LCA-1012
Integrated Written
Skills, Spring 2017
Aalto University
School of Arts, Design and Architecture
Session 3
•
•
•
•
•
•
•
Writing assessment rubric (on MyCourses front page)
Teacher comments on Task 1 available by Sunday!
Peer feedback on your draft of Task 2.1
Selecting sources > Plagiarism & citing
In/formality
Analysis of your source(s) in terms of their in/formality
Application of the above to your own writing
• Homework: your draft of Task 2.1 (200 words)
19.1.2017
2
Writing Task 2.1
•Choose a designer you want to study.
•Search and select five (5) different and intriguing (!)
sources for understanding the designer’s
1. personal history,
2. ways of working,
3. body of work,
4. contemporary reception and
5. later relevance.
19.1.2017
3
Writing Task 2.1
• Name, describe and summarise the content of these
sources.
• Use your own interpretation skills for analysis and
make your personal reading.
• Relevant sources are e.g.
• documentaries,
• interviews,
• collections (videos, images and actual garments),
• books and articles,
• campaign photos,
• editorials and
• show reviews.
19.1.2017
4
Peer feedback on your draft of Task 2.1
•
Read through your neighbor’s draft. (10 mins?)
Which of the following points are already discussed in the draft?
1. personal history
2. ways of working
3. body of work
4. contemporary reception and
5. later relevance.
•
Give feedback on what is already there and how to continue.
•
Share what in your opinion has been challenging so far?
19.1.2017
5
Defining plagiarism
• In pairs, think of a definition for plagiarism.
• Why is it a problem?
• Have you heard about any famous cases of plagiarism in the
media recently?
• “The use of someone’s else’s ideas presented as your own
without proper citation.”
• In MyCourses Session 3, open the document: Plagiarism and
Citation
19.1.2017
6
Which of these is plagiarism? (Task 1)
1.
Copying a paragraph straight
from the source without any
acknowledgement
4. Composing a paragraph by taking
short phrases from a number of
sources and putting them together
with some words of your own
2.
Copying a paragraph making
only small changes, such as
replacing a few verbs or
adjectives with other words
5. Paraphrasing a paragaph by
rewriting with substantial
changes in language and
organisation, amount of detail,
and examples
3.
Cutting and pasting a
paragraph by using the
sentences of the original but
omitting one or two sentences,
or by putting one or two
sentences in a different order
6. Quoting a paragraph by placing it
in block format with the source
cited.
Examples from Swales, J. & C.Feak (2004). Academic
Wriitng for Graduate Students. Essential tasks and
skills. Adapted by Anya Siddiqi.
Plagiarism/ASiddiqi
7
Terminology: Task 2
• With a partner, take a look at the list of
terminology & the definitions on your sheet.
• Can you match the terms and definitions?
Terminology: Task 2
• Quotation:
• The exact wording of the source material (either written or
spoken). This matches the original source word for word.
• Paraphrase:
• A detailed restatement in your own words of a written or
sometimes spoken source material. Apart from the changes in
organization, wording and sentence structure, this should be
nearly identical in meaning to the original source. (It should also
be nearly the same length as the original passage and present the
details of the original.)
• Summary:
• A condensed version of a passage. This involves using your own
words and writing style to express another author’s ideas. This
should present only the most important ideas of the passage.
Terminology: Task 2
• Citation:
• a reference made in the text to a source of information.
This can be in the form of a direct quotation, summarizing
or paraphrasing.
• Reference:
• the bracketed or footnoted piece of information within the
text of your writing that provides an acknowledgment
that you are using someone else's ideas.
• Reference list:
• an organized listing of the works cited in the text, placed
at the end of the document.
• Bibliography:
• a full listing of all material consulted in relation to the
research, including any source material not directly cited
in the text, placed at the end of the document.
- University of Warwick Library
Aalto Policy against Plagiarism
• What do you know about Aalto University policy against
plagiarism?
• In MyCourses Session 3, click on the link to Aalto University
Code of Academic Integrity and Handling the Violations
Thereof
• Read through 3 Violations against Code of Academic
Integrity
• Anything new you learned? How about the consequences?
19.1.2017
11
Discussion:
1. What’s your opinion about the relationship between your
work and other people’s ideas, designs, artworks,
theories or opinions?
2. In what way are they important / unimportant?
3. Why cite & reference?
4. List the benefits you can think of that citing & referencing
others can give you at:
http://presemo.aalto.fi/integratedsession3
Why cite & reference? 1/2
1. Refer to work that leads up to the work you are now
doing
2. Allow the reader to find your research sources
3. Provide support for claims or add credibility to your
writing
4. Give examples of several points of view on a subject
5. Call attention to a position that you wish to dis/agree
with
19.1.2017
13
Why cite & reference? 2/2
6. Highlight a particularly striking phrase, sentence, or
passage by quoting the original
7. Distance yourself from the original by quoting it in order
to cue readers that the words are not your own; standard
practice!
8. Expand the breadth or depth of your writing
19.1.2017
14
Ways of citing?
