporting food over long
spice routes that spanned the Old distances relied on extensive
World led to cross-cultural “communications networks,” it
fertilization in fields as diverse as promoted changes in belief
architecture, science, and religion. systems as well as developments
in the fine arts and scientific
thought (x).
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29. Paraphrasing
By contrast, the legitimate paraphrase
represents an acceptable version of the source.
The new version not only credits the source but
also conveys its meaning without unfairly
appropriating its language or relying on its
sentence structure.
30. Graff, Gerald. “Hidden Intellectualism.” They Say / I Say: The Moves That Matter in
Academic Writing. 2nd ed. New York: Norton, 2010. Print.
Standage, Tom. An Edible History of Humanity. New York: Walker, 2009. Print.
White, Justine. "An Evolutionary Analogy for Enlightenment." MA Thesis. University of
Texas at Dallas, 2009. Print.
Williams, Joseph M. Style: Ten Lessons in Clarity and Grace. 6th ed. New York: Longman,
2000. Print.
WORKS CITED
31. Booth, Wayne C., Gregory G. Colomb, and Joseph M. Williams. The Craft of Research. 3rd ed. Chicago:
University of Chicago, 2008. Print.
Bullock, Richard, Maureen Daly Goggin, and Francine Weinberg. The Norton Field Guide to Writing
with Readings and Handbook. 2nd ed. New York: Norton, 2010. Print.
Gibaldi, Joseph. MLA Handbook for Writers of Research Papers. New York: Modern Language
Association of America, 2009. Print.
Fowler, Ramsey F., and Jane E. Aaron. The Little, Brown Workbook. 11th ed. New York: Pearson,
2010. Print.
Graff, Gerald, and Cathy Birkenstein. They Say / I Say: The Moves That Matter in Academic Writing.
2nd ed. New York: Norton, 2010. Print.
Turabian, Kate L. A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style
for Students and Researchers. 7th ed. Chicago: University of Chicago, 2007. Print.
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