how to write an essay avoiding plagiarism

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How to Avoid Plagiarism | Tips on Citing Sources

Published on 6 December 2021 by Tegan George . Revised on 3 April 2023.

When you write an academic paper, you build upon the work of others and use various credible sources for information and evidence. To avoid plagiarism, you need to correctly incorporate these sources into your text.

• Keeping track of the sources you consult in your research
• Paraphrasing or quoting from your sources (and adding your own ideas)
• Crediting the original author in an in-text citation and in your reference list
• Using a plagiarism checker before you submit

Even accidental plagiarism can have serious consequences , so take care with how you integrate sources into your writing.

Table of contents

Keeping track of your sources, avoiding plagiarism when quoting, avoiding plagiarism when paraphrasing, citing your sources correctly, using a plagiarism checker, checklist: plagiarism prevention, free lecture slides, frequently asked questions about plagiarism.

One of the most common ways that students commit plagiarism is by simply forgetting where an idea came from and unintentionally presenting it as their own. You can easily avoid this pitfall by keeping your notes organised and compiling a list of citations as you go.

Clearly label which thoughts are yours and which aren’t in your notes, highlight statements that need citations, and carefully mark any text copied directly from a source with quotation marks.

In the example below, red indicates a claim that requires a source, blue indicates information paraphrased or summarised from a source, and green indicates a direct quotation.

Notes for my paper on global warming

• Greenhouse gas emissions trap heat and raise global temperatures [cite details]
• Causes more severe weather: hurricanes, fires, water scarcity [cite examples]
• Animal habitats across the world are under threat from climate change [cite examples]
• Just this year, 23 species have been declared extinct (BBC News 2021)
• ‘Animals are changing shape… some are growing bigger wings, some are sprouting longer ears and others are growing larger bills’ in order to cool off (Zeldovich 2021)

Managing sources with the Scribbr Citation Generator

To make your life easier later, make sure to write down the full details of every source you consult. That includes not only books and journal articles, but also things like websites, magazine articles, and videos. This makes it easy to go back and check where you found a phrase, fact, or idea that you want to use in your paper.

Scribbr’s Citation Generator allows you to start building and managing your reference list as you go, saving time later. When you’re ready to submit, simply download your reference list!

Generate accurate citations with Scribbr

Prevent plagiarism, run a free check..

Quoting means copying a piece of text word for word. The copied text must be introduced in your own words, enclosed in quotation marks , and correctly attributed to the original author.

In general, quote sparingly. Quotes are appropriate when:

• You’re using an exact definition, introduced by the original author
• It is impossible for you to rephrase the original text without losing its meaning
• You’re analyzing the use of language in the original text
• You want to maintain the authority and style of the author’s words

Long quotations should be formatted as block quotes . But for longer blocks of text, it’s usually better to paraphrase instead.

Paraphrasing means using your own words to explain something from a source.

Paraphrasing does not mean just switching out a few words from a copy-pasted text. To paraphrase properly, you should rewrite the author’s point in your own words to show that you have fully understood it.

Every time you quote or paraphrase, you must include an in-text or footnote citation clearly identifying the original author. Each citation must correspond to a full reference in the reference list or bibliography at the end of your paper.

This acknowledges the source of your information, avoiding plagiarism, and it helps your readers locate the source for themselves if they would like to learn more.

There are many different citation styles, each with its own rules. Your instructor may assign a particular style for you to use, or you may be able to choose. The most important thing is to apply one style consistently throughout the text.

The examples below follow APA Style .

Citing a single source

Citing multiple sources.

If you quote multiple sources in one sentence, make sure to cite them separately so that it’s clear which material came from which source.

To create correctly formatted source citations, you can use our free Citation Generator.

APA Citation Generator MLA Citation Generator

And if you’re citing in APA Style, consider using Scribbr’s Citation Checker , a unique tool that scans your citations for errors. It can detect inconsistencies between your in-text citations and your reference list, as well as making sure your citations are flawlessly formatted.

Most universities use plagiarism checkers like Turnitin to detect potential plagiarism. Here’s how plagiarism checkers work : they scan your document, compare it to a database of webpages and publications, and highlight passages that appear similar to other texts.

Consider using a plagiarism checker yourself before submitting your paper. This allows you to identify issues that could constitute accidental plagiarism, such as:

• Forgotten or misplaced citations
• Missing quotation marks
• Paraphrased material that’s too similar to the original text

Then you can easily fix any instances of potential plagiarism.

There are differences in accuracy and safety between plagiarism checkers. To help students choose, we conducted extensive research comparing the best plagiarism checkers .

When using someone else’s exact words, I have properly formatted them as a quote .

When using someone else’s ideas, I have properly paraphrased , expressing the idea completely in my own words.

I have included an in-text citation every time I use words, ideas, or information from a source.

Every source I cited is included in my reference list or bibliography .

I have consistently followed the rules of my required citation style .

I have not committed self-plagiarism by reusing any part of a previous paper.

I have used a reliable plagiarism checker as a final check.

Your document should be free from plagiarism!

Are you a teacher or lecturer who would like to educate your students about plagiarism? You can download our free lecture slides, available for Google Slides and Microsoft PowerPoint.

Open Google Slides Download PowerPoint

Accidental plagiarism is one of the most common examples of plagiarism . Perhaps you forgot to cite a source, or paraphrased something a bit too closely. Maybe you can’t remember where you got an idea from, and aren’t totally sure if it’s original or not.

These all count as plagiarism, even though you didn’t do it on purpose. When in doubt, make sure you’re citing your sources . Also consider running your work through a plagiarism checker tool prior to submission, which work by using advanced database software to scan for matches between your text and existing texts.

Scribbr’s Plagiarism Checker takes less than 10 minutes and can help you turn in your paper with confidence.

To avoid plagiarism when summarising an article or other source, follow these two rules:

• Write the summary entirely in your own words by   paraphrasing the author’s ideas.
• Reference the source with an in-text citation and a full reference so your reader can easily find the original text.

Plagiarism can be detected by your professor or readers if the tone, formatting, or style of your text is different in different parts of your paper, or if they’re familiar with the plagiarised source.

Many universities also use   plagiarism detection software like Turnitin’s, which compares your text to a large database of other sources, flagging any similarities that come up.

It can be easier than you think to commit plagiarism by accident. Consider using a   plagiarism checker prior to submitting your essay to ensure you haven’t missed any citations.

Some examples of plagiarism include:

• Copying and pasting a Wikipedia article into the body of an assignment
• Quoting a source without including a citation
• Not paraphrasing a source properly (e.g. maintaining wording too close to the original)
• Forgetting to cite the source of an idea

The most surefire way to   avoid plagiarism is to always cite your sources . When in doubt, cite!

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

George, T. (2023, April 03). How to Avoid Plagiarism | Tips on Citing Sources. Scribbr. Retrieved 21 May 2024, from https://www.scribbr.co.uk/preventing-plagiarism/avoiding-plagiarism/

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Citing Sources

• How to Avoid Plagiarism
• Introduction
• Reading Citations

Best Practices for Avoiding Plagiarism

The entire section below came from a research guide from Iowa State University.  To avoid plagiarism, one must provide a reference to that source to indicate where the original information came from (see the "Source:" section below).

"There are many ways to avoid plagiarism, including developing good research habits, good time management, and taking responsibility for your own learning. Here are some specific tips:

• Don't procrastinate with your research and assignments. Good research takes time. Procrastinating makes it likely you'll run out of time or be unduly pressured to finish. This sort of pressure can often lead to sloppy research habits and bad decisions. Plan your research well in advance, and seek help when needed from your professor, from librarians and other campus support staff.
• Commit to doing your own work. If you don't understand an assignment, talk with your professor. Don't take the "easy way" out by asking your roommate or friends for copies of old assignments. A different aspect of this is group work. Group projects are very popular in some classes on campus, but not all. Make sure you clearly understand when your professor says it's okay to work with others on assignments and submit group work on assignments, versus when assignments and papers need to represent your own work.
•  Be 100% scrupulous in your note taking. As you prepare your paper or research, and as you begin drafting your paper. One good practice is to clearly label in your notes your own ideas (write "ME" in parentheses) and ideas and words from others (write "SMITH, 2005" or something to indicate author, source, source date). Keep good records of the sources you consult, and the ideas you take from them. If you're writing a paper, you'll need this information for your bibliographies or references cited list anyway, so you'll benefit from good organization from the beginning.
• Cite your sources scrupulously. Always cite other people's work, words, ideas and phrases that you use directly or indirectly in your paper. Regardless of whether you found the information in a book, article, or website, and whether it's text, a graphic, an illustration, chart or table, you need to cite it. When you use words or phrases from other sources, these need to be in quotes. Current style manuals are available at most reference desks and online. They may also give further advice on avoiding plagiarism.
• Understand good paraphrasing. Simply using synonyms or scrambling an author's words and phrases and then using these "rewrites" uncredited in your work is plagiarism, plain and simple. Good paraphrasing requires that you genuinely understand the original source, that you are genuinely using your own words to summarize a point or concept, and that you insert in quotes any unique words or phrases you use from the original source. Good paraphrasing also requires that you cite the original source. Anything less and you veer into the dangerous territory of plagiarism."

Source: Vega García, S.A. (2012). Understanding plagiarism: Information literacy guide. Iowa State University. Retrieved from  http://instr.iastate.libguides.com/content.php?pid=10314 . [Accessed January 3, 2017]

Plagiarism prevention.

• Plagiarism Prevention (onlinecolleges.net) This resource provides information about preventing plagiarism, understanding the various types of plagiarism, and learning how to cite properly to avoid plagiarism.

UCLA has a campuswide license to Turnitin.com. Faculty may turn in student papers electronically, where the text can be compared with a vast database of other student papers, online articles, general Web pages, and other sources. Turnitin.com then produces a report for the instructor indicating whether the paper was plagiarized and if so, how much.

For more information, go to Turnitin.com .

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How to avoid plagiarism: 10 strategies for your students

Tech Wire Asia

The News Record | Olivia Romick

Explore resources designed to provide teachers and students with a formative approach to maintaining academic integrity and addressing plagiarism meaningfully when it occurs.

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The International Center for Academic Integrity (ICAI) defines academic integrity as not just avoiding dishonest practices, but rather “a commitment, even in the face of adversity, to six fundamental values: honesty, trust, fairness, respect, responsibility, and courage.” And while it might feel like enough to post these high-level tenants on the wall of a classroom and move forward, it’s wholly more valuable (and complicated) to provide actionable ways to avoid plagiarism and embody these values.

There are myriad ways to support students in and outside of the classroom. And when it comes to avoiding plagiarism, many might say instantly, “Just get a plagiarism checker!” However, genuine instruction and learning goes beyond that: a successful approach to learning needs to contain guidance on areas that surround accurate research and citation; adequate time management; definition of misconduct and support if misconduct ensues.

Below are ten specific strategies for instructors that specifically support the skills students need to not simply avoid plagiarism, but to authentically learn and grow.

• Ensure students know the difference between academic integrity and plagiarism.
• Outline and define emerging trends in academic misconduct.
• Teach students how to properly cite sources in a paper.
• Support students’ development of time management skills.
• Emphasize the value of and way to paraphrase correctly.
• Clearly outline the institution’s and course’s policy on academic misconduct and AI writing usage.
• Define the steps taken after misconduct is suspected.
• Explain the concept of authentic learning.
• Describe how authentic learning can help students avoid plagiarism.
• Consider options for a plagiarism checker and an AI detection tool.

Let’s dive into this list in more detail. In the next section, you’ll find each tip framed as a question that a student might plug into a search engine (“What’s the difference between academic integrity and plagiarism?”), followed by suggestions and resources that support the development in that topic.

What is plagiarism? What is the difference between academic integrity and plagiarism?

In the classroom, it is important to have an aligned definition of plagiarism, even if it's assumed to be common knowledge. Explicit instruction for students has a measurable impact on mitigating misconduct. So to start things off, let's define plagiarism.

To plagiarize means to “steal or pass off (the ideas or words of another) as one’s own” and/or to “use (another's production) without crediting the source.” In fact, plagiarize (and plagiarism) comes from the Latin plagiarius “kidnapper.: An integral tenant of the Western world’s concept of academic integrity involves citing the original source of information, giving appropriate credit where credit is due.

Truth be told, many consider “plagiarism” and “academic integrity” to be synonymous, when in fact, they cover different aspects of similar ideas.

In a previous Turnitin blog post , we recognize that “while plagiarism is indeed an act of academic dishonesty and academic misconduct, it isn’t the entirety of academic integrity.” In fact, academic integrity really is the commitment to live by the values listed by the ICAI (above) and plagiarism, specifically, “is a subset of academic dishonesty, and one way to violate academic integrity.”

