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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

• Master Your Homework
• Do My Homework

Research Papers Without References: Is It Possible?

In recent years, as the volume of available information increases at an exponential rate, there has been increased scrutiny around the role and purpose of research papers. In this article we explore whether it is possible to create valid research papers without citing any references or sources. We consider arguments for both sides before drawing conclusions about the viability of such a practice and providing recommendations for researchers looking to evaluate their own paper-writing processes.

I. Introduction

Ii. reasons for omitting references from research papers, iii. arguments for including references in research papers, iv. advantages of not referencing in a paper, v. disadvantages of failing to reference sources used within the body of a paper, vi. citing sources with alternative methods vii. conclusion.

Reframing the Human-Nature Relationship: In recent decades, there has been a tremendous shift in our understanding of human-nature relationships. Humans are now seen as being part of nature rather than separate from it – we have come to realize that our actions and decisions impact other living species and environments just like us. This recognition has given rise to new ways of thinking about how we interact with natural systems, including approaches such as ‘ecosystem services’ or ‘environmental justice’ which seek to ensure equitable access to resources for all living beings. The concept of reframing the human-nature relationship is an important one when considering the future direction of sustainable development and environmental policy making.

Exploring Reframed Relationships through Research: Much research on this topic has focused on better understanding how different societies conceptualize their interactions with nature; looking at both traditional practices used by indigenous communities alongside modern globalized initiatives aimed at managing complex socioecological systems. Such work can help uncover potential solutions for addressing problems related to resource degradation, climate change adaptation, biodiversity loss and ecosystem restoration among others. Additionally, examining how people perceive their relations towards particular species or landscapes provides insight into motivations behind conservation activities or subsistence strategies employed in a region; giving us a deeper appreciation for the complexity associated with humans’ relationship towards ecological processes over time.

In academic writing, referencing is an essential component for constructing an evidence-based argument. However, there are certain instances where omitting references may be necessary or even advantageous. In this section we will examine some of the reasons why a researcher might opt to not include references in their research paper.

• The material referenced does not directly support the claims : Sometimes researchers quote from sources that do not directly contribute to the arguments they make in their work. This kind of reference could potentially mislead readers into believing that there is more support for a given point than actually exists.
• Data saturation: For long research papers with multiple sections and topics being discussed, it can become difficult to keep track of all the resources which have been cited up until that point. A good way around this problem is to omit unnecessary citations and instead focus on those which truly add value by bolstering existing points made within a research paper without references.

Validation of Claims References provide support for an author’s claims in a research paper. Without them, the readers have no assurance that what is written in the paper holds true and accurate information. In this way, references help to establish credibility for a writer’s findings or theories being discussed. It also serves as confirmation that all necessary steps were taken to reach conclusions regarding any given topic. In addition, it allows readers to look further into the points made by writers if they desire more detail on certain topics within research papers. A well-referenced piece provides enough evidence and context so that other individuals can understand not only how such conclusions were reached but why too.

• For instance, imagine reading through a thesis without references cited throughout its text.
• The lack of reliable sources makes verifying any assertions impossible; thus reducing the impact of ideas presented.

On top of this potential issue with academic integrity lies another one – plagiarism! Accidentally using someone else’s words could result in serious repercussions – risking your reputation as a researcher or even worse facing legal action! So when considering whether or not include references while writing up your research paper consider these implications before taking either route.

Failing to include references in a paper has its benefits, chief among them the sense of independence. Not being obligated to consult source material for information allows authors to take creative liberties with their own ideas and thoughts.

A Sense Of Freedom: Writers are given the opportunity of developing their piece without having any external sources looming over it. This can be especially beneficial when putting together an abstract or opinion-based essay, as such pieces require more internal reflection than research.

Another advantage is time saving; papers written without referencing do not need extra steps taken towards fact-checking and validation that come with consulting other works. This can free up more time for writers looking to focus on aspects like organization or clarity within their work.

• For example, a student writing about space exploration may use her imagination as opposed to referring multiple scientific articles related to this topic.
• Citing every single thought and idea included in a paper would also lengthen it substantially; choosing certain concepts that stand out instead reduces clutter while still making essential points.

Plagiarism When a researcher fails to reference sources used within the body of their paper, they run the risk of committing plagiarism. Plagiarism is defined as “the use of another person’s words or ideas without giving proper credit to that person” (Henderson & Moorefield-Lang). When an author neglects to provide citations for information acquired from other sources, this action could be interpreted as stealing someone else’s work and claiming it as one’s own. As such, failing to reference sources may bring about charges of academic dishonesty which can result in loss of research credibility and potential disciplinary actions.

