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Basics of Reflective Essay Writing: Part 2 (Citing Sources)
Avoiding Plagiarism (Using sources correctly)
You are required use sources (readings) correctly when writing your essays. Here is some
critical information about using sources.
Footnotes have been replaced in most US academic disciplines with endnotes. That’s what the
things in parenthesis are called in your papers.
The purpose of having endnote citation is to show a reader what information comes from an
outside source and what comes from the writer of the academic paper. The two types of
information are blended into a unique idea that you (the writer) have made. Done correctly,
your essay is like no one else’s, because only you have your own ideas and only you will pick out
the quotes and paraphrases you have chosen. Only you combine them in the way that you do.
And only you connect these ideas to your particular experiences. So, we use the end notes to
show where we get information from. Every sentence that uses an idea or words from a source
MUST have a citation.
First, some definitions and examples:
Source (or reading): This can be anything you read, either in this course or online (websites).
This also includes lectures. Here is an example of part of a reading from the first unit:
Teachers should incorporate various types of cultural materials (McKay, 2002)
◦ Target culture materials
◦ Source (home) culture materials
◦ International target culture materials
The above comes from Joan Shin’s article in Unit 1. If you want to use the material from this
source, you would need to cite it.
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Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
Here is another example of part of a reading (source):
Apart from the characteristics stated above, it is also very important to remember that
children:
learn by doing
All kinds of activities and materials such as arts and crafts, “making” things, etc. must be part of
our teaching. We do not know how the acquisition of the language takes place, but experience
shows that children who use the language for doing or making something, seem to fix the
language more easily.
In this sense, though, it is important to find the balance between the amount of time devoted
to the activity proposed and the amount of language that such activity generates. For example
it would be wrong to devote an important part of the teaching time to drawing, cutting out, etc.
if no language or only very little language is involved in the activity.
can’t concentrate for a long time
Therefore the materials presented have to be varied and they must be changed often within
one class. Otherwise the children will get tired and will not be able to follow.
do not analyse the language
Any materials focusing on the analysis of the language have few possibilities of succeeding in a
class of young learners: children look for meaning when learning the language.
are happier with different materials depending on the natural baggage they have on the
different intelligences
The teacher must cater for those differences and preferences and present the language in a
variety of ways, using different materials, in order to make the language accessible to the
different types of learners in a particular group class. Visuals, audio material, etc. will help
different children to understand and use the language presented much more easily.
can’t remember things for a long time if they are not recycled
So, the materials used in class must reuse the language in different situations at short intervals.
This implies that the teacher should never think that a particular topic has been ”covered”. The
same language used in that topic should be used again in the near future in a different
situation.
The example above comes from an article by María José Lobo called “Materials in the
Classroom with Children” written in 2003.
Now let’s see what to do with these examples!
Quote (noun or verb) / quotation (noun): exact words taken from a reading – can be just one
word or part of a sentence or a whole sentence. You must use double quotation marks around
the exact words. You must cite in your text and in the reference list.
Examples (from the readings above):
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University of Oregon.
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1) One thing I consider when choosing materials is that young students “can’t remember
things for a long time if they are not recycled” (Lobo, 2003).
2) I also keep in mind Lobo’s (2003) point that young students “can’t remember things for
a long time if they are not recycled” when I am choosing materials.
Sometimes the citation comes at the end (like the first one) and is not part of my sentence, but
sometimes the citation is PART of my sentence (like the second one).
Note: Sometimes the source has more than one author.
Curtain, H. A., & Dahlberg, C. (2000). Planning for success: Common pitfalls in the planning of
early foreign language programs. Washington, D.C.: ERIC Clearinghouse on Languages and
Linguistics. (ERIC Document Reproduction Service No. EDO-FL-00-11).
So, when you quote or paraphrase, you need to give BOTH names, but the punctuation will be
different depending on whether the names are part of the sentence or at the end:
•
•
One significant shortcoming is related to “ignoring the needs of students who enter the
program in later grades” (Curtain & Dahlberg, 2000).
Curtain and Dahlberg (2000) claimed that a major problem is “ignoring the needs of
students who enter the program in later grades”.
