Week 5

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5.3 How Do I Maintain Academic Integrity While Incorporating Research?

Your Road Map to Success: Section 5.3

Learning Outcome 5.3: Demonstrate an understanding of how copyright law and the concepts of public domain, fair use, and open access are all foundational to appropriate citation when quoting, paraphrasing, and summarizing information.

Why is this important?

Having an understanding of copyright law and intellectual property can keep you out of legal trouble online and in school, as well as prevent other people from stealing your ideas and work. For example, Yolanda has been blogging about her family life ever since she had her first child. Since the blog has been gaining in popularity, she realizes she needs to be more careful about the images she posts. Although it is legal for her to post the family pictures she takes, she needs to consider who else might be using them and in what context. She also realizes she shouldn’t be using images from other websites without first getting permission from the owners—just as she wouldn’t want her family photos to be used on other websites without her knowledge.

How does this relate to your success in this course?

Mastering this learning outcome will help you maintain your academic integrity and avoid violating your school’s policies on academic dishonesty.

Chapter 1 briefly introduced the ACRL threshold concept information has value. Information can be considered a commodity, a method of education, a way to influence, and a means of understanding the world around you. Let’s take a closer look at how information can be considered a commodity.

The monetary value we place on certain types of information designates them as a commodity. Think of how much money you spend on the purchase of books, movies, magazines, newspapers, and cable subscriptions, not to mention Internet access. Society recognizes the amount of time, thought, and resources that go into the creation of information and places a monetary value on this process. Now think about the information you consume online. Much of it seems free to access; however, the hidden cost of doing so includes your exposure to advertising and the access you provide to your personal information, such as your browsing habits, which we discussed in Chapter 3. It’s clear, then, that all information has value. Students who are developing their abilities in the information has value threshold concept

respect the intellectual work of others by crediting the source of original ideas through proper attribution and citation; understand that intellectual property is a legal and social construct that varies by culture; articulate the purpose and distinguishing characteristics of copyright, fair use, open access, and public domain; understand how the commercial use of their personal information and online interactions affects the information they receive and the information they produce or disseminate online; and

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Copyright Rules and Exceptions

Critical-Thinking Questions 1. List three things you cannot do under copyright law. 2. What are some exceptions to copyright rules?

make informed choices regarding their online actions in full awareness of issues related to privacy and the commercial use of personal information.

Copyright, Public Domain, Fair Use, and Open Access

The concept of intellectual property helps ensure that society respects the value of original creations. According to the World Intellectual Property Organization (n.d.), intellectual property “refers to creations of the mind, such as inventions; literary and artistic works; designs; and symbols, names and images used in commerce” (para. 1). Work that is considered an author’s intellectual property is covered by copyright, a patent, or trademark. Each of these ensures that creators are able to earn recognition for their valuable innovations and contributions to society. The exact laws associated with intellectual property vary from country to country. Let’s take a closer look at copyright.

Copyright Living in the digital age offers new challenges when it comes to the access and use of information, particularly the ease with which information can be copied and shared in ways that disregard its value. This is where copyright comes in. Copyright is a series of laws and guidelines set forth by a country to protect the original works of an author. It essentially provides that the author of a work is the sole owner of the right to publish or otherwise reproduce that work. Copyright applies to the following (note that this list is not exhaustive):

text (for example, in books, journal articles, reports, webpages) images (for example, photographs, artistic works, graphs) video and moving images (for example, films, videos, television commercials) audio recordings (for example, music recordings, radio programs, podcasts) computer programs pictorial, graphic, or sculpted works architectural works

It makes no difference whether these materials are unpublished, self-published, published by a traditional publisher, or published online. Once they are created in a fixed form, they are all covered by copyright, whether or not the author has registered the work with the U.S. Copyright Office. However, authors often grant their publisher the right to reproduce their work as part of their publishing contract.

Copyright Rules and Exceptions

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Introduction to Information Literacy (https://fod.infobase.com/PortalPlaylists.aspx? wID=100753&xtid=116779)

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Given the definition of intellectual property, you might think that copyright law covers everything produced. However, quite a bit of information does not qualify for copyright protection. Here is some information not covered by copyright:

facts ideas, concepts, and principles noncreative works (phone books, URLs, maps, computer algorithms, and so on) the listed ingredients and basic steps in individual recipes works not created in a tangible form

When using a work for academic purposes, such as a research paper, you will typically not need to request permission. When in doubt, however, it’s best to request permission from the author or copyright holder first. The following sections cover options that fall outside the guidelines of copyright law. They are public domain, fair use, and open access.