Impaired Scholarship Evaluation Failing to attribute credited authorship also affects how scholarship evaluation committees review papers submitted by researchers seeking grants or awards. While there are multiple elements taken into account when assessing applications, ensuring accuracy through proper source attribution helps ensure judges will take applicants seriously and make decisions based on merit rather than guessing if certain ideas were copied from others without permission or knowledge – with no referencing being provided either way! This absence diminishes reliability during peer reviews too; after all, what kind of integrity does a research paper without references , contain? Committees tend not accept work falling short due to lack thereof:

• Acknowledgement must be given for any borrowed facts/ideas included in project submissions; • Citing respected authorities adds authority and trustworthiness.

Citing Sources with Alternative Methods In an ever-evolving digital world, research papers are no longer limited to the traditional in-text citations. With the increasing prevalence of multimedia and other interactive technologies, there is now a variety of new methods available for citing sources within a research paper. For example, one popular way of citing sources involves using hyperlinks directly embedded into text or images that link to external websites and documents containing supplemental information related to the main source material. Additionally, podcasts have become another great tool for referencing specific audio/visual content such as interviews or lectures given by experts on certain topics. These alternative methods can make it easier for readers to quickly get more detailed background knowledge from outside sources without having them search through extensive lists of references at the end of each document. This can help enhance understanding while reducing overall reading times required for full comprehension

In conclusion, it is clear that although research papers without references are possible in some contexts, such as when the content has been confirmed by many sources and there is no need to reference them all or if they simply do not exist, this practice should be used with caution. Without access to primary source material or at least reputable secondary sources for evidence-based arguments, the reliability of any paper can be questioned. It may even lead to false conclusions. As a result, researchers must consider both their audience’s expectations and their own personal code of ethics before deciding whether omitting references from a paper will have detrimental consequences or prove beneficial.

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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 .

Plagiarism in the News

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Using Research and Evidence

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What type of evidence should I use?

There are two types of evidence.

First hand research is research you have conducted yourself such as interviews, experiments, surveys, or personal experience and anecdotes.

Second hand research is research you are getting from various texts that has been supplied and compiled by others such as books, periodicals, and Web sites.

Regardless of what type of sources you use, they must be credible. In other words, your sources must be reliable, accurate, and trustworthy.

How do I know if a source is credible?

You can ask the following questions to determine if a source is credible.

Who is the author? Credible sources are written by authors respected in their fields of study. Responsible, credible authors will cite their sources so that you can check the accuracy of and support for what they've written. (This is also a good way to find more sources for your own research.)

How recent is the source? The choice to seek recent sources depends on your topic. While sources on the American Civil War may be decades old and still contain accurate information, sources on information technologies, or other areas that are experiencing rapid changes, need to be much more current.

What is the author's purpose? When deciding which sources to use, you should take the purpose or point of view of the author into consideration. Is the author presenting a neutral, objective view of a topic? Or is the author advocating one specific view of a topic? Who is funding the research or writing of this source? A source written from a particular point of view may be credible; however, you need to be careful that your sources don't limit your coverage of a topic to one side of a debate.

What type of sources does your audience value? If you are writing for a professional or academic audience, they may value peer-reviewed journals as the most credible sources of information. If you are writing for a group of residents in your hometown, they might be more comfortable with mainstream sources, such as Time or Newsweek . A younger audience may be more accepting of information found on the Internet than an older audience might be.

Be especially careful when evaluating Internet sources! Never use Web sites where an author cannot be determined, unless the site is associated with a reputable institution such as a respected university, a credible media outlet, government program or department, or well-known non-governmental organizations. Beware of using sites like Wikipedia , which are collaboratively developed by users. Because anyone can add or change content, the validity of information on such sites may not meet the standards for academic research.

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Using Evidence: Not Enough Citations

Not enough citations.

Plagiarism can appear in a paper in the form of insufficient citations. The author is not giving the reader enough information to understand what information is from a source or which source the author used.

To make sure you are including enough citations in a paper, you will want to cite sources either parenthetically or narratively in each sentence you use a source. Here is an example of a paragraph that uses multiple sources:

Conflict is inevitable in a healthcare environment because of emotional, financial, and operational stressors that heighten its potential (Vivar, 2006). Conflict, however, is both a positive and negative phenomenon that effective nurse leaders delineate using their skills to develop insight (Manion, 2005). The purpose of this application is to analyze a conflict situation in nursing practice using Sportsman's (2005) framework of conflict assessment.