Paraphrase (noun or verb): an idea or concept or example taken from a reading. To paraphrase,
you need to change all the words and the grammar. You must cite in your text and in the
reference list.
Example (from the reading above):
When I use materials, I try to use McKay’s (2002) suggestion to have a great variety of cultural
materials (cited in Shin, 2010).
In this paraphrase, Shin is MY source and McKay is hers. However, I need to show that, so I have
a citation of a citation.
Cite (verb) / citation (noun): information that tells the reader what the source is for the idea
(paraphrase) or words (quote). There are two kinds: in-text and full.
In-text citation: a citation in your writing. Includes the author’s last name and the year of
publication. See quotes and paraphrases above for examples.
Full reference: a citation at the end of your paper, in the reference list. Includes all publication
information.
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
Example:
Shin, J. K. (2010). Unit 1: Introduction to teaching English to young learners [PowerPoint Slides].
Retrieved from ELC 688 Blackboard course: http://blackboard.umbc.edu.
Reference list: the complete list of all sources used in your writing. Put this list in alphabetical
order by last name. Use “hanging indent”. The following example includes ALL the sources from
Unit 1, but you would just include the ones you actually use in your paper. If you use other
sources besides what’s in the course, you’ll need to figure out what KIND of source it is and look
it up on a list (here is an example of that from UBC).
Example:
Curtain, H. A., & Dahlberg, C. (2000). Planning for success: Common pitfalls in the planning of
early foreign language programs. Washington, D.C.: ERIC Clearinghouse on Languages
and Linguistics. (ERIC Document Reproduction Service No. EDO-FL-00-11).
http://www.cal.org/resources/digest/0011planning.html
Gilzow, D.F. (2002). Model early foreign language programs: Key elements. Washington, D.C.:
ERIC Clearinghouse on Languages and Linguistics. (ERIC Document Reproduction Service
No. EDO-FL-02-11).
http://www.cal.org/resources/digest/0211gilzow.html
Nunan, D. (1999). Does younger = better? TESOL Matters, 9(3), 3.
http://davidnunan.com/presMess_99Vol9No3.html
Pinter, A. (2006). Policy: Primary ELT programmes. In Teaching young language learners (pp. 35
- 44). Oxford: Oxford University Press.
Shin, J. K. (2010). Unit 1: Introduction to teaching English to young learners [PowerPoint Slides].
Retrieved from ELC 688 Blackboard course: http://blackboard.umbc.edu.
Last names and First names
In order to cite correctly, you need to know the difference between a last name and a first
name.
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
In English, we normally write our names like this:
•
•
•
•
Colleen Renee Grisham (First Middle Last)
Colleen Renee Grisham-White (First Middle Last – hyphenated name)
Colleen Grisham (First Last)
Colleen Grisham-White (First Last – hyphenated name)
A hyphenated name shows the person’s unmarried last “family” name (Grisham) and the
married “family” name of the husband (White).
You will see authors’ names written like this when you read the articles. This is the normal way
we write them.
This is important because you use the last name in the in-text citation, and you must
alphabetize the reference list according to the last names.
However, in the reference list, you don’t write the names the “normal” way. We change the
order and use a comma to show that we have changed the order:
•
•
•
•
Grisham, Colleen Renee (Last, First Middle)
Grisham-White, Colleen Renee (Last – hyphenated, First Middle)
Grisham, Colleen (Last, First)
Grisham-White, Colleen (Last – hyphenated, First)
I’ll help you figure this out by showing you what your in-text citations and citations in the
reference list should look like.
Why you need to avoid plagiarism
There are many reasons why you need to cite correctly. I think that Joy M. Reid does a good job
of talking about it in her book Essentials of Teaching Academic Writing. Here is what she says:
(Reid, 2006, p. 88-9)
Legal (and cultural): You need to give credit to the original author (or speaker) because if you
don’t, you are “stealing” their ideas and presenting them as your own. There are many famous
examples of this in “every day” life.