Public Domain

Works that have never been or are no longer covered by copyright law belong in the public domain. Permission is not needed to use materials in the public domain. However, you must still cite the material appropriately according to the reference format required for your paper or project. This helps ensure that your audience can track the source for your information for themselves. Works that are in the public domain include works that were first published as follows:

before 1925 from 1925 to 1977 without a copyright notice placed on copies of the work from 1925 to 1963 with a copyright notice, but the copyright was not renewed from 1978 to March 1, 1989, without a copyright notice and without copyright registration within the first 5 years of publication

Fair Use According to the American Library Association (2013), fair use “allows for the use of copyrighted works for purposes of criticism, comment, news reporting, scholarship, or research” (para. 2). The goal behind fair use is to promote creativity for the benefit of society. Although fair use of a work means that you will not need to seek the author’s permission to use the work, you still need to give credit to the author through a citation.

To determine whether your use of a work qualifies as fair use, consider four criteria: your purpose for using the work, the nature of the work, how much of the work you want to use, and the effect your use will have on the market (see Figure 5.9). These four criteria can help you determine whether the material you use for an academic paper will fall under an educational fair use. As long as you do not use a substantive portion of the work (the law does not define what precise amount constitutes a substantive portion) and it is factual and/or published, you are most likely covered under fair use. However, if you took that paper and posted it to a website or blog, your paper could violate the standards of fair use, in which case you would have infringed on the author’s copyright. Also keep in mind that only a court can make an actual determination of fair use. However, when you apply the four fair-use criteria, you are using the same criteria a judge would consider in a court of law. If you need further help deciding whether your use of a work qualifies as fair use, try consulting this Fair Use Evaluator (http://librarycopyright.net/resources/fairuse (http://librarycopyright.net/resources/fairuse) ).

Figure 5.9: The fair-use four

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Student Profile: Andy

Andy’s boss tasked him with creating a PowerPoint presentation for an internal company meeting sharing the products and services offered by the company. Andy decided to enrich the presentation by adding some images he located on various websites to the slides. Since the presentation was for internal use only, Andy didn’t bother requesting permission to use the images or cite them. After the presentation, which was a huge success, Andy posted the PowerPoint to his own website. Not only will this promote his company, it will also display his creative skills to a wider audience.

Did Andy’s actions violate copyright? Most likely, his use of the images does not constitute fair use, since the images were unaltered reproductions, are creative works, and are being used commercially. Also, there’s a good chance that the copyright holder’s business model depends on licensing these images.

Open Access

Open access is the free and unrestricted access to information on the Internet. In the academic world, open access specifically refers to the free and unrestricted access to digital scholarly/peer-reviewed journal articles and research. Open access to these resources helps advance the scholarly conversation by increasing the number of people within a field or discipline who are able to view recent research and innovation. As discussed in Chapter

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Tero Versalainen/iStock/Getty Images Plus

Online purchases, web searches, and more can challenge your privacy, since cookies can track your searches and even personal information. While you research online, remember to clear your cookies and cache, and avoid letting your browser or computer retain passwords.

2, open access can also encourage the publishing of negative studies and help reduce publication bias. However, many publishers are against the open-access model. Publishers often hold the copyright of the works their authors produce and choose to restrict access unless it is purchased. Open access can significantly reduce their revenue by making previously pricey journal access available for free.

Authors who wish to share their work broadly are therefore exploring alternatives to traditional publishing, such as open access and Creative Commons (http://creativecommons.org/ (http://creativecommons.org/) ). Creative Commons is a nonprofit organization that provides modified copyright licenses that allow creators to decide how the public can use their information. At the same time, academic libraries are seeking to renegotiate their subscriptions to large databases and journal publishers to include open-access models. Following the lead of European plans that require open access to academic studies, many universities are pushing back against the current publishing model that is expensive and restrictive (Ellis, 2019).

Quite a few websites, such as YouTube, Google Images, and Flicker, now allow you to filter your search results to only those that fall within Creative Commons. You can search these sites on the Creative Commons website.

Privacy Issues

In the digital age, the amount of privacy we can expect as we consume digital information can vary and is often unclear. Often, a simple Google search on a person’s name can reveal phone number, age, address, and a list of possible relatives—not to mention any Facebook groups the person may belong to or websites they have posted to. Moreover, certain types of cookies, known as tracking cookies, can record your browsing habits, allowing your Internet browser and affiliated advertisers to use the information to tailor your Internet experience in ways you may not be aware of. Being information literate means protecting your private and personal information, along with the information of others. Fortunately, certain laws and strategies can help.

