Using and Crediting Sources in APA

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Using and Crediting Sources in APA

• Rachel Grammer
• Walden Writing Center
• Writing Instructor

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Housekeeping Issues

• Questions
• (Type in the chat box)?
• Recording http//writingcenter.waldenu.edu/26.htm
  

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Agenda
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Poll

• Why do we cite sources?
• To give evidence that supports our ideas.
• To show when information is not our own.
• To direct readers to our reference list.
• To avoid plagiarism.

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Why We Use Citations
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Why We Use Citations
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Why We Use Citations

• Without citations, the reader
• Wont know what sources you are using
• Will think all of the paper consists of your
  ideas
• Will think that you arent basing your ideas on
  research, but on opinion
• Wont follow how you learned information

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What We Cite
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If We Do Not Cite

• Inadvertent plagiarism
• Types
• Copy/paste copy and pasting sentences and
  paragraphs directly from a source
• Improper paraphrasing only using synonyms to
  replace a few key words
• Not including citations not citing sources in
  each sentence you paraphrase them

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What We Cite Quotations

• My source paragraph from Tomlinson (2008)
• Differentiation as an instructional approach
  promotes a balance between a students style and
  a students ability. Differentiated instruction
  provides the student with options for processing
  and internalizing the content, and for
  constructing new learning in order to progress
  academically.

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What We Cite

• Using quotations
• Avoid Differentiation as an instructional
  approach promotes a balance between a students
  style and a students ability (Tomlinson, 2008,
  p. 2).
• Okay Differentiation as an instructional
  approach promotes a balance between a students
  style and a students ability (Tomlinson, 2008,
  p. 2).

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What We Cite

• Using quotations
• Better However, differentiation as an
  instructional approach promotes a balance between
  a students style and a students ability
  (Tomlinson, 2008, p. 2).
• Even better
• According to Tomlinson (2008), differentiation
  in teaching helps students by giving options for
  processing and internalizing the content (pp.
  2-3).

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What We Cite
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What We Cite

• Paraphrasing a source (Tomlinson, 2008)
• Differentiation as an instructional approach
  promotes a balance between a students style and
  a students ability. Differentiated instruction
  provides the student with options for processing
  and internalizing the content, and for
  constructing new learning in order to progress
  academically.
• Avoid
• Differentiation is a way to encourage equality
  between the approach and talent of the student
  (Tomlinson, 2008). This type of instruction
  gives students different ways to deal with and
  grasp information, and for establishing new
  learning to move on in education (Tomlinson,
  2008).

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What We Cite

• Paraphrasing a source (Tomlinson, 2008)
• Differentiation as an instructional approach
  promotes a balance between a students style and
  a students ability. Differentiated instruction
  provides the student with options for processing
  and internalizing the content, and for
  constructing new learning in order to progress
  academically.
• Avoid
• Differentiation is a way to encourage equality
  between the approach and talent of the student
  (Tomlinson, 2008). This type of instruction
  gives students different ways to deal with and
  grasp information, and for establishing new
  learning to move on in education (Tomlinson,
  2008).

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What We Cite

• Better
• Teachers use differentiated instruction to help
  students learn, allowing the teacher to cater
  lessons to the way each student learns and each
  students skill (Tomlinson, 2008).

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How We Cite

• Paraphrasing (Author, Year)
• Quotations (Author, Year, p. xx)
• Student diversity is one variable that must be
  considered in meeting the academic needs of
  students (Smith McTighe, 2006). According to
  Tomlinson (1991), differentiated instruction is
  an approach that effectively engages students
  through different levels and modalities to
  address the existing academic diversity.
  Conversely, Tomlinson stated that as a result of
  a lack of sufficient research, few studies
  document the effectiveness of differentiated
  instruction on student learning (p. 19).

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How We Cite
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How We Cite

• Too little citing
• Teachers use differentiated instruction to help
  students learn, allowing the teacher to cater
  lessons to the way each student learns and each
  students skill. Differentiation in teaching
  helps students by giving for learning in
  different ways. No Child Left Behind (NCLB) sets
  rigid standards for teachers, which does not
  allow for this multidisciplinary approach that
  differentiation asks for. In this way, NCLB is
  not compatible with differentiation in the
  classroom (Thompson, 2009).

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How We Cite

• Too much citing
• Teachers use differentiated instruction to help
  students learn, allowing the teacher to cater
  lessons to the way each student learns and each
  students skill (Thompson, 2009). According to
  Thompson, differentiation in teaching helps
  students by giving for learning in different ways
  (Thompson, 2009). No Child Left Behind (NCLB)
  sets rigid standards for teachers, which does not
  allow for this multidisciplinary approach that
  differentiation asks for (Thompson, 2009). In
  this way, Thompson explained, NCLB is not
  compatible with differentiation in the classroom
  (Thompson, 2009).

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How We Cite

• Just enough citing
• Teachers use differentiated instruction to help
  students learn, allowing the teacher to cater
  lessons to the way each student learns and each
  students skill (Thompson, 2009). According to
  Thompson (2009), differentiation in teaching
  helps students by giving for learning in
  different ways. No Child Left Behind (NCLB) sets
  rigid standards for teachers, which does not
  allow for this multidisciplinary approach that
  differentiation asks for (Thompson, 2009). In
  this way, Thompson explained, NCLB is not
  compatible with differentiation in the classroom.

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How We Cite Checklist
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Poll

• What is the purpose of a reference list?
• A. To organize the sources.
• B. To have a dumping ground for source
  information.
• C. To show the reader the original source
  information.
• D. To allow someone to check your work.

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Reference List

• Citations purpose are to point to your reference
  list
• Reference lists include publication information
  for a source
• The reader might want to
• Check your accuracy
• Find more information about its topic and ideas

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Reference List

• Basic book
• Author, A., Author, B. (Year). Title of the
  book goes here. City, XX Publisher.
• Basic online article
• Author, A., Author, B. (Year). Title of the
  article goes here. Title of the Journal Goes
  Here, x(x), xx-xx. doi xxxx-xxxx

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Recap!

• Citations of quotes and paraphrasing maintains
  your credibility and integrity
• Citations are needed for all
• Quotes (word-for-word phrasing from a source)
• Paraphrasing (expressing ideas and data from a
  source in your own words)
• Citations are used in each and every sentence
  quotes or paraphrasing is used
• Citations point to the reference list so the
  reader can find the actual source

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Questions?

• writingsupport_at_waldenu.edu