Social: There are two social reasons. The first is as a courtesy to your reader – they can easily
find the source you’ve used and read it themselves. Second is that you are lending credibility to
your ideas and opinions. In this class, we use the sources as support for the experiences we’ve
had.
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
Political (academic): “Using a variety of sources demonstrates to the instructor/evaluator of the
paper that the student writer is capable of researching a topic and giving credit to each
research source. Citing sources is therefore beneficial in the testing process of academic
writing” (Reid, 2006, p. 89).
Examples of Plagiarism
There are many types of plagiarism. These are some examples:
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•
•
•
•
•
•
Taking exact words from a source without putting quotation marks around them (even one
or two exact words) needs “quotation marks”
Putting quotation marks around something that is not a quote
Citing the wrong source (often happens when citing a citation)
Paraphrasing incorrectly (too close to the original)
Not giving a full reference list at the end: It is important to provide the full citation of each
source you use. I will compare this list to the in-text citations you have used. The
full citation allows me to find the source myself. It also helps me to see if you are
doing “citations of citations” correctly. Even if you are only using sources from
our course, please list them properly at the end of the essay and when you use
them in your text!
Not citing a lecture
Not citing a paraphrase
Intentional versus Unintentional Plagiarism
Often, students are in a hurry or are nervous about an assignment. They are worried about
their writing skills. They do lots of research and find good information, which they want to
include in their writing. Sometimes, though, they take exact words without putting quotation
marks around them. Or they forget to put a citation. Or they have read something that they
don’t think needs to be cited (for example, an online lecture). Or they simply don’t know the
rules for how to properly use sources. This is UNINTENTIONAL plagiarism.
More rarely, students know that taking exact words from a source is wrong, but they do it
anyway. They might get someone else to write a paper for them if they don’t have time. Or
they might find something on the Internet, copy it and submit it as their own. This is
INTENTIONAL plagiarism.
The important thing to remember about intentional versus unintentional plagiarism is that your
reader can’t tell the difference! All plagiarism looks intentional. Not knowing the rules won’t be
an effective defense (even if it is true!). So after you’ve read this, read websites about avoiding
plagiarism.
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
Consequences for plagiarism are serious. Because it’s impossible to tell the difference between
intentional and unintentional plagiarism, your grade may suffer because you don’t know the
rules. In this class, you will receive a 0 for any assignment with any plagiarism. You will be asked
to write the essay over in its entirety. If you plagiarize more than once, you may simply get a 0
on an assignment without the possibility of a rewrite. You may also not receive credit for the
entire course. However, we don’t allow things to get that out of control. Most of the time, a
rewrite or two is all that is necessary. But that’s a lot of work. Better to do it right the first time!
If you plagiarize even one small time in your writing (even unintentionally – remember the
reader can’t tell the difference), it throws that entire piece of writing into question, along with
all the other writing that you have done or will do. It will indicate that you don’t, in fact, know
how to write academically. So do all that you can to avoid this disaster!
Other things you can do incorrectly
Although not plagiarism, the following represents misuse of a source:
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Quotes that are too long (about 1 typed line per paragraph is about right)
•
Putting quotes in italics (use double quotation marks around them instead)
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Stringing together too many quotes or paraphrases (all quotes and paraphrases should be
introduced first and explained after)
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Using a quote as a topic sentence
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Using “un-academic” sources: Other student writing, general webpages, using papers from
“paper-writing services”.
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Putting two citations (one as part of your sentence and another at the end). You only need
to do one of these. You don’t need to do both.
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Not understanding the type of source that you’re using, and thus not providing a full
citation.
•
You need to find a balance in your body paragraphs. You want only about two quotes or
paraphrases (or one of each) per paragraph. Three sometimes works, but think
carefully about it. Make sure you’re including your own examples (about two) in
each paragraph.
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
Golden rule of citing: If you did not know a fact before you read it or did not know a concept’s
name or idea before you read it, you need to cite that in your paper.
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•
•
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•
If you use exact words (even one or two) you must put quotation marks around them.
If you have a quote, you must have a citation.
If you have a paraphrase, you must have a citation.
Provide a full list of citations at the end.