If the author had not included citations for each of these sources in the sentence where he or she used them, the reader would not be sure which information came from Vivar (2006) and which came from Manion (2005).

Here is an example of a paragraph that does not have enough citations for information the author has paraphrased:

Teachers use differentiated instruction to help students learn, allowing the teacher to cater lessons to the way each student learns and to each student's skills. Differentiation in teaching helps students who learn in different ways. No Child Left Behind (NCLB) sets rigid standards for teachers, which do not allow for multiple approaches to teaching and learning. In this way, NCLB is not compatible with differentiation in the classroom (Thompson, 2009).

In this paragraph, the author has included a citation only at the very end of the paragraph. In fact, however, the author used Thompson's (2009) information throughout the paragraph. This format creates confusion for the reader who is not sure where the author got the information in the first three sentences. In order for the paragraph above to be correct, citations must be added to clarify what information is paraphrased. A citation can be introduced in the first sentence and not repeated in subsequent sentences within the same paragraph as long as the source remains clear and unchanged. See APA 7, Sections 8.1 and 8.24 for more information.

Teachers use differentiated instruction to help students learn, allowing the teacher to cater lessons to the way each student learns and to each student's skills (Thompson, 2009). Differentiation in teaching helps students who learn in different ways. No Child Left Behind (NCLB) sets rigid standards for teachers, which do not allow or multiple approaches to teaching and learning. In this way, NCLB is not compatible with differentiation in the classroom.

Plagiarism Detection & Revision Skills: Citations Video Playlist

How Often We Cite Video Playlist

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Didn't find what you need? Email us at [email protected] .

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ChatGPT and Fake Citations

Post by Hannah Rozear, Librarian for Biological Sciences and Global Health, and Sarah Park, Librarian for Engineering and Computer Science

Unless you’ve been living under a rock, you’ve heard the buzz about ChatGPT. It can write papers! Debug code! Do your laundry! Create websites from thin air! While it is an exciting tech development with enormous possibilities for applications, understanding what’s under the hood and what it does well/not-so-well is critically important. 

ChatGPT is an Artificial Intelligence Chatbot developed by OpenAI and launched for public use in November 2022. While other AI chatbots are also in development by tech giants such as Google, Apple, and Microsoft, OpenAI’s early rollout has eclipsed the others for now – with the site reaching more than 100 million users in 2 months . For some perspective, this is faster widespread adoption than TikTok, Instagram, and many other popular apps.

What you may not know about ChatGPT is that it has significant limitations as a reliable research assistant.  One such limitation is that it has been known to fabricate or “hallucinate” (in machine learning terms) citations. These citations may sound legitimate and scholarly, but they are not real. It is important to note that AI can confidently generate responses without backing data much like a person under the influence of hallucinations can speak confidently without proper reasoning. If you try to find these sources through Google or the library—you will turn up NOTHING. 

Why does it do this? ChatGPT is built on a Large Language Model and has been trained on a huge dataset of internet sources. It can quickly and simply generate easy-to-understand responses to any question you throw at it. But the responses are only as good as the quality of input data it has been trained on. Its core strength lies in recognizing language patterns— not in reading and analyzing lengthy scholarly texts. Given that, it may not be the most reliable source for in-depth research. The following is a shortlist of what we’ve observed ChatGPT is good for and not good for.

What It’s Good For

• Generating ideas for related concepts, terms, and words about a particular topic. I asked ChatGPT, what are some keywords for the topic of AI literacy? It replied with: Artificial Intelligence (AI), Machine Learning (ML), Deep Learning, Neural Networks, Natural Language Processing (NLP), Robotics, Data Science, Big Data, Predictive Analytics, Ethics of AI, Bias in AI, Explainable AI, Human-AI Interaction, Cognitive Computing… These are all great leads for terms I might use to look for articles and books on this topic. 
• Suggestions for databases where I could find literature on the topic. I asked ChatGPT, What are some good library databases I could search to find more information about the topic of AI literacy? ChatGPT replied with: IEEE Xplore, ACM Digital Library, ScienceDirect, JSTOR, Proquest, arXiv, and Web of Science. It also suggested checking with my library to see what’s available. A more direct route to this type of question would be consulting the Duke Libraries Research Guides and/or connecting with the Subject Specialist at Duke who is familiar with the resources we have available on any given topic. 
• Suggestions for improving writing . As ChatGPT has been trained on a large corpus of text, it has accumulated a range of dictions and writing variations within context. I have found it particularly useful for checking grammar and sentence structure in American English, as well as for suggesting alternative phrasing, synonyms, or quick translations of my writing into another language. Additionally, I have experimented with asking ChatGPT to rewrite my paragraph, but if it produced an unexpected response, it may indicate that my writing contains parts that do not make sense in that particular language. Nonetheless, it is important to thoroughly review the text and ensure that it meets your criteria before taking it. 