Students, then, need to understand what plagiarism is and isn’t, as well as their school’s policies on integrity and misconduct, so that they can approach their work with gusto and honesty. Instructors benefit from communicating their policies around academic integrity not just at the start of an academic semester, but throughout the year. In addition, it is worth talking with students about forms of plagiarism, which can be seen on Turnitin’s Plagiarism Spectrum 2.0 , covering twelve different types of unoriginal work, including traditional forms of plagiarism and emerging trends. Furthermore, instructors should explicitly list resources that students can turn to in times of need (tutors, office hours, citation guidelines, etc.) so that the temptation to plagiarize is lessened even more.

When students study or publish abroad, it’s worth noting that the concept of authorship and citation is deeply rooted in Western principles. There are significant cultural differences in plagiarism that need to be considered, so educators and students alike can uphold integrity as global citizens while also respecting the cultural norms of different learning communities.

What are emerging trends in academic misconduct?

There are a variety of trends in academic misconduct out there today. From contract cheating and electronic cheating devices, to word spinners and online test-banks, there is a vast world of shortcut options. There is also concern around AI Writing tools and how they may transform the landscape of academic integrity .

Some instructors may fear that by talking about shortcut solutions, they introduce the concept of plagiarism and thereby open a door for students. The opposite is true for many educators, however, who find that by discussing shortcut solutions openly and clearly communicating their plagiarism policies, students know what is expected of them and which recommended resources to turn to in times of need.

Additionally, there has been lots of meaningful discussion around the appropriate use of AI writing tools in education. Depending on the instructor’s or institution's policy around AI tools, it is of utmost importance for a student to have an understanding around expectations concerning AI for each and every assignment. And as instructors more readily utilize AI writing detection, it’s equally important to have a context within which to interpret any particular AI writing detection score . In particular, this infographic enumerates many of the variables that educators should consider when interpreting each student's AI writing score

A meaningful first step can be Turnitin’s eBook, “Emerging trends in academic integrity” for a complete look at trends in academic misconduct. This free, downloadable guide talks about how to identify cases of misconduct and mitigate them, as well as how to deliver remote assessments with integrity, which helps institutions and instructors alike to build a strong foundation of integrity for authentic learning.

How do I cite sources in a paper?

Instructors at every grade level and in every subject should cover correct citations. Referencing others’ work creates a strong association between one writer’s thinking and the perspective of other scholars in that field. According to the University of Washington (USA): “Scholarship is a conversation and scholars use citations not only to give credit to original creators and thinkers, but also to add strength and authority to their own work. By citing their sources, scholars are placing their work in a specific context to show where they ‘fit’ within the larger conversation.”

If students understand the value of citations and how to craft them in their papers , it can lead to confidence long-term in submitting their own writing and not that of others’, illustrating their own understandings, and developing their own voice in the academic space.

How can I develop time management skills?

Time management is essential to success, not only in academia, but in life. As early as possible, students should learn time management skills so that they can organize their work, schedule time to study or research, and balance their extracurricular and academic activities. When students plan ahead, there is less likelihood that they will choose shortcut solutions for assignments because they are confident in their own approach and the time required to research and revise.

If students are struggling with time management, interventions by tutors or teachers may be helpful prior to a larger assignment or exam. Online resources, too, can be helpful; Blair Fiander, founder of Blair’s Brainiacs, offers advice on how to keep motivated while studying remotely and tips for independent study and revision .

How do I paraphrase correctly?

Paraphrasing supports learning outcomes because it requires students to analyze, summarize, interpret, and restate others’ writing. It supports and strengthens research because it brings in other ideas without interrupting the flow of writing the way a direct quote sometimes does. However, if a student doesn’t know how to paraphrase information accurately or effectively, there is a greater chance that they will unintentionally plagiarize, or even seek alternative methods, including word spinners or AI writing tools to complete an assignment.

When students can read a body of text and then put it into their own words, not only do they avoid plagiarism, they also more deeply absorb complicated concepts and enhance their own thinking. Paraphrasing can often help students to feel more confidence about research they conduct and produce. Check out Turnitin’s Paraphrasing Resource Pack , a comprehensive set of ready-to-use resources for those seeking to enhance this valuable skill.

What is my school’s policy on academic misconduct and AI writing usage?

Just as roadways function better with clearly posted speed limit signs, so too, can students complete their best, original work when they understand expectations. In addition to the syllabus and rubric, which gives students a roadmap on what is needed to complete the assignment, students also need an understanding of the honor code and how a school approaches suspected misconduct.

When a student body receives education around academic misconduct, there is a significant decrease in cases of plagiarism. A 2020 study found that after 12 semesters of academic misconduct data, there was a 37.01% reduction in instances of detected plagiarism following explicit interventions on academic misconduct ( Perkins, et al. ).

Sharing a policy can take many forms. The University of South Australia provides students with a 12-page written Academic Integrity Policy that not only defines key terms, but also outlines levels of offense and their specific consequences. Kingston University in London offers a landing page that defines academic misconduct and the university’s procedures. Instructors, furthermore, should update their honor codes for online learning environments because with the increase of online instruction during the pandemic, many universities reported an uptick in misconduct.

Institutions, as mentioned above, also need to update their academic integrity policies to include AI and ideally, clearly outline what constitutes use and misuse within the charter.

All of these steps provide clear guidelines for students who need to know how to submit high quality assignments, as well as what happens if misconduct occurs.

What happens if I’m caught plagiarizing?

If a student’s assignment has suspected plagiarism, there are several things that may happen, depending your institution’s policies:

• An escalation policy, which needs to have been communicated to the students prior to any assignments, is enacted.
• Conversations between students and instructors, which could include a deep-dive into how research was conducted, how references were cited (or not cited), as well as any examples of a student’s previous work as a comparison.
• Administration or academic panel involvement (if needed).
• Next steps, be they a rewrite, a failed grade, expulsion, or other.

Plagiarism not only tarnishes the act of learning, but it can also affect a student’s or institution’s reputation, the quality and respectability of research, and the value of a diploma. And while it’s never a pleasant experience to go through this process, sometimes simply knowing there are serious penalties for misconduct deters students from seeking shortcut solutions.

Hamilton College Reference Librarian Julia Schult says, "Plagiarism isn't a bad thing simply because it's intellectual theft—although it is that. It's a bad thing because it takes the place of and prevents learning." As such, many instructors and institutions are opting for an alternative to the zero-tolerance approach when it comes to misconduct, in order to put learning back into the equation.

There is an increased desire for restorative justice which, unlike traditional punishment, looks “to see students not only learn from their mistakes, but to simultaneously re-establish their standing and give back to the institutional community” ( ICAI 2018 ). The University of Minnesota (USA) has provided a program entitled “Academic Integrity Matters” (AIM) for students who have engaged in scholastic dishonesty and accept responsibility for violating the Student Conduct Code. Based on restorative justice principles, this program offers an opportunity for students to attend facilitated meetings with community members to reflect on the importance of academic integrity. Participants and community members discuss and agree on an educational opportunity the student will complete in order to demonstrate understanding of academic integrity and move beyond the disciplinary space.

For instructors seeking restorative justice, there is an opportunity to turn plagiarism into a teachable moment , helping students to understand why there are safeguards in place to ensure original work. Furthermore, if students feel like they can fail safely , often risks are mitigated because they know that even if they make mistakes, they can rewrite, relearn, and rebuild trust to make it better in the future.

What is authentic learning?

Avoiding plagiarism is about prioritizing learning and its process above the end result. While explicit instruction and academic policies fortify academic integrity, it’s also important to nurture intrinsic motivation for learning. What is one way to help foster such intrinsic motivation in students? Authentic learning is one option.

Julia Hayden Galindo, Ed.D., from the Harvard Graduate School of Education , describes authentic learning as ”learning activities that are either carried out in real-world contexts, or have transfer to a real-world setting.” She goes on to say:

“Authentic learning tasks capture students’ attention and raise their motivation to learn because they touch on issues that are directly relevant to students’ present lives or future careers. The instructor’s role, in this mode of teaching, is to help students to make connections between their own ways of making sense of the material and the established cultural frameworks of the discipline” ( Stein et al., 2004 ).

Rooted in constructivist theory, authentic learning insists that actively engaging with problems and materials constitutes the best way to learn ( Mayo, 2010 ). As John Dewey said, “[E]ducation is not an affair of ‘telling’ and being told, but an active and constructive process” (Dewey, as cited in Mayo, 2010, p. 36). Stein, Issacs, & Andrews emphasize that authentic learning activities should have both personal and cultural relevance ( 2004 ). And as often as possible, instructors should merely be facilitators of learning, providing an environment for learning where students themselves lead the charge and engage with topics, wrestle with new ideas, engage in discussions with each other, and ultimately, dive into material that is meaningful to them on their own terms.

How does authentic learning help students avoid plagiarism?

At its core, authentic learning fosters intrinsic motivation. Instead of being driven by fear, by a higher grade, or even by approval of others, students instead work hard for themselves. They have an internal desire to try something new, make mistakes, acquire a skill, and increase their knowledge. And because it comes from within, they are less likely to seek shortcut solutions that would hinder or taint their genuine learning. If educators can foster in students such a desire to learn for its own merits, then even when under pressure or facing a deadline, a student will still seek to complete their own, original work.

• Using examples so students know how the material can be of use. Providing meaningful reasons for learning activities.
• Providing constructive feedback early and often to help students understand next steps in their learning journey, which includes positive feedback.
• Giving students control over their learning. Giving them opportunities to choose their own topics or reading lists and provide a variety of assessment formats , so they have control over how they demonstrate their understanding.

As James Lang put it in his book, Cheating Lessons: Learning from Academic Dishonesty , educators should strive to inspire students “with appeals to the intrinsic joy or beauty of the task itself.” If educators nurture an environment that feels authentic, safe, and inspiring, with clear expectations and high standards for original work, research shows that cases of misconduct are low and the caliber of learning high ( Lang, 2013 ).

How can a plagiarism checker help me?

In an academic space where students and instructors alike are seeking to avoid plagiarism and promote original thought, this question is prominent. However, it is a question that should be asked in tandem with all of the questions above, as one element of a multi-faceted approach to academic integrity. Plagiarism checkers like Turnitin Feedback Studio act as a backstop solution to academic misconduct if all of the above methods should fail.

A tool like Turnitin Feedback Studio is beneficial because it utilizes a massive database of content to determine if there are similarities between a student’s work and writing that has already been published. If instructors opt for multiple submissions , then a student can receive up to three Similarity Reports before the due date to get feedback on their writing and improve it before submitting.

Utilizing tools like Draft Coach in the writing process also upholds integrity; with Draft Coach, students can receive immediate feedback, not just on similarity, but on citations and grammar as well. From there, students can revise their writing accordingly, which not only encourages real-time learning, but also equates to real time saved by teachers grading papers on the back end.

And within Turnitin Originality, there is an AI detection feature to help educators identify when AI writing tools such as ChatGPT have been used in students’ submissions, offering insights to inform next steps.

And while choosing a plagiarism checker is helpful in a variety of ways, it is important to note that Turnitin does not detect plagiarism . Our tools, in fact, detect similarity and offer insights to support instructors and administrators making their own informed decisions about student work.

In sum: Strategies for students to avoid plagiarism

In the end, avoiding plagiarism goes beyond having a tool to check for similarity. It is a robust, holistic approach that includes foundational instruction around citations and paraphrasing; a culturally responsive curriculum that clearly defines misconduct and policies in that community; the prioritization of student wellbeing to ensure that students feel seen in the classroom .

Students, instructors, and administrators can work together to utilize these strategies and establish a culture of academic integrity where authentic learning is the goal and high-quality, original work is seen daily.

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Paraphrasing & Summarizing

• What is Plagiarism?
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To help the flow of your writing, it is beneficial to not always quote but instead put the information in your own words. You can paraphrase or summarize the author’s words to better match your tone and desired length. Even if you write the ideas in your own words, it is important to cite them with in-text citations or footnotes (depending on your discipline’s citation style ). 

Definitions

• Paraphrasing allows you to use your own words to restate an author's ideas.
• Summarizing allows you to create a succinct, concise statement of an author’s main points without copying and pasting a lot of text from the original source.

What’s the difference: Paraphrasing v. Summarizing

Explore the rest of the page to see how the same material could be quoted, paraphrased, or summarized. Depending on the length, tone, and argument of your work, you might choose one over the other. 

• Bad Paraphrase
• Good Paraphrase
• Reread: Reread the original passage until you understand its full meaning.
• Write on your own: Set the original aside, and write your paraphrase on a note card.
• Connect: Jot down a few words below your paraphrase to remind you later how you envision using this material.
• Check: Check your rendition with the original to make sure that your version accurately expresses all the essential information in a new form.
• Quote: Use quotation marks to identify any unique term or phraseology you have borrowed exactly from the source.
• Cite: Record the source (including the page) on your note card or notes document so that you can credit it easily if you decide to incorporate the material into your paper.

Explore the tabs to see the difference between an acceptable and unacceptable paraphrase based on the original text in each example.

