{"id":46,"date":"2020-02-24T21:20:24","date_gmt":"2020-02-25T02:20:24","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/chapter\/chapter-13-research-skills\/"},"modified":"2020-04-07T15:10:36","modified_gmt":"2020-04-07T19:10:36","slug":"chapter-13-research-skills","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/businesspresentationskills202020\/chapter\/chapter-13-research-skills\/","title":{"raw":"Research Skills","rendered":"Research Skills"},"content":{"raw":"

This chapter teaches you what plagiarism is and how to avoid it. After that, you'll learn how to quote, summarize and paraphrase resources, and how to cite your sources, Chicago style.<\/span><\/h2>\n

Avoiding Plagiarism<\/h2>\nPlagiarism is presenting other people's content as your own, or using other people's content without proper attribution. In school, plagiarism includes reusing work that you've already submitted for grading.\n\nWatch Avoiding Plagiarism<\/a> to understand plagiarism and how to avoid it.\n

8 Types of Plagiarism<\/h3>\nMediasmarts, a Canadian organization dedicated to digital and media literacy, describes these types of plagiarism[footnote]Mediasmarts, \"On The Loose: A Guide to Life Online For Post-Secondary Students\", 2016, https:\/\/mediasmarts.ca\/sites\/default\/files\/guides\/on_the_loose.pdf<\/a>[\/footnote]:\n
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  1. \"Cloning<\/strong>: handing in work entirely copied from (or written by) someone else<\/li>\n \t
  2. Find and Replace<\/strong>: copying work but changing some words or phrases<\/li>\n \t
  3. Control-C<\/strong>: mixing your work with copied work, and not giving credit and proper citations<\/li>\n \t
  4. Hybrid<\/strong>: mixing your work with copied work, only giving citations for some of the copied work<\/li>\n \t
  5. Remixing<\/strong>: rewriting someone else\u2019s work in your own words and stitching it together so it looks original<\/li>\n \t
  6. Mash-Up<\/strong>: mixing different unattributed sources and presenting them as your own work<\/li>\n \t
  7. Recycling<\/strong>: re-using your own work and presenting it as new<\/li>\n \t
  8. 404 Error<\/strong>: making up quotes or research and citing them to sources that don\u2019t exist\" [footnote]Mediasmarts, \"On The Loose: A Guide to Life Online For Post-Secondary Students\", 2016, https:\/\/mediasmarts.ca\/sites\/default\/files\/guides\/on_the_loose.pdf<\/a>[\/footnote]<\/li>\n<\/ol>\n\n
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    Quoting, Paraphrasing and Summarizing<\/h2>\nWhen you want to include information from a resource, you can quote it, paraphrase it or summarize it. Watch Quoting, Paraphrasing & Summarizing<\/a>. (Please note: The video was selected because it's a clear and easy to understand explanation of quoting, paraphrasing and summarizing. However, it uses a different style of citation than we use in this course. We use Chicago style citations, which you'll learn in this chapter.)\n

    Quotations<\/h3>\nQuotations use the author's words, exactly as they were written or spoken. We add quotation marks at the start and end of the quote. In Chicago style citations, the quotation is followed by a superscript number. This is part of the citation and will be described in the next section.\n\nFor example:\n

    Original<\/strong>: Although the gender gap in educational attainment favours women, gender imbalances vary widely by degree level and discipline. Women continue to be significantly underrepresented in high-earning STEM (science, technology, engineering, math) fields.[footnote]Conference Board of Canada, \"Gender Equity, Diversity, and Inclusion: Business and Higher Education Perspectives\", Last accessed February 26, 2020, https:\/\/www.conferenceboard.ca\/edu\/research\/gender-equity-diversity-and-inclusion<\/a> [\/footnote]<\/p>\n

    Quotation<\/strong>: \"Although the gender gap in educational attainment favours women, gender imbalances vary widely by degree level and discipline. Women continue to be significantly underrepresented in high-earning STEM (science, technology, engineering, math) fields.\"[footnote]Conference Board of Canada, \"Gender Equity, Diversity, and Inclusion: Business and Higher Education Perspectives\", Last accessed February 26, 2020, https:\/\/www.conferenceboard.ca\/edu\/research\/gender-equity-diversity-and-inclusion<\/a> [\/footnote]<\/p>\nTry to keep quotations short, especially in reports for school. A good limit is about 100 words. Most of your report should be in your own words; it's not acceptable to submit a report that's mostly quotes.\n

