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(1) Integrating Resources-2
Integrating Resources-1
It is the proper documentation of information, phrases, data, images, and/or ideas of other writers’ published sources (secondary sources) into your own technical report without plagiarizing.
Integrating resources requires giving credit to the original source by citing it at two places inside technical report:
1. Back matter of report (reference list)2. Body of report (in-text citation)
What is Meant By Integrating Resources?
1. To provide background information that is relevant to the writer’s topic
2. To provide supporting details
3. To expand the breadth or depth of writer’s report
4. To give examples of several points of view on writer’s ideas
5. To refer to other writers’ work that leads up to the ideas presented in the technical report
6. To call attention to the position that the writer agrees or disagrees with in the technical report (to add credibility to the technical report)
Why Integrate Resources?
Techniques to Integrate Borrowed Text: Information, Phrases, Ideas1. Quotation (word-by-word match of writing of others)
- Use “exact words” of the borrowed text.- Use quotation marks to surround the borrowed text.- Introduce the quoted text and show its relation with your writing.- Applied for a short segment of the borrowed text.
2. Paraphrasing (new expression of writing of others)- Use your own words and structure to re-write the borrowed text.- Retain message, ideas, details, and sequence of borrowed text- Applied for an entire passage
3. Summarizing (outline of writing of others)- Use your own words and structure to re-write the borrowed text.- Retain message and main ideas of borrowed text- Applied for one or more passages from one or more resources
Techniques to Integrate Borrowed Text: Information, Phrases, Ideas
Guidelines- Proper paraphrasing is a genuinely new expression, not merely a trivial rewording of the original passage. Thus, it is vital that the structure and the vocabulary are not too similar to the original.
- Unacceptable paraphrase is usually caused by making only superficial changes to the borrowed text, such as replacing some of the words with synonyms or changing the sentence order (the paraphrase remains so close to borrowed text). It shows the student does not understand the borrowed text.
- Summaries are significantly shorter than the borrowed text and take a broad overview.
- Avoid interjecting your own analysis or opinions when paraphrasing or summarizing. Your analysis or opinion can be followed after that.
1. Read passage several times until you understand it as a whole. - Do not pause to write down specific ideas or phrases- Do not copy slabs of text or phrases from passage- Without understanding, you will only end up copying passage
2. Put passage aside so you can not read it, and then rewrite the borrowed text in your own words as if you are restating original passage to someone else who is unfamiliar with it.- Paraphrasing: focus on ideas, details, and sequence- Summarizing: focus on ideas only
3. Check your version of writing against original passage- Your writing captures the full meaning of passage- Your writing accurately includes all vital information in a new form. - Your writing does not contain exact phrases from passage
Good Practice for Effective Paraphrasing and Summarizing
Recent advances in robot engineering has significantly improved the performance of robots, as stated by Wagner in describing a new robot that it can “ walk, run or climb on rough terrain while carrying large loads of equipment ” (Wagner, 2008).
Quotation marks
In-text Citation
Integrating ResourcesOriginal resource: Wagner, A. (2008). New Developments in Robotics. Computer Simulations, 112, 210-219. Retrieved May 6, 2010, from http://www.comsim.com
The Big Dog, which is the size of a large dog, can walk, run or climb on rough terrain while carrying large loads of equipment, according to manufacturer Boston Dynamics, a robotics and human simulations developer. It has an on-board computer that controls its legs, keeps it balanced to steer and navigate and manages a suite of sensors. 1. Quotation (word-by-word match of writing of others)
Introduce Quote
The Big Dog is a new robot which can be used to carry equipment in all regions. It uses its computer for balance while moving and for controlling its on-board sensors (Wagner, 2008).
Integrating ResourcesOriginal resource: Wagner, A. (2008). New Developments in Robotics. Computer Simulations, 112, 210-219. Retrieved May 6, 2010, from http://www.comsim.com
The Big Dog, which is the size of a large dog, can walk, run or climb on rough terrain while carrying large loads of equipment, according to manufacturer Boston Dynamics, a robotics and human simulations developer. It has an on-board computer that controls its legs, keeps it balanced to steer and navigate and manages a suite of sensors. 2. Paraphrasing (new expression of writing of others)
Idea(s): Big dog is a new robotDetails: Uses of big dog, and features of big dog
A new robot, the Big Dog, with advanced feature has been developed for several applications (Wagner, 2008).