What It’s NOT Good For 

• DO NOT ask ChatGPT for a list of sources on a particular topic! ChatGPT is based on a Large Language Model and does not have the ability to match relevant sources to any given topic. It may do OK with some topics or sources, but it may also fabricate sources that don’t exist. 
• Be wary of asking ChatGPT to summarize a particular source, or write your literature review.  It may be tempting to ask ChatGPT to summarize the main points of the dense and technical 10-page article you have to read for class, or to write a literature review synthesizing a field of research. Depending on the topic and availability of data it has on that topic, it may summarize the wrong source or provide inaccurate summaries of specific articles—sometimes making up details and conclusions.
• Do not expect ChatGPT to know current events or predict the future. ChatGPT’s “knowledge” is based on the dataset that was available before September 2021, and therefore, it may not be able to provide up-to-date information on current events or predict the future. For instance, when I asked about the latest book published by Haruki Murakami in the US, ChatGPT responded with First Person Singular, which was published in April 2021. However, the correct answer is Novelist as a Vocation, which was released in November 2022. Additionally, ChatGPT did not seem aware of any recent developments beyond September 2021. It’s worth noting that Murakami’s new novel is expected to be released in April 2023. 

AI chat technology is rapidly evolving and it’s exciting to see where this will go. Much like Google and Wikipedia helped accelerate our access to information in their heyday, the existence of these new AI-based tools requires their users to think about how to carefully and ethically incorporate them into their own research and writing. If you have any doubts or questions, ask real human experts, such as the library’s Ask a Librarian chat, or schedule a one-on-one consultation with a librarian for help.

• Alkaissi, H., & McFarlane, S. I. (2023). Artificial Hallucinations in ChatGPT: Implications in Scientific Writing. Cureus , 15 (2), e35179. https://doi.org/10.7759/cureus.35179  
• McMichael, Jonathan. (Jan. 20, 2023). Artificial Intelligence and the Research Paper: A Librarian’s Perspective . SMU Libraries.
• Learn more about AI Tech News on the Hard Fork podcast.
• Faculty and instructors: Consult with Duke Learning Innovation for ideas about incorporating AI literacy into your teaching.

3 thoughts on “ChatGPT and Fake Citations”

Fake citations have a long–and somewhat useful–history in the info industry. Those of us old enough to remember when print was the only way to sell compilative forms of information, such as reference works, were told to include several bogus citations. Then, if someone stole your work and repackaged it, the phony citations would be irrefutable proof. Plus ça change.

Not only will Chat DPT invent realistic conclusions to theoretical questions, it uses the details of actual citations to document the incorrect information. Then, it lies about it. It even cites USPatents using patent numbers of completely irrelevant patents. I FOUND 20 OUT OF 20 CITED PATENTS OR ARTICLES WERE FICTITIOUS. Beware, this program is amazingly unreliable and deceptive.

• Pingback: Unclear documentation? ChatGPT can help! | Oxford Protein Informatics Group

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Organizing Your Social Sciences Research Paper

• 11. Citing Sources
• Purpose of Guide
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A citation is a formal reference to a published or unpublished source that you consulted and obtained information from while writing your research paper. It refers to a source of information that supports a factual statement, proposition, argument, or assertion or any quoted text obtained from a book, article, web site, or any other type of material . In-text citations are embedded within the body of your paper and use a shorthand notation style that refers to a complete description of the item at the end of the paper. Materials cited at the end of a paper may be listed under the heading References, Sources, Works Cited, or Bibliography. Rules on how to properly cite a source depends on the writing style manual your professor wants you to use for the class [e.g., APA, MLA, Chicago, Turabian, etc.]. Note that some disciplines have their own citation rules [e.g., law].

Citations: Overview. OASIS Writing Center, Walden University; Research and Citation. The Writing Lab and The OWL. Purdue University; Citing Sources. University Writing Center, Texas A&M University.

