new AAEL Chapter 5

1006712 Advanced Academic English Literacy Chapter 5: Writing Techniques with APA citation Objectives: After completing Chapter 5, learners will be able to 1. determine the significance of avoiding plagiarism in academia, 2. implement writing techniques: quoting, paraphrasing, and summarizing with APA citation in practice, and 3. write their concept paper with these writing techniques and APA citation Warm-up activity: Instructions: According to your writing experiences, answer the following questions on padlet from the link provided. 1. What is/are writing technique(s) you have implemented in your writing tasks? 2. What is plagiarism based on your understanding? 3. What are the ways to avoid plagiarism? 4. Please explain the ways to avoid plagiarism based on your understanding/ experience. Writing Techniques with APA Citation 96

1006712 Advanced Academic English Literacy Chapter 5: Writing Techniques with APA citation Plagiarism is principally stealing one’s idea or words from one source without acknowledgment to the writer (Bailey, 2018). Sometimes, plagiarism can refer to cut and paste from the original paper with no citation. In academia, if you plagiarized someone's ideas by duplicating words and sentences from sources and not accrediting the author, it has been considered a crime. It is not how smart you are in writing academic text, but it is identified by teachers and plagiarism (software) detectors. Subsequently, you have to express the ideas from the source with your own words and accredit their idea by giving a citation. Therefore, avoiding plagiarism is an important insight into your academic writing. Instructions: Consider the best ways to avoid plagiarism by using  mark. ________ 1. Use someone’s idea with no reference. ________ 2. Copy a few sentences from an online journal with on reference. ________ 3. Use quotation marks when taking a sentence from a journal article. ________ 4. Take your classmate essay paragraph with no reference. ________ 5. Present your findings without reference. Ways to Avoid Plagiarism If you elicit someone's idea from a research article or refer to other work, you should establish your own words as similarly and accurately as the original does. Furthermore, you need to provide the correct acknowledgment. More importantly, to avoid plagiarism, you can do quoting, paraphrasing, and summarizing the original. The skills you need to quote, paraphrase, and summarize is likely diversity. That is, you may need to change words with differences of parts of speech, sentence structures, and synonyms, etc. Next section will be: Writing Techniques with APA Citation 97

1006712 Advanced Academic English Literacy 1. Quoting is a statement you copy and paste an author’s ideas from word by word to your work. Those statements are placed into quotation marks to introduce the author's position and support your claim as evidence. You can use quotes when considering how those expressions are meaningful and powerful to your work (Bailey, 2018). Also, when the ideas from original statements are well-known and conveyed in a particular way, including well-organized in sentence structure, you can use quotation (Bailey, 2018). 2. Paraphrasing is the rephrased statement from the text you have read. Though language features and sentence structures from your restatement can be changed, the meaning in the content should express as similar to the sources. It is likely to be considered how the paraphrased statement is effective for your work. A skillful researcher will aware of plagiarism because it reveals how the depth of your insight into the sources you have read (Bailey, 2018). 3. Summarizing is a crucial skill in academic literacy. You (as a writer) will be allowed to create a concise statement from the lengthy source. That is, you have to present ONLY the main points. Short Quotations As noted, doing a direct quote represents the author's name, publication year, and the page number. The patterns of short quotations should reveal as the excerpts in Phichiensathien (2017) below: In the social and cultural context, the genre is defined as \"a set of communicative events, the members of which share some set of communicative purposes\" (Swales, 1990, p. 58) in speech and writing. As Kanoksilapatham (2012a) writes, “[l]ack of knowledge of a genre can hinder an individual’s effective participation in that community” (p. 295)… Writing Techniques with APA Citation 98

