Summary of "Integrating Sources"

1.1: This section describes the importance of three principles surrounding the use of sources in writing. The first principle discussed urges the writer to condense the source and information provided, and use quotes or summaries of others’ work sparingly. The author urges the use of sources only as a compliment to a writer’s own ideas, not as a focal point of an argument. It is also made clear that any paraphrasing or summarizing of sources be done in a distinctly original manner, as to avoid plagiarism.

The second principle of this section talks about the importance of clearly stating who is doing the talking in your writing: the writer or the source. The third principle stresses the necessity of clearly stating why a source is an important addition to your argument.

1.2: This section discusses how to properly insert and announce quotations in writing. Quotes should be kept to the minimal length necessary so as not to dominate a person’s original ideas; should be inserted into sentences in such a way as to fit smoothly into the flow of writing; and, quotes should be introduced with carefully chosen “announcing verbs”, as the reader should be left with no doubt as to from whom the quote is produced. This section also has a list of “technical rules” for quoting, dealing mostly with the proper punctuation surrounding, and within, quotes.

1.3: In this section, quoting longer pieces of text is discussed. There are unique rules for quoting longer passages, such as indenting and single spacing the quotes, and it is important to both have sufficient lead-in sentences prior to the quote and a good summary following the passage.

1.4: This section, titled “Discursive Notes”, discusses the role of this technique in academic writing. Discursive notes can be used to add some personal insight (though not necessarily documented) to an argument, to suggest additional source of information on a topic, or to expand, in a tangential manner, on a topic. The author notes that discursive notes, for most writing applications, should be used sparingly.

2.1 This section talks about when to cite a source. Essentially, anytime a writer’s ideas or text are derived from another’s work, it should be cited. Everything from quoting verbatim (quite obviously) to the less obvious use of something a writer just briefly mentions in passing
(but attributable to another’s work) should be cited.

2.2 “When not to Cite”. Common knowledge and phrases from everyday speech are a few examples of times not to cite a source. Also, there is no need to re-cite a source if you have immediately previously cited it, and it’s obvious that your are still alluding to the same bit of information.

2.3 “Methods of Citing.” This section covers myriad options for the most appropriate way to cite varying types of sources. Furthermore, this section explains, in detail, the most appropriate way to cite.

2.4 In “Acknowledging Uncited Sources,” the author discusses the most appropriate ways to recognize information you may have gleaned from someone else, but did not include in your list of references. This information may come from informal conversations or from a newspaper you read years ago; regardless, the author suggests acknowledge these sources in an endnote or footnote.

3.1 Section 3.1 discusses plagiarism, and the various ways that writers commit plagiarism. The author lays out, in fine detail, many examples of plagiarism, as well as the most common methods that students use to plagiarize. Most plagiarism is committed from laziness and/or ignorance of the rules surrounding proper academic writing. The author makes it clear that plagiarism is ubiquitous in collegiate writing, and special care must be taken to insure avoidance of this lapse in correct writing form.

3.2 This section discuses the “Misuse of Sources.” Some of the topics covered are misrepresenting sources, collusion amongst students on academic assignments, “abetting plagiarism,” and submitting the same or similar work for multiple classes. All, in at least some forms, are considered cheating and should be avoided.

3.3 Electronic sources are discussed in this section. In the last decade or two the rise of the internet has greatly increased our access to information, and often times this information is misused for academic research. Students will often pull information from electronic sources without properly citing it. It is also easy now, with the aid of the internet, to search for specific quotes or arguments. With that ability, students can find specific quotes that fit nicely into their arguments even though the greater content of the source may not be appropriate. Misrepresenting a source is a common violation of electronic sources.

3.4 This section talks about the disciplinary action likely to be taken if a student is found to be cheating on research. In general terms, we learn about some of the consequences of plagiarism.

3.5 This section discusses many ways in which the student can avoid high risk/potential plagiarism situations. The student should not rely too heavily on a single source, nor should the student use secondary sources unless needed. The student should be careful when taking notes; they should carefully distinguish their own voice from the sources. Perhaps most importantly, the student should plan plenty of time for a written assignment to avoid panicky situations in which plagiarism becomes more likely.

4.1 Section 4.1 talks about the appropriate ways to place citations into text. There are many different methods, which are each specific to different forms of writing.

4.2 This is a long, and very detailed, section that discusses the listing of references. Every potential type of reference is mentioned, and comprehensive examples are given, including examples for each significant style of referencing (MLA, APA, CMS, etc.)