Week 10 · Lecture outline

Week 10 — Lecture Outline · Integrating Sources: Quoting, Paraphrasing & Avoiding Plagiarism

English Composition · ENGL 1A Fall 2026 · Prof. Lindgren Fictional sample

Course: English Composition (ENGL 1A) · Silver Oak University (fictional sample) · Prof. Lindgren
Objectives covered: Objective 5 — Find, evaluate, and integrate credible sources — quoting, paraphrasing, and synthesizing without plagiarizing.
SLOs touched: B (source-based research & academic integrity) · A (compose audience-aware, source-supported prose)
Meeting pattern: 2 sessions × 75 min = 150 min. Segment minutes below total ~150; scale to your own pattern.

Week at a Glance


The week's big question	"How do I bring a source's words and ideas into my paper — honestly, in my own voice, and giving credit — without crossing into plagiarism?"
By the end of the week, students can…	(1) choose quote vs. paraphrase vs. summary on purpose; (2) introduce a source with a signal phrase and attribute it; (3) paraphrase acceptably (own words and structure) and tell it apart from patchwriting (plagiarism); (4) explain why ideas need attribution, not just direct quotes.
Key vocabulary	source integration, quotation, paraphrase, summary, signal phrase / lead-in phrase, attribution, in-text citation, synthesis, plagiarism, patchwriting, common knowledge, "remove before publishing," fabrication (AI-invented quote/source)
Materials	slides (Deck 10), the week's readings + Study Hall video, the instructor's labeled sample source (Holloway), one approved chatbot (Gemini / Claude / ChatGPT) for the AI-critique moment and the tutorial
Timing note	8 segments, ~150 min total. Session 1 = Segments 1–4 (~75). Session 2 = Segments 5–8 (~75).
🔒 Load-bearing rule this week	Every quotation is copied word-for-word from a real text; never paste a quotation (or a source) a chatbot hands you without verifying it. So no words are ever faked, the worked example uses a clearly-labeled sample source written for this course (Holloway), attributed only to that made-up author/article.

The Sample Source (use this all session — write it on a slide / handout)

SAMPLE SOURCE — a short passage written for this course, not a real publication. It stands in for a real source so we can practice the moves without faking anyone's words. (Treat "Holloway" as you would a real author you're citing — but know that for your essay, you must use a real source and copy its words exactly.)

Author: Dana Holloway. Article: "The Attention Economy and the Student Reader." In: Riverbend Review (a fictional magazine), 2021, p. 14.

Original sentence (the passage we'll integrate):

"When a notification interrupts a reader every few minutes, the mind never settles into the slow, sustained focus that deep comprehension requires, and the habit of skimming gradually replaces the habit of reading."

Original — a longer passage (for the summary move):

"When a notification interrupts a reader every few minutes, the mind never settles into the slow, sustained focus that deep comprehension requires, and the habit of skimming gradually replaces the habit of reading. The damage is not only to grades. Students who can no longer sit with a difficult page lose access to difficult ideas — and to the patience those ideas demand. Rebuilding that attention, Holloway suggests, may be the quiet precondition of every other academic skill."

Segment 1 — Hook & the Promise (8 min) · Session 1 opens

Hook. Put two sentences on a slide, side by side, no labels:

(1) When a notification disrupts a reader every few minutes, the brain never settles into the slow, steady focus that deep understanding requires, and the practice of skimming slowly replaces the practice of reading.
(2) Holloway argues that constant digital interruptions keep students from the deep focus real understanding takes, so they gradually skim instead of read (14).

Ask the room: "Both started from the same source sentence. One is an honest paraphrase. One is plagiarism. Which is which — and how can you tell?" Take a vote. Most rooms split. Then reveal: (1) is patchwriting — it kept the source's exact sentence and just swapped synonyms (interrupts→disrupts, mind→brain, sustained→steady). (2) is a real paraphrase — new structure, new words, and it credits Holloway. That gap is the whole week.

The promise (write it on the board): "By Friday you'll choose quote, paraphrase, or summary on purpose; introduce every source with a signal phrase; write a paraphrase that's genuinely yours; and catch patchwriting instantly."

Why it matters line (memory hook): "A paraphrase changes the words and the sentence; if you only changed the words, you didn't paraphrase — you plagiarized."