1006712 Advanced Academic English Literacy Kanoksilapatham (2012a) reported that an example from an excerpt of an Engineering RAI demonstrates \"[t]he purpose of this paper…, [t]he objective of this study…”(p. 302). Long Quotations If you need to reveal the longer quotation (more 40 words), you should state in a free- standing block typewritten lines without quotation marks. The quoting statement should be placed on a new line and indented 0.5 inches from the left and right margins with double space through the statement. The parenthetical citation has to place after the closing quotation mark. The excerpt from Phichiensathien (2017) will be demonstrated below as an example …As explained by Swales and Feak (1994): [W]e have encouraged users of [Academic Writing for Graduate Students] AWG [text book] to find out for themselves what the conventions of their fields are. For example, whether introductions to research papers should (or should not) include a summary of the principal results seems to vary among the disciplines; therefore, we ask users of the book to examine a small sample of introductions from their fields and report back. (p. 3) Writing Techniques with APA Citation 99

1006712 Advanced Academic English Literacy Accepting and Deciding to Cut and Paste for Academic Writing Exercise I: Quotation Instructions: Identify the words and phrases in pink bold. You can cut and paste into your work without stating the sources. Numbers 1to 12 are placed in front of these statements. In this research project, I will consider bilinguals as (1) “those who use more than one language or a dialect in their everyday life” (Grosjean, 2010). The inclusion of dialects is particularly relevant here, (2) as part of the project involved Italian participants. (3) In Italy, different dialects are spoken in different regions. These dialects are not just mild inflection from the mother tongue, but proper languages that may significantly differ in syntactic, semantic and phonological properties. For example, (4) someone from Sicily who speaks Sicilian and Italian should be considered as bilingual as someone from Barcelona who speaks Catalan and Spanish. As in most of the Italian regions, a dialect can be spoken for historical and cultural reasons, (5) we may say that a considerable proportion of Italians, especially in older generations, are bilinguals. (6) What is bilingualism? I asked this question to an artist, the one who painted the work represented at the beginning of this chapter. She replied: (7) “Bilingualism is my fourth dimension. It is the way I see things without boundaries, without communication constraints. Bilingualism is a space in which culture flies freely and the mind expands to new fascinating territories.” Perhaps this definition of bilingualism is too romantic. However, I feel that (8) it captures the very nature of being bilingual in modern times. According to Beatens Beardsmore (1982), the term bilingualism has an “open-ended semantics”. (9) No definition can explain the complexity of the cognitive, social, educational, and cultural factors that are embedded in those who embarked on a bilingual life. In this first chapter (10) I will attempt to describe what is bilingualism in the contemporary world, (11) how it is studied, and (12) why it is important to understand crucial cognitive mechanisms that support it in the human brain. Sentences: 1, 4, 7, and 8 cannot be acceptable to cut and paste. Writing Techniques with APA Citation 100

1006712 Advanced Academic English Literacy Exercise II: Quotation Instructions: Identify the statements in blue bold you can use into your work without stating the sources. Numbers 1to 6 are placed in front of these statements. The growing interest in bilingual or multilingual speakers is not surprising if we think that more than half of the world’s population – (1) about 3.5 billion people – regularly speak (2) more than one language (Grosjean, 1982, 2010). As far as Europe is concerned, the European Commission recently published a report (2006) in which a large sample of European citizens was asked how many languages they spoke other than their mother tongue. (3) Fifty-six percent of the people in 25 countries replied that they could have a conversation in a second language, and 28% replied they spoke a third. (4) Great Britain is one of the most “monolingual\" countries in Europe; nonetheless, (5) 38% of those polled replied they could speak a second language. These figures, though impressive, do not tell us much about a potentially bilingual or multilingual population that appears to be a tremendously heterogeneous group. Were the languages learned early in childhood or later? Are the additional languages used in everyday life? How competent are these people in their second language? These (6) three basic questions are themselves enough to transmit even to the naïve eye how difficult studying bilinguals could be. As Grosjean (1998) pointed out “… working with bilinguals is a more challenging enterprise [than studying monolinguals]. Only 1 would be acceptable to quote without any source, as the world’s population is a statistic that is in the public domain. Paraphrasing As noted, paraphrasing is the statement you express those ideas with your own words after reading the original text. When you paraphrase, you have to convey the similar meaning of the original text and focus on the concept of the statement you read. Therefore, there are various ways to paraphrase as seen in Example 1. Example 1: “By using G[enre] A[nanlysis], instructors can develop materials, tasks, exemplars, and assessment tools for academic writing courses” (Phichiensathien, 2017). Source: Phichiensathien, P. (2017). Genre-based approach to teaching academic writing in a Thai university. (Doctoral dissertation). Mae Fah Luang University, Chiang Rai, Thailand. Writing Techniques with APA Citation 101