Let’s take a quick look at three privacy laws relevant to you.

The Privacy Act of 1974 prevents government agencies from disclosing your personal information without your written consent. For more information on this act, check out the U.S. Department of Justice website (https://www.justice.gov/opcl/overview-privacy-act- 1974-2015-edition (https://www.justice.gov/opcl/overview- privacy-act-1974-2015-edition) ). In 1996 the Health Insurance Portability and Accountability Act was passed to protect your medical information. One goal of this act is to make it easier to protect the confidentiality and security of your health care information. Check out the U.S. Department of Health and Human Services website (https://www.hhs.gov/ocr/privacy/ (https://www.hhs.gov/ocr/privacy/) ) for more information.

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The Family Educational Rights and Privacy Act protects the privacy of your student education records by preventing school employees from disclosing your personal information. It also ensures that your school records cannot be shared without your consent. For more information on this law, see the U.S. Department of Education website (https://www2.ed.gov/policy/gen/guid/fpco/ferpa/inde x.html (https://www2.ed.gov/policy/gen/guid/fpco/ferpa/index.html) ).

Protecting your digital information becomes increasingly important the more you use the Internet. As we explored in Section 3.3, the Internet browser you use will track your browsing habits, as will third-party websites. This tracking can result in personalized advertisements that follow you as you browse, as well as search engine results that are filtered to echo your usual browsing habits or to privilege the search engine’s top advertisers. Your personal information can also be bought and sold commercially. This access to your information is often disclosed in the privacy terms that you must agree to when you download any programs or apps. Because the policies are lengthy and written in legalese, most users agree without reading them.

The following strategies can help protect your privacy.

Clear out your cache and cookies regularly (see Chapter 3). Consider installing antispyware software on your computer. This software will scan your computer and detect whether any spyware, virus, or other security risk has gained access to it. Limit how much of your information companies can share with other companies. For more on limiting sharing, visit the Federal Trade Commission’s website on privacy (https://www.consumer.ftc.gov/articles/0222-privacy-choices-your-personal-financial-information (https://www.consumer.ftc.gov/articles/0222-privacy-choices-your-personal-financial-information) ).

The ICE Method for Crediting Outside Sources

When including outside sources in your writing, follow the ICE method:

I: Introduce

C: Cite

E: Explain

As you’ll see, you’ll use this method when you’re inserting direct quotations as well as when you’re paraphrasing or summarizing someone else’s ideas.

Introduce the Source Introduce the source by giving your readers any information that would be useful to know: Who said it? Where did this idea come from? When was it said? Remember that providing context is important so that your readers understand why the source is relevant to your work. Here are some examples of how to introduce a source.

In her review of Toyin Ojih Odutola’s art, Zadie Smith (2020) observes . . .

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Natalie Diaz (2020), celebrated poet and member of the Gila River Indian Tribe, contends . . .

In the textbook Introduction to Physical Anthropology, Lynn Kilgore (2017) states . . .

After introducing the quotation, be sure that you use a signal verb to indicate that the source’s words are next. In the examples here, you can see that “observes,” “contends,” and “states” are used to signal the source’s words. Common signal verbs include the following.

acknowledges advises agrees analyzes answers argues asserts assumes believes charges claims considers criticizes declares describes disagrees

discusses explains emphasizes expresses holds implies interprets leaves us with lists objects observes offers opposes points to presents proposes

recognizes regards remarks replies reports responds reveals says states suggests supports tells us thinks wants to wishes wonders

Cite the Source

Recall from Chapter 1 that when you cite sources, you include the author’s or authors’ last names; date of publication; and for direct quotations, the page number on which the quoted passage appears. If there is no page number, use a paragraph number when available to indicate the location of the quotation.

Quick Tip!

Taking Notes for References

Every academic discipline requires that you submit a bibliography or reference page with your paper. Recording this information in your notes will help you avoid committing plagiarism. Depending on the style you are using, different pieces of information will be needed to complete your references. Here are some key items to include in your notes when using APA Style.

If your resource is a book, make note of the author, title, publisher, date, and city of publication or URL for ebooks. For articles, make note of the author, article title, journal title, series number, volume number, and date of the publication. DOIs or URLs should also be noted for electronic articles. When using a URL, look for a permalink, permanent link, or stable URL rather than copying the URL from your browser’s address bar.