Integrating ResourcesOriginal resource: Wagner, A. (2008). New Developments in Robotics. Computer Simulations, 112, 210-219. Retrieved May 6, 2010, from http://www.comsim.com
The Big Dog, which is the size of a large dog, can walk, run or climb on rough terrain while carrying large loads of equipment, according to manufacturer Boston Dynamics, a robotics and human simulations developer. It has an on-board computer that controls its legs, keeps it balanced to steer and navigate and manages a suite of sensors. 3. Summarizing (outline of writing of others)
Idea(s): Big dog is a new robotDetails: Uses of big dog, and features of big dog
Paraphrasing and summarizing are valuable skills because they help writers control the temptation to quote too much information and, thus, improve the quality of writing. Quoting should be limited and there should be good reasons to quote borrowed text, as some writers recommended that “ only about 10% of your final report should appear as directly quoted matter ” (Lezley & Sam, 1986).
Integrating ResourcesOriginal resource (adapted from the OWL at Purdue):Lezley, D., and Sam, K. (1986). Documenting Resources. New York: Vintage Books.
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final technical report. Probably only about 10% of your final report should appear as directly quoted matter to ensure its readability. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes.
1. Quotation (word-by-word match of writing of others)
In technical reports, some students often quote excessively. Thus, they fail to keep quoted material down to an acceptable level of about 10% of their report for clarity. Since the problem usually originates during note taking, it is vital to minimize the material recorded verbatim (Lezley & Sam, 1986).
Integrating ResourcesOriginal resource (adapted from the OWL at Purdue):Lezley, D., and Sam, K. (1986). Documenting Resources. New York: Vintage Books.
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final technical report. Probably only about 10% of your final report should appear as directly quoted matter to ensure its readability. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes.
2. Paraphrasing (new expression of writing of others)Idea(s): Overuse of quotations in technical reportsDetails: reason, limit quotes to 10%, recommended practice
Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a technical report (Lezley & Sam, 1986).
Integrating ResourcesOriginal resource (adapted from the OWL at Purdue):Lezley, D., and Sam, K. (1986). Documenting Resources. New York: Vintage Books.
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final technical report. Probably only about 10% of your final report should appear as directly quoted matter to ensure its readability. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes.
3. Summarizing (outline of writing of others)Idea(s): Overuse of quotations in technical reportsDetails: reason, limit quotes to 10%, recommended practice
Students often use too many direct quotations when they take notes, resulting in too many of them in the final technical report. In fact, probably only about 10% of the final report should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.(Lezley & Sam, 1986).
Integrating ResourcesOriginal resource (adapted from the OWL at Purdue):Lezley, D., and Sam, K. (1986). Documenting Resources. New York: Vintage Books.
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final technical report. Probably only about 10% of your final report should appear as directly quoted matter to ensure its readability. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes.
Word-for-word Plagairism
Learning is not an individual activity and researchers should acknowledge the efforts of their peers. Most of the new discoveries take advantage of the work done by other researchers and their findings. The learning process is a long tradition passed on from generation to the next. Acknowledging the source of ideas gives recognition to the intellect of others and shows a well-deserved appreciation of their contributions (source) .
Integrating ResourcesOriginal resource (adapted from Cal State San Marcos
Library):Intellectual honesty is the admission that humanity is linked together in a kind of collective learning process. Very little is discovered "de novo," that is, without a solid foundation in other researchers' previous exploration and understanding. Citation is an act of humility and an act of appreciation for what other scholars have pieced together about the nature of a particular problem or an aspect of some phenomenon.
2. Paraphrasing (new expression of writing of others)Idea(s): Intellectual honestyDetails: definition, contributions and understanding of other researchers, acknowledgment of peers
Intellectual honesty is the admission that humanity is linked together in a kind of joint learning process. Not very much is discovered new without really understanding other scholars' previous research and knowledge. Citing shows you are grateful and appreciate what other researchers have figured out about a particular issue (source) .
Integrating ResourcesOriginal resource (adapted from Cal State San Marcos
Library):Intellectual honesty is the admission that humanity is linked together in a kind of collective learning process. Very little is discovered "de novo," that is, without a solid foundation in other researchers' previous exploration and understanding. Citation is an act of humility and an act of appreciation for what other scholars have pieced together about the nature of a particular problem or an aspect of some phenomenon.