1006712 Advanced Academic English Literacy Paraphrased text: Genre analysis may be used as a teaching approach to preparing writing course assignments and tests for teachers (Phichiensathien, 2017). 1. Changing vocabulary by using synonyms Example 1: “By using G[enre] A[nanlysis], instructors can develop materials, tasks, exemplars, and assessment tools for academic writing courses” (Phichiensathien, 2017). Source: Phichiensathien, P. (2017). Genre-based approach to teaching academic writing in a Thai university. (Doctoral dissertation). Mae Fah Luang University, Chiang Rai, Thailand. Paraphrased text: Genre analysis may be used as a teaching approach to preparing writing course assignments and tests for teachers (Phichiensathien, 2017). Try using synonym as much as possible. The examples of academic vocabulary show in Table 1. Table 5.1: Examples of academic vocabulary Common Synonyms (Academic Vocabulary) Vocabulary Idea Thought, Concept, Notion Get Acquire, Obtain, Secure, Procure, Gather Great Worthy, Distinguished, Grand, Considerable, Mighty Help Aid, Assist, Support, Encourage, Relieve Place Draw, Map, Diagram, Procedure, Method, Blueprint Show Display, Exhibit, Indicate, Reveal, Demonstrate Writing Techniques with APA Citation 102

1006712 Advanced Academic English Literacy 2. Changing word class or part of speech Example 1: “By using G[enre] A[nanlysis], instructors can develop materials, tasks, exemplars, and assessment tools for academic writing courses” (Phichiensathien, 2017). Source: Phichiensathien, P. (2017). Genre-based approach to teaching academic writing in a Thai university. (Doctoral dissertation). Mae Fah Luang University, Chiang Rai, Thailand. Paraphrased text: Genre analysis may be used as a teaching approach to preparing writing course assignments and tests for teachers (Phichiensathien, 2017). Table 5.2: Words changing part of speech V N Adj Adv Contribute Contribution Contributable - Dominate Domination Dominative Examine Examinable Dominatingly Examiner - Explicit Explicitness Explicit Hypothesize Hypothesis - Explicitly - Initiate Initiation Initial Initiative Initiatively Justify Justification - - 3. Changing sentence structure You can rephrase the statement from the original text with different useful transitional expression and sentence structures: simple sentences to compound sentence; compound sentence to complex sentence. Writing Techniques with APA Citation 103

1006712 Advanced Academic English Literacy Example 1: “By using G[enre] A[nanlysis], instructors can develop materials, tasks, exemplars, and assessment tools for academic writing courses” (Phichiensathien, 2017). Source: Phichiensathien, P. (2017). Genre-based approach to teaching academic writing in a Thai university. (Doctoral dissertation). Mae Fah Luang University, Chiang Rai, Thailand. Paraphrased text: Genre analysis may be used as a teaching approach to preparing writing course assignments and tests for teachers (Phichiensathien, 2017). 4. Changing voice form You can change active voice words or phrases from the source to the passive voice sentence. Example 1: “By using G[enre] A[nanlysis], instructors can develop materials, tasks, exemplars, and assessment tools for academic writing courses” (Phichiensathien, 2017). Source: Phichiensathien, P. (2017). Genre-based approach to teaching academic writing in a Thai university. (Doctoral dissertation). Mae Fah Luang University, Chiang Rai, Thailand. Paraphrased text: Genre analysis may be used as a teaching approach to preparing writing course assignments and tests for teachers (Phichiensathien, 2017). Can you integrate these techniques to your written work? Writing Techniques with APA Citation 104

