{"id":49,"date":"2021-09-07T19:56:15","date_gmt":"2021-09-07T23:56:15","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/professionalwriting\/chapter\/summarizing\/"},"modified":"2022-12-15T21:34:42","modified_gmt":"2022-12-16T02:34:42","slug":"summarizing","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/professionalwriting\/chapter\/summarizing\/","title":{"raw":"3.1 Summarizing","rendered":"3.1 Summarizing"},"content":{"raw":"
\r\n

Learning Objectives<\/p>\r\n\r\n<\/header>\r\n

\r\n
    \r\n \t
  • Explain and apply the criteria for making a summary<\/li>\r\n \t
  • Identify and avoid the challenges of creating summaries<\/li>\r\n<\/ul>\r\n<\/div>\r\n<\/div>\r\nIn Chapter 2: Working with Words<\/b>, you practised identifying main and supporting ideas, which is necessary for your understanding and for creating a summary of the information you have read; once you have identified what you think the important ideas are, you can transfer that information into a new paragraph, putting the original source\u2019s ideas into your own words or what is called paraphrasing<\/b>.\r\n\r\nIn this section and in other places throughout this book, you will meet Jorge, who has been assigned a paper on low-carbohydrate papers. You will follow Jorge on the steps to creating his paper, starting with his summary.\r\n

    What is a Summary?<\/h1>\r\nWhen you summarize, you are filtering and condensing the most necessary points from a source, like a book, article, or website.\r\n\r\nWhen\u00a0summarizing\u00a0material from a source, you zero in on the main points and restate them concisely in your own words. This technique is appropriate when only the major ideas are relevant to your paper or when you need to simplify complex information into a few key points for your readers. To create a summary, consider the following points:\r\n
      \r\n \t
    1. Review<\/b> the source material as you summarize it.<\/li>\r\n \t
    2. Identify the main idea<\/b> and restate <\/b>it as concisely as you can\u2014preferably in one sentence. Depending on your purpose, you may also add another sentence or two condensing any important details or examples.<\/li>\r\n \t
    3. Check<\/b> your summary to make sure it is accurate and complete.<\/li>\r\n \t
    4. Make a careful record<\/b> of where you found the information because you will need to include the reference and citation if you choose to use the information in an essay. It is much easier to do this when you are creating the summary and taking notes than having to go back and hunt for the information later. Guessing where you think you got it from is not good enough.<\/li>\r\n<\/ol>\r\n

      Summaries and Abstracts<\/h1>\r\nWhen you read many journal articles, you will notice there is an abstract<\/b> before the article starts: this is a summary of the article\u2019s contents. Be careful when you are summarizing an article to not depend too much on the abstract as it is already a condensed version of the content. The author of the abstract identified the main points from his or her perception; these may not match your own purpose or your own idea of what is important. What may also happen if you try to summarize the abstract is you will probably end up replacing some words with synonyms and not changing the overall ideas into your own words because the ideas are already summarized, and it is difficult to make them more generalized (we will discuss this more in Section 3.3: Paraphrasing<\/b>). You have to read the entire source or section of the source and determine for yourself what the key and supporting ideas are.\r\n
      \r\n\r\nTip: A summary or abstract of a reading passage is one-tenth to one-quarter the length of the original passage, written in your own words. The criteria for a summary are that it:\r\n
        \r\n \t
      • Includes only the main points and key details<\/li>\r\n \t
      • Is valuable because it is the surest way to measure your understanding<\/li>\r\n \t
      • Helps you remember because you must attend carefully to what you read, organize your thoughts, and write them out to make it meaningful to you (This is absolutely necessary when you cannot mark a book because it belongs to someone else.)<\/li>\r\n \t
      • Challenges you to be concise in your writing while providing balanced coverage of the main points.<\/li>\r\n \t
      • Challenges you to paraphrase or use your own words and avoid using too many quotations.<\/li>\r\n<\/ul>\r\nIs important to remain objective because you are giving the author\u2019s views not your own.\r\n\r\n<\/div>\r\nIn his draft, Jorge summarized research materials that presented scientists\u2019 findings about low-carbohydrate diets. Read the following passage from a trade magazine article and Jorge\u2019s summary of the article.\r\n
        \r\n