Segment 2 — The Three Moves: Quote, Paraphrase, Summarize (22 min)

Plain language first. When you use a source, you have exactly three honest ways to bring it in. They differ by how close your words stay to the source's words:

Quotation — the source's exact words, inside quotation marks, copied word-for-word from the real text. Use it when the wording itself matters — it's striking, precise, or you want to analyze it. Keep quotes short.
Paraphrase — one passage put fully into your own words and your own sentence structure. Usually about the same length as the original. Use it when you want the source's point but your own voice and flow.
Summary — a longer passage (a paragraph, a section, a whole article) boiled down to its main idea(s), in your words. Much shorter than the original. Use it when the reader needs the gist, not the details.

Memory hook (put it on a slide):

"Quote the words · paraphrase the passage · summarize the gist — and credit all three."

Worked example — the same source, three ways (do it at the board, using our sample source):

Quotation (exact words, short, in quotation marks):

As Holloway argues, "the habit of skimming gradually replaces the habit of reading" when notifications prevent sustained focus (14).
Paraphrase (one sentence → one sentence, your words + your structure):
Holloway contends that frequent digital interruptions stop students from reaching the deep concentration real understanding demands, so over time they skim rather than truly read (14).
Summary (the longer passage → its gist):
Holloway warns that constant interruptions erode students' capacity for sustained attention, cutting them off not just from better grades but from difficult ideas — and she frames rebuilding that attention as the foundation of every other academic skill (14).

Name the moves: the quote copies a few exact words; the paraphrase keeps the meaning of one sentence but rebuilds it; the summary compresses the whole passage to its point. All three name Holloway and cite the page — because all three use her ideas.

When to use which (say it): Default to paraphrase and summary — they show your thinking and keep your voice. Quote sparingly, only when the exact words earn their place. (A paper that's mostly quotation isn't research; it's a scrapbook.)

Segment 3 — Signal Phrases & Attribution (20 min)

Plain language first. A signal phrase (or lead-in phrase) is the little handoff that tells your reader whose words or ideas are coming before they arrive: "According to Holloway…," "As the report notes…," "Holloway argues that…." It does two jobs: it credits the source, and it frames how to read what follows.

The toolkit (put a few on a slide):
- According to Holloway, … (no verb needed)
- Holloway argues / contends / notes / explains / warns that …
- As Holloway points out, …
- The study found that …

Match the verb to what the source is doing: argues (makes a case), notes (states a fact), warns (raises an alarm), speculates (guesses). The right verb is itself a small act of analysis.

Attribution — the misconception this segment kills:

❌ "I only have to cite direct quotes."
✅ Cure: You credit the idea, not just the words. A paraphrase and a summary both borrow someone's thinking — so both need attribution (a signal phrase and/or an in-text citation). Leaving the citation off a paraphrase is still plagiarism, even though no quotation marks are involved.

The one exception — common knowledge. Facts that are widely known and undisputed (the U.S. has 50 states; water boils at 100°C at sea level) don't need a citation. When you're unsure whether something counts as common knowledge, cite it — over-crediting is safe; under-crediting is a violation.

Quick worked move: take the bare paraphrase from Segment 2, strip the signal phrase, and show how it now reads as if you discovered the idea — that's the plagiarism. Add "Holloway contends that…" back and it's honest again. A signal phrase is the difference between borrowing and stealing.

Segment 4 — Patchwriting: The Line Between Paraphrase and Plagiarism (20 min) · Session 1 closes (~75)

Plain language first. Patchwriting is the most common — and most innocent-feeling — form of plagiarism. It happens when a writer keeps the source's sentence and just patches in a few new words: swaps synonyms, flips a clause, changes a connector. The result looks rewritten but is really the source's sentence in a thin disguise. Swapping a few words is not paraphrasing; it's plagiarism — and (this surprises people) adding a citation does not fix it, because the structure and wording are still the source's.

The contrast, in full (this is the heart of the week — put both on a slide against the original):

ORIGINAL (Holloway): "When a notification interrupts a reader every few minutes, the mind never settles into the slow, sustained focus that deep comprehension requires, and the habit of skimming gradually replaces the habit of reading."

❌ PATCHWRITTEN (plagiarism): "When a notification disrupts a reader every few minutes, the brain never settles into the slow, steady focus that deep understanding requires, and the practice of skimming slowly replaces the practice of reading."
Why it's plagiarism: the sentence's skeleton is identical — same opening ("When a notification…"), same clause order, same rhythm — and only six words were swapped for synonyms (interrupts→disrupts, mind→brain, sustained→steady, comprehension→understanding, habit→practice, gradually→slowly). The writer borrowed Holloway's sentence, not just her idea. This stays plagiarism even with "(14)" added.

