http://www.unc.edu/depts/wcweb/handouts/
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The reason for |
because, since, why |
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For the reason that |
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Due to the fact that |
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Owing to the fact that |
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In light of the fact that |
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Considering the fact that |
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On the grounds that |
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Despite the fact that |
although, even though |
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Regardless of the fact that |
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In the event that |
if |
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If it should happen that |
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Under circumstances in which |
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On the occasion of |
when |
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In a situation in which |
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Under circumstances in which |
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As regards |
about |
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In reference to |
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With regard to |
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Concerning the matter of |
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Where ___ is concerned |
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It is crucial that |
must, should |
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It is necessary that |
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There is a need/necessity for |
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It is important that |
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Is able to |
can |
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Is in a position to |
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Has the opportunity to |
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Has the capacity for |
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Has the ability to |
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It is possible that |
may, might, |
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There is a chance that |
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It could happen that |
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The possibility exists for |
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Prior to |
before, when, as, after |
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In anticipation of |
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Subsequent to |
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Following on |
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At the same time as |
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Simultaneously with |
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Not different |
similar |
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Not many |
few |
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Not have |
lack |
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Not include |
omit |
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Not consider |
ignore |
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Not the same |
different |
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Not often |
rarely |
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Not allow |
prevent |
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Not admit |
deny |
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Not accept |
reject |
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Avoid getting into the "he/she said" attribution rut! There are many other ways to attribute quotes besides this construction. Here are a few alternative verbs, usually followed by "that":
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add |
remark |
exclaim |
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announce |
reply |
state |
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comment |
respond |
estimate |
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write |
point out |
predict |
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argue |
suggest |
propose |
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declare |
criticize |
proclaim |
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note |
complain |
opine |
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observe |
think |
note |
Use introductory phrases to tell the reader what the author thinks or does in their text. Consider using the following after you have given the author's name (and the year or notation):
X states that . . .
X claims that . . .
X asserts that . . .
X agrees that . . .
X strongly argues . . .
X comments that . . .
X suggests that . . .
X says that . . .
X observes that . . .
X takes the view that . . .
X contends that . . .
X believes that . . .
X proposes that . . .
X concludes that . . .
X maintains that . . .
X concedes that . . .
X notes that . . .
According to X . . .
As X states . . .
http://www.lc.unsw.edu.au/onlib/quot.html
What are the differences among quoting, paraphrasing, and summarizing?
These three ways of incorporating other writers' work into your own writing differ according to the closeness of your writing to the source writing.
Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.
Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.
Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.
http://owl.english.purdue.edu/owl/resource/563/01/
Some examples to compare
The original passage:
Students frequently overuse direct quotation in taking notes, and as a result they overuse quotations in the final [research] paper. Probably only about 10% of your final manuscript should appear as directly quoted matter. Therefore, you should strive to limit the amount of exact transcribing of source materials while taking notes. Lester, James D. Writing Research Papers. 2nd ed. (1976): 46-47.
A legitimate paraphrase:
In research papers students often quote excessively, failing to keep quoted material down to a desirable level. Since the problem usually originates during note taking, it is essential to minimize the material recorded verbatim (Lester 46-47).
An acceptable summary:
Students should take just a few notes in direct quotation from sources to help minimize the amount of quoted material in a research paper (Lester 46-47).
A plagiarized version:
Students often use too many direct quotations when they take notes, resulting in too many of them in the final research paper. In fact, probably only about 10% of the final copy should consist of directly quoted material. So it is important to limit the amount of source material copied while taking notes.
http://owl.english.purdue.edu/owl/resource/619/01/
Signal Phrases for Summarizing, Paraphrasing, & Quotations
Based on templates: They Say, I Say: The Moves that Matter in Academic Writing
by Gerald Graff, Cathy Birkenstein
http://www.davidglensmith.com/wcjc/PDFs/signal-phrases.pdf