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For websites, make note of the author, title of the document, title of the complete work, name of the website, date of publication or last revision, URL, and date that you accessed the site. To cite a lecture, video, film, radio program, or other less usual source, consult a style manual to find out what information you will need to complete your bibliography or works cited page.

Precisely how do you insert this required information into your writing? You have two options. The first is to include the full or last names of the authors directly in a sentence and the year of publication in parentheses following the names. If directly quoting, include the page number where the quotation can be found at the end of your sentence. Here are some examples.

Roxane Gay (2020) points out that . . .

Roxane Gay (2020) insists, “The disparities that normally fracture our culture are becoming even more pronounced as we decide, collectively, what we choose to save—what deserves to be saved” (para. 9).

Your second option is to include all of the required information in parentheses at the end of the sentence. Here are two examples.

Some argue that the distrust of experts and science has led to the spread of false information (Niedringhaus, 2018).

According to one article, “the rise of fake news correlates with an increasing distrust of experts” (Niedringhaus, 2018, p. 98).

Notice in the preceding example that quotation marks always have a beginning and end, occurring immediately before the first word of the quotation and immediately after the last word. With the exception of block quotes, periods are always placed after the end-of-sentence parentheses, as in (p. 132). This placement ensures that the citation remains inside the sentence to which it corresponds.

Explain the Relevance

After introducing and citing the passage, you will need to explain the significance: How does this author’s idea relate to your thesis? How does this data support your paragraph’s main idea? What are you trying to show here? It is your responsibility as the writer to express your ideas clearly by interpreting the information for your readers and identifying its significance. This step is what ties your evidence to your idea and is essential to bringing the reader’s focus back to the point you are trying to make. Remember, this is your essay, so make your own ideas central to the writing.

Here is an example of the ICE method at work in a paragraph from a student’s paper:

In the beginning stages, the juvenile justice system operated according to a paternalistic philosophy.1 This can be understood through the published words of Judge Julian Mack, who had a hand in the establishment of the juvenile justice system. In 1909 he stated2 that this system should treat juveniles “as a wise and merciful father handles his own child” (as cited in Scott & Steinberg, 2008, p. 16).3 Judge Mack viewed juveniles as children first. He envisioned a system that would protect and give treatment to these young offenders so that they could become productive adults and saw no place for criminal responsibility and punishment within this system.4

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Key:

1. Background 2. Introduction of source and context on why he is an authority on this topic 3. Quoted material along with citation 4. Explanation of the quotation. As seen here, aim for an explanation that is longer than the quotation itself

by carefully unpacking the ideas contained within the quotation.

With an understanding of intellectual property and the responsible uses of it fresh in his mind, Irwin goes back to his paper and revisits his use of his sources. First, he makes sure that each thought that was not his own is cited. He also checks to make sure that he has used the ICE method to integrate his sources into his paper.

Next Irwin reconsiders the way he’s presented his evidence. He wants his own ideas to be central, with his sources providing the necessary support. He realizes that quotations are helpful in validating some of his ideas but that paraphrases and summaries will help strengthen and balance his essay.

Quoting

When presenting your research, quoting passages from your sources can be an effective way to present your findings and add support to your claims. The following are some suggestions for including direct quotations in your academic papers.

Quote only the good stuff. Remember: Less is more. Don’t pad your essay with other people’s ideas. You should not use quotations as fillers to make your page count. If a quotation doesn’t add substance to your essay, don’t use it. On the other hand, if a quotation backs up a point you’ve made, especially if it does so in language so skillful that you couldn’t possibly change it, use it! Finally, avoid using any quotation you don’t understand. The ICE method requires that you explain it, so understanding it is essential. Keep quotations short, ideally about one to two sentences. When possible, trim the quotation to a few key words or a phrase essential to getting the idea across. If you must include a quotation that is more than 40 words long, “block the quotation” by starting it on a new line and indenting it. Here’s an example.

In the graphic novel Killing and Dying, Tomine’s (2018) mother begins by describing the flight back to California:

On our previous flight, in the opposite direction, you slept and squirmed on top of my legs. What a surprise when the airline told me you were too old for that now, and I was required to purchase a seat for you. (p. 76)

Note: When you block a quotation, place the period or other closing punctuation at the end of the final sentence instead of after the parenthetical citation. For in-text citations within your paper that are not block quotes, the citation is part of the sentence, and the period follows the parenthesis.