Reasons for Citing Your Sources

Reasons for Citing Sources in Your Research Paper

English scientist, Sir Isaac Newton, once wrote, "If I have seen further, it is by standing on the shoulders of giants.”* Citations support learning how to "see further" through processes of intellectual discovery, critical thinking, and applying a deliberate method of navigating through the scholarly landscape by tracking how cited works are propagated by scholars over time and the subsequent ways this leads to the devarication of new knowledge.

Listed below are specific reasons why citing sources is an important part of doing good research.

• Shows the reader where to find more information . Citations help readers expand their understanding and knowledge about the issues being investigated. One of the most effective strategies for locating authoritative, relevant sources about a research problem is to review materials cited in studies published by other authors. In this way, the sources you cite help the reader identify where to go to examine the topic in more depth and detail.
• Increases your credibility as an author . Citations to the words, ideas, and arguments of scholars demonstrates that you have conducted a thorough review of the literature and, therefore, you are reporting your research results or proposing recommended courses of action from an informed and critically engaged perspective. Your citations offer evidence that you effectively contemplated, evaluated, and synthesized sources of information in relation to your conceptualization of the research problem.
• Illustrates the non-linear and contested nature of knowledge creation . The sources you cite show the reader how you characterized the dynamics of prior knowledge creation relevant to the research problem and how you managed to effectively identify the contested relationships between problems and solutions proposed among scholars. Citations don't just list materials used in your study, they tell a story about how prior knowledge-making emerged from a constant state of creation, renewal, and transformation.
• Reinforces your arguments . Sources cited in your paper provide the evidence that readers need to determine that you properly addressed the “So What?” question. This refers to whether you considered the relevance and significance of the research problem, its implications applied to creating new knowledge, and its importance for improving practice. In this way, citations draw attention to and support the legitimacy and originality of your own ideas and assertions.
• Demonstrates that you "listened" to relevant conversations among scholars before joining in . Your citations tell the reader where you developed an understanding of the debates among scholars. They show how you educated yourself about ongoing conversations taking place within relevant communities of researchers before inserting your own ideas and arguments. In peer-reviewed scholarship, most of these conversations emerge within books, research reports, journal articles, and other cited works.
• Delineates alternative approaches to explaining the research problem . If you disagree with prior research assumptions or you believe that a topic has been understudied or you find that there is a gap in how scholars have understood a problem, your citations serve as the source materials from which to analyze and present an alternative viewpoint or to assert that a different course of action should be pursued. In short, the materials you cite serve as the means by which to argue persuasively against long-standing assumptions promulgated in prior studies.
• Helps the reader understand contextual aspects of your research . Cited sources help readers understand the specific circumstances, conditions, and settings of the problem being investigated and, by extension, how your arguments can be fully understood and assessed. Citations place your line of reasoning within a specific contextualized framework based on how others have studied the problem and how you interpreted their findings in support of your overall research objectives.
• Frames the development of concepts and ideas within the literature . No topic in the social and behavioral sciences rests in isolation from research that has taken place in the past. Your citations help the reader understand the growth and transformation of the theoretical assumptions, key concepts, and systematic inquiries that emerged prior to your engagement with the research problem.
• Underscores sources that were most important to you . Your citations represent a set of choices made about what you determined to be the most important sources for understanding the topic. They not only list what you discovered, but why it matters and how the materials you chose to cite fit within the broader context of your research design and arguments. As part of an overall assessment of the study’s validity and reliability , the choices you make also helps the reader determine what research may have been excluded.
• Provides evidence of interdisciplinary thinking . An important principle of good research is to extend your review of the literature beyond the predominant disciplinary space where scholars have examined a topic. Citations provide evidence that you have integrated epistemological arguments, observations, and/or the methodological strategies from other disciplines into your paper, thereby demonstrating that you understand the complex, interconnected nature of contemporary research topics.
• Supports critical thinking and independent learning . Evaluating the authenticity, reliability, validity, and originality of prior research is an act of interpretation and introspective reasoning applied to assessing whether a source of information will contribute to understanding the problem in ways that are persuasive and align with your overall research objectives. Reviewing and citing prior studies represents a deliberate act of critically scrutinizing each source as part of your overall assessment of how scholars have confronted the research problem.
• Honors the achievements of others . As Susan Blum recently noted,** citations not only identify sources used, they acknowledge the achievements of scholars within the larger network of research about the topic. Citing sources is a normative act of professionalism within academe and a way to highlight and recognize the work of scholars who likely do not obtain any tangible benefits or monetary value from their research endeavors.

*Vernon. Jamie L. "On the Shoulder of Giants." American Scientist 105 (July-August 2017): 194.

