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All the information was adapted from the book Teaching Effective Source Use (2017) by J. A. Mott-Smith, Z. Tomaš, and I. Kostka.
Authors: Daniel Naňo, Jozef Kulla
Introductory video
When students use sources effectively at the sentence-level, they quote, paraphrase, or summarize the source in their own words. However, learning to use these sentence-level source use strategies effectively can take many years. When students are just starting out, they often use "patchwriting" which is making minimal changes to sentences primarily copied from a source in an attempt to avoid plagiarism, but not doing it effectively (See the video for more information).
What does the patchwriting look like?
To clearly explain the issue of patchwriting, it is given the following example:
"Source text (excerpt from Dean, 2014):
Usually people will do anything to avoid being bored, as it's such an aversive experience.
Patchwriting:
Often people do whatever they can to avoid boredom, as it's such an unpleasant boredom."
As you can see, the structure of the sentence remains almost the same, the author of patchwriting swapped only some vocabulary, which is not appropriate in academic writing.
When paraphrasing you should be able to:
demonstrate your knowledge about the topic you are writing about and use the source information to strengthen your argument/logic
distinguish between academic and non-academic words--know which words you can change and which words/terms you should keep the same
produce sentences using different structures from those of the original source text
Use the formulaic phrases properly (In this paper, I will discuss...; I will argue that...) to accomplish your intentions in the article
How to incorporate paraphrases, summaries and quotes:
You should use the information of author and date in parentheses. For example: (Smith, 2020).
When quoting, you should also add a page number where you found the information. For example: (Smith, 2020, p.56)
Use a variety of attribution strategies when paraphrasing, including information-fronted (e.g. Students have been shown to procrastinate. (Smith, 2020)) and writer-fronted citations (Smith (2020) has argued are common.)
If a quotation consists of contextually unknown terms, you should explain them before the quotation
When summarizing, you should assure that source-text idea and your own contribution are easily identified
Cited from: Kostka I., Tomaš Z., Mott-Smith J.A.: Teaching effective source use. 2017. University of Michigan Press, USA, 2017. ISBN-13: 978-0-472-03689-9.
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