Word-for-word Plagairism
2. In-Text Citation (APA Style: Author’s last name, Year)
Borrowed graphic elements, such as tables and figures
Citation of Resources To Avoid Plagiarism
Table 1. Reactor power levels in Chernobyl accident [Wolfson, 1991].
Date Time Power Level
4/25 1:00 am 3200 MW
4/25 2:00 pm 1600 MW
4/25 11:10 pm 1600 MW
4/26 1:00 am 30 MW
4/26 1:19 am 200 MW
4/26 1:23 am 2,000,000 MWFigure 1. Simplified diagram of nuclear reactor [Wolfson, 1991].
CoolantLoss Reactor
Vessel
Core
Pressurizer
SteamGenerator
Two types of illustrations exist: tables and figuresTable 1.3
Table 1. Reactor power levels in Chernobyl accident [Wolfson, 1991].
Date Time Power Level
4/25 1:00 am 3200 MW
4/25 2:00 pm 1600 MW
4/25 11:10 pm 1600 MW
4/26 1:00 am 30 MW
4/26 1:19 am 200 MW
4/26 1:23 am 2,000,000 MWFigure 1. Simplified diagram of nuclear reactor [Wolfson, 1991].
CoolantLoss Reactor
Vessel
Core
Pressurizer
SteamGenerator
Two types of illustrations exist: tables and figuresTable 1.3 When presenting numerical data, youchoose between tables and graphs
Time(hour)
midnight2:004:006:008:00
10:00noon2:004:006:008:00
10:00
Normal(mg/dl*)
100.393.688.2
100.5138.6102.4
93.8132.3103.8
93.6127.8109.2
Diabetic(mg/dl)
175.8165.7159.4
72.1271.0224.6161.8242.7219.4152.6227.1221.3
Table 2. Blood glucose levels [Carlson, 1982].
* decaliters/milligram
Figure 11. Blood glucose levels for normal individual and diabetic [Carlson, 1982].
Hour
12:00 6:00 am 12:00 6:00 pm 12:00
BloodGlucoseLevel(mg/dl)
300
250
200
150
100
50
0
BreakfastLunch Dinner
Normal
Diabetic
Fig. 2.3 Blood glucose levels (Carl, 1982)
When presenting numerical data, youchoose between tables and graphs
Time(hour)
midnight2:004:006:008:00
10:00noon2:004:006:008:00
10:00
Normal(mg/dl*)
100.393.688.2
100.5138.6102.4
93.8132.3103.8
93.6127.8109.2
Diabetic(mg/dl)
175.8165.7159.4
72.1271.0224.6161.8242.7219.4152.6227.1221.3
Table 2. Blood glucose levels [Carlson, 1982].
* decaliters/milligram
Figure 11. Blood glucose levels for normal individual and diabetic [Carlson, 1982].
Hour
12:00 6:00 am 12:00 6:00 pm 12:00
BloodGlucoseLevel(mg/dl)
300
250
200
150
100
50
0
BreakfastLunch Dinner
Normal
Diabetic
Fig. 2.3 Blood glucose levels (Carl, 1982)
Table 1. Reactor power levels in Chernobyl accident [Wolfson, 1991].
Date Time Power Level
4/25 1:00 am 3200 MW
4/25 2:00 pm 1600 MW
4/25 11:10 pm 1600 MW
4/26 1:00 am 30 MW
4/26 1:19 am 200 MW
4/26 1:23 am 2,000,000 MWFigure 1. Simplified diagram of nuclear reactor [Wolfson, 1991].
CoolantLoss Reactor
Vessel
Core
Pressurizer
SteamGenerator
Two types of illustrations exist: tables and figuresTable 1.3
Table 1. Reactor power levels in Chernobyl accident [Wolfson, 1991].
Date Time Power Level
4/25 1:00 am 3200 MW
4/25 2:00 pm 1600 MW
4/25 11:10 pm 1600 MW
4/26 1:00 am 30 MW
4/26 1:19 am 200 MW
4/26 1:23 am 2,000,000 MWFigure 1. Simplified diagram of nuclear reactor [Wolfson, 1991].