**Blum, Susan D. "In Defense of the Morality of Citation.” Inside Higher Ed , January 29, 2024.

Aksnes, Dag W., Liv Langfeldt, and Paul Wouters. "Citations, Citation Indicators, and Research Quality: An Overview of Basic Concepts and Theories." Sage Open 9 (January-March 2019): https://doi.org/10.1177/2158244019829575; Blum, Susan Debra. My Word!: Plagiarism and College Culture . Ithaca, NY: Cornell University Press, 2009; Bretag, Tracey., editor. Handbook of Academic Integrity . Singapore: Springer Singapore, 2020; Ballenger, Bruce P. The Curious Researcher: A Guide to Writing Research Papers . 7th edition. Boston, MA: Pearson, 2012; D'Angelo, Barbara J. "Using Source Analysis to Promote Critical Thinking." Research Strategies 18 (Winter 2001): 303-309; Mauer, Barry and John Venecek. “Scholarship as Conversation.” Strategies for Conducting Literary Research, University of Central Florida, 2021; Why Cite? Poorvu Center for Teaching and Learning, Yale University; Citing Information. The Writing Center. University of North Carolina; Harvard Guide to Using Sources. Harvard College Writing Program. Harvard University; Newton, Philip. "Academic Integrity: A Quantitative Study of Confidence and Understanding in Students at the Start of Their Higher Education."  Assessment and Evaluation in Higher Education 41 (2016): 482-497; Referencing More Effectively. Academic Skills Centre. University of Canberra; Using Sources. Yale College Writing Center. Yale University; Vosburgh, Richard M. "Closing the Academic-practitioner Gap: Research Must Answer the “SO WHAT” Question." H uman Resource Management Review 32 (March 2022): 100633; When and Why to Cite Sources. Information Literacy Playlists, SUNY, Albany Libraries.

Structure and Writing Style

Referencing your sources means systematically showing what information or ideas you acquired from another author’s work, and identifying where that information come from . You must cite research in order to do research, but at the same time, you must delineate what are your original thoughts and ideas and what are the thoughts and ideas of others. Citations help achieve this. Procedures used to cite sources vary among different fields of study. If not outlined in your course syllabus or writing assignment, always speak with your professor about what writing style for citing sources should be used for the class because it is important to fully understand the citation style to be used in your paper, and to apply it consistently. If your professor defers and tells you to "choose whatever you want, just be consistent," then choose the citation style you are most familiar with or that is appropriate to your major [e.g., use Chicago style if you are majoring in history; use APA if its an education course; use MLA if it is literature or a general writing course].

GENERAL GUIDELINES

1. Are there any reasons I should avoid referencing other people's work? No. If placed in the proper context, r eferencing other people's research is never an indication that your work is substandard or lacks originality. In fact, the opposite is true. If you write your paper without adequate references to previous studies, you are signaling to the reader that you are not familiar with the literature on the topic, thereby, undermining the validity of your study and your credibility as a researcher. Including references in academic writing is one of the most important ways to demonstrate your knowledge and understanding of how the research problem has been addressed. It is the intellectual packaging around which you present your thoughts and ideas to the reader.

2. What should I do if I find out that my great idea has already been studied by another researcher? It can be frustrating to come up with what you believe is a great topic only to find that it's already been thoroughly studied. However, do not become frustrated by this. You can acknowledge the prior research by writing in the text of your paper [see also Smith, 2002], then citing the complete source in your list of references. Use the discovery of prior studies as an opportunity to demonstrate the significance of the problem being investigated and, if applicable, as a means of delineating your analysis from those of others [e.g., the prior study is ten years old and doesn't take into account new variables]. Strategies for responding to prior research can include: stating how your study updates previous understandings about the topic, offering a new or different perspective, applying a different or innovative method of data gathering, and/or describing a new set of insights, guidelines, recommendations, best practices, or working solutions.

3. What should I do if I want to use an adapted version of someone else's work? You still must cite the original work. For example, you use a table of statistics from a journal article published in 1996 by author Smith, but you have altered or added new data to it. Reference the revised chart, such as, [adapted from Smith, 1996], then cite the complete original source in your list of references. You can also use other terms in order to specify the exact relationship between the original source and the version you have presented, such as, "based on data from Smith [1996]...," or "summarized from Smith [1996]...." Citing the original source helps the reader locate where the information was first presented and under what context it was used as well as to evaluate how effectively you applied it to your own research.