Original Text

“Business communication is increasingly taking place internationally – in all countries, among all peoples, and across all cultures. An awareness of other cultures – of their languages, customs, experiences and perceptions – as well as an awareness of the way in which other people conduct their business, are now essential ingredients of business communication” (Chase, O’Rourke & Wallace, 2003, p.59). 

More and more business communication is taking place internationally—across all countries, peoples, and cultures.  Awareness of other cultures and the way in which people do business are essential parts of business communication (Chase, O’Rourke & Wallace, 2003, p.59)

Compare the Original and Paraphrase

Too much of the original is quoted directly, with only a few words changed or omitted. The highlighted words are too similar to the original quote: 

More and more business communication is taking place internationally —across all countries, peoples, and cultures .  Awareness of other cultures and the way in which people do business are essential parts of business communication (Chase, O’Rourke & Wallace, 2003, p.59)

Original Text 

“Business communication is increasingly taking place internationally – in all countries, among all peoples, and across all cultures. An awareness of other cultures – of their languages, customs, experiences and perceptions – as well as an awareness of the way in which other people conduct their business, are now essential ingredients of business communication” (Chase, O’Rourke & Wallace, 2003, p.59).

The importance of understanding the traditions, language, perceptions, and the manner in which people of other cultures conduct their business should not be underestimated, and it is a crucial component of business communication (Chase, O’Rourke & Wallace, 2003, p. 59).

The original’s ideas are summarized and expressed in the writer’s own words with minimal overlap with the original text's language:

The importance of understanding the traditions, language, perceptions, and the manner in which people of other cultures conduct their business should not be underestimated, and it is a crucial component of business communication (Chase, O’Rourke & Wallace, 2003, p. 59).

• Bad Summary
• Good Summary
• Find the main idea: Ask yourself, “What is the main idea that the author is communicating?”
• Avoid copying: Set the original aside, and write one or two sentences with the main point of the original on a note card or in a notes document.
• Connect: Jot down a few words below your summary to remind you later how you envision using this material.

Business communication is worldwide, and it is essential to build awareness of other cultures and the way in which other people conduct their business. (Chase, O’Rourke & Wallace, 2003, p.59). 

Compare the Original and Summary

Too much of the original is quoted directly, with only a few words changed or omitted. The highlighted words are too similar to the original text:

Business communication is worldwide, and it is essential to build awareness of other cultures and the way in which other people conduct their business . (Chase, O’Rourke & Wallace, 2003, p.59). 

In a world that is increasingly connected, effective business communication requires us to learn about other cultures, languages, and business norms (Chase, O’Rourke & Wallace, 2003, p.59). 

The original’s ideas are summarized and expressed in the writer’s own words with minimal overlap:

In a world that is increasingly connected, effective business communication requires us to learn about other cultures , languages , and business norms (Chase, O’Rourke & Wallace, 2003, p.59). 

No matter what the source or style, you need to cite it both in-text and at the end of the paper with a full citation! Write down or record all the needed pieces of information when researching to ensure you avoid plagiarism. 

Cheat Sheet

• Paraphrasing and Summarizing Download this helpful cheat sheet covering "Paraphrasing and Summarizing."
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• Next: Minimizing Your Plagiarism Risk >>
• Last Updated: Aug 7, 2023 2:00 PM
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Avoiding plagiarism.

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Workshop on Avoiding Plagiarism

In addition to the materials on this page,  you can also sign up for a more in-depth workshop on Avoiding Plagiarism . Workshop attendees receive a badge to indicate they have completed activities related to this instructional workshop.

Knowing what to cite and what you do not need to cite will give you the confidence needed to avoid plagiarism as you write papers and use ideas and materials from journal articles, websites, books, videos, and more. Citing the materials you used to write your paper tells your readers where you found the information and who created, or authored, the materials used to support your topic.

After viewing these short videos, you will be able to:

• Identify some basic rules about when to cite your sources.
• Identify examples of "common knowledge".
• Be able to describe the difference between paraphrasing, summarizing, and direct quotations when citing sources.

For more information you can self-enroll in the online workshop, " Avoiding Plagiarism ."

• Avoiding Plagiarism: What Do I Need to Cite? Most students understand they need to cite materials they used if it is a direct quote, but the ideas of others need to be cited, too.
• Plagiarism: You Can't Just Change a Few Words A lot of students do not think examples like these count as plagiarism, but they do.
• When Should I Cite a Source? This video identifies the conditions under which you need to cite a source when writing an essay or paper.
• << Previous: Locating Subject & Course Guides
• Next: Plagiarism and ChatGPT >>
• Last Updated: Mar 11, 2024 2:57 PM
• URL: https://guides.lib.usf.edu/libskills

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Using Sources, Avoiding Plagiarism, and Academic Honesty

A key expectation of academic work is that what you submit is your own, and that you appropriately source words and ideas that are not your own. Since academic writing involves building on the ideas of others, knowing how to integrate that material with your own thinking is a fundamental skill for success. Writers who simply haven’t practiced that skill may find themselves submitting papers with unintentional plagiarism (which is by far the most common). The resources below explain what plagiarism is, and how to avoid it through careful use of source material, rhetoric, and citations. Please feel free to email us with any thoughts or suggestions!

What is Plagiarism?

Put simply, plagiarism is when you claim the words or ideas of others as your own. Since all work you submit during an academic program is presumed to be yours, even leaving out a citation can lead to unintentional plagiarism. Avoiding plagiarism means knowing how to integrate sources correctly into your writing, understanding the rules of the style guide you’re using, and having a big-picture understanding of academic honesty: the “why” behind all those seemingly arbitrary rules.

• Antioch University Plagiarism Policy

Integrating Sources

Any time you use someone else’s words or ideas (which you do in most academic papers), you need to be careful to track them through your research and drafting phases, attribute them in your writing phases, and ensure they are correctly cited during your final polishing phases. Integrating sources well starts with research–taking good notes, actively synthesizing as you read, and making sure you put other people’s words in quotes in your notes are all ways to avoid accidental plagiarism down the line. As you start to write, you’ll want to use quotations, paraphrases, and syntheses to describe other people’s ideas. Each integrates sources in a different way, and academic writers need to know how to do all three, and when each is appropriate. As you finish your paper, you need to able to include citations in a consistent and appropriate format so that readers of your work can locate the source you used for a given idea. In academic writing, it is expected that your work fits into an ongoing conversation; citing your sources helps your readers know who contributed before you, and how you used their ideas. Reading and Doing Research

• Active Reading Strategies
• Critical Reading Exercises
• Gathering Information
• Evaluating Research Generally
• Evaluating Empirical Research
• The Art of Integrating Sources
• Using Quotations
• A Short Guide to Paraphrasing

Style and Citations

Regardless of your field and specialty, you can rest assured that you will need to cite your sources and abide by the rules of a style guide. These resources focus on helping you manage those expectations, especially around the particulars of things like APA style.

• Citation Managers
• Antioch Seattle MA Psych Style Guidelines
• An Overview of APA Style
• Common Mistakes in APA Style

Other Resources:

• Visit the American Psychological Association website for updated information regarding APA style and formatting guidelines for writing in the psychology and social sciences.
• Visit the Modern Language Association website for updated information regarding MLA style and formatting guidelines for writing in the humanities.

  Academic Honesty

Part of academic writing is also managing your time and working sufficiently in advance to do your work well. If you are working at the last minute or find yourself committed, you may find yourself tempted to leave out a citation, to appropriate a quote, or even to copy and paste text from a source without attribution. While everyone understands the desperation that can lead to academic dishonesty, the choice to engage in intentional plagiarism is a serious breach of conduct with serious consequences. In an academic program, it can lead to your being put on academic probation or kicked out of the University. Beyond student writing, plagiarism can cause you to lose all credibility in your field and destroy your academic or professional career.

Healthy Approaches to Plagiarism: A Collaborative Response

Dorothy Capers,  AUS PsyD Student & Anne Maxham, Ph.D., Director of Writing Support   Plagiarism today goes beyond the flagrant taking of another’s piece of writing and turning it as your own. With the internet, facile copying and pasting of others’ words can wreak havoc on your academic integrity.

Caveat Scriptor!

(Writer Beware!)

Overview: Plagiarism is fundamentally the act of taking others’ words and using them as your own. The range of what identifies as plagiarism is complex: it may be intentional or unintentional; it may be in the form of paraphrases without citing the source, or word for word (seven or more words in sequence from the original source); or padding your writing with longer passages without citations. Being charged with “academic dishonesty” or “plagiarism” is a gut-wrenching experience that no student wants to risk. The impact of being questioned about your authenticity can result in losing confidence as a writer and even have you doubt your purpose in studying at the university. Beyond the emotional effects, other consequences can be dire, and sometimes result in failing the class, being put on academic probation, and worst of all expulsion from the university. All writers need to take precautions and make efforts to ensure that your writing is “all yours” and that you properly cite others’ words and ideas. One scenario of why it can happen to anyone: Many of us now compose directly on the computer and frequently have multiple documents opened at any given time. We “read” to find information to use in our writing. Frequently, we jump from online articles to our own document, copying and pasting material. At times, we’re writing papers with quick deadlines, and we might rush through this all-important step of first understanding the article content. Rather than fully “digesting texts,” we read for important information and key points to include in the paper. Our notes become lifted passages from texts rather than summarizing in our own words. We research and read for “context” rather than the “content”; that is, we read to finish our writing rather than fully understanding the topic or content. What you can do: To avoid unintentional plagiarism, stop long enough in your reading to think about what the author is saying. Put it in your own words. There’s an inherent danger in copying text and pasting into your own notes. And in doing so, writers can naively create a “fertile environment” for plagiarism to occur.  And it happens not just in academia. Take a look at what happened to well-known authors, and the consequences can ruin a career. Or musicians and the long lawsuits that follow. Remember, James Frey and the scandal after Oprah had selected his Million Little Pieces as one of her “reads”? Oprah felt betrayed and used. Her anger was palpable when she publicly lambasted him in her program: https://www.youtube.com/watch?v=ewC-KIe5qng http://www.csmonitor.com/Books/2011/1208/5-famous-plagiarism-and-fraud-accusations-in-the-book-world/Alex-Haley And recently, Neil Gorsuch was accused of plagiarizing parts of his book: http://www.politico.com/story/2017/04/gorsuch-writings-supreme-court-236891 So, we’ve developed this resource to help students take proactive measures to be academically honest. Before we move into the nitty gritty, we have some fundamentals:

• First, create a “working bibliography” of your resources. Put a number or a letter next to each and use that notation next to your quotes & paraphrases. That way, the sources for all quotes/paraphrases are identified.
• Cite all direct quotes, paraphrases, statistics, and unique ideas. Take the extra time to put quotation marks around words that are not yours. And don’t forget to post the page number of all direct quotes.
• direct quotes = citation
• paraphrases = citation
• statistics = citation
• unique concepts = citation
• when in doubt = citation
• If you’re not sure, you should seek writing support with your writing center or the VWC.

The Academic Conversation For those who want to write original work, learning how to enter the academic conversation is fundamental. While the academy is a place for active debate, most of us read materials given to us as passive “voyeurs” of a text. Of course, this is saying something about the implicit/explicit power dynamic between the faculty member and the student. Do we read to highlight what we think the faculty member wants us to read? Or do we read to wrestle with ideas? Frankly, given the reality that most of us read multiple texts each week, we’re lucky if we “digest” even one text.  The fact that most of us read – or submit a text— seldom questioning its content, style, or the intent of the author shows that we may be disempowered in the academic enterprise. Many students don’t realize that writing forces a reader to “digest” the material and to summarize as well as validate assertions by referring to the experts. So, active reading is essential in bringing the reader into the discourse. Since there are deep and multiple connections between reading and writing, we all need to learn and use strategies of active, critical reading (See the VWC Resources: “ Active Reading Strategies” and “ Critical Reading Exercises” )

If we think about academic reading and writing as a conversation, students have to carry the researchers forward in the conversation, even those with opposing views. Writing a paper is entering the conversation in an attempt to inform the reader of your unique learning through summarizing, paraphrasing, and citing other researchers. Ways to ensure Academic Authenticity: Validating that your writing is authentically yours and accurately reflecting your understanding of the topic begins early in your writing process.  Before writing, verify that you understand the assignment. Ask questions and request examples from the faculty member. Remember, what your instructors wants in an assignment is most important for your success. If you don’t understand, ask classmates and go to the writing center for additional support. Taking Notes: Take “real notes”: Don’t just lift full lines or passages from your reading. Be sure to write all notes in your own words, or put quotes around texts. If you’ve paraphrased, you still need to cite. So, put ( ) and the author, date, pg number. Defining the goals of your literature review will guide both your reading and your note-taking.   Peg Single Boyle, author of Demystifying Dissertation Writing (2009), offers a clear approach to “Citable Notetaking”:

• Pre-read your articles before taking notes
• Keep track of what’s summarized, paraphrased, or quoted.
• Choose  consistent formats for your notes. For example: If more than one article set up a spreadsheet to identify authors, article theme and quotes and paraphrases. This will help with putting your outline together when you start to write  (p 55-78).