Use crediting verbs to help you. Crediting verbs go with the name of the author as part of
your sentence. They are words like: wrote, explained, pointed out, argued,
examined, clarified, called attention to, referred to, asked, remarked, gave
examples of
Your writing is not like undergraduate research writing. In undergraduate work, the writing
relies very heavily on the sources. There it is OK to have whole paragraphs that discuss what the
readings say.
Your writing is the graduate-level type. This means that YOU are the primary expert. Your
ideas and examples are paramount. The information from sources is just there to support what
you know. This makes the writing a bit different. You will use sources a bit less than the average
research paper. Keep this in mind if you are looking at research paper samples.
Indeed, your writing should look more like the journal articles that we read. The primary
“voice” is the person writing the article. They use sources to support their ideas. Note this as
you are reading the articles.
A note on “academic tone”
I know I’ve given you lots of advice here, but I have a bit more. It has to do with the words that
you choose when writing.
Our writing is “academic”. That means that it’s formal. It’s different than what you write on the
discussion boards or what you see in the lectures.
For example
In the lectures, you’ll probably see things like YLs and Ss. These are abbreviations for “young
learners” and “students”. Do not use these abbreviations in your writing.
Do not use contractions such as “can’t”, “don’t”, “aren’t” etc.
Don’t use “etc” and don’t use the ellipses (…). Either say it or don’t say it.
Do not start sentences with “and” or “but”. These are coordinating conjunctions (see
http://web2.uvcs.uvic.ca/elc/StudyZone/330/grammar/coconj.htm ) and they connect two
independent clauses. You put a comma before them, not a period.
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
Review the differences between coordination and subordination:
http://www.chompchomp.com/terms/coordinatingconjunction.htm
Avoid fragments. Fragments are commonly made with the phrases “for example” and
“because”. Please review at: http://www.chompchomp.com/terms/fragment.htm
When talking about teachers and students, use the plural “teachers” or “students” instead
of “teacher” or “student” whenever possible. If you use “teacher” or “student”, you’re
forced to use “he/she”, which is awkward. Just use the plural, so you can use “they”.
Two very common errors I see are run on sentences and comma splices. A run on sentence
is not a long sentence. It is a sentence that should be two sentences. For a review of runons and comma splices, see:
http://grammar.ccc.commnet.edu/grammar/runons.htm
http://www.writefix.com/argument/fragments.htm
Many websites say that it’s ok to fix run-on sentences and comma splices with a semi-colon (;).
Sometimes this is true, but very rarely. Most native-English speakers don’t know how to
properly use semi-colons, so they don’t. If you’re using them (even if you’re using them
correctly), it makes you look less like a native English speaker! The irony!
If you’re wondering, here’s a website that talks about using a semi-colon:
http://web2.uvcs.uvic.ca/elc/StudyZone/410/grammar/colons.htm
Finally, academic writing does not use slang, nor does it use contractions.
Here is some more advice about tone: http://ocw.mit.edu/NR/rdonlyres/Foreign-Languagesand-Literatures/21F-222Expository-Writing-for-Bilingual-StudentsFall2002/2D697903-1A894094-93BD-94B424EA2375/0/wgacademic_language.pdf
One thing that is a bit different for this class is the use of “I”. Since YOU are the primary expert
for this writing, you will be using “I” and “my” quite a bit. Don’t be nervous about that. It’s the
difference between undergraduate writing and graduate writing. You are doing graduate
writing, so you will need to “insert” yourself more into the writing than you would if you were
an undergraduate.
In addition, you want to avoid “wordiness”.
Example (too wordy):
The course has instilled and fortified realization to take into consideration many effective
channels for motivating and inspiring the imaginative child to English language learning.
Less wordy:
This course has helped me find ways to motivate and inspire my young learners to learn English.
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
You also want to avoid long “lists” of ideas.