4. What should I do if several authors have published very similar information or ideas? You can indicate that the topic, idea, concept, or information can be found in the works of others by stating something similar to the following example: "Though many scholars have applied rational choice theory to understanding economic relations among nations [Smith, 1989; Jones, 1991; Johnson, 1994; Anderson, 2003], little attention has been given to applying the theory to examining the influence of non-governmental organizations in a globalized economy." If you only reference one author or only the most recent study, then your readers may assume that only one author has published on this topic, or more likely, they will conclude that you have not conducted a thorough review of the literature. Referencing all relevant authors of prior studies gives your readers a clear idea of the breadth of analysis you conducted in preparing to study the research problem. If there has been a significant number of prior studies on the topic [i.e., ten or more], describe the most comprehensive and recent works because they will presumably discuss and reference the older studies. However, note in your review of the literature that there has been significant scholarship devoted to the topic so the reader knows that you are aware of the numerous prior studies.

5. What if I find exactly what I want to say in the writing of another researcher? In the social sciences, the rationale in duplicating prior research is generally governed by the passage of time, changing circumstances or conditions, or the emergence of variables that necessitate new investigations . If someone else has recently conducted a thorough investigation of precisely the same research problem that you intend to study, then you likely will have to revise your topic, or at the very least, review this literature to identify something new to say about the problem. However, if it is someone else's particularly succinct expression, but it fits perfectly with what you are trying to say, then you can quote from the author directly, referencing the source. Identifying an author who has made the exact same point that you want to make can be an opportunity to add legitimacy to, as well as reinforce the significance of, the research problem you are investigating. The key is to build on that idea in new and innovative ways. If you are not sure how to do this, consult with a librarian .

6. Should I cite a source even if it was published long ago? Any source used in writing your paper should be cited, regardless of when it was written. However, in building a case for understanding prior research about your topic, it is generally true that you should focus on citing more recently published studies because they presumably have built upon the research of older studies. When referencing prior studies, use the research problem as your guide when considering what to cite. If a study from forty years ago investigated the same topic, it probably should be examined and considered in your list of references because the research may have been foundational or groundbreaking at the time, even if its findings are no longer relevant to current conditions or reflect current thinking [one way to determine if a study is foundational or groundbreaking is to examine how often it has been cited in recent studies using the "Cited by" feature of Google Scholar ]. However, if an older study only relates to the research problem tangentially or it has not been cited in recent studies, then it may be more appropriate to list it under further readings .

7. Can I cite unusual and non-scholarly sources in my research paper? The majority of the citations in a research paper should be to scholarly [a.k.a., academic; peer-reviewed] studies that rely on an objective and logical analysis of the research problem based on empirical evidence that reliably supports your arguments. However, any type of source can be considered valid if it brings relevant understanding and clarity to the topic. This can include, for example, non-textual elements such as photographs, maps, or illustrations. A source can include materials from special or archival collections, such as, personal papers, manuscripts, business memorandums, the official records of an organization, or digitized collections. Citations can also be to unusual items, such as, an audio recording, a transcript from a television news program, a unique set of data, or a social media post. The challenge is knowing how to cite unusual and non-scholarly sources because they often do not fit within standard citation rules like books or journal articles. Given this, consult with a librarian if you are unsure how to cite a source.

NOTE:   In any academic writing, you are required to identify which ideas, facts, thoughts, concepts, or declarative statements are yours and which are derived from the research of others. The only exception to this rule is information that is considered to be a commonly known fact [e.g., "George Washington was the first president of the United States"] or a statement that is self-evident [e.g., "Australia is a country in the Global South"]. Appreciate, however, that any "commonly known fact" or self-evidencing statement is culturally constructed and shaped by specific social and aesthetical biases . If you have any doubt about whether or not a fact is considered to be widely understood knowledge, provide a supporting citation, or, ask your professor for clarification about whether the statement should be cited.