✅ ACCEPTABLE PARAPHRASE: "Holloway contends that frequent digital interruptions stop students from reaching the deep concentration real understanding demands, so over time they skim rather than truly read (14)."
Why it's acceptable: the structure is rebuilt (it now opens with a signal phrase and reorders the idea into a cause→effect chain), the wording is genuinely the writer's (notification→digital interruptions; mind never settles into focus→stop from reaching concentration; comprehension requires→understanding demands; skimming replaces reading→skim rather than read), the meaning is preserved and accurate, and it credits Holloway with a signal phrase and a page number.

The test that prevents patchwriting (write it on the board):

Cover the source. Write your version from memory. Then check it against the original. If the structure still matches, you patchwrote — rebuild it. If you can't put it in your own words, you don't understand it yet (or it should be a quotation instead).

Name the misconceptions out loud, then cure each:
- ❌ "If I change a few words, it's a paraphrase."
✅ Cure: Patchwriting. A paraphrase changes the words and the sentence structure. Synonym-swapping is plagiarism.
- ❌ "As long as I cite it, I can keep the source's wording."
✅ Cure: A citation credits the idea; it does not license borrowing the phrasing. Borrowed wording must be in quotation marks (a quote) or genuinely rewritten (a paraphrase).
- ❌ "Quoting a lot shows I did the research."
✅ Cure: Over-quoting hides your thinking. Graders want your analysis with sources in support — not a chain of other people's sentences. Paraphrase and summarize; quote only when the words earn it.

Interaction — Paraphrase or Patchwrite? (rapid-fire, ~6 min): put three student-style "paraphrases" of the sample source on a slide; for each, students vote acceptable paraphrase or patchwriting and name the tell (structure echo? synonym swaps? missing attribution?). Debrief: the tell is almost always shared sentence shape.

Segment 5 — Worked Move: From Quotation to Paraphrase (20 min) · Session 2 opens

Hook back in: "Last session: the three moves, signal phrases, and the patchwriting line. Today we do the move that matters most — turning a quotation into a real paraphrase — and we practice synthesis."

One fully worked example (do it at the board, thinking aloud — start from a quotation and rebuild it):

Step 0 — the quotation we're starting from: Holloway writes that "the habit of skimming gradually replaces the habit of reading" (14).
Step 1 — understand it fully. What's the claim? Constant interruption trains skimming and crowds out real reading.
Step 2 — cover the source and say it in your own words, out loud. "If you're always getting interrupted, you stop reading deeply and start just skimming."
Step 3 — write it with a signal phrase and your own structure. Holloway argues that nonstop interruptions push students toward skimming and away from genuine reading (14).
Step 4 — check against the original. Different opening, different structure, your words, meaning intact, source credited. ✅ Not patchwriting.

Synthesis preview (name it, keep it light — it's the bridge to Week 12):

Synthesis is weaving two or more sources together around your point — not summarizing them one after another, but putting them in conversation: "Holloway warns that interruptions erode attention (14); a second source might extend or complicate that by …." You write the throughline; the sources support it. We build this fully in Week 12; today just notice that each source still gets its own signal phrase and citation.

Misconception + cure:
- ❌ "Synthesis means listing what each source says, in order."
✅ Cure: That's a source dump. Synthesis organizes by your ideas, pulling the relevant bit from each source to support each point — sources serve your argument, not the reverse.

Segment 6 — Choosing the Move + a Synthesis Snapshot (18 min)

Set it up: "You now have all three moves. The skill is choosing — and then weaving."

Decision guide (put it on a slide):
- Quote when the exact words matter (striking phrasing, precise wording you'll analyze, a definition). Keep it short.
- Paraphrase when you want one passage's point in your voice and flow (most of the time).
- Summarize when you need the gist of a longer chunk and the details don't matter here.
- Always: signal phrase + attribution. When unsure whether to cite — cite.

Quick interaction — "Pick the move" (~8 min): give the room three writing situations (you want to analyze a memorable phrase; you want one idea in your own words; you need the takeaway of a whole section). Students name quote / paraphrase / summary and justify. Then have them write one signal phrase for each, varying the verb.

Synthesis snapshot (do one tiny one together): put the Holloway paraphrase beside a second sample idea ("a writing-center handout notes that students read more carefully when they read on paper than on a screen"), and model one sentence that uses both to support one point of yours — each credited. Name it: that's the move the research paper lives on.

Segment 7 — Technology Workflow + the AI-Critique Moment (22 min)

Plain language first. A citation tool and a chatbot can both help you integrate sources — and both will fail in specific, predictable ways you must catch.