The Virtual Writing Center has other resources available at the top of this page to help guide you to academic success. Tutorials: Want to see how much you know or don’t know about plagiarism? Spend a productive hour watching the tutorials and then take the “Certification Test” at the Indiana University resource: Tutorial: https://www.indiana.edu/~academy/firstPrinciples/tutorials/index.html Test: https://www.indiana.edu/~academy/firstPrinciples/certificationTests/index.html Finally: As a member of a discipline, you’re responsible to learn the style sheet of your field of practice (APA, Chicago, MLA, etc.).  Use online resources and manuals relevant to your field. If you’re unclear, seek help and work one-one with Mentor/VWC.  If you want professional help, go to the AU Writers’ Exchange (wex.antioch.edu).  Also review this handy checklist for APA Style that was designed for writers to refer to prior to submitting their papers. Writing support is designed to help students. With friendly student peer consultants, you may talk about your writing and get the support you need. You’re not alone.    References Boyle, P.S. (2009).  Demystifying dissertation writing. Stylus Pub: New York.

Resources for Faculty

• Responding to Plagiarism
• Plagiarism Checklist for Faculty

Academic Resources: Bronwyn T. Williams (2008). Trust, betrayal, and authorship: Plagiarism and how we perceive students.   Journal of Adolescent and and Adult Literacy 51 :4, 350 – 354. Abstract: Emotional responses to plagiarism are rarely addressed in professional literature that focuses on ethics and good teaching practices. Yet, the emotions that are unleashed by cases of plagiarism, or suspicions of plagiarism, influence how we perceive our students and how we approach teaching them. Such responses have been complicated by online plagiarism-detection services that emphasize surveillance and detection. My opposition to such plagiarism software services grows from the conviction that if we use them we are not only poisoning classroom relationships, but also we are missing important opportunities for teaching.

Howard, R., & Robillard, A. (2008). Pluralizing plagiarism : Identities, contexts, pedagogies . Portsmouth, NH: Boynton/Cook. Pluralizing Plagiarism offers multiple answers to this question — answers that insist on taking into account the rhetorical situations in which plagiarism occurs. While most scholarly publications on plagiarism mirror mass media’s attempts to reduce the issue to simple black-and-white statements, the contributors to Pluralizing Plagiarism recognize that it takes place not in universalized realms of good and bad, but in specific contexts in which students’ cultural backgrounds often play a role. Teachers concerned about plagiarism can best address the issue in the classroom — especially the first-year composition classroom — as part of writing pedagogy and not just as a matter for punishment and prohibition. . . “–Back cover.

Price, M. (2002). Beyond “Gotcha!”: Situating plagiarism in policy and pedagogy. College Composition and Communication, 54 (1), 88-115 Abstract:Plagiarism is difficult, if not impossible, to define. In this paper, I argue for a context-sensitive understanding of plagiarism by analyzing a set of written institutional policies and suggesting ways that they might be revised. In closing, I offer examples of classroom practices to help teach a concept of plagiarism as situated in context.

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

Avoiding Plagiarism

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Summarizing, Paraphrasing, and Quoting: A Comparison

This 10-minute activity helps raise students’ awareness to the similarities and differences among summarizing, paraphrasing, and quoting as they prepare to use these strategies in an effort to avoid plagiarism.

Peer Summarizing

This 45 to 90-minute activity allows students to practice writing their own summaries as well as evaluate summaries written by their peers.

Anonymous Paraphrasing

This 45 to 70-minute activity gives students the chance to practice paraphrasing a short passage and anonymously review each other’s work as a class.

Paraphrasing from Media

This 35-minute activity provides students practice with paraphrasing visual and multimedia texts.

Using In-text Citations

This 50-minute activity first offers students various examples of how to cite a single passage. Students are then asked to practice writing their own in-text citations with another text, following the examples they’ve been given. The supplemental handout for this activity offers a variety of examples on how to integrate an original source text into one’s own writing.

Quoting Others

This 40-minute activity asks students to practice quoting an original source. The supplemental handout for this activity offers useful templates for students to use when both quoting as well as interpreting a quote in their own work.

Summary, Paraphrase, and Quotation in Context

This 35-minute activity asks students to analyze and evaluate example summaries, paraphrases, and in-text citations in a given sample essay.

Essay Rewriter Tool for Students

The Essay Rewriter tool is easy to use. Follow these steps to obtain a perfectly paraphrased text.

• Copy the original that you need to rewrite.
• Paste it into the tool, checking if the text length doesn’t exceed the limit.
• Select the required paraphrasing rate.
• Press the “Rewrite” button.
• Copy the result for further use.

Wondering how to avoid plagiarism in a paper or article? You are welcome to use the essay rewriter tool above. It was designed for academic purposes. Easily paraphrase texts in no time!

• ✅ The Benefits of the Tool
• ✍️ Avoiding Plagiarism with a Rewriter

🆚 Quoting vs. Rewriting vs. Plagiarism

🔗 references, ✅ essay rewriter: 5 key benefits.

• It helps to avoid plagiarism. Not all plagiarism happens intendedly. Essay Rewriter eliminates the human factor in paraphrasing. It provides you with a text that contains a preset quantity of original words.
• It is specially designed for students. The rephrasing is neither too academic nor conversational. The style of the resulting text perfectly fits all educational requirements.
• It is simple to use. It would be strange to waste your time exploring a tool that should save it. Essay Rewriter is intuitively clear. You can open the web page and use it straight away.
• It has an adjustable percentage of paraphrased words. Sometimes you need to preserve some part of the original. Try various rates to choose the best result.
• It is equally functional on computers and mobile devices. You can use the tool at home or college from your smartphone. All the features will be available in the mobile version.

✍️ Rewriter Tool: An Easy Way to Avoid Plagiarism

Want to know when rewriting means plagiarizing?

It is easy.

When you use someone else’s intellectual property, pretending it’s your own, you plagiarize. When you reword a text that another person wrote without referencing the original, it is plagiarism.

Unfortunately, even if you unwillingly copy someone’s text, it is also punishable . The consequences range from lowered marks and reprimanding to expulsion from the educational institution or research community. Nobody likes plagiarizers. People perceive them as thieves.

Still, every researcher resorts to paraphrasing. What is the recipe for the balance between rewriting and plagiarism? The short answer is, always mention the original . There are more nuances, like retelling the text with your own words rather than using synonyms here and there. But whichever method or app you use, give credit to the author.

When you wish to use someone else’s words as a part of your writing, you insert a quote . In this case, you are supposed to enclose the phrase or sentence in quotation marks to signal that you are quoting. After that, include a citation with page number and author’s name.

When should you quote?

There is a general rule that if more than four words in a row match the source, you should enclose them in quotation marks.

But if the sentence or paragraph you wish to use is too long, it is better to paraphrase it. In such a case, quotation marks are unnecessary. Still, paraphrases also require citations at the end of the rewritten text and in the list of references. Make sure to modify the words and their order to avoid plagiarism.

You can consult the examples of quoting, rewriting, and plagiarism examples below. Compare them to find out the difference and never have problems using someone else’s text in your research article or essay.

Quoting: Example

The quote from a book by Oliver Sacks below contains quotation marks and a reference to the original according to APA citation style.

“The scientific study of the relationship between brain and mind began in 1861, when Broca, in France, found that specific difficulties in the expressive use of speech, aphasia, consistently followed damage to a particular portion of the left hemisphere of the brain. This opened the way to cerebral neurology, which made it possible, over the decades, to ‘map’ the human brain, ascribing specific powers — linguistic, intellectual, perceptual, etc. — to equally specific ‘centers’ in the brain. Toward the end of the century it became evident to more acute observers that this sort of mapping was too simple, that all mental performances had an intricate internal structure, and must have an equally complex physiological basis.” (Sacks, 1998, p. 5)

Rewriting: Example

The rewriting sample below contains all the essential features. All the grammatical structures of the sentences have been modified. Most words have been replaced with synonyms, and most importantly, it contains a reference to the original . You can use this example as a good one.

In “The Man Who Mistook His Wife for a Hat: And Other Clinical Tales,” Sacks (1998) describes the beginning of the research on brain and mind. In particular, Broca was the first to discover the relationship between aphasia and the damaged section of the left hemisphere. This finding started a breakthrough in cerebral neurology. In some decades, people described the brain’s structure with respect to its functions and the centers responsible for them. Later, researchers found that this approach overly simplified mental processes. On the contrary, the human brain has a complicated psychological structure, and its functioning is much more intricate.

Plagiarism: Example

This plagiarism sample does not change the sentence structure and frequently uses the same word order. Deleting the subordinate parts of sentences and changing some words with synonyms does not suffice for a good rewriting. Plagiarism checkers will recognize this passage as the original . But if your poor rewriting is revealed, you will be punished. Its main drawback is the absence of credit to the original.

The study of the brain and mind began in 1861 when Broca found that specific difficulties in the expressive use of speech usually followed damage to the left hemisphere of the brain. This gave impetus to the development of cerebral neurology, which made it possible to ‘map’ the human brain. Scientists ascribed specific powers — intellectual, linguistic, perceptual, etc. — to some particular areas in the brain. At the end of the century, it became evident that such mapping was too simple. Therefore, all mental activities had a complicated internal structure, and they must have an equally intricate physiological basis.

Hope the tips and examples above are useful for you. By the way, summarizing the sources you use is another way to avoid plagiarism – in case you mention the author, of course. If you need to summarize anything, use our free tool !

❓ Essay Rewriter Tool: FAQ

Rewrite means paraphrasing the original writing to obtain a new text. The level of plagiarism defines the quality of rewriting, i.e., the lower, the better. Currently, there are hundreds of free online rewriting tools, including Essay Rewriter, that can transform any text into an original with zero plagiarism.

• Read the source, making notes of the essentials.
• Start each sentence from a different point, as compared to the original.
• Rewrite only the most significant parts, leaving out the less critical ones.
• Skip all the previous issues and automatize the process with Essay Rewriter.

Essay Rewriter is the best online tool to rewrite an article. It allows choosing the paraphrasing level, depending on your needs. The entire process requires a couple of clicks. Its primary benefit is that it is absolutely free and simple to use.

Article rewriting is legal as long as you include a proper reference to the source and paraphrase it sufficiently to look original. Otherwise, the copyright holder may reveal your infringement. It can entail legal, financial, or reputational consequences. But the use of shared knowledge does not require any credit to the original. For example, the names of capitals, presidents, or nationalities are common knowledge.

Updated: Oct 25th, 2023

• 6 Ways to Rewrite Someone Else's Short Story - wikiHow
• How to Avoid Plagiarism: 5 Easy Methods | Grammarly
• Plagiarism | University of Oxford
• Quoting and Paraphrasing - UW-Madison Writing Center
• Paraphrase: Write It in Your Own Words - Purdue OWL
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The tool on this page will come in handy to those who need to rephrase their text but don’t want to waste too much time doing it. Expressing the same thoughts using different wording shouldn’t be a chore. That’s why we designed the instrument that makes the whole process a lot quicker and easier.

Accidental Plagiarism: How It Happens and How to Avoid It 

• Posted on November 10, 2021 December 16, 2021

Accidental Plagiarism: How It Happens and How to Avoid It

Writing is not an easy job, whether it’s done for school, work, or simply personal enrichment. When an author does research and creates an original work, the most devastating thing would be theft of that work. That’s exactly what plagiarism is – but what if it’s not done on purpose? Is there such a thing as accidental plagiarism?

Accidental Plagiarism

Plagiarism, or stealing another author’s ideas or words without crediting them, is one of the most salient issues in writing. Whether in academia or the workplace, the consequences of plagiarism can have dire repercussions. There are many common types of plagiarism , and all of them are punishable, even without malintent.

Plagiarism involves stealing someone else’s intellectual property. While it might not affect the person physically or monetarily, plagiarism is academic dishonesty and theft. Therefore, it’s essential to create original content that builds off the work of others without taking credit for it or copying and pasting someone else’s ideas.

However, there are billions of sources, articles, essays, and papers out there, not to mention a plethora of common knowledge. Sometimes it seems impossible that the same sequence of words has not been strung together by someone before. So what about accidental plagiarism? What differentiates it from intentional types of plagiarism, and do the same stringent punishments apply?

What is Accidental Plagiarism?

Accidental plagiarism is basically just what it sounds like — when a writer commits some form of plagiarism without meaning to in any way. Typically, this happens through silly, avoidable mistakes such as using quotes without quotation marks, improperly citing sources (AKA source-based plagiarism), or doesn’t adequately paraphrase another’s idea.

However, just because someone presented unoriginal work by accident doesn’t mean they’re in the clear. The writer must ensure that every source and every quote is cited correctly so that credit is given where it’s due, and this applies in both the classroom and the professional world.