        Article: Assessing the Efficacy of Low-Carbohydrate Diets by Adrienne Howell, Ph.D. (2010)<\/p>\r\n\r\n<\/header>\r\n

        \r\n\r\nOver the past few years, a number of clinical studies have explored whether high-protein, low-carbohydrate diets are more effective for weight loss than other frequently recommended diet plans, such as diets that drastically curtail fat intake (Pritikin) or that emphasize consuming lean meats, grains, vegetables, and a moderate amount of unsaturated fats (the Mediterranean diet). A 2009 study found that obese teenagers who followed a low-carbohydrate diet lost an average of 15.6 kilograms over a six-month period, whereas teenagers following a low-fat diet or a Mediterranean diet lost an average of 11.1 kilograms and 9.3 kilograms respectively. Two 2010 studies that measured weight loss for obese adults following these same three diet plans found similar results. Over three months, subjects on the low-carbohydrate diet plan lost anywhere from four to six kilograms more than subjects who followed other diet plans.\r\n\r\nSummary<\/strong>\r\n\r\nIn three recent studies, researchers compared outcomes for obese subjects who followed either a low-carbohydrate diet, a low-fat diet, or a Mediterranean diet and found that subjects following a low-carbohydrate diet lost more weight in the same time (Howell, 2010).\r\n\r\n<\/div>\r\n<\/div>\r\n
        Tip: A summary restates ideas in your own words, but for specialized or clinical terms, you may need to use terms that appear in the original source. For instance, Jorge used the term\u00a0obese\u00a0in his summary because related words such as\u00a0heavy\u00a0or\u00a0overweight\u00a0have a different clinical meaning.<\/div>\r\n

        Summary Paragraphs<\/h1>\r\nA\u00a0summary\u00a0shrinks a large amount of information into only the essentials. You probably summarize events, books, and movies daily. Think about the last movie you saw or the last novel you read. Chances are, at some point in a casual conversation with a friend, co-worker, or classmate, you compressed all the action of a two-hour film or a 200-page book into a brief description of the major plot movements. You probably described the main points in just a few sentences, using your own vocabulary and manner of speaking.\r\n\r\nSimilarly, a summary paragraph condenses a long piece of writing into a smaller paragraph by extracting only the vital information. A summary uses only the writer\u2019s own words. Like the summary\u2019s purpose in daily conversation, the purpose of an academic summary paragraph is to maintain all the essential information from a longer document. Although shorter than the original piece of writing, a summary should still communicate all the key points and key support. In other words, summary paragraphs should be succinct and to the point.\r\n\r\nThe following is another example of a report on the use of alcohol by adolescents with an example of a student summary of that information.\r\n
        \r\n\r\nAccording to the Monitoring the Future Study, almost two-thirds of 10-grade students reported having tried alcohol at least once in their lifetime, and two-fifths reported having been drunk at least once (Johnston et al, 2006x). Among 12th-grade students, these rates had risen to over three-quarters who reported having tried alcohol at least once and nearly three-fifths who reported having been dunk at least once. In terms of current alcohol use, 33.2 percent of the Nation's 10th graders and 47.0 percent of the 12th graders reported having used alcohol at least once in the past 30 days; 17.6 percent and 30.2 percent, respectively, reported having had five or more drinks in a row in the past 2 weeks (sometimes called binge drinking); and 1.3 percent and 3.1 percent, respectively, reported daily alcohol use (Johnston et al. 2006a).