• Direct quotation
• Summarizing or paraphrasing the original
19.1.2017
15
Direct quotation
• To use the exact words of an author or other source
• Should be done only sparingly
• Can be very short: one or two words, e.g. another
author's special way of naming something
• Can be an entire paragraph or passage, which you then
proceed to discuss at length
19.1.2017
16
Tips on adjusting quotes 1/4
1. If there are unnecessary words in a quote, you can omit
some by using (…) in the quote. Be sure to leave the
final version grammatically correct.
”The danger is … that by trying to avoid challenging anyone
linguistically, imagination is lost and the Eurobrand becomes the
Eurobland” (Brassington & Pettitt, 2006, p. 312).
19.1.2017
17
Tips on adjusting quotes 2/4
2. When adding something to a quote which is not in the
original you can use […]
“This [academic writing] is then further developed in their
undergraduate study” (Martala, 2006, p. 40).
19.1.2017
18
Tips on adjusting quotes 3/4
3. If a quote is more than 2-3 lines long, it should be
indented in a separate paragraph and you should not
use any quotation marks:
According to Keenan and Riches (2007, p. 114):
The Enterprise Act 2002…
xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx
xxxxxxxxxxxxxxxxxxxxxxx
(The quote continues for another four lines or longer)
19.1.2017
19
Tips on adjusting quotes 4/4
4. Indicating the use of nonstandard grammar or spelling.
Twelve-year-old Betsy Smith wrote in her diary, "Father is afraid
that he will be guilty of beach [sic] of contract."
19.1.2017
20
How to paraphrase
Original:
In the current paper we will be examining responses to a
particular type of imposter; the vegetarian who eats meat. We
chose this example because the core norm of the vegetarian is
very clear (to not eat meat), and violation of the norm is easily
recognized.
Paraphrase:
Hornsey and Jetten (2003) investigated group responses to
impostors. For the purposes of their study, the impostors were
defined as vegetarians who go against the norm by eating
meat. The “violation of the norm” in this particular situation is
easily noticed (Hornsey and Jetten, 2003, p. 641).
19.1.2017
21
How to summarize
Original:
In the current paper we will be examining responses to a
particular type of imposter; the vegetarian who eats meat.
We chose this example because the core norm of the
vegetarian is very clear (to not eat meat), and violation of
the norm is easily recognized.
Summary:
In their study to investigate responses to imposters,
Hornsey and Jetten (2003) studied vegetarians who eat
meat because their deviant behavior is easily recognized.
19.1.2017
22
Using your own words with the work of
others
There are two ways to summarize in your own words
the work of other people:
Integral (strong author focus)
Smith (2006) suggests…
Non-integral (strong idea focus)
It is important that pupils learn how to evaluate their
strengths and weaknesses (Davies, 2006).
19.1.2017
23
Going beyond ”he says, she says…”
• Academic writers need to refer to other people’s ideas
and arguments (e.g. Master’s thesis literature review!)
• BUT writing ‘Smith says...’ over and over again
= boring and repetitive!
• Using different reporting verbs
= more interesting writing AND more informative text!
Reporting verbs can indicate either:
• (a) the author’s personal viewpoint of the topic
• (b) YOUR viewpoint regarding what the author says
• (c) the author’s viewpoint regarding other authors
When citing, you should choose suitable
'reporting' verbs
• See ‘Reporting verbs-handout’ in MyCourses Session 3.
19.1.2017
25
Writers frequently intertwine summaries,
paraphrases, and quotations.
“In his famous and influential work The Interpretation of Dreams, Sigmund
Freud argues that dreams are the "royal road to the unconscious" (page #),
expressing in coded imagery the dreamer's unfulfilled wishes through a
process known as the "dream-work" (page #). According to Freud, actual but
unacceptable desires are censored internally and subjected to coding through
layers of condensation and displacement before emerging in a kind of rebus
puzzle in the dream itself (page #).”
(https://owl.english.purdue.edu/owl/resource/563/01/)
19.1.2017
26
A good technique for paraphrasing:
1.Read and then reread the original articles until you understand its full
meaning.
2.Take notes on the most essential elements of the passage.
3. Set the original aside, then write your paraphrase .
4.Check your rendition with the original to make sure that your version
accurately expresses all the essential information in a new form.
19.1.2017
27
A good technique for paraphrasing:
5. Use quotation marks to identify any unique phrases borrowed from
the original and include an internal citation.
6. Use ‘reporting verbs’ to refer to the original author.
7. Check your rendition with the original to make sure that your version
accurately expresses all the essential information in a new form.
8. Shall we practice this a bit with your Task 2.1?
19.1.2017
28
Successful communication
Product of mainly three
considerations:
1. Audience
2. Purpose
3. Form
29
Form is determined by audience and
purpose
Organisation
Style
30
Analysis of your source(s) in terms of
their audience & purpose 1/2 (10 mins)
•Who is the intended audience of this text?
•What is the purpose of the text?