In academic writing, most assignments call for including other people’s intellectual work and ideas. Generally, a college essay requires several outside sources to back up an argument and provide evidence. The same concept applies to copywriters in the professional world—but in this case, their jobs completely depend on their ability to avoid plagiarism of all kinds. There is nothing wrong with using someone else’s work as long as it’s done correctly.

How to Avoid Accidental Plagiarism

There are several strategies you can use to avoid plagiarism of any kind. Of course, the easiest way to prevent plagiarism is to write original content, but it’s not too often that a piece of content is based entirely on your own ideas.

Accidental plagiarism most commonly occurs when an author doesn’t have proper attribution, and their ideas are unintentionally passed off as someone else’s. However, there are simple ways of avoiding this and fixing it to prevent intellectual theft and the consequences that follow.

Develop a Writing Strategy

The most common form of accidental plagiarism comes from an improper writing strategy. Students accidentally copy someone else’s work because they haven’t put enough thought or effort into their argument. When writing original essays or research papers, ensure that you’re putting enough distance between yourself and your sources with a writing strategy.

The most effective writing strategies to avoid plagiarism have several steps: taking notes, creating an outline, writing a draft, editing that draft, and proofreading. Each of these steps adds a layer of originality to your writing style and reduces the chances of accidental plagiarism.

Taking notes is a vital part of writing an essay. If you are writing directly after looking at the source material, you increase your odds of accidentally plagiarising their words or ideas. When you take notes, mark the source on your notes. This will make it easier to find and cite the source later.

An outline will help form your ideas and give your paper form. Once you’ve written an outline, it’s much easier to draft and edit your own words – you have the bones of your paper already. Another benefit of the outline is that you’ll be able to see the structure of the essay and make sure your work will be original. Drafting, editing, and proofreading do the same.

Cite Your Sources

The most common method of accidental plagiarism is not citing sources, whether in a paper or at the end. Therefore, every time you write an academic paper, make sure that you correctly cite your sources. The method of this depends on the citation style of your essay.

A common mistake students make is citing sources after a quote but not after paraphrasing another author’s ideas. Whenever a source backs up a claim within an essay, it’s essential to cite that source (unless it’s widely considered common knowledge). It may seem excessive, but plagiarism is not just stealing direct quotes – it’s also stealing ideas without giving proper credit.

Even if you are not writing an academic paper, in-text citations are vital. You can use footnotes or links (depending on the professional style of a paper). However, if you don’t cite the ideas and quotes in your essay or article, you will be committing plagiarism.

Use a Plagiarism Checker

If you’ve worked hard and are sure it’s your own work but don’t want to plagiarize unintentionally, try an online  plagiarism checker . Many universities employ these for online submissions. However, you can check your paper before submitting it on a website like Quetext.

Several websites, including Quetext, will compare your paper to thousands of online articles and sources. You will get a full report of all similarities, intentional or accidental. If you find unintentional plagiarism, Quetext also offers citations. Thus, you’ll be able to cite that source and give it proper credit.

Is Accidental Plagiarism Academic Misconduct?

Plagiarism is a big deal, especially in higher education. Many universities have a no-tolerance policy, meaning that a student caught plagiarizing can receive disciplinary action ranging from an automatic zero to expulsion from the college. However, does accidental plagiarism have the same severe consequences?

Academic misconduct can lead to failing a paper, a class, or even dropping out of college for the plagiarist. The particular policy on plagiarism, accidental or not, depends on the professor and the school. However, plagiarism is academic misconduct, whether it is intentional or not.

What are the Consequences of Accidental Plagiarism?

Even though it is accidental, this kind of plagiarism is still considered academic misconduct. The consequence for plagiarizing varies depending on the school, the amount of plagiarism, and the individual teacher. However, it can be challenging to convince a professor that your work wasn’t deliberate plagiarism, especially if it’s most of the paper.

If you think you might have accidentally plagiarised, talk to your teacher first. A professor that knows your previous work ethic and honesty is more likely to listen to you than a higher-up authority you’ve never met. In addition, professors have a goal to help their students succeed, and most are willing to work with you to correct plagiarism.

Examples of Accidental Plagiarism

Plagiarism is a serious offense but often occurs accidentally. It’s easy to do it unintentionally. Here are some of the most common examples of accidental plagiarism found in papers, essays, and articles:

Not citing a source properly

Misattributing an idea from a source

Not citing an idea or paraphrase in the paper

Reusing a sentence structure and only changing a few words

Using a quote or thought with no citation

Patchwriting, or taking specific phrases from another author without realizing it

Accidentally using the exact phrase or sentence as another paper

Using the same arguments and form as a source

Not using quotation marks around quotes

Paraphrasing an idea without citations

Most of these are easily avoidable–with proper note-taking and citation skills, a student can avoid accidental plagiarism. In addition, an online plagiarism checker like Quetext can help ensure that no ideas or quotes get stolen.

Final Thoughts

Plagiarism is a serious offense, so it’s vital to avoid even the most incidental forms. Students, teachers, and writers alike need to know the importance of giving credit to an author’s intellectual property and how to avoid unintentional academic dishonesty.

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Academic Essay Writing Made Simple: 4 types and tips

The pen is mightier than the sword, they say, and nowhere is this more evident than in academia. From the quick scribbles of eager students to the inquisitive thoughts of renowned scholars, academic essays depict the power of the written word. These well-crafted writings propel ideas forward and expand the existing boundaries of human intellect.

What is an Academic Essay

An academic essay is a nonfictional piece of writing that analyzes and evaluates an argument around a specific topic or research question. It serves as a medium to share the author’s views and is also used by institutions to assess the critical thinking, research skills, and writing abilities of a students and researchers.  

Importance of Academic Essays

4 main types of academic essays.

While academic essays may vary in length, style, and purpose, they generally fall into four main categories. Despite their differences, these essay types share a common goal: to convey information, insights, and perspectives effectively.

1. Expository Essay

2. Descriptive Essay

3. Narrative Essay

4. Argumentative Essay

Expository and persuasive essays mainly deal with facts to explain ideas clearly. Narrative and descriptive essays are informal and have a creative edge. Despite their differences, these essay types share a common goal ― to convey information, insights, and perspectives effectively.

Expository Essays: Illuminating ideas

An expository essay is a type of academic writing that explains, illustrates, or clarifies a particular subject or idea. Its primary purpose is to inform the reader by presenting a comprehensive and objective analysis of a topic.

By breaking down complex topics into digestible pieces and providing relevant examples and explanations, expository essays allow writers to share their knowledge.

What are the Key Features of an Expository Essay

Provides factual information without bias

Presents multiple viewpoints while maintaining objectivity

Uses direct and concise language to ensure clarity for the reader

Composed of a logical structure with an introduction, body paragraphs and a conclusion

When is an expository essay written.

1. For academic assignments to evaluate the understanding of research skills.

2. As instructional content to provide step-by-step guidance for tasks or problem-solving.

3. In journalism for objective reporting in news or investigative pieces.

4. As a form of communication in the professional field to convey factual information in business or healthcare.

How to Write an Expository Essay

Expository essays are typically structured in a logical and organized manner.

1. Topic Selection and Research

• Choose a topic that can be explored objectively
• Gather relevant facts and information from credible sources
• Develop a clear thesis statement

2. Outline and Structure

• Create an outline with an introduction, body paragraphs, and conclusion
• Introduce the topic and state the thesis in the introduction
• Dedicate each body paragraph to a specific point supporting the thesis
• Use transitions to maintain a logical flow

3. Objective and Informative Writing

• Maintain an impartial and informative tone
• Avoid personal opinions or biases
• Support points with factual evidence, examples, and explanations

4. Conclusion

• Summarize the key points
• Reinforce the significance of the thesis

Descriptive Essays: Painting with words

Descriptive essays transport readers into vivid scenes, allowing them to experience the world through the writer ‘s lens. These essays use rich sensory details, metaphors, and figurative language to create a vivid and immersive experience . Its primary purpose is to engage readers’ senses and imagination.

It allows writers to demonstrate their ability to observe and describe subjects with precision and creativity.

What are the Key Features of Descriptive Essay

Employs figurative language and imagery to paint a vivid picture for the reader

Demonstrates creativity and expressiveness in narration

Includes close attention to detail, engaging the reader’s senses

Engages the reader’s imagination and emotions through immersive storytelling using analogies, metaphors, similes, etc.

When is a descriptive essay written.

1. Personal narratives or memoirs that describe significant events, people, or places.

2. Travel writing to capture the essence of a destination or experience.

3. Character sketches in fiction writing to introduce and describe characters.

4. Poetry or literary analyses to explore the use of descriptive language and imagery.

How to Write a Descriptive Essay

The descriptive essay lacks a defined structural requirement but typically includes: an introduction introducing the subject, a thorough description, and a concluding summary with insightful reflection.

1. Subject Selection and Observation

• Choose a subject (person, place, object, or experience) to describe
• Gather sensory details and observations

2. Engaging Introduction

• Set the scene and provide the context
• Use of descriptive language and figurative techniques

3. Descriptive Body Paragraphs

• Focus on specific aspects or details of the subject
• Engage the reader ’s senses with vivid imagery and descriptions
• Maintain a consistent tone and viewpoint

4. Impactful Conclusion

• Provide a final impression or insight
• Leave a lasting impact on the reader

Narrative Essays: Storytelling in Action

Narrative essays are personal accounts that tell a story, often drawing from the writer’s own experiences or observations. These essays rely on a well-structured plot, character development, and vivid descriptions to engage readers and convey a deeper meaning or lesson.

What are the Key features of Narrative Essays

Written from a first-person perspective and hence subjective

Based on real personal experiences

Uses an informal and expressive tone

Presents events and characters in sequential order

When is a narrative essay written.

It is commonly assigned in high school and college writing courses to assess a student’s ability to convey a meaningful message or lesson through a personal narrative. They are written in situations where a personal experience or story needs to be recounted, such as:

1. Reflective essays on significant life events or personal growth.

2. Autobiographical writing to share one’s life story or experiences.

3. Creative writing exercises to practice narrative techniques and character development.

4. College application essays to showcase personal qualities and experiences.

How to Write a Narrative Essay

Narrative essays typically follow a chronological structure, with an introduction that sets the scene, a body that develops the plot and characters, and a conclusion that provides a sense of resolution or lesson learned.

1. Experience Selection and Reflection

• Choose a significant personal experience or event
• Reflect on the impact and deeper meaning

2. Immersive Introduction

• Introduce characters and establish the tone and point of view

3. Plotline and Character Development

• Advance   the  plot and character development through body paragraphs
• Incorporate dialog , conflict, and resolution
• Maintain a logical and chronological flow

4. Insightful Conclusion

• Reflect on lessons learned or insights gained
• Leave the reader with a lasting impression

Argumentative Essays: Persuasion and Critical Thinking

Argumentative essays are the quintessential form of academic writing in which writers present a clear thesis and support it with well-researched evidence and logical reasoning. These essays require a deep understanding of the topic, critical analysis of multiple perspectives, and the ability to construct a compelling argument.

What are the Key Features of an Argumentative Essay?

Logical and well-structured arguments

Credible and relevant evidence from reputable sources

Consideration and refutation of counterarguments

Critical analysis and evaluation of the issue 

When is an argumentative essay written.

Argumentative essays are written to present a clear argument or stance on a particular issue or topic. In academic settings they are used to develop critical thinking, research, and persuasive writing skills. However, argumentative essays can also be written in various other contexts, such as:

1. Opinion pieces or editorials in newspapers, magazines, or online publications.

2. Policy proposals or position papers in government, nonprofit, or advocacy settings.

3. Persuasive speeches or debates in academic, professional, or competitive environments.

4. Marketing or advertising materials to promote a product, service, or idea.

How to write an Argumentative Essay

Argumentative essays begin with an introduction that states the thesis and provides context. The body paragraphs develop the argument with evidence, address counterarguments, and use logical reasoning. The conclusion restates the main argument and makes a final persuasive appeal.

• Choose a debatable and controversial issue
• Conduct thorough research and gather evidence and counterarguments

2. Thesis and Introduction

• Craft a clear and concise thesis statement
• Provide background information and establish importance

3. Structured Body Paragraphs

• Focus each paragraph on a specific aspect of the argument
• Support with logical reasoning, factual evidence, and refutation

4. Persuasive Techniques

• Adopt a formal and objective tone
• Use persuasive techniques (rhetorical questions, analogies, appeals)

5. Impactful Conclusion

• Summarize the main points
• Leave the reader with a strong final impression and call to action

To learn more about argumentative essay, check out this article .

5 Quick Tips for Researchers to Improve Academic Essay Writing Skills

Use clear and concise language to convey ideas effectively without unnecessary words

Use well-researched, credible sources to substantiate your arguments with data, expert opinions, and scholarly references

Ensure a coherent structure with effective transitions, clear topic sentences, and a logical flow to enhance readability 

To elevate your academic essay, consider submitting your draft to a community-based platform like Open Platform  for editorial review 

Review your work multiple times for clarity, coherence, and adherence to academic guidelines to ensure a polished final product

By mastering the art of academic essay writing, researchers and scholars can effectively communicate their ideas, contribute to the advancement of knowledge, and engage in meaningful scholarly discourse.