CoolantLoss Reactor
Vessel
Core
Pressurizer
SteamGenerator
Two types of illustrations exist: tables and figuresTable 1.3
1. TablesTable 3.1 Student Headcount in 2008
Age Group New Students Continuing Students
18-20 1,400 900
21-23 330 602
24-26 263 496
Total 3,393 1,998
Table 3.1 Student Headcount in 2008
Age Group New Students Continuing Students
18-20 1,400 900
21-23 330 602
24-26 263 496
Total 3,393 1,998
Integrating GraphicsTypes of Graphics
Separate columns in tables with white space for easy reading
0
10
20
30
40
50
60
70
80
90
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
EastWestNorth
When presenting numerical data, youchoose between tables and graphs
Time(hour)
midnight2:004:006:008:00
10:00noon2:004:006:008:00
10:00
Normal(mg/dl*)
100.393.688.2
100.5138.6102.4
93.8132.3103.8
93.6127.8109.2
Diabetic(mg/dl)
175.8165.7159.4
72.1271.0224.6161.8242.7219.4152.6227.1221.3
Table 2. Blood glucose levels [Carlson, 1982].
* decaliters/milligram
Figure 11. Blood glucose levels for normal individual and diabetic [Carlson, 1982].
Hour
12:00 6:00 am 12:00 6:00 pm 12:00
BloodGlucoseLevel(mg/dl)
300
250
200
150
100
50
0
BreakfastLunch Dinner
Normal
Diabetic
Fig. 2.3 Blood glucose levels (Carl, 1982)
When presenting numerical data, youchoose between tables and graphs
Time(hour)
midnight2:004:006:008:00
10:00noon2:004:006:008:00
10:00
Normal(mg/dl*)
100.393.688.2
100.5138.6102.4
93.8132.3103.8
93.6127.8109.2
Diabetic(mg/dl)
175.8165.7159.4
72.1271.0224.6161.8242.7219.4152.6227.1221.3
Table 2. Blood glucose levels [Carlson, 1982].
* decaliters/milligram
Figure 11. Blood glucose levels for normal individual and diabetic [Carlson, 1982].
Hour
12:00 6:00 am 12:00 6:00 pm 12:00
BloodGlucoseLevel(mg/dl)
300
250
200
150
100
50
0
BreakfastLunch Dinner
Normal
Diabetic
Fig. 2.3 Blood glucose levels (Carl, 1982)One advantage of drawings is control of detail
Figure 5. Wind tunnel experiment at Virginia Tech for evaluatingfilm-cooling designs for the blades of gas turbine engines [Tholeand others, 2000].
SecondaryFlow
PrimaryFlow
SecondaryFlow
Turbine Vanes
Combustor Simulator
Dilution Jet
Film-Cooling Holes
The main advantage of photographs is realism
Figure 2. Space Shuttle Challenger, from about 59 seconds to 60 seconds into launch (January 28, 1986). On the right rocket, flame first becomes visible and then impinges on tank.
59 seconds
59.5 seconds
60 seconds
1st Qtr 2nd Qtr 3rd Qtr 4th Qtr
2. Figures & Charts
Integrating GraphicsTypes of Graphics
1. Conciseness: avoid needless repetition of words
2. Clarity: provide easy-to-see supporting details (data, analysis, comparisons, contrasts)
3. Easy reference
Integrating GraphicsBenefits of Graphics
Table 3.1 Student Headcount in 2008
Age Group New Students Continuing Students
18-20 1,400 900
21-23 330 602
24-26 263 496
Total 3,393 1,998
Table 3.1 Student Headcount in 2008
Age Group New Students Continuing Students
18-20 1,400 900
21-23 330 602
24-26 263 496
Total 3,393 1,998
When presenting numerical data, youchoose between tables and graphs
Time(hour)
midnight2:004:006:008:00
10:00noon2:004:006:008:00
10:00
Normal(mg/dl*)
100.393.688.2
100.5138.6102.4
93.8132.3103.8
93.6127.8109.2
Diabetic(mg/dl)
175.8165.7159.472.1
271.0224.6161.8242.7219.4152.6227.1221.3
Table 2. Blood glucose levels [Carlson, 1982].
* decaliters/milligram
Figure 11. Blood glucose levels for normal individual and diabetic [Carlson, 1982].
Hour
12:00 6:00 am 12:00 6:00 pm 12:00
BloodGlucoseLevel(mg/dl)
300
250
200
150
100
50
0
BreakfastLunch Dinner
Normal
Diabetic
Fig. 2.3 Blood glucose levels (Carl, 1982)
When presenting numerical data, youchoose between tables and graphs
Time(hour)
midnight2:004:006:008:00
10:00noon2:004:006:008:00
10:00
Normal(mg/dl*)
100.393.688.2
100.5138.6102.4
93.8132.3103.8
93.6127.8109.2
Diabetic(mg/dl)
175.8165.7159.472.1
271.0224.6161.8242.7219.4152.6227.1221.3
Table 2. Blood glucose levels [Carlson, 1982].
