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The Art of Paraphrasing The majority of plagiarism is not deliberate, and the most widespread form of inadvertent plagiarism takes place when students attempt to paraphrase. Numerous GSIs and students are confused regarding what comprises a suitable or unsuitable paraphrase. For example, if you describe a writer's theories, excluding some details but maintaining distinguished expressions and part of the initial presentation sequence, are you providing a paraphrase or a summary? If the sequence in which the theories are provided is changed, the wording is altered and several original ideas included here and there, are the original writer's ideas being stolen or employed as a creative springboard? When does a concept become "common knowledge"? Quoting, Paraphrasing, Summarizing • Quotations replicate an extract word by word. • Paraphrases rearticulate an extract using one's own expressions but maintain most or all of the initial theories and composition. • Summaries also rearticulate an extract using one's own expressions although maintaining only the central conjectures of the original. Why Use Quotations, Paraphrases, and Summaries? Quotations, paraphrases and summaries can all offer positive support for claims that are being put forward or may be employed to provide instances of alternative perspectives, or may offer circumstantial information that is pertinent to your theories. A paraphrase is more suitable for than a quotation in instances where the original writer's conjectures are more significant than the means in which they are articulated, and where the writer's authority does not come into question. Paraphrases and summaries may additionally provide a practical academic purpose: it is only feasible to provide a precise paraphrase or summary of a writer's theories if one has a concise comprehension of those concepts and the vocabulary used by the writer to articulate them. The Problem with Paraphrasing Numerous students are uncertain when a paraphrase has to be attributed to the original writer, and when the conjecture comprises common knowledge that does not necessitate attribution. The division separating our ideas and theories that have been understood from different sources is usually indefinite to us. A crucial aspect of the education process is making deliberate the understanding and incorporation of concepts. We appraise ideas, recreate them and combine them with conjectures and convictions that are already held. In this manner, we make them our own. We have to be clear regarding where we have integrated and rearranged an idea adequately to make it our own and when it requires attribution to the primary source. Most inadvertent plagiarism may be avoided by clarifying the differences separating quotations, paraphrases and summaries, and providing students with a set of rules and exercises to assist them to learn when recognition should be given to a source or not.
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