1006712 Advanced Academic English Literacy Exercise III: Paraphrasing Instructions: Paraphrase the excerpts below with your own words. The source is provided for your in-text citation and references. Excerpt 1 “An umbrella term for [new set of digital] skills and competences, digital literacies and the concept of being digitally literate refers to our ability to effectively make use of the technologies at our disposal. This includes not just technical skills, but perhaps more importantly, an awareness of the social practices that surround the appropriate use of new technologies” (p. 115). Source: Authors: 1. Gavin Dudeney, 2. Nicky Hockly, Editors: 1. Fiona Farr 2. Liam Murray Article Title: Literacies, Technology, and Language Teaching Book Title: The Routledge handbook of language learning and technology Published Year: 2016 Page Number: 115 to 126 Published Place: London Publisher: Routledge Paraphrased statement (with in-text citation): ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Reference: ____________________________________________________________________________ ____________________________________________________________________________ Writing Techniques with APA Citation 105

1006712 Advanced Academic English Literacy Excerpt 2 “Coronavirus drastically changes the global trends. A rapid change has occurred in every business. It has changed the behaviour of human, nature of trading, business and even the way of life. It spread the scares among people they avoid to interact with others.”. (p. 1450) Source: Authors: 1. Anam Bhatti, 2. Hamza Akram, 3. Hafiz Muhammad Basit, 4. Ahmed Usman Khan, 5. Syeda Mahwish Raza Naqvi, 6. Muhammad Bilal Article Title: E-commerce Trends during COVID-19 Pandemic Journal Title: International Journal of Future Generation Communication and Networking Published Year: 2021 Volume: 13 Number: 2 Page Number: 1449 to 1452 Retrieved from: https://www.researchgate.net/profile/Ahmed-Khan-67/ Paraphrased statement (with in-text citation): ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Reference: ____________________________________________________________________________ ____________________________________________________________________________ Writing Techniques with APA Citation 106

1006712 Advanced Academic English Literacy Excerpt 3 “[T]he four dimensions of critical global literacies were constructed by including the key concepts of each area: world, empowerment, self in relation to others, and social justice. The specific dimensions are (1) developing students’ global awareness with the interconnected world concept (helping students see how actions in their local setting might directly or indirectly affect others), (2) making connections from a personal to global level (helping students make connections between their personal lives as they relate to global issues), (3) analyzing and critiquing texts from global and crosscultural perspectives (promoting cultural pluralism through diverse viewpoints while analyzing texts), and (4) encouraging students to be socially and politically active on global and multicultural issues” (p. 4). Source: Authors: 1. Özge Yol, 2. Bogum Yoon, Article Title: Engaging English Language Learners with Critical Global Literacies during the Pull‐Out: Instructional Framework Journal Title: TESOL Journal Published Year: 2019 Page Number: 1 to 15 DOI: https://doi.org/10.1002/tesj.470 Paraphrased statement (with in-text citation): ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Reference: ____________________________________________________________________________ ____________________________________________________________________________ Writing Techniques with APA Citation 107

1006712 Advanced Academic English Literacy Summarizing Summarizing is one method for reading-to-write strategy since almost all of the novice researchers are required to engage their higher-order reading skills in main idea identification and emphasis on the original content (Johns, 1985). That is to say, those students need to read the passages with staying focus on the main point and recapitulate to a short version with key ideas. Sometimes, you may use paraphrasing skill for summary writing. Exercise IV: Summary Instructions: Summarize the excerpts below with your own words. The source is provided for your in-text citation and references. Excerpt 1 “The COVID-19 pandemic has greatly impacted students’ opportunities to learn worldwide. Students and teachers have been forced to shift from traditional classrooms to emergency online / remote learning. They face key challenges in adapting practices away from a focus on face-to-face learning to an online learning environment mediated by various forms of technology. The pandemic reveals the urgent need to augment the educational system’s technological infrastructure, expand the teachers’ pedagogical expertise and the students’ learning repertoire.” (187) Source: 2. Tsung-Jin Lin, Authors: 1. Thomas K. F. Chiu, 3. Kirsti Lonka Article Title: Motivating Online Learning: The Challenges of COVID-19 and Beyond Journal Title: Asia-Pacific Edu Res Published Year: 2021 Volume: 30 Number: 3 Page Number: 187 to 190 DOI: https://doi.org/10.1007/s40299-021-00566-w Writing Techniques with APA Citation 108