    Paraphrasing<\/h3>\nParaphrasing is rewriting information in your own words. The goal is to present the key points in your own words, and in the order you would use. Don't simply change some words in each sentence. (That's plagiarism.) When paraphrasing:\n
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    1. Keep the original meaning but put it in your own words.<\/li>\n \t
    2. Don't<\/em> just change a few words<\/em>! Create new sentences, put the ideas in a different order, and use words and phrases that you normally use.<\/li>\n \t
    3. Cite your source.<\/li>\n<\/ol>\nFor example:\n

      Original<\/strong>: Although the gender gap in educational attainment favours women, gender imbalances vary widely by degree level and discipline. Women continue to be significantly underrepresented in high-earning STEM (science, technology, engineering, math) fields. Just as gender inequities are present in post-secondary attainment, they are also evident in labour force participation and outcomes, with women consistently underrepresented in senior leadership positions. The structural barriers and gaps to post-secondary education and work are wider yet for Indigenous peoples, people with disabilities, LGBTQ2S, and racialized Canadians.[footnote]Conference Board of Canada, \"Gender Equity, Diversity, and Inclusion: Business and Higher Education Perspectives\", Last accessed February 26, 2020, https:\/\/www.conferenceboard.ca\/edu\/research\/gender-equity-diversity-and-inclusion<\/a> [\/footnote]<\/p>\n

      Paraphrased<\/strong>: Indigenous people, LGBTQ2S, people with mental and physical disabilities, and people of colour face significant barriers to higher education and professional employment. Gender inequalities are another problem; women are still underrepresented in STEM programs and C-suite positions, despite typically outperforming men scholastically. [footnote]Conference Board of Canada, \"Gender Equity, Diversity, and Inclusion: Business and Higher Education Perspectives\", Last accessed February 26, 2020, https:\/\/www.conferenceboard.ca\/edu\/research\/gender-equity-diversity-and-inclusion<\/a>\u00a0[\/footnote]<\/p>\n\n

      Summarizing<\/h3>\nSummarizing shortens the original content and presents it in your own words.\n\nFor example:\n

      Original<\/strong>: Although the gender gap in educational attainment favours women, gender imbalances vary widely by degree level and discipline. Women continue to be significantly underrepresented in high-earning STEM (science, technology, engineering, math) fields. Just as gender inequities are present in post-secondary attainment, they are also evident in labour force participation and outcomes, with women consistently underrepresented in senior leadership positions. The structural barriers and gaps to post-secondary education and work are wider yet for Indigenous peoples, people with disabilities, LGBTQ2S, and racialized Canadians.[footnote]Conference Board of Canada, \"Gender Equity, Diversity, and Inclusion: Business and Higher Education Perspectives\", Last accessed February 26, 2020, https:\/\/www.conferenceboard.ca\/edu\/research\/gender-equity-diversity-and-inclusion<\/a> [\/footnote]<\/p>\n

      Summarized<\/strong>: Despite doing better in school than men, women are underrepresented in STEM programs and high-level professional positions. Indigenous people, racialized people, LGBTQ2S and people with disabilities have even harder times succeeding at school and in the workplace.[footnote]Conference Board of Canada, \"Gender Equity, Diversity, and Inclusion: Business and Higher Education Perspectives\", Last accessed February 26, 2020, https:\/\/www.conferenceboard.ca\/edu\/research\/gender-equity-diversity-and-inclusion [\/footnote]<\/p>\n\n\n

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      Citations<\/h2>\nWatch\u00a0How to Cite in Chicago Style<\/a>\u00a0<\/strong>(Ignore the word Turabian)\n

      What are Citations?<\/h3>\nWhen you write a report or give a presentation, you typically use information from sources other than your own experience. For example, if you write that the population of Canada is 37 million, you probably got that information from a source\u2014you didn't go out and count every person in the country.\n\nWhenever you use information from a source other than your own experience, you need to cite the source.\n

      Why are Citations Important?<\/h3>\nA citation tells the reader or listener:\n