\r\n\r\nAlcohol consumption continue to escalate after high school. In fact, eighteen to twenty-four-year-olds have the highest levels of alcohol consumption and alcohol dependence of any age group. In the first 2 years after high school, lifetime prevalence of alcohol use (based on 2005 follow-up surveys from the Monitoring the Future Study) was 81.8 percent, 30-day use prevalence was 59 percent, and binge-drinking prevalence was 36.3 percent (Johnston et al, 2006b). Of note, college students on average drink more than their noncollege peers, even though they drink less during high school than those who did not go on to college (Johnston et al, 2006a.b: Schulenberg and Maggs 2002). For example, inn 2005, the rate of binge drinking for college students (1 to 4 years beyond high school was 40.1 percent, whereas the ate for their noncollege age mates was 35.1 percent.\r\n\r\nAlcohol use and problem drinking in late adolescence vary by sociodemographic characteristics. For example, the prevalence of alcohol use is higher for boys than for girls, higher for White and Hispanic adolescents than for African-American adolescents, and higher for those living in the north and north central United States than for those living in the South and West. Some of these relationships change with early adulthood, however. For example, although alcohol use high school tends to be higher areas with lower population density (i.e., rural areas) than in more densely populated areas, this relationship reverses during early adulthood (Johnston et al., 2006 a,b). Lower economic status (i.e., lower education level of parents) is associated with more alcohol use during early high school years; by the end of high school, and during the transition to adulthood, this relationship changes, and youth from higher socioeconomic background consume greater amounts of alcohol.\r\n\r\n<\/div>\r\nA summary of the report should present all the main points and supporting details in brief. Read the following summary of the report written by a student:\r\n
        \r\n\r\nBrown et al. inform us that by tenth grade, nearly two-thirds of students have tried alcohol at least once, and by twelfth grade this figure increases to over three-quarters of students. After high school, alcohol consumption increases further, and college-aged students have the highest levels of alcohol consumption dependence of any age group. Alcohol use varies according to factors such as gender, race, geographic location, and socioeconomic status.\r\n\r\nSome of these trends may reverse in early childhood. For example, adolescents of lower socioeconomic status are more likely to consume alcohol during high school years, whereas youth from higher socioeconomic status are more likely to consume alcohol in the years after high school.\r\n\r\n<\/div>\r\nNotice how the summary retains the key points made by the writers of the original report but omits most of the statistical data. Summaries do not need to contain all the specific facts and figures in the original document; they provide only an overview of the essential information.\r\n
        \r\n\r\nTip: To write a summary:\r\n
          \r\n \t
        1. Survey the passage, anticipating main points and checking them.<\/li>\r\n \t
        2. Read carefully, locating all controlling ideas, identifying key details, and deciding which are necessary to remember and which are not.<\/li>\r\n \t
        3. Write a paragraph in whole sentences that relate\/explain only the controlling ideas and supporting details; be economical and use no more words than necessary.<\/li>\r\n \t
        4. Differentiate between your ideas and the original author\u2019s by using phrases such as \u201cAccording to Marshall (2014), ....\u201d or \u201c Marshall (2014) argues that ....<\/li>\r\n<\/ol>\r\n<\/div>\r\n
          \r\n