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A publication of the harvard college writing program.

Harvard Guide to Using Sources 

• The Honor Code
• What Constitutes Plagiarism?

In academic writing, it is considered plagiarism to draw any idea or any language from someone else without adequately crediting that source in your paper. It doesn't matter whether the source is a published author, another student, a website without clear authorship, a website that sells academic papers, or any other person: Taking credit for anyone else's work is stealing, and it is unacceptable in all academic situations, whether you do it intentionally or by accident.

The ease with which you can find information of all kinds online means that you need to be extra vigilant about keeping track of where you are getting information and ideas and about giving proper credit to the authors of the sources you use. If you cut and paste from an electronic document into your notes and forget to clearly label the document in your notes, or if you draw information from a series of websites without taking careful notes, you may end up taking credit for ideas that aren't yours, whether you mean to or not.

It's important to remember that every website is a document with an author, and therefore every website must be cited properly in your paper. For example, while it may seem obvious to you that an idea drawn from Professor Steven Pinker's book The Language Instinct should only appear in your paper if you include a clear citation, it might be less clear that information you glean about language acquisition from the Stanford Encyclopedia of Philosophy website warrants a similar citation. Even though the authorship of this encyclopedia entry is less obvious than it might be if it were a print article (you need to scroll down the page to see the author's name, and if you don't do so you might mistakenly think an author isn't listed), you are still responsible for citing this material correctly. Similarly, if you consult a website that has no clear authorship, you are still responsible for citing the website as a source for your paper. The kind of source you use, or the absence of an author linked to that source, does not change the fact that you always need to cite your sources (see Evaluating Web Sources ).

Verbatim Plagiarism

If you copy language word for word from another source and use that language in your paper, you are plagiarizing verbatim . Even if you write down your own ideas in your own words and place them around text that you've drawn directly from a source, you must give credit to the author of the source material, either by placing the source material in quotation marks and providing a clear citation, or by paraphrasing the source material and providing a clear citation.

The passage below comes from Ellora Derenoncourt’s article, “Can You Move to Opportunity? Evidence from the Great Migration.”

Here is the article citation in APA style:

Derenoncourt, E. (2022). Can you move to opportunity? Evidence from the Great Migration. The American Economic Review , 112(2), 369–408. https://doi.org/10.1257/aer.20200002

Source material

Why did urban Black populations in the North increase so dramatically between 1940 and 1970? After a period of reduced mobility during the Great Depression, Black out-migration from the South resumed at an accelerated pace after 1940. Wartime jobs in the defense industry and in naval shipyards led to substantial Black migration to California and other Pacific states for the first time since the Migration began. Migration continued apace to midwestern cities in the 1950s and1960s, as the booming automobile industry attracted millions more Black southerners to the North, particularly to cities like Detroit or Cleveland. Of the six million Black migrants who left the South during the Great Migration, four million of them migrated between 1940 and 1970 alone.

Plagiarized version

While this student has written her own sentence introducing the topic, she has copied the italicized sentences directly from the source material. She has left out two sentences from Derenoncourt’s paragraph, but has reproduced the rest verbatim:

But things changed mid-century. After a period of reduced mobility during the Great Depression, Black out-migration from the South resumed at an accelerated pace after 1940. Wartime jobs in the defense industry and in naval shipyards led to substantial Black migration to California and other Pacific states for the first time since the Migration began. Migration continued apace to midwestern cities in the 1950s and1960s, as the booming automobile industry attracted millions more Black southerners to the North, particularly to cities like Detroit or Cleveland.

Acceptable version #1: Paraphrase with citation

In this version the student has paraphrased Derenoncourt’s passage, making it clear that these ideas come from a source by introducing the section with a clear signal phrase ("as Derenoncourt explains…") and citing the publication date, as APA style requires.

But things changed mid-century. In fact, as Derenoncourt (2022) explains, the wartime increase in jobs in both defense and naval shipyards marked the first time during the Great Migration that Black southerners went to California and other west coast states. After the war, the increase in jobs in the car industry led to Black southerners choosing cities in the midwest, including Detroit and Cleveland.

Acceptable version #2 : Direct quotation with citation or direct quotation and paraphrase with citation

If you quote directly from an author and cite the quoted material, you are giving credit to the author. But you should keep in mind that quoting long passages of text is only the best option if the particular language used by the author is important to your paper. Social scientists and STEM scholars rarely quote in their writing, paraphrasing their sources instead. If you are writing in the humanities, you should make sure that you only quote directly when you think it is important for your readers to see the original language.

In the example below, the student quotes part of the passage and paraphrases the rest.

But things changed mid-century. In fact, as Derenoncourt (2022) explains, “after a period of reduced mobility during the Great Depression, Black out-migration from the South resumed at an accelerated pace after 1940” (p. 379). Derenoncourt notes that after the war, the increase in jobs in the car industry led to Black southerners choosing cities in the midwest, including Detroit and Cleveland.

Mosaic Plagiarism

If you copy bits and pieces from a source (or several sources), changing a few words here and there without either adequately paraphrasing or quoting directly, the result is mosaic plagiarism . Even if you don't intend to copy the source, you may end up with this type of plagiarism as a result of careless note-taking and confusion over where your source's ideas end and your own ideas begin. You may think that you've paraphrased sufficiently or quoted relevant passages, but if you haven't taken careful notes along the way, or if you've cut and pasted from your sources, you can lose track of the boundaries between your own ideas and those of your sources. It's not enough to have good intentions and to cite some of the material you use. You are responsible for making clear distinctions between your ideas and the ideas of the scholars who have informed your work. If you keep track of the ideas that come from your sources and have a clear understanding of how your own ideas differ from those ideas, and you follow the correct citation style, you will avoid mosaic plagiarism.

Indeed, of the more than 3500 hours of instruction during medical school, an average of less than 60 hours are devoted to all of bioethics, health law and health economics combined . Most of the instruction is during the preclinical courses, leaving very little instructional time when students are experiencing bioethical or legal challenges during their hands-on, clinical training. More than 60 percent of the instructors in bioethics, health law, and health economics have not published since 1990 on the topic they are teaching.

--Persad, G.C., Elder, L., Sedig,L., Flores, L., & Emanuel, E. (2008). The current state of medical school education in bioethics, health law, and health economics. Journal of Law, Medicine, and Ethics 36 , 89-94.

Students can absorb the educational messages in medical dramas when they view them for entertainment. In fact, even though they were not created specifically for education, these programs can be seen as an entertainment-education tool [43, 44]. In entertainment-education shows, viewers are exposed to educational content in entertainment contexts, using visual language that is easy to understand and triggers emotional engagement [45]. The enhanced emotional engagement and cognitive development [5] and moral imagination make students more sensitive to training [22].

--Cambra-Badii, I., Moyano, E., Ortega, I., Josep-E Baños, & Sentí, M. (2021). TV medical dramas: Health sciences students’ viewing habits and potential for teaching issues related to bioethics and professionalism. BMC Medical Education, 21 , 1-11. doi: https://doi.org/10.1186/s12909-021-02947-7

Paragraph #1.

All of the ideas in this paragraph after the first sentence are drawn directly from Persad. But because the student has placed the citation mid-paragraph, the final two sentences wrongly appear to be the student’s own idea:

In order to advocate for the use of medical television shows in the medical education system, it is also important to look at the current bioethical curriculum. In the more than 3500 hours of training that students undergo in medical school, only about 60 hours are focused on bioethics, health law, and health economics (Persad et al, 2008). It is also problematic that students receive this training before they actually have spent time treating patients in the clinical setting. Most of these hours are taught by instructors without current publications in the field.

Paragraph #2.

All of the italicized ideas in this paragraph are either paraphrased or taken verbatim from Cambra-Badii, et al., but the student does not cite the source at all. As a result, readers will assume that the student has come up with these ideas himself:

Students can absorb the educational messages in medical dramas when they view them for entertainment. It doesn’t matter if the shows were designed for medical students; they can still be a tool for education. In these hybrid entertainment-education shows, viewers are exposed to educational content that triggers an emotional reaction. By allowing for this emotional, cognitive, and moral engagement, the shows make students more sensitive to training . There may be further applications to this type of education: the role of entertainment as a way of encouraging students to consider ethical situations could be extended to other professions, including law or even education.

The student has come up with the final idea in the paragraph (that this type of ethical training could apply to other professions), but because nothing in the paragraph is cited, it reads as if it is part of a whole paragraph of his own ideas, rather than the point that he is building to after using the ideas from the article without crediting the authors.

Acceptable version

In the first paragraph, the student uses signal phrases in nearly every sentence to reference the authors (“According to Persad et al.,” “As the researchers argue,” “They also note”), which makes it clear throughout the paragraph that all of the paragraph’s information has been drawn from Persad et al. The student also uses a clear APA in-text citation to point the reader to the original article. In the second paragraph, the student paraphrases and cites the source’s ideas and creates a clear boundary behind those ideas and his own, which appear in the final paragraph.

In order to advocate for the use of medical television shows in the medical education system, it is also important to look at the current bioethical curriculum. According to Persad et al. (2008), only about one percent of teaching time throughout the four years of medical school is spent on ethics. As the researchers argue, this presents a problem because the students are being taught about ethical issues before they have a chance to experience those issues themselves. They also note that more than sixty percent of instructors teaching bioethics to medical students have no recent publications in the subject.

The research suggests that medical dramas may be a promising source for discussions of medical ethics. Cambra-Badii et al. (2021) explain that even when watched for entertainment, medical shows can help viewers engage emotionally with the characters and may prime them to be more receptive to training in medical ethics. There may be further applications to this type of education: the role of entertainment as a way of encouraging students to consider ethical situations could be extended to other professions, including law or even education.

Inadequate Paraphrase

When you paraphrase, your task is to distill the source's ideas in your own words. It's not enough to change a few words here and there and leave the rest; instead, you must completely restate the ideas in the passage in your own words. If your own language is too close to the original, then you are plagiarizing, even if you do provide a citation.

In order to make sure that you are using your own words, it's a good idea to put away the source material while you write your paraphrase of it. This way, you will force yourself to distill the point you think the author is making and articulate it in a new way. Once you have done this, you should look back at the original and make sure that you have represented the source’s ideas accurately and that you have not used the same words or sentence structure. If you do want to use some of the author's words for emphasis or clarity, you must put those words in quotation marks and provide a citation.

The passage below comes from Michael Sandel’s article, “The Case Against Perfection.” Here’s the article citation in MLA style:

Sandel, Michael. “The Case Against Perfection.” The Atlantic , April 2004, https://www.theatlantic.com/magazine/archive/2004/04/the-case-against-pe... .

Though there is much to be said for this argument, I do not think the main problem with enhancement and genetic engineering is that they undermine effort and erode human agency. The deeper danger is that they represent a kind of hyperagency—a Promethean aspiration to remake nature, including human nature, to serve our purposes and satisfy our desires. The problem is not the drift to mechanism but the drive to mastery. And what the drive to mastery misses and may even destroy is an appreciation of the gifted character of human powers and achievements.

The version below is an inadequate paraphrase because the student has only cut or replaced a few words: “I do not think the main problem” became “the main problem is not”; “deeper danger” became “bigger problem”; “aspiration” became “desire”; “the gifted character of human powers and achievements” became “the gifts that make our achievements possible.”

The main problem with enhancement and genetic engineering is not that they undermine effort and erode human agency. The bigger problem is that they represent a kind of hyperagency—a Promethean desire to remake nature, including human nature, to serve our purposes and satisfy our desires. The problem is not the drift to mechanism but the drive to mastery. And what the drive to mastery misses and may even destroy is an appreciation of the gifts that make our achievements possible (Sandel).

Acceptable version #1: Adequate paraphrase with citation

In this version, the student communicates Sandel’s ideas but does not borrow language from Sandel. Because the student uses Sandel’s name in the first sentence and has consulted an online version of the article without page numbers, there is no need for a parenthetical citation.

Michael Sandel disagrees with the argument that genetic engineering is a problem because it replaces the need for humans to work hard and make their own choices. Instead, he argues that we should be more concerned that the decision to use genetic enhancement is motivated by a desire to take control of nature and bend it to our will instead of appreciating its gifts.

Acceptable version #2: Direct quotation with citation

In this version, the student uses Sandel’s words in quotation marks and provides a clear MLA in-text citation. In cases where you are going to talk about the exact language that an author uses, it is acceptable to quote longer passages of text. If you are not going to discuss the exact language, you should paraphrase rather than quoting extensively.

The author argues that “the main problem with enhancement and genetic engineering is not that they undermine effort and erode human agency,” but, rather that “they represent a kind of hyperagency—a Promethean desire to remake nature, including human nature, to serve our purposes and satisfy our desires. The problem is not the drift to mechanism but the drive to mastery. And what the drive to mastery misses and may even destroy is an appreciation of the gifts that make our achievements possible” (Sandel).