* decaliters/milligram
Figure 11. Blood glucose levels for normal individual and diabetic [Carlson, 1982].
Hour
12:00 6:00 am 12:00 6:00 pm 12:00
BloodGlucoseLevel(mg/dl)
300
250
200
150
100
50
0
BreakfastLunch Dinner
Normal
Diabetic
Fig. 2.3 Blood glucose levels (Carl, 1982)
1. Numbering:Use two digits to number graphics in order of presentation
Table 4.2Table 4.2
Fig. 3.2Fig. 3.2
Figure 1.3Figure 1.3
First digit follows main section in which graphic object is placed.
Second digit follows order/sequence of graphic object inside the main section.
Integrating GraphicsStructure of Graphics
When presenting numerical data, youchoose between tables and graphs
Time(hour)
midnight2:004:006:008:00
10:00noon2:004:006:008:00
10:00
Normal(mg/dl*)
100.393.688.2
100.5138.6102.4
93.8132.3103.8
93.6127.8109.2
Diabetic(mg/dl)
175.8165.7159.472.1
271.0224.6161.8242.7219.4152.6227.1221.3
Table 2. Blood glucose levels [Carlson, 1982].
* decaliters/milligram
Figure 11. Blood glucose levels for normal individual and diabetic [Carlson, 1982].
Hour
12:00 6:00 am 12:00 6:00 pm 12:00
BloodGlucoseLevel(mg/dl)
300
250
200
150
100
50
0
BreakfastLunch Dinner
Normal
Diabetic
Fig. 2.3 Blood glucose levels (Carl, 1982)
When presenting numerical data, youchoose between tables and graphs
Time(hour)
midnight2:004:006:008:00
10:00noon2:004:006:008:00
10:00
Normal(mg/dl*)
100.393.688.2
100.5138.6102.4
93.8132.3103.8
93.6127.8109.2
Diabetic(mg/dl)
175.8165.7159.472.1
271.0224.6161.8242.7219.4152.6227.1221.3
Table 2. Blood glucose levels [Carlson, 1982].
* decaliters/milligram
Figure 11. Blood glucose levels for normal individual and diabetic [Carlson, 1982].
Hour
12:00 6:00 am 12:00 6:00 pm 12:00
BloodGlucoseLevel(mg/dl)
300
250
200
150
100
50
0
BreakfastLunch Dinner
Normal
Diabetic
Fig. 2.3 Blood glucose levels (Carl, 1982)
2. Labelling:Write descriptive labels/titles and, if any, cite source to give proper credit and avoid plagiarism:- Title of a table is written above it (heading)- Title of a figure is written below it (caption)
Integrating GraphicsStructure of GraphicsTable 3.1 Student Headcount in 2008
Age Group New Students Continuing Students
18-20 1,400 900
21-23 330 602
24-26 263 496
Total 3,393 1,998
Table 3.1 Student Headcount in 2008
Age Group New Students Continuing Students
18-20 1,400 900
21-23 330 602
24-26 263 496
Total 3,393 1,998
1. Refer to graphic elements in text and discuss them.(use phrases other than cliché “see Fig.2.1”, such as “Table 1.4 demonstrates”, “as illustrated in Fig. 2.3”, “as shown in Fig. 2.3”, etc )
2. Place each graphic element in a standalone paragraph after the paragraph in which the graphic element is discussed.
3. Leave one blank line before graphic element and one blank line after it.
4. Number and label graphic elements correctly.
5. Ensure that graphic elements in a report are consistent in style, well executed, sized effectively, and readable.
6. Do not crowd graphic elements on a page.
Effective Integration of Graphics
1. Graphics are placed inside report but not referred to in text
2. Discussion in text is inconsistent with graphics
3. Plagiarism: no in-text citation for graphics used from other sources
4. Graphics are placed before they are discussed in text
5. Writing text beside graphics
6. Ineffective titles and/or incorrect numbering of graphics
7. Symbols, data points, legends are unreadable
8. “Ugly” graphics (get help from graphic designer)
Pitfalls