Technology workflow — the right way:
1. Read the source yourself and decide the move (quote / paraphrase / summarize). The chatbot can't decide this for you — it doesn't know your point.
2. Copy any quotation by hand from the real text, into quotation marks, with the page. Never trust a quote you didn't copy yourself.
3. Use a chatbot to react, not to author: "Is this a real paraphrase or did I keep the source's structure?" Then you fix it.
4. Use a citation generator for the works-cited entry if you like — then check its output against the MLA rules (Week 11), because generators routinely mis-format.

AI-critique moment (the most important one of the term — students verify, not consume):

Paste this to an approved chatbot: "Give me a direct quotation about students and attention spans from a published source, with the author, title, and page number."
Then try to verify what it gives you. Search for the exact quoted words. Look up the author and title. You will very often find that the quotation does not exist, the author never wrote it, the title is invented, or the page is fabricated — all presented confidently and in perfect MLA format. This is fabrication (hallucination), and it is the single most dangerous AI failure in writing: a made-up quotation attributed to a real-sounding source.
The lesson: treat every AI-supplied quotation, author, title, and citation as unverified until you have found it word-for-word in the actual source. A fabricated quotation is an academic-integrity violation whether a human or an AI produced it — and you are responsible for what you submit. The habit all term, at its sharpest this week: the tool drafts; you verify every quotation and source against the real text.

Second, quieter AI failure to name: ask the chatbot to "paraphrase this for me" and it will often hand you a patchwritten version — the source's sentence with synonyms swapped — or it will flatten your voice into generic prose. Catch both. A paraphrase has to be yours, not the tool's reworded copy of the source.

Segment 8 — Callback, Tease & Hand-off (15 min) · Session 2 closes (~75)

Callback + tease:
- Callback: "Week 9 you learned to find and judge sources; this week you learned to use one honestly — quote, paraphrase, summarize, all credited, never patchwritten."
- Tease next week: "We've been citing 'Holloway, page 14' loosely. Next week is MLA documentation — exactly how an in-text citation is punctuated and exactly how a Works Cited entry is built from the core elements. The integrity you practiced this week, made precise."

Hand-off (the week's graded work):
- Lecture Tutorial 10 (AI tutor, share-link submission) — quote/paraphrase/summarize, signal phrases, the patchwriting line.
- Quiz 10 (end of week) and Discussion 10 ("Whose Voice Is It?").
- Assignment 10 ("Integrate a Source Three Ways") — quote with a signal phrase, paraphrase acceptably, summarize, and fix a patchwritten paraphrase.
- Writing Studio 10 ("Paraphrase It, Don't Patchwrite It") — turn a quotation into a paraphrase, catch a patchwritten one, self-/peer-review, then coach and catch the chatbot inventing a quote and a source.

Instructor FAQ — Common Stumbles

Student says / does	Quick cure
"I changed a bunch of words — isn't that a paraphrase?"	Only if you also changed the sentence structure. Same skeleton + swapped synonyms = patchwriting = plagiarism. Cover the source, rewrite from memory, then check.
"I cited it, so I can keep the wording."	A citation credits the idea, not the phrasing. Borrowed wording must be in quotation marks or genuinely rewritten.
"I only cite direct quotes."	Paraphrases and summaries need attribution too — they use someone's ideas. Missing citation on a paraphrase is still plagiarism.
Over-quotes (paper is a chain of quotations).	Over-quoting hides your thinking. Default to paraphrase/summary; quote only when the exact words earn it. Short quote, long analysis.
Pastes a quotation a chatbot supplied.	Chatbots invent quotations and sources constantly. Copy every quote by hand from the real text; verify any AI-supplied quote/citation against the source before it ships.
Confuses paraphrase and summary.	Paraphrase = one passage, ~same length, your words/structure. Summary = longer passage → its gist, much shorter.
"Is this common knowledge or do I cite it?"	If it's widely known and undisputed, no cite needed. When unsure, cite — over-crediting is safe.

Scope flag

This outline stays within Objective 5 (integrating sources: quote/paraphrase/summary, signal phrases, attribution, the paraphrase-vs-plagiarism line, and a first look at synthesis). The precise mechanics of MLA — in-text-citation punctuation and the Works-Cited entry — are Week 11; the full research-based argument (sustained synthesis of multiple sources) is Week 12. Finding and evaluating sources was Week 9. The worked source all week is the instructor's own clearly-labeled sample passage (Holloway, "The Attention Economy and the Student Reader," Riverbend Review — a fictional article), used so that no real author's words are ever fabricated; real reference sites (Purdue OWL, the MLA Style Center) are linked factually. The iron rule when students use real sources: copy every quotation word-for-word and verify it.

~ Prof. Lindgren's edition · Fall 2026 · built with thecoursemaker.com