          Self-Practice Exercise 3.5<\/p>\r\n\r\n<\/header>\r\n

          \r\n\r\n[h5p id=\"32\"]\r\n
          \r\n\r\nH5P:\u00a0<\/strong>Read the following passage and use a note-taking method to identify the main points. Then, compose a summary sentence summarizing the paragraph's main points. This exercise will automatically check to make sure you've included key words.\r\n\r\nSeveral factors about the environment influence our behaviour. First, temperature can influence us greatly. We seem to feel best when the temperature is in the high teens to low 20s. If it is too hot or cold, we have trouble concentrating. Lighting also influences how we function. A dark lecture hall may interfere with the lecture, or a bright nightclub might spoil romantic conversation. Finally, our behaviour is affected by colour. Some colours make us feel a peaceful while others are exciting. If you wanted a quiet room in which to study, for example, you would not paint it bright orange or red.\r\n\r\n<\/div>\r\nPassage taken from: Ueland, B. (2006). Becoming a Master Student<\/i>. Boston, MA : Houghton Mifflin College Div., p. 121.\r\n\r\n<\/div>\r\n<\/div>\r\n
          \r\n

          Self-Practice Exercise 3.6<\/p>\r\n\r\n<\/header>\r\n

          \r\n\r\n[h5p id=\"33\"]\r\n
          \r\n\r\nH5P:<\/strong> Choose the correct statements to select the five main points from the following sample text. Remember to only select main points and critical information.\r\n\r\nMost people drink orange juice and eat oranges because they are said to be rich in vitamin C. There are also other foods that are rich in vitamin C. It is found in citrus fruits and vegetables such as broccoli, spinach, cabbage, cauliflower, and carrots.\r\n\r\nVitamin C is important to our health. Do you really know how essential this nutrient is to our health and well-being? Our body needs to heal itself. Vitamin C can repair and prevent damage to the cells in our body and heal wounds. It also keeps our teeth and gums healthy. That is not all. It protects our body from infections such as colds and flu and also helps us to get better faster when we have these infections. That is why a lot of people drink orange juice and take vitamin C tablets every day. This wonderful vitamin is also good for our heart. It protects the linings of the arteries, which are the blood vessels that carry oxygenated blood. In other words, it offers protection against heart disease.\r\n\r\nIf we do not get enough vitamin C, which means we are not eating enough food that contains this vitamin, it can lead to serious diseases. Lack of vitamin C can lead to scurvy, which causes swollen gums, cheeks, fingers, hands, toes, and feet. In serious conditions, it can lead to bleeding from wounds, loss of teeth, and opening up of wounds. Therefore, make sure you have enough vitamin C in your diet.\r\n
            \r\n \t
          1. \r\n
              \r\n \t
            1. There are also other foods that are rich in vitamin C.<\/li>\r\n \t
            2. Vitamin C can repair and prevent damage to the cells in our body and heal wounds.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
            3. \r\n
                \r\n \t
              1. That is why a lot of people drink orange juice and take vitamin C tablets every day.<\/li>\r\n \t
              2. It also keeps our teeth and gums healthy.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
              3. \r\n
                  \r\n \t
                1. It protects our body from infections such as colds and flu and also helps us to get better faster when we have these infections.<\/li>\r\n \t
                2. It is found in citrus fruits and vegetables such as broccoli, spinach, cabbage, cauliflower, and carrots.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
                3. \r\n
                    \r\n \t
                  1. Therefore, make sure you have enough vitamin C in your diet.<\/li>\r\n \t
                  2. In other words, it offers protection against heart disease.<\/li>\r\n<\/ol>\r\n<\/li>\r\n \t
                  3. \r\n
                      \r\n \t
                    1. Do you really know how essential this nutrient is to our health and well-being?<\/li>\r\n \t
                    2. Lack of vitamin C can lead to scurvy, which causes swollen gums, cheeks, fingers, hands, toes, and feet.<\/li>\r\n<\/ol>\r\n<\/li>\r\n<\/ol>\r\nAnswer<\/b>\u00a0Key<\/strong>\r\n
                        \r\n \t
                      1. B<\/li>\r\n \t
                      2. B<\/li>\r\n \t
                      3. A<\/li>\r\n \t
                      4. B<\/li>\r\n \t
                      5. B<\/li>\r\n<\/ol>\r\n<\/div>\r\nExercise taken from: http:\/\/www.scribd.com\/doc\/98238709\/Form-Three-Summary-Writing-Exercise\r\n\r\n<\/div>\r\n<\/div>","rendered":"
                        \n
                        \n

                        Learning Objectives<\/p>\n<\/header>\n

                        \n
                          \n
                        • Explain and apply the criteria for making a summary<\/li>\n
                        • Identify and avoid the challenges of creating summaries<\/li>\n<\/ul>\n<\/div>\n<\/div>\n

                          In Chapter 2: Working with Words<\/b>, you practised identifying main and supporting ideas, which is necessary for your understanding and for creating a summary of the information you have read; once you have identified what you think the important ideas are, you can transfer that information into a new paragraph, putting the original source\u2019s ideas into your own words or what is called paraphrasing<\/b>.<\/p>\n

                          In this section and in other places throughout this book, you will meet Jorge, who has been assigned a paper on low-carbohydrate papers. You will follow Jorge on the steps to creating his paper, starting with his summary.<\/p>\n

                          What is a Summary?<\/h1>\n

                          When you summarize, you are filtering and condensing the most necessary points from a source, like a book, article, or website.<\/p>\n

                          When\u00a0summarizing\u00a0material from a source, you zero in on the main points and restate them concisely in your own words. This technique is appropriate when only the major ideas are relevant to your paper or when you need to simplify complex information into a few key points for your readers. To create a summary, consider the following points:<\/p>\n

                            \n
                          1. Review<\/b> the source material as you summarize it.<\/li>\n
                          2. Identify the main idea<\/b> and restate <\/b>it as concisely as you can\u2014preferably in one sentence. Depending on your purpose, you may also add another sentence or two condensing any important details or examples.<\/li>\n
                          3. Check<\/b> your summary to make sure it is accurate and complete.<\/li>\n
                          4. Make a careful record<\/b> of where you found the information because you will need to include the reference and citation if you choose to use the information in an essay. It is much easier to do this when you are creating the summary and taking notes than having to go back and hunt for the information later. Guessing where you think you got it from is not good enough.<\/li>\n<\/ol>\n