Example:
The EFL center as an independent institute/organization will have such major functions to
perform as arranging Workshops/seminars for EFL primary teachers regularly/consistently
where the participants will have access to free training facilities in line with new methods;
preparing teacher trainers for regular provision of trainers of EFL teachers of primary to high
schools in the district, adjacent tribal region and underdeveloped districts; preparing effective
plan of regular in person (teacher trainer) visit to the primary and high schools of the district
and adjoining areas to have regular communication with EFL teachers, have feedback of their
performance, and prepare reports on their requirements and performance for onward
submission to concerned bodies/persons in the school set up; providing latest material for
teaching, teaching methodologies in the forms of pamphlets, handouts, books, CDs for their
consistent improvement along new lines; ensuring community involvement in language
learning process (Shin, 2006) To use local print and electronic media for EFL program and their
utility to the public.
This “paragraph” is one long sentence that is really just a list. It is not reader friendly and
doesn’t develop an idea. It is better to use just one or two examples from a source and relate
an experience you’ve had with that example. When, for example, have you participated in a
seminar? What were the results? Better to talk about that than simply make a long list that has
no connection to your experiences.
And please don’t use bulleted lists. Write paragraphs instead!
Wrong:
The other approaches that educator should adopt are as under:
1. His/her first step in a new class of YLs and VYLS should be to have a comprehensive
need analysis. A class is generally composed of heterogeneous/homogenous individuals
with diverse diagram background EL efficiency and aptitudes. The analysis would help
the educator to frame/plan lessons that addressed the individuals and collective
requirement of the class
2. Establish routines (Carol Read).
3. Establish real life contexts. Copied/printed/taken/drawn form TV program, internet,
items of daily use, pictures, posters. Real life context would be form over more valuable
than fantasy.
4. Distribute work in groups composed of students of same/different levels.
5. Initiate projects, preferably related to the community services to develop good
personality traits in learners.
6. Organize lessons along integrated thematic units (Shin).
7. Integrate EL learning with other school subjects preferably in first language to create
real life context (Shin).
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
Right:
There are several other useful approaches that an educator should adopt. The first one
is to analyze the students in the course. This means doing formal and informal assessments and
surveys to see what the students needs are. For example, in my courses, students fill out a
survey on the first day to indicate what other writing experiences they have had. Another
approach is to make sure that routines are established. Read (2003) described how routines will
put students at ease and help keep order in the classroom. Therefore, in my courses, students
know that I will always write the day’s activities and goals on the board on the left and the
homework will be written on the right side at the end of class. They also know that the first ten
minutes of class is devoted to journal writing, so they can come in and start writing as soon as
they get settled. A third really good approach is creating thematic units. A thematic unit allows
an instructor to connect many lessons together, so vocabulary and content is recycled several
times (Shin, 2010). This allows students to retain more of the language. I use this idea by
creating themes that last two weeks and designing lessons around that theme. One example
was my listening and speaking course, where students spent two weeks making “news
broadcasts”. They did research on what TV news looked like, worked in groups, wrote the
stories and recorded them. The news programs were then presented to the other classes. Not
only did they practice many skills, but their hard work was appreciated by all.
Notice that I didn’t write about everything – I was choosy. And I made sure to integrate the
information from sources with examples from my experience, making my paragraph unique.
Websites to Help you with Citation, Quoting and Paraphrasing
Here are important websites that you should read carefully. You don’t have to read them all at
once, but look at about one a day until you get through them all! Some are used just as
references when you have a question, but some are more explanatory and you’ll just have to
read it and get the ideas. Email me if you find something you don’t understand or want more
information on.
How to cite your quotes and paraphrases
1) http://library.concordia.ca/help/howto/apa.php
2) http://owl.english.purdue.edu/owl/resource/560/01/
a) This is the first of several pages. Go down to the bottom to see the links to the other
pages for more information
3) http://www.library.ubc.ca/ubco/apastyle.html
a) This shows examples of different kinds of sources. You have to know what kind of
source you’re dealing with before you can cite it correctly.
4) http://www.lib.sfu.ca/help/writing/apa
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
a) This list has comments that seem helpful
5) http://www.liu.edu/cwis/cwp/library/workshop/citapa.htm
a) I like this website because it uses color. It’s nice and basic, too.