19.1.2017
31
Analysis of your source(s) in terms of
their in/formality 2/2 (10mins)
• What formal (or informal features) do you find?
• Be ready to share and categorize your (4-8) examples on the
flip chart provided.
• Post your flip chart on the wall.
• Take turns sharing the findings of your group.
19.1.2017
32
In/formality: Verbs, Nouns & Other Parts
of Speech
1. Use latinate verbs instead of Anglo-Saxon (twoword) verbs
Phrasal verb (verb + particle/ preposition):
The artist aims at finding new ways of looking at the world.
(less formal style)
Latinate verbs (single-word):
The artist strives to find new ways of perceiving the world.
(academic style)
33
In/formality: Formal Grammar Style
2. Avoid contractions (-’nt, -’s, -’ve, -’d)
It’s important to be aware of the business climate and understand
the mechanics behind fashion.
If you’re just looking to get a job in the fashion industry, not a career
as a designer, you probably don’t need to go to school.
It is important to be aware of the business climate and understand
the mechanics behind fashion.
If you are just looking to get a job in the fashion industry, not a
career as a designer, you probably do not need to go to school.
34
Language Focus: Formal Grammar Style
3. Use the more appropriate formal negative forms
not ... any  no
The analysis didn't yield any new results.
The analysis yielded no new results.
not ... much  little
The government didn't allocate much funding for the program.
The government allocated little funding for the program.
not ... many  few
This problem doesn't have many viable solutions.
This problem has few viable solutions.
35
In/formality: Formal Grammar Style
4. Avoid "run on" expressions ("and so forth" and "etc.“)
A fashion designer may create sportswear, maternity wear,
outerwear, underwear, formalwear etc.
A fashion designer may create sportswear, maternity wear,
outerwear, underwear, and formalwear among other things.
A fashion designer may create different kind of apparel, such as
sportswear and underwear.
A fashion designer may create different kind of apparel, including
sportswear and maternity wear.
36
In/formality: Formal Grammar Style
5. Avoid personal pronouns "you", “we”, “I”, “people”
This is especially good for you who want to run your own
business.
You can see the stiches well in this fabric.
People usually buy these items at H&M.
This is especially good for students who wan to run their own
business.
This fabric shows the stiches well. / The stiches show well in this
fabric.
These items are commonly bought at H&M.
37
Language Focus: Formal Grammar Style
6. Limit the use of direct and indirect questions
Direct question:
How can artists influence the world around them?
Indirect question:
We should / need to consider ways artists influence our
world.
This essay considers ways artistic visions have changed
the world.
38
Language Focus: Formal Grammar Style
7. Place adverbs within the verb
Also, sneakers will continue to be extremely popular in the upcoming
year.
The soft lingerie-dressing look has evolved into strong and
powerful corsetry details slowly.
Sneakers will also continue to be extremely popular in the upcoming
year. (Midposition)
The soft lingerie-dressing look has slowly evolved into strong and
powerful corsetry details. (Midposition)
39
In/formality: Formal Grammar Style
8. Avoid the possessive -’s with inanimate objects
Because of sneakers’ versatility, you can never have too many of
them.
The athletic-inspired pieces’ influence will continue.
Because of the versatility of sneakers, you can never have too
many of them.
The influence of athletic-inspired pieces will continue.
40
Academic Style: What choices to
make?
- Grammatical Structures:
http://sana.aalto.fi/awe/style/sentence/index.html
- Vocabulary: Verbs, adverbs, nouns and adjectives
http://sana.aalto.fi/awe/style/vocabulary/index.html
-
Structured writing:
http://sana.aalto.fi/awe/style/reporting/index.html
19.1.2017
41
Analysis of your source(s) in terms of
their in/formality 2/2 (10mins)
• What formal (or informal features) do you find?
• Be ready to share and categorize your (4-8) examples on the
flip chart provided.
• Post your flip chart on the wall.
• Take turns sharing the findings of your group.
19.1.2017
42
Other online tools for writing:
- Google Scholar: http://scholar.google.fi/
”Much research has been done”
”* research has been done”
”Much research has been *”
- Academic phrasebank:
http://www.phrasebank.manchester.ac.uk/
19.1.2017
43
Writing Task 2.1
•Choose a designer you want to study.
•Search and select five (5) different and intriguing (!)
sources for understanding the designer’s
1. personal history,
2. ways of working,
3. body of work,
4. contemporary reception and
5. later relevance.
19.1.2017
44
Writing Task 2.1
• Name, describe and summarise the content of these
sources.
• Use your own interpretation skills for analysis and
make your personal reading.
• Relevant sources are e.g.
• documentaries,
• interviews,
• collections (videos, images and actual garments),
• books and articles,
• campaign photos,
• editorials and
• show reviews.
19.1.2017
45
Homework for next Thursday:
1. Bring your draft (250-300 words) to class on 26 January.
• Paraphrase, quote and summarize your sources and use some
of the reporting verbs.
• Provide a list of your sources at the end of your writing.
• Coming up next Thursday:
• Readability Principles
• Sentence Variety
19.1.2017
46