Uncited Paraphrase

When you use your own language to describe someone else's idea, that idea still belongs to the author of the original material. Therefore, it's not enough to paraphrase the source material responsibly; you also need to cite the source, even if you have changed the wording significantly. As with quoting, when you paraphrase you are offering your reader a glimpse of someone else's work on your chosen topic, and you should also provide enough information for your reader to trace that work back to its original form. The rule of thumb here is simple: Whenever you use ideas that you did not think up yourself, you need to give credit to the source in which you found them, whether you quote directly from that material or provide a responsible paraphrase.

The passage below comes from C. Thi Nguyen’s article, “Echo Chambers and Epistemic Bubbles.”

Here’s the citation for the article, in APA style:

Nguyen, C. (2020). Echo chambers and epistemic bubbles. Episteme, 17 (2), 141-161. doi:10.1017/epi.2018.32

Epistemic bubbles can easily form accidentally. But the most plausible explanation for the particular features of echo chambers is something more malicious. Echo chambers are excellent tools to maintain, reinforce, and expand power through epistemic control. Thus, it is likely (though not necessary) that echo chambers are set up intentionally, or at least maintained, for this functionality (Nguyen, 2020).

The student who wrote the paraphrase below has drawn these ideas directly from Nguyen’s article but has not credited the author. Although she paraphrased adequately, she is still responsible for citing Nguyen as the source of this information.

Echo chambers and epistemic bubbles have different origins. While epistemic bubbles can be created organically, it’s more likely that echo chambers will be formed by those who wish to keep or even grow their control over the information that people hear and understand.

In this version, the student eliminates any possible ambiguity about the source of the ideas in the paragraph. By using a signal phrase to name the author whenever the source of the ideas could be unclear, the student clearly attributes these ideas to Nguyen.

According to Nguyen (2020), echo chambers and epistemic bubbles have different origins. Nguyen argues that while epistemic bubbles can be created organically, it’s more likely that echo chambers will be formed by those who wish to keep or even grow their control over the information that people hear and understand.

Uncited Quotation

When you put source material in quotation marks in your essay, you are telling your reader that you have drawn that material from somewhere else. But it's not enough to indicate that the material in quotation marks is not the product of your own thinking or experimentation: You must also credit the author of that material and provide a trail for your reader to follow back to the original document. This way, your reader will know who did the original work and will also be able to go back and consult that work if they are interested in learning more about the topic. Citations should always go directly after quotations.

The passage below comes from Deirdre Mask’s nonfiction book, The Address Book: What Street Addresses Reveal About Identity, Race, Wealth, and Power.

Here is the MLA citation for the book:

Mask, Deirdre. The Address Book: What Street Addresses Reveal About Identity, Race, Wealth, and Power. St. Martin’s Griffin, 2021.

In New York, even addresses are for sale. The city allows a developer, for the bargain price of $11,000 (as of 2019), to apply to change the street address to something more attractive.

It’s not enough for the student to indicate that these words come from a source; the source must be cited:

After all, “in New York, even addresses are for sale. The city allows a developer, for the bargain price of $11,000 (as of 2019), to apply to change the street address to something more attractive.”

Here, the student has cited the source of the quotation using an MLA in-text citation:

After all, “in New York, even addresses are for sale. The city allows a developer, for the bargain price of $11,000 (as of 2019), to apply to change the street address to something more attractive” (Mask 229).

Using Material from Another Student's Work

In some courses you will be allowed or encouraged to form study groups, to work together in class generating ideas, or to collaborate on your thinking in other ways. Even in those cases, it's imperative that you understand whether all of your writing must be done independently, or whether group authorship is permitted. Most often, even in courses that allow some collaborative discussion, the writing or calculations that you do must be your own. This doesn't mean that you shouldn't collect feedback on your writing from a classmate or a writing tutor; rather, it means that the argument you make (and the ideas you rely on to make it) should either be your own or you should give credit to the source of those ideas.

So what does this mean for the ideas that emerge from class discussion or peer review exercises? Unlike the ideas that your professor offers in lecture (you should always cite these), ideas that come up in the course of class discussion or peer review are collaborative, and often not just the product of one individual's thinking. If, however, you see a clear moment in discussion when a particular student comes up with an idea, you should cite that student. In any case, when your work is informed by class discussions, it's courteous and collegial to include a discursive footnote in your paper that lets your readers know about that discussion. So, for example, if you were writing a paper about the narrator in Tim O'Brien's The Things They Carried and you came up with your idea during a discussion in class, you might place a footnote in your paper that states the following: "I am indebted to the members of my Expos 20 section for sparking my thoughts about the role of the narrator as Greek Chorus in Tim O'Brien's The Things They Carried ."

It is important to note that collaboration policies can vary by course, even within the same department, and you are responsible for familiarizing yourself with each course's expectation about collaboration. Collaboration policies are often stated in the syllabus, but if you are not sure whether it is appropriate to collaborate on work for any course, you should always consult your instructor.

• The Exception: Common Knowledge
• Other Scenarios to Avoid
• Why Does it Matter if You Plagiarize?
• How to Avoid Plagiarism
• Harvard University Plagiarism Policy

PDFs for This Section

• Avoiding Plagiarism
• Online Library and Citation Tools

What Is Plagiarism?

Defining Plagiarism and Techniques to Avoid It

• An Introduction to Punctuation

Olivia Valdes was the Associate Editorial Director for ThoughtCo. She worked with Dotdash Meredith from 2017 to 2021.

• B.A., American Studies, Yale University

Plagiarism is the practice of taking credit for someone else's words or ideas. It's an act of intellectual dishonesty. In colleges and universities, it violates honor codes and can cause irreparable damage to a person's reputation. It also comes with serious consequences ; a plagiarized assignment may lead to a failing grade, a suspension, or an expulsion.

Clearly, the issue is not to be taken lightly. However, if you act with academic integrity, it's also nothing to fear. The best way to avoid plagiarism is to understand the concept itself.  

Types of Plagiarism 

Some forms of plagiarism are obvious. Copying someone else's essay word for word and submitting it as your own? Plagiarism, of course. Turning in an essay you bought from a paper mill is too. The issue is not always so blatant, however. In addition to overt acts of academic dishonesty, other, more complex forms of plagiarism exist, and they lead to similar consequences nonetheless.

• Direct plagiarism  is the act of copying another person's work word for word. Inserting a paragraph from a book or article into your essay without including attribution or quotation marks, for example, is direct plagiarism. Paying someone to write an essay for you and submitting it as your own work is also direct plagiarism. If you commit direct plagiarism, you're likely to be caught thanks to software and tools such as  Turnitin .
• Paraphrased plagiarism  involves making a few (often cosmetic) changes to someone else’s work, then passing it off as your own. Unless a specific idea is common knowledge , you cannot include it in your paper without providing a citation—even if you do not include any direct quotes. 
• "Mosaic" plagiarism  is a combination of direct and paraphrased plagiarism. This type involves tossing various words, phrases, and sentences (some word for word, some paraphrased) into your essay without providing quotation marks or attributions.  
• Accidental plagiarism  occurs when citations are missing, sources are cited incorrectly, or an author shares an idea without a citation that isn't as common of knowledge as they thought. Accidental plagiarism is often the result of a disorganized research process and a last-minute time crunch. Ultimately, if you fail to cite your sources appropriately, you've committed plagiarism—even if you had every intention of giving credit.

How to Avoid Plagiarism 

Not everyone who plagiarizes starts out with the goal of stealing someone else's work. Sometimes, plagiarism is simply the result of poor planning and a few bad, panicked decisions. Don't fall victim to the plagiarism trap. Follow these tips to produce successful, original academic writing .

Begin the research process as early as possible ,   preferably as soon as you receive a new assignment. Read each source carefully. Take breaks between reading sessions to absorb the information. Explain each source's key ideas out loud, without referencing the original text. Then, write down each source’s main arguments in your own words. This process will ensure you have plenty of time to both absorb your sources' ideas and formulate your own.

Write a thorough outline.  After you’ve spent time researching and brainstorming, write a detailed  outline  of your paper. Focus on pinpointing your own original argument. As you outline, imagine yourself in conversation with your sources. Instead of restating your source's ideas, examine them and consider how they relate to your own.

Paraphrase “blind.”  If you plan to explain an author’s ideas in your paper, write the explanation without looking at the original text. If you find this process tricky, try writing out the ideas in a conversational tone, as though you’re explaining the idea to a friend. Then  rewrite the information in a more appropriate tone for your paper. 

Keep track of your sources.  Make a list of every source you read, even the ones you don’t expect to refer to in your paper. As you write, create a running bibliography using a free bibliography generator tool. Anytime you quote or paraphrase an author’s ideas in your draft, include the source information right next to the relevant sentence. If you’re writing a long paper, consider using a free citation organization tool such as  Zotero or EndNote .

Use an online plagiarism checker.  Although online tools are not foolproof, it’s a good idea to run your paper through a plagiarism checker before submitting it. You may discover that you’ve unintentionally composed a sentence that closely resembles something written by one of your sources or failed to include a citation for one of your direct quotes. Free resources such as  Quetext  compare your work to millions of documents and search for close matches. Your professor probably uses these tools, and you should too.

• How and When to Paraphrase Quotations
• What Is a Citation?
• You're Accused of Plagiarism: What Now?
• Examples of Signal Phrases in Grammar and Composition
• Research Note Cards
• What to Do If You're Charged With College Plagiarism
• How to Avoid Plagiarism in Journalism
• An Introduction to Academic Writing
• Here's How to Use Attribution to Avoid Plagiarism in Your News Stories
• Definition and Examples of Direct Quotations
• A Guide to Using Quotations in Essays
• Imitation in Rhetoric and Composition
• MLA Style Parenthetical Citations
• APA In-Text Citations
• How to Use Indirect Quotations in Writing for Complete Clarity

Discuss The Purpose Of Academic Writing

Academic writing is a style of writing mostly used in schools, colleges, and universities. It has a formal and structured style, which makes it different from the kind of writing you might do in a text message or on social media. In this blog, we’ll discuss the purpose of academic writing and some key characteristics that define it. 

We’ll also look at the different types of academic writing, how it can help in your career, and some challenges you might face when writing academically.

What Is Academic Writing & Its Key Characteristics?

Table of Contents

Academic writing isn’t just about writing words; it’s about explaining complex ideas in a clear and effective way. Understanding its purpose can help you approach your writing with the right mindset and make your work more impactful.

Key Characteristics of Academic Writing

Formal tone and style.

Academic writing uses a formal tone and style. This means using precise language and avoiding colloquialisms or slang. For example, instead of saying “kids,” you would say “children,” and instead of “a lot of,” you might say “numerous” or “many.”

Structured Format

Academic writing follows a structured format, usually including an introduction, body, and conclusion. This helps organize your ideas and makes your writing easier to follow. For example, a typical research paper might start with an introduction that outlines the topic and thesis, followed by body paragraphs that provide evidence and analysis, and end with a conclusion that summarizes the main points.

Evidence-Based Arguments

In academic writing, your arguments need to be based on evidence. This means using credible sources and proper citation to support your claims. For example, if you’re writing about the benefits of exercise, you might cite studies from medical journals that show how regular physical activity can improve health.

Objectivity and Impersonality

Academic writing aims to be objective and impersonal. This means avoiding personal bias and focusing on factual and logical presentation. For instance, instead of saying “I think,” you would present evidence and let the facts speak for themselves.

What Are The Types Of Academic Writing?

• Research Papers

Research papers are one of the most common types of academic writing. They present original research and analysis on a specific topic.

There are different kinds of research papers, such as empirical studies, which involve collecting and analyzing data, and literature reviews, which summarize and analyze existing research.

Essays are another common form of academic writing. They can be argumentative, where you take a position on a topic and argue for it, or expository, where you explain a concept or idea.

For example, an argumentative essay might argue for the benefits of renewable energy, while an expository essay might explain how solar panels work.

• Theses and Dissertations

Theses and dissertations are lengthy, detailed research projects usually completed as part of a higher degree, like a master’s or PhD. They involve extensive research and offer original contributions to the field.

For example, a dissertation in psychology might present new findings on the effects of stress on mental health.

• Reports and Case Studies

Reports and case studies are detailed analyses of specific situations or cases. They often involve practical applications of theories and provide a thorough examination of the topic.

For instance, a case study in business might analyze how a particular company achieved its success.

Inform and Educate

One of the primary purposes of academic writing is to inform and educate the reader. This could involve presenting new research findings, explaining theories, or teaching new concepts.

For instance, a biology paper might explain the process of photosynthesis, helping students understand how plants convert light into energy.

Contribute to Scholarly Discourse

Academic writing also aims to contribute to scholarly discourse. This means engaging with existing literature and adding your voice to ongoing conversations in your field. By writing academically, you help advance knowledge and understanding.