6) http://www.kwantlen.ca/__shared/assets/apacitation8199.pdf
a) On page 2 of this website, they talk about what to do if you are citing a citation that a
secondary source has given. Very important!
Avoiding Plagiarism
1) http://owl.english.purdue.edu/owl/resource/589/01/
a) Purdue OWL has good information on what plagiarism is and how to avoid it
2) http://www.unc.edu/depts/wcweb/handouts/plagiarism.html
a) This site talks about why you shouldn’t plagiarize
3) http://www.engl.niu.edu/comskills/students/plagiarism/Plagiarism.html
a) An essay on how to avoid plagiarism and why you should avoid it
Quoting and Paraphrasing
1) http://www.uhv.edu/ac/research/write/pdf/quote.pdf
a) This nicely talks about when to quote and when to paraphrase
2) http://www.higherscore.ca/downloads/Higher%20Score%20Free%20Advice%202%20%20Paraphrasing.pdf
a) A nice handout on the steps of paraphrasing
Integrating quotes and paraphrases smoothly
1) http://english.uno.edu/writing/docs/INTEGRATING%20SOURCES%20IN%20RESEARCH%20P
APERS.rtf
a) Shows fairly good examples of how quotes and paraphrases can fit into your writing
2) http://www.nwciowa.edu/writingcenter/handouts/citing_sources_mla.pdf
a) Has rather a mix of stuff, but on page 3 of the document has nice ideas for introducing
the quote.
3) http://dana.ucc.nau.edu/bde6/eng105/handouts/integratingsources.pdf
a) This document talks about the very important point of making sure your quotes aren’t
just “speaking for themselves” but that you are explaining to your reader why they are
there.
Concise Writing
1) http://grammar.ccc.commnet.edu/GRAMMAR/concise.htm
a) lists of words that you can omit; links to practice at the bottom
2) http://writing2.richmond.edu/WRITING/wweb/concise.html
a) Has four simple steps to editing your writing for conciseness
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.
http://umbc.uoregon.edu/eteacher/
3) http://www.hodu.com/concise.shtml
a) Some other ways to achieve conciseness
Unity and Coherence
1) http://papyr.com/hypertextbooks/comp1/coherent.htm
a) Describes ALL the factors that contribute to coherence and address the complexity of
the issue
2) http://www.writingcentre.ubc.ca/workshop/tools/unity.htm
a) Examples that are and are not: Emphasizes transitions to create coherence
3) http://lrs.ed.uiuc.edu/students/fwalters/cohere.html
a) Explains changes in terms of major and minor. How to make the changes.
Coherence
1) http://english.byu.edu/writingcenter/pdf/paragraph-unity-and-coherence.pdf
a) Discusses the CRITICAL idea of “old/new” (page 2), which most websites ignore.
2) http://www.wlu.ca/forms/917/Paragraph_Writing_1.pdf
a) More focus on “old/new”
3) http://www.dartmouth.edu/~writing/materials/tutor/problems/paragraphs.shtml
a) A fantastic way to check for coherence (finding the subjects)
4) http://www.cameron.edu/~carolynk/par_coherence.html
a) Has nice list of things to keep in mind. Specific.
5) http://www.imoat.net/handbook/p-cohere.htm
a) This is the starting page with the examples. There are links to other pages, but you must
go back to the starting page to click on the next one.
6) http://www.csbsju.edu/writingcenters/handouts/paragraph_coherence.htm
a) Example with explanation and a list of questions to ask
Paragraphs and Paragraphing
1. http://owl.english.purdue.edu/handouts/general/gl_pgrph2.html
a. Reminders of the elements of paragraphs, of which unity and coherence are two.
Comma Splices/Run on Sentences
http://www.utoronto.ca/ucwriting/commasplice.html (comma splices)
Final Note
Your quotes and paraphrases must be well integrated into your paper. See some of the
websites above, but also make sure to look at:
http://oasis.qatar.tamu.edu/_files/Introducing_and_Explaining_Source_Material.pdf
The E-Teacher Scholarship Program is a cooperative grant agreement between the U.S.
Department of State ECA/A/L; the University of Maryland, Baltimore County; and the
University of Oregon.