                            Summaries and Abstracts<\/h1>\n

                            When you read many journal articles, you will notice there is an abstract<\/b> before the article starts: this is a summary of the article\u2019s contents. Be careful when you are summarizing an article to not depend too much on the abstract as it is already a condensed version of the content. The author of the abstract identified the main points from his or her perception; these may not match your own purpose or your own idea of what is important. What may also happen if you try to summarize the abstract is you will probably end up replacing some words with synonyms and not changing the overall ideas into your own words because the ideas are already summarized, and it is difficult to make them more generalized (we will discuss this more in Section 3.3: Paraphrasing<\/b>). You have to read the entire source or section of the source and determine for yourself what the key and supporting ideas are.<\/p>\n

                            \n

                            Tip: A summary or abstract of a reading passage is one-tenth to one-quarter the length of the original passage, written in your own words. The criteria for a summary are that it:<\/p>\n

                              \n
                            • Includes only the main points and key details<\/li>\n
                            • Is valuable because it is the surest way to measure your understanding<\/li>\n
                            • Helps you remember because you must attend carefully to what you read, organize your thoughts, and write them out to make it meaningful to you (This is absolutely necessary when you cannot mark a book because it belongs to someone else.)<\/li>\n
                            • Challenges you to be concise in your writing while providing balanced coverage of the main points.<\/li>\n
                            • Challenges you to paraphrase or use your own words and avoid using too many quotations.<\/li>\n<\/ul>\n

                              Is important to remain objective because you are giving the author\u2019s views not your own.<\/p>\n<\/div>\n

                              In his draft, Jorge summarized research materials that presented scientists\u2019 findings about low-carbohydrate diets. Read the following passage from a trade magazine article and Jorge\u2019s summary of the article.<\/p>\n

                              \n
                              \n

                              Article: Assessing the Efficacy of Low-Carbohydrate Diets by Adrienne Howell, Ph.D. (2010)<\/p>\n<\/header>\n

                              \n

                              Over the past few years, a number of clinical studies have explored whether high-protein, low-carbohydrate diets are more effective for weight loss than other frequently recommended diet plans, such as diets that drastically curtail fat intake (Pritikin) or that emphasize consuming lean meats, grains, vegetables, and a moderate amount of unsaturated fats (the Mediterranean diet). A 2009 study found that obese teenagers who followed a low-carbohydrate diet lost an average of 15.6 kilograms over a six-month period, whereas teenagers following a low-fat diet or a Mediterranean diet lost an average of 11.1 kilograms and 9.3 kilograms respectively. Two 2010 studies that measured weight loss for obese adults following these same three diet plans found similar results. Over three months, subjects on the low-carbohydrate diet plan lost anywhere from four to six kilograms more than subjects who followed other diet plans.<\/p>\n

                              Summary<\/strong><\/p>\n

                              In three recent studies, researchers compared outcomes for obese subjects who followed either a low-carbohydrate diet, a low-fat diet, or a Mediterranean diet and found that subjects following a low-carbohydrate diet lost more weight in the same time (Howell, 2010).<\/p>\n<\/div>\n<\/div>\n

                              Tip: A summary restates ideas in your own words, but for specialized or clinical terms, you may need to use terms that appear in the original source. For instance, Jorge used the term\u00a0obese\u00a0in his summary because related words such as\u00a0heavy\u00a0or\u00a0overweight\u00a0have a different clinical meaning.<\/div>\n

                              Summary Paragraphs<\/h1>\n

                              A\u00a0summary\u00a0shrinks a large amount of information into only the essentials. You probably summarize events, books, and movies daily. Think about the last movie you saw or the last novel you read. Chances are, at some point in a casual conversation with a friend, co-worker, or classmate, you compressed all the action of a two-hour film or a 200-page book into a brief description of the major plot movements. You probably described the main points in just a few sentences, using your own vocabulary and manner of speaking.<\/p>\n

                              Similarly, a summary paragraph condenses a long piece of writing into a smaller paragraph by extracting only the vital information. A summary uses only the writer\u2019s own words. Like the summary\u2019s purpose in daily conversation, the purpose of an academic summary paragraph is to maintain all the essential information from a longer document. Although shorter than the original piece of writing, a summary should still communicate all the key points and key support. In other words, summary paragraphs should be succinct and to the point.<\/p>\n

