REFRESHER

AGENDA
01 SUMMARIZING
05 PARAPHRASING

02 SUMMARIZING TECHNIQUES
06 PLAGIARISM

03 QUOTATIONS
07 FOUR IMPORTANT FEATURES OF LANGUAGE

04 CITATION
08 STRUCTURE
SUMMARIZING
• This is a short restatement of the main idea of
a text.
• Clearly articulating the author’s meaning.
• Retaining main ideas
TECHNIQUE
Somebody Wanted But So Then
Somebody: Who is the story about?
Wanted: What does the main charter want?
But: Identify a problem that the main character encountered.
So: How does the main character solve the problem?
Then: Tell how the story ends.
5 W's, 1 H

SAAC Method Who is the story about?

What did they do?
State: name of the article, book, or story
When did the action take place?
Assign: the name of the author
Where did the story happen?
Action: what the author is doing (example: tells, explains)
Why did the main character do what he/she did?
Complete: complete the sentence or summary with keywords
How did the main character do what he/she did?
and important details
TECHNIQUE
First, Then, Finally
First. What happened first? Include the main character and main event/action.
Then. What key details took place during the event/action?
Finally. What were the results of the event/action?

Give Me the Gist

In other words, they want a summary—not a retelling of every detail.

Q U O T AT I O N S
• Introductory phrase

-in Smith's words, “The case is far from over, and we will win.”
-“The case is far from over, and we will win.” Smith said.

The sign read, “Walk.” Then it said, “Don't Walk,” then, “Walk,” all within thirty seconds.

• Quoting a quote
“Let us explore the meaning of the quote ‘Do unto others as you would
have them do unto you,’”said the teacher.
C I T AT I O N
• MLA

Hunt explains that mother-infant attachment has been a leading topic of

developmental research since John Bowlby found that "children raised in institutions
were deficient in emotional and personality development" (358).

"children raised in institutions were deficient in emotional and personality

development" (Hunt 358).

"children raised in institutions were deficient in emotional and personality

development" (Hunt and Daristotle 358).

"children raised in institutions were deficient in emotional and personality

development" (Hunt et al. 358).
C I T AT I O N
• APA
Hunt explains that mother-infant attachment has been a leading topic of
developmental research since John Bowlby found that "children raised in institutions
were deficient in emotional and personality development" (2012, p.358).

"children raised in institutions were deficient in emotional and personality

development" (Hunt 2012, p.358).

"children raised in institutions were deficient in emotional and personality

development" (Hunt and Daristotle 2012, p.358).

"children raised in institutions were deficient in emotional and personality

development" (Hunt et al. 2012, p.358).
C I T AT I O N
• APA

Gass and Varonis (1984) found that “the listener’s familiarity with the topic of discourse
greatly facilitates the interpretation of the entire message... resulting in accurate
interpretation” (p. 85).

This suggests that familiarity with nonnative speech in general, although it is clearly not
as important a variable as topic familiarity, may indeed have some effect. That is, prior
experience with nonnative speech, such as that gained by listening to the reading,
facilitates comprehension. (Gass & Varonis, 1984, p. 77)
 PA R A P H R A S I N G
This is a restatement in your own words of the main idea
and supporting details of a text.

• Line paraphrasing- Replacing words.

• Structural paraphrasing- Restructuring the
sentence.
• Alternative paraphrasing- Drastic Restructuring.

In real life, most people disapprove of individuals who make mistakes or fail at important duties. People often put
these kinds of standards on government officials, teachers, friends, and even parents.
 PLAGIARISM
[Link] OF IDEAS
It occurs when credit for a work is ascribed to oneself
untruthfully.

[Link] OF LANGUAGE
• Word-for-word Plagiarism
• Patchwork Plagiarism
F O U R I M P O R T A N T F E AT U R E S
OF LANGUAGE

FORMALITY
• expanded modal forms over contracted forms

• one verb form over two-word verbs

• expanded terms over their abbreviated equivalents

• Avoid colloquial/trite/idiomatic expressions

F O U R I M P O R T A N T F E AT U R E S
OF LANGUAGE

FORMALITY
• expanded modal forms over contracted fors • Avoid colloquial/trite/idiomatic
cannot instead of can’t would not instead of wouldn’t
expressions
do not instead of don’t I am instead of I’m
kind of like
as a matter of fact
• one verb form over two-word verbs
a lot of
damage instead of mess up surrender instead of give up
not on the same page
begin instead of kick off update instead of catch up

• expanded terms over their abbreviated equivalents

Department of education instead of DepEd
November instead of Nov.
F O U R I M P O R T A N T F E AT U R E S
OF LANGUAGE

OBJECTIVITY

• Avoid the use of personal pronouns

• Avoid rhetorical questions

• Avoid emotive language

F O U R I M P O R T A N T F E AT U R E S
OF LANGUAGE

OBJECTIVITY
• Avoid the use of personal pronouns
Poor example : You need to conduct the experiment.
Improved version : The researchers need to conduct the experiment.

• Avoid rhetorical questions

Poor example : How can these problems be solved?
Improved version : Certain measures must be discovered to solve the problems.

• Avoid emotive language

Poor example : The investigators were very shocked to see the outcome of the tests.
Improved version : The investigators did not expect the results.
F O U R I M P O R T A N T F E AT U R E S
OF LANGUAGE

EXPLICITNESS
• Traceable connection of ideas.

• Transitional devices
TRANSITIONAL DEVICES
TRANSITIONAL DEVICES
F O U R I M P O R T A N T F E AT U R E S
OF LANGUAGE

EXPLICITNESS
• Traceable connection of ideas.

• Transitional devices ( To add: In addition, furthermore, ... To contradict: However, in contrast,...

CAUTION
• Verbs indicating caution: tend, suggests, appear to be, think, believe, doubt, indicate

• Modal verbs: will, must, would, may, can, might, could

• Adverbs of frequency: often, sometimes, usually

 STRUCTURE
Nominalization
• Transforming verbs into nouns helps readers focus on the action and not on the doer of the action.

The company created software to manage the transactions successfully.

Nominalization: The creation of software to manage transactions was a success.

Elephants argue over small concerns, just like humans.

Nominalization: Arguments over small concerns are something elephants have, as well as humans.
 STRUCTURE
Nominalization
 STRUCTURE
Nominalization
 STRUCTURE
Nominalization
 STRUCTURE
Nominalization
 STRUCTURE
Passivization
• The results of actions are highlighted.

The researcher conducted experiments to validate the hypothesis.

Passivization: Experiments were conducted to validate the hypothesis.

An engineer built a saltwater lamp to help communities with no electricity.

Passivization: A saltwater lamp was built to help communities with no electricity