1006712 Advanced Academic English Literacy Summarized statement (with in-text citation): ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Reference: ____________________________________________________________________________ ____________________________________________________________________________ Excerpt 2 “Retailers are aware that their responses to the emergency will dramatically impact their business, but are scrambling to adapt as they have very little time to take action. For some major retailers (possibly including, e.g., Debenhams, Topshop and Dorothy Perkins in the UK) that have already suffered growing competition from online stores, the crisis will be the last straw and they will either go out of business or permanently close a high proportion of physical stores, meaning that consumers will be unable to revert to former shopping habits. Regardless of whether the COVID-19 emergency is harming or helping their profits, retailers seem to share a common fear of appearing to profit from the pandemic. On one hand, there is the risk that consumers who felt betrayed by the brands during the emergency will not go back to buying those brands once the crisis has passed. Indeed, some consumers could be outraged by some retailers’ opportunism in raising the prices of critical goods such as sanitizers and surgical masks, possibly leading to grudging resentment even once normality is restored. On the other hand, consumers who have stopped purchasing the brands during the emergency might be even more willing to repurchase them once the crisis has passed, if they feel the brands or stores were empathic and did their part to help”(p. 108). Source: Authors: 1. Eleonora Pantanoa, 2. Gabriele Pizzib, 3. Daniele Scarpib, 4. Charles Dennisc Article Title: Competing during a pandemic? Retailers’ ups and downs during the COVID19 outbreak Journal Title: Journal of Business Research Published Year: 2020 Issue: 116 Page Number: 209 to 213 Retrieved from: https://doi.org/10.1016/j.jbusres.2020.05.03 Writing Techniques with APA Citation 109

1006712 Advanced Academic English Literacy Summarized statement (with in-text citation): ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Reference: ____________________________________________________________________________ ____________________________________________________________________________ Excerpt 3/1 \"Genres pervade lives. People use them, consciously and unconsciously, creatively and formulaically, for social functions and individual purposes, with critical awareness and blind immersion, in the past and yet today. They shape our experiences, and our experiences shape them. As we study and teach these ways of acting symbolically with others, we may be approaching an understanding not just of genres but of the messy, complex ways that human beings get along in their worlds\" (p. 219). Source: Authors: Amy J. Devitt Editors: Devid Blakesley Book Title: Writing Genre: Rhetorical Philosophy and Theory Published Year: 2004 Published Place: Carbondale Publisher: Southern Illinois University Press Writing Techniques with APA Citation 110

1006712 Advanced Academic English Literacy Excerpt 3/2 a genre is “a staged, goal-oriented, purposeful activity in which speakers engage as members of our culture” (p. 86). Source: Authors: 1. James R. Martin Book Title: Language, Register, and Genre' in Children Writing: Reader Published Year: 1984 Published Place: Australia Publisher: Deakin University Press Excerpt 3/3 A genre is “comprises a class of communicative events, the members of which share some set of communicative purposes” (p. 58). Source: Authors: 1. John M. Swales Book Title: Genre Analysis: English in Academic and Research Settings Published Year: 1990 Published Place: Cambridge Publisher: Cambridge University Press Summarized statement (with in-text citation) from three sources: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ Writing Techniques with APA Citation 111

1006712 Advanced Academic English Literacy References: ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________ ____________________________________________________________________________   END OF THE CHAPTER  What have you learned from Chapter 5? Notes: _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ _______________________________________________________________________________ Writing Techniques with APA Citation 112