For example, an article on climate change might review previous research and offer new insights or solutions.

Persuade or Argue

Another key purpose is to persuade or argue. In academic writing, you often need to develop and defend a thesis—a main idea or argument that you support with evidence. This requires critical analysis and the ability to synthesize information from various sources.

For example, in a persuasive essay on renewable energy, you might argue that solar power is the most viable option for reducing carbon emissions, supporting your argument with data and expert opinions.

Demonstrate Critical Thinking and Analytical Skills

Academic writing allows you to demonstrate your critical thinking and analytical skills. This involves evaluating sources and evidence, constructing logical arguments, and presenting your ideas clearly. It shows that you can think deeply about a topic and understand it from multiple angles.

For example, a literature review might analyze different studies on a topic, comparing their methods and findings.

Document and Provide Evidence

Finally, academic writing serves to document and provide evidence for your claims. This involves citing sources and supporting your statements with data. Proper documentation not only strengthens your arguments but also helps you avoid plagiarism.

For instance, in a research paper, you might include statistics from studies, quotations from experts, and references to other scholarly work.

What Is The Role of Academic Writing in Career Development?

Enhancing communication skills.

Academic writing helps enhance your communication skills. It teaches you to express complex ideas clearly and concisely. This is valuable in any career, as it helps you communicate effectively with colleagues, clients, and other stakeholders.

Building a Professional Reputation

By publishing your research and writing academically, you can build a professional reputation. This can lead to recognition in your field and opportunities for collaboration and advancement.

For example, having articles published in reputable journals can establish you as an expert in your area of study.

Academic and Professional Advancement

Academic writing is crucial for academic and professional advancement. Completing research papers, theses, and dissertations is often required for obtaining higher education degrees.

Additionally, strong writing skills can increase your employability and expertise, making you a more competitive candidate in your field.

What Are The Main Challenges Involved In Learning Academic Writing Skills?

• Mastering the Formal Style

One challenge in academic writing is mastering the formal style. This involves adhering to specific guidelines and developing a formal tone . It can be difficult to adjust your writing style if you’re used to more informal writing.

• Research and Citation

Another challenge is conducting thorough research and citing sources correctly. Finding credible sources and avoiding plagiarism requires careful attention to detail and understanding of citation formats like APA, MLA, or Chicago style.

• Time Management

Managing your time effectively is also crucial in academic writing. Balancing research, writing, and revising can be time-consuming, and meeting deadlines is essential. Developing good time management skills can help you stay on track and produce high-quality work.

In conclusion (discuss the purpose of academic writing), understanding the purpose of academic writing is essential for success in academic and professional settings.

Its main purposes are to inform and educate, contribute to scholarly discourse, persuade or argue, demonstrate critical thinking and analytical skills, and document and provide evidence.

Key characteristics of academic writing include a formal tone and style, structured format, evidence-based arguments, and objectivity. Different types of academic writing include research papers, essays, theses, and reports. 

Academic writing also plays a significant role in career development by enhancing communication skills, building a professional reputation, and aiding academic and professional advancement. While it can be challenging, mastering academic writing is a valuable skill that can open many doors.

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7 Best Ways to Shorten an Essay

• Smodin Editorial Team
• Published: May 14, 2024

Are you removing a lot of words and paragraphs from your essay but still not seeing the word count budge? Whether you’re meeting a strict word count or refining your message, reducing your essay’s length without sacrificing content quality can be challenging.

Luckily, besides just aiming for the minimum word count, there are some pretty simple solutions, like using artificial intelligence, conducting thorough research, and trimming unnecessary words. But there’s more.

In this guide, we’ll unpack some practical tips to help you make your essay concise and impactful. Time to make every word count!

7 Best Ways To Shorten an Essay

Here’s a detailed breakdown of the best ways you can shorten your essay:

1. Use Artificial intelligence

When we talk about academic writing, artificial intelligence (AI) can be a game changer, especially when it comes to reducing the length of your essays.

Tools like Smodin can help make your content more concise while enhancing overall quality. AI can help you shorten your essay through the following methods:

• Automated rewriting : AI rewriting tools can reformulate existing content to make it more straightforward while maintaining the original meaning.
• Sentence simplification : Algorithms can analyze your sentences and suggest simpler alternatives, helping eliminate redundant information and reduce word count.
• Research assistance : Certain platforms have AI-powered research tools that allow you to quickly gather the most relevant information. This ensures that every word in your essay contributes to your argument without unnecessary fillers.
• Plagiarism check : Ensuring your essay is plagiarism-free is crucial. For example, Smodin’s plagiarism detection tools help you identify and replace copied content with original, concise expressions.
• Instant feedback : Receive real-time suggestions on how to streamline your text, focusing on the essentials to effectively communicate your message.
• Reference generation : Automatically generate and insert citations in the correct format, which helps save you time while maintaining the academic integrity of your essay and keeping it short.

2. Identify Unnecessary Words and Remove Them

One of the simplest yet most effective ways to shorten your essay is by identifying and eliminating unnecessary words.

This approach helps decrease word count and sharpens your arguments, making your writing more compelling. You can identify and remove extra words by doing the following:

• Spot wordy phrases : Often, phrases can be condensed without losing meaning. For example, the phrase “due to the fact that” can be replaced with “because.” Be on the lookout for wordy phrases that increase word count needlessly.
• Remove unnecessary prepositional phrases : Prepositional phrases can be redundant or add unnecessary detail. Evaluate whether these phrases add value or just extra words. Cutting them can make sentences more direct.
• Avoid redundancies : Redundant pairs like “absolutely essential” or “future plans” can be reduced to one word without losing informational value.
• Trim excess adjectives and adverbs : Adjectives and adverbs can make writing better but can also lead to over-description. Use them sparingly, especially when they don’t contribute additional meaning to the nouns and verbs they modify.
• Fewer words; more impact : Aim for brevity by using fewer words to express the same idea. This will help to reduce the word count while making your writing more impactful and clear.

3. Tighten Sentence Structure

Tightening your sentence structure is crucial for making your essay more concise and readable. Use active voice to make your writing clearer and more dynamic. This is especially important in academic writing, where you have to get to the point quickly.

In academic essays, shifting from passive voice to active voice can shorten and strengthen your sentences. For example, instead of writing, “The experiment was conducted by the students,” you can say, “The students conducted the experiment.” This reduces the number of words and places the action directly with the subject, making your sentences more direct.

Combining two separate sentences into one can streamline your ideas and reduce redundancies. Look for opportunities where sentences can be merged without losing their significance. For example, “He wrote the book. It became a bestseller.” can be rephrased as “He wrote the book, which became a bestseller.”

Also, avoid unnecessary qualifiers and modifiers that don’t add substantial information. Sentences often become bogged down with these extras, making them cluttered and long.

4. Conduct Thorough Research

When writing essays, extensive research can make the final output a lot shorter. Effective research helps you gather precise information that’s relevant to your topic. This means you’ll write more directly and avoid needless elaboration. Here’s how you can conduct research effectively:

• Define the scope of your research : Determine what information is essential to the argument. This initial step will help you focus your research efforts and prevent irrelevant data.
• Identify key sources : Begin with scholarly databases and academic journals that offer peer-reviewed articles. These sources provide credible, authoritative information that can be crucial for academic writing.
• Use precise keywords : When searching for information, use specific keywords related to your essay topic. Precision here will help find the most relevant articles and studies, reducing time spent on unnecessary reading.
• Evaluate sources : Assess the relevance and reliability of each source. Check the publication date to ensure the information is current and relevant to your topic.
• Take notes efficiently : As you research, jot down important points, quotes, and references. Organize these notes according to the sections in your essay to make writing faster.
• Synthesize information : Combine information from multiple sources to build a strong argument. This will allow you to write comprehensively and with fewer words, as each sentence carries more weight.

5. Improve Your Paragraph Structure

Streamlining paragraphs can make your essay shorter and more digestible for the reader. With a well-structured paragraph, you can focus on a single idea supported by concise statements.

Begin each paragraph with a topic sentence that clearly states the main idea. This sentence sets the direction and tone, letting the reader know what to expect. It also helps ensure that every following sentence relates directly to the main idea.

Condense supporting information by merging ideas that logically coexist within a single sentence or phrase. After that, evaluate each sentence for its contribution to the paragraph’s main idea. Remove any information that is repeated or goes into too much detail.

Focus on providing evidence and explanations that directly support the main point. You should also end each paragraph with a sentence that reinforces the main idea and potentially links to the next paragraph. This creates smooth transitions and keeps the essay focused and cohesive.

6. Refine the Introduction and Conclusion

These sections frame your essay and influence how your arguments are perceived. Here are some ways to keep them concise yet effective.

Introduction

The introduction should be engaging and concise, clearly stating the purpose and scope of your essay. Begin with a hook that grabs the reader’s attention, followed by background information that sets the context. Incorporate your thesis statement early on, ideally at the end of the intro.

The conclusion needs to reinforce the thesis. Summarize key points in the essay and show how they support the thesis. Provide a final thought that leaves the reader with something to ponder.

Also, remember to keep it tight – the conclusion isn’t a place for introducing new ideas. It should wrap up the ones you presented and prompt the reader to pose their own questions.

7. Edit and Proofread

Keep your essay concise and error-free by allocating ample time for editing and proofreading. These processes scrutinize your work at different levels, from the overall structure to word choices and punctuation. Here’s how you can go about it:

Start by reading through your entire paper to get a feel for its flow and coherence. Check if all paragraphs support your thesis statement and if section transitions are smooth. This will help you spot areas where the argument might be weak, or wording could be clearer.

Focus next on paragraph structure. Ensure each paragraph sticks to one main idea and that all sentences directly support the idea. Remove any repetitive or irrelevant sentences that don’t add value.

Then, look for clarity and style. Replace complex words with simpler alternatives to maintain readability. Keep your tone consistent throughout the paper. Adjust the sentence length and structure to enhance the flow and make it more engaging.

Proofreading

Proofreading comes after editing. The focus here is catching typing errors, grammatical mistakes, and inconsistent formatting. It’s always best to proofread with fresh eyes, so consider taking a break before this step.

Use tools like spell checkers, but don’t rely solely on them. Read your essay aloud or have someone else review it. Hearing the words can help you catch errors you may have missed.

Lastly, check for punctuation errors and ensure all citations and references are formatted according to the required academic style. This and all of the above are areas in which AI can help get the job done with speed and precision.

Why You Might Need to Shorten Your Essay

Ever heard the expression “less is more”? When it comes to academic writing, it normally is. Keeping your essays concise offers several benefits:

• Enhances clarity : A shorter essay forces you to focus on the main points and critical arguments, reducing the risk of going off-topic. This clarity makes your writing more impactful and easier for the reader to follow.
• Meets word limits : Many academic assignments have a maximum word count. Learning to express your thoughts concisely helps you stay within these limits without sacrificing essential content.
• Saves time : For both the writer and the reader, shorter essays take less time to write, revise, and read. This efficiency is especially valuable in academic settings where time is usually limited.
• Increases engagement : Readers are more likely to stay engaged with a document that gets to the point quickly. Lengthy texts can deter readers, especially if the content has unnecessary words or redundant points.
• Improves writing skills : Shortening essays helps refine your writing skills. You become better at identifying and eliminating fluff, focusing instead on what really adds value to your paper.

Overall, adopting a more succinct writing style helps you meet academic requirements and polish your communication skills.

Why Use Smodin To Shorten an Essay

Using AI-powered platforms like Smodin to shorten your essay is both the simplest and the least time-consuming method available. Here’s why you should probably make Smodin your go-to essay shortener:

• Efficiency : Smodin eases the editing process, using advanced algorithms to quickly identify areas where content can be condensed without losing meaning.
• Accuracy : With its powerful AI, Smodin ensures that the essence of your essays stays intact while getting rid of unnecessary words, making your writing more precise.
• Ease of use : Smodin is user-friendly, making it accessible even to those who aren’t the most tech-savvy. Its easy-to-grasp interface allows for seamless navigation and operation.

Smodin’s offerings

• Rewriter : Available in over 50 languages, this tool helps rewrite text to be more concise.
• Article Writer : Assists in drafting articles that are crisp and to the point.
• Plagiarism and Auto Citation : Ensures your essay is original and correctly cited, which is crucial in academic writing.
• Language Detection : Identifies the language of the text, ensuring the right adjustments are made for clarity.

All these tools and more are what make Smodin an excellent choice for academics looking to reduce the length of their essays.

Final Thoughts

Word counts can be a real headache, especially when you need to say a lot with a little. Thankfully, by identifying unnecessary words, tightening your sentences, and using tools like Smodin, you can make your essay concise without losing its meaning. Remember, a shorter essay doesn’t just meet word limits; and it’s clear, more compelling, and more likely to keep your reader engaged.

Keep it short, keep it sweet, and make every word count! Get started for free right now with Smodin.