Make sure you copy quotations correctly. Misspellings and use of incorrect grammar or punctuation affect your own credibility as a writer. A missed word here or there can also change the meaning of the quotation. Accuracy indicates care for your work and ensures that the message is received as intended. Use brackets when you alter a word or phrase from the quotation. For example: Di Domenico and Visentin (2020) conclude, “To date, these new [deepfake and cheap fake] techniques are utilized predominantly in politics, to discredit politicians or political organizations” (p. 414). The words inserted

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Paraphrasing ideas or translating information from a helpful graph from your research is often necessary for your paper. To avoid plagiarizing, read and understand the material. Then type it out in your own words and compare, and don’t forget to cite.

in this case are only there to clarify the sentence. Avoid inserting or omitting words that change the quotation’s meaning in any way. Use an ellipsis when you omit words or phrases from the quotation. Use an ellipsis (three periods in a row) when you omit any portion of a sentence. For example: Calvin Baker (2020) asserts that “our problem is not race . . . it is the calculus of integration” (p. 11). Avoid starting or ending a paragraph with a quotation. You should begin and conclude paragraphs with your own ideas. The first sentence of a paragraph—which is known as the topic sentence or assertion—should support the focus of the essay. In turn, the quotation supports the topic sentence. The last sentence of the paragraph should be part of your analysis of the quotation or a restatement of your paragraph’s main idea.

Paraphrasing

We have all watched a film or read a novel that we wanted to tell others about. When you are describing it, you most likely say what happened, how it happened, and why it happened in your own words. This is paraphrasing—using your own words to express someone else’s message or ideas.

When you paraphrase in writing, the ideas and meaning of the original source must be maintained; the main ideas need to come through, but the wording must be your own. And of course, you need to give credit to the author by citing your source. As we have mentioned, you don’t want to overuse quotes in your paper. Paraphrasing is a great alternative. To paraphrase correctly, you need to fully understand the original passage so that you can write about it in your own words.

Guidelines for Paraphrasing How do you paraphrase a source?

Read the original passage several times or until you are sure you understand it. Put the original aside and try to write the main ideas in your own words. Say what the source says, but no more, and try to reproduce the source’s emphasis. Look closely at unfamiliar words, observing the exact sense in which the writer uses the words. Avoid words or phrases that match the original too closely. If the wording of the paraphrase is too close to the wording of the original, then it can be considered plagiarism. If you choose to use exact words or phrases from the original source in your paraphrased version, surround them with quotation marks. Try to keep your paraphrased version near the same length as the original text (for example, if the paragraph you are paraphrasing is five sentences long, try to make your paraphrased paragraph five sentences as well). Even when you paraphrase, you must give credit to the original author. In your citation, you may include page numbers if available, although this is not required.

When Is Paraphrasing Useful?

You should paraphrase when

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you want to express the author’s idea but not necessarily the author’s language; you want to clarify an author’s ideas for the readers or for yourself; you want an alternative to quoting; you want to integrate information from charts, graphs, tables, lectures, and so on; or you need an authority on the topic or want to support your ideas.

Examples of Good Paraphrasing

Paraphrasing can be done with individual sentences or entire paragraphs. Here are some examples.

Original sentence: “She was an unlikely pioneer, a diminutive and shy woman, whose soft voice and large glasses hid an intellect and attitude that, as one colleague put it, was ‘tough as nails’” (Totenberg, 2020, para. 17).

Paraphrased version: Ginsburg was small and quiet, her unassuming appearance masking her determination and intellect (Totenberg, 2020).

Original sentence: “Nesting mother turtles need the  cover of darkness to climb up the beach, and hatchlings are thought to navigate to the sea by the light of the moon” (Sherlock, 2020, para. 16).

Paraphrased version: Darkness is necessary for mother sea turtles to nest on beaches, and moonlight is important for hatchlings to find their way back to the sea (Sherlock, 2020).

As you can see in the examples, the essence and meaning of the paraphrased versions and the original sentences are similar. You can apply these same methods to paraphrasing longer texts as well, as seen in the following example.

Original paragraphs:

The September jobs numbers, released by the Labor Department on Friday, confirmed what economists and experts had feared: The recession unleashed by the pandemic is sidelining hundreds of thousands of women and wiping out the hard-fought gains they made in the workplace over the past few years.