                              The following is another example of a report on the use of alcohol by adolescents with an example of a student summary of that information.<\/p>\n

                              \n

                              According to the Monitoring the Future Study, almost two-thirds of 10-grade students reported having tried alcohol at least once in their lifetime, and two-fifths reported having been drunk at least once (Johnston et al, 2006x). Among 12th-grade students, these rates had risen to over three-quarters who reported having tried alcohol at least once and nearly three-fifths who reported having been dunk at least once. In terms of current alcohol use, 33.2 percent of the Nation’s 10th graders and 47.0 percent of the 12th graders reported having used alcohol at least once in the past 30 days; 17.6 percent and 30.2 percent, respectively, reported having had five or more drinks in a row in the past 2 weeks (sometimes called binge drinking); and 1.3 percent and 3.1 percent, respectively, reported daily alcohol use (Johnston et al. 2006a).<\/p>\n

                              Alcohol consumption continue to escalate after high school. In fact, eighteen to twenty-four-year-olds have the highest levels of alcohol consumption and alcohol dependence of any age group. In the first 2 years after high school, lifetime prevalence of alcohol use (based on 2005 follow-up surveys from the Monitoring the Future Study) was 81.8 percent, 30-day use prevalence was 59 percent, and binge-drinking prevalence was 36.3 percent (Johnston et al, 2006b). Of note, college students on average drink more than their noncollege peers, even though they drink less during high school than those who did not go on to college (Johnston et al, 2006a.b: Schulenberg and Maggs 2002). For example, inn 2005, the rate of binge drinking for college students (1 to 4 years beyond high school was 40.1 percent, whereas the ate for their noncollege age mates was 35.1 percent.<\/p>\n

                              Alcohol use and problem drinking in late adolescence vary by sociodemographic characteristics. For example, the prevalence of alcohol use is higher for boys than for girls, higher for White and Hispanic adolescents than for African-American adolescents, and higher for those living in the north and north central United States than for those living in the South and West. Some of these relationships change with early adulthood, however. For example, although alcohol use high school tends to be higher areas with lower population density (i.e., rural areas) than in more densely populated areas, this relationship reverses during early adulthood (Johnston et al., 2006 a,b). Lower economic status (i.e., lower education level of parents) is associated with more alcohol use during early high school years; by the end of high school, and during the transition to adulthood, this relationship changes, and youth from higher socioeconomic background consume greater amounts of alcohol.<\/p>\n<\/div>\n

                              A summary of the report should present all the main points and supporting details in brief. Read the following summary of the report written by a student:<\/p>\n

                              \n

                              Brown et al. inform us that by tenth grade, nearly two-thirds of students have tried alcohol at least once, and by twelfth grade this figure increases to over three-quarters of students. After high school, alcohol consumption increases further, and college-aged students have the highest levels of alcohol consumption dependence of any age group. Alcohol use varies according to factors such as gender, race, geographic location, and socioeconomic status.<\/p>\n

                              Some of these trends may reverse in early childhood. For example, adolescents of lower socioeconomic status are more likely to consume alcohol during high school years, whereas youth from higher socioeconomic status are more likely to consume alcohol in the years after high school.<\/p>\n<\/div>\n

                              Notice how the summary retains the key points made by the writers of the original report but omits most of the statistical data. Summaries do not need to contain all the specific facts and figures in the original document; they provide only an overview of the essential information.<\/p>\n

                              \n

                              Tip: To write a summary:<\/p>\n

                                \n
                              1. Survey the passage, anticipating main points and checking them.<\/li>\n
                              2. Read carefully, locating all controlling ideas, identifying key details, and deciding which are necessary to remember and which are not.<\/li>\n
                              3. Write a paragraph in whole sentences that relate\/explain only the controlling ideas and supporting details; be economical and use no more words than necessary.<\/li>\n
                              4. Differentiate between your ideas and the original author\u2019s by using phrases such as \u201cAccording to Marshall (2014), ….\u201d or \u201c Marshall (2014) argues that ….<\/li>\n<\/ol>\n<\/div>\n
                                \n
                                \n

                                Self-Practice Exercise 3.5<\/p>\n<\/header>\n

                                \n
                                \n