While the U.S. unemployment rate dropped to 7.9 percent in September, far below the record high of nearly 15 percent in April, a large part of that drop was driven not so much by economic growth— though there were some job gains—but by hundreds of thousands of people leaving the job market altogether. (Gupta, 2020, paras. 1–2)

Paraphrased version:

Alisha Gupta (2020) points out how the recent drop in the unemployment rate, seen from April to September, is not just the result of added jobs and an improving economy but also a result of individuals choosing to leave the workforce, many of them women, whose “hard-fought gains . . . in the workplace” (para. 1) will now be lost.

This version is properly paraphrased because it

introduces the source, reproduces the source’s main ideas, avoids matching the original too closely, encloses a key word or phrase from the original source within quotation marks, and

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includes a parenthetical citation in correct APA format.

Summarizing

Another good skill to help you incorporate research into your writing is summarizing. Summarizing is taking larger selections of text and reducing them to their basic essentials—the key ideas and main points that are worth noting. Think of a summary as the general idea in brief form.

As with directly quoting and paraphrasing, summarizing requires you to cite your sources properly to maintain academic integrity. Moreover, a summary should not change the meaning of the original source. A good summary should distill the purpose and main points of the original source. In the case of an annotated bibliography summary, however, a citation is not needed, since the summary accompanies a complete reference.

Components of a Good Summary Follow these components of a good summary.

Write in the present tense. Make sure to include the author and title of the work. For example:

In A More Perfect Union, Calvin Baker (2020) . . .

In Stephen King’s 1977 horror novel The Shining, . . .

In Emily Dickinson’s poem “Because I Could Not Stop for Death,” . . .

Be concise: A summary should not be equal in length to the original text. Include two to three main points of the text or work. Include the conclusion or the final findings of the work. If you must use the author’s words, enclose them in quotation marks. Don’t insert your own opinions, ideas, or interpretations into the summary. The purpose of writing a summary is to accurately represent what the author wanted to say, not to provide a critique. Follow the summary with a citation of the source.

When Is a Summary Useful?

You should summarize when

you want to give an overview of a source’s main ideas or points, you can express a source’s ideas or points in fewer words than the original text, you need to give a brief synopsis of more than one source, or you want an authority on the topic to support your ideas.

Developing an annotated bibliography will require that you summarize all of your sources. The skills you apply to your annotation summaries can also be applied to any summaries you incorporate into your other written assignments.

Examples of Good and Bad Summaries

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When you summarize, be careful that you do not put your own spin on what you write. This is important because the goal of a summary is to be as brief and accurate as possible.

For example, here is an example of a bad summary about Pixar’s popular movie Finding Nemo:

So there’s a film in which a man’s wife is brutally murdered by a serial killer and his son is left physically disabled. In a twist of events, the son is kidnapped and kept in a tank while his father chases the kidnapper thousands of miles with the help of a mentally challenged woman. Finding Nemo is quite the thriller.

This is an example of a bad summary because it is misleading. It also contains opinion and twists the events of the story into something it is not. Pixar’s Finding Nemo is not a thriller or horror story as described in the preceding example; it is an animated children’s movie about fish.

Here is a stronger summary of Finding Nemo:

Pixar’s Finding Nemo is a story about Marlin, a clown fish, who is overly cautious with his son Nemo, who has a damaged fin. When Nemo swims too close to the surface to prove himself, he is caught by a diver, and a horrified Marlin must set out to find him. A blue reef fish named Dory, who has a really short memory, joins Marlin, and together they encounter a host of ocean dangers. Meanwhile, Nemo plots his escape from a dentist’s fish tank where he is being held. In the end, Marlin and his son Nemo are reunited, and they both learn about trust and what it means to be a family. (Unkrich & Stanton, 2003)

This summary is stronger because

it is accurate and factual, it states the main characters and events of the story, it reveals the important plot points without giving too many details, and it shares the conclusion and moral of the story without twisting the meaning.

This is also an effective summary because

it states the producer, year, and title of the work; it is clear and understandable to readers; and it includes a parenthetical citation in correct APA format.

Section 5.3 Knowledge Check Quiz

1. For a work to be considered a person’s intellectual property, it must be __________. A. recognized as a valuable literary or artistic contribution to society B. an intangible creation of that person’s mind, such as a theory or an idea C. created by that person in a tangible form

2. In the ICE method for crediting outside sources, what does the “ICE” stand for? A. Introduce, Create, and Exemplify the source B. Introduce, Credit, and Explain the source C. Introduce, Cite, and Explain the source

11/21/21, 2:25 AM Print

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3. The distillation of a larger written work into its key ideas and main points is known as a written __________.

A. paraphrase B. summary C. quotation

Answers 1 (C), 2 (C), 3 (B)