Ballenger, Bruce P. The Curious Researcher: A Guide to Writing Research Papers . 7th edition. Boston, MA: Pearson, 2012; Blum, Susan Debra. My Word!: Plagiarism and College Culture . Ithaca, NY: Cornell University Press, 2009; Bretag, Tracey., editor. Handbook of Academic Integrity . Singapore: Springer Singapore, 2020; Carlock, Janine. Developing Information Literacy Skills: A Guide to Finding, Evaluating, and Citing Sources . Ann Arbor, MI: University of Michigan Press, 2020; Harvard Guide to Using Sources. Harvard College Writing Program. Harvard University; How to Cite Other Sources in Your Paper. The Structure, Format, Content, and Style of a Journal-Style Scientific Paper. Department of Biology. Bates College; Lunsford, Andrea A. and Robert Connors; The St. Martin's Handbook . New York: St. Martin's Press, 1989; Mills, Elizabeth Shown. Evidence Explained: Citing History Sources from Artifacts to Cyberspace . 3rd edition. Baltimore, MD: Genealogical Publishing Company, 2015; Research and Citation Resources. The Writing Lab and The OWL. Purdue University; Writing Tutorial Services, Center for Innovative Teaching and Learning. Indiana University; Why Cite? Poorvu Center for Teaching and Learning, Yale Univeraity.

Other Citation Research Guides

The following USC Libraries research guide can help you properly cite sources in your research paper:

• Citation Guide

The following USC Libraries research guide offers basic information on using images and media in research:

Listed below are particularly well-done and comprehensive websites that provide specific examples of how to cite sources under different style guidelines.

• Purdue University Online Writing Lab
• Southern Cross University Harvard Referencing Style
• University of Wisconsin Writing Center

This is a useful guide concerning how to properly cite images in your research paper.

• Colgate Visual Resources Library, Citing Images

This guide provides good information on the act of citation analysis, whereby you count the number of times a published work is cited by other works in order to measure the impact of a publication or author.

Measuring Your Impact: Impact Factor, Citation Analysis, and other Metrics: Citation Analysis [Sandy De Groote, University of Illinois, Chicago]

Automatic Citation Generators

The links below lead to systems where you can type in your information and have a citation compiled for you. Note that these systems are not foolproof so it is important that you verify that the citation is correct and check your spelling, capitalization, etc. However, they can be useful in creating basic types of citations, particularly for online sources.

• BibMe -- APA, MLA, Chicago, and Turabian styles
• DocsCite -- for citing government publications in APA or MLA formats
• EasyBib -- APA, MLA, and Chicago styles
• Son of Citation Machine -- APA, MLA, Chicago, and Turabian styles

NOTE:   Many companies that create the research databases the USC Libraries subscribe to, such as ProQuest , include built-in citation generators that help take the guesswork out of how to properly cite a work. When available, you should always utilize these features because they not only generate a citation to the source [e.g., a journal article], but include information about where you accessed the source [e.g., the database].

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Note : If a source has no author, begin with the title. If the source you are citing was published by an organization or corporation, cite it as having an organizational or corporate author.

Note : Use (n.d.) for sources with no date.

Note : For sources with no title, describe the source in brackets in place of the title.

Note : There are two options for quoting sources with no page numbers.  If the source is short, count paragraphs from the top of the document and include the paragraph number in the in-text citation.  If the source is long, but has section headings, you can include the the section heading in lieu of the paragraph number.

Source with No Page Numbers (Paragraph Numbers)

Source with No Page Numbers (Section Heading)

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APA Style (7th Edition) Citation Guide: Journal Articles

• Introduction
• Journal Articles
• Magazine/Newspaper Articles
• Books & Ebooks
• Government & Legal Documents
• Biblical Sources
• Secondary Sources
• Films/Videos/TV Shows
• How to Cite: Other
• Additional Help

Table of Contents

Journal article from library database with doi - one author, journal article from library database with doi - multiple authors, journal article from a website - one author.

Journal Article- No DOI

Note: All citations should be double spaced and have a hanging indent in a Reference List.

A "hanging indent" means that each subsequent line after the first line of your citation should be indented by 0.5 inches.

This Microsoft support page contains instructions about how to format a hanging indent in a paper.

• APA 7th. ed. Journal Article Reference Checklist

If an item has no author, start the citation with the article title.

When an article has one to twenty authors, all authors' names are cited in the References List entry. When an article has twenty-one or more authors list the first nineteen authors followed by three spaced ellipse points (. . .) , and then the last author's name. Rules are different for in-text citations; please see the examples provided.

Cite author names in the order in which they appear on the source, not in alphabetical order (the first author is usually the person who contributed the most work to the publication).

Italicize titles of journals, magazines and newspapers. Do not italicize or use quotation marks for the titles of articles.

Capitalize only the first letter of the first word of the article title. If there is a colon in the article title, also capitalize the first letter of the first word after the colon.

If an item has no date, use the short form n.d. where you would normally put the date.

Volume and Issue Numbers

Italicize volume numbers but not issue numbers.

Retrieval Dates

Most articles will not need these in the citation. Only use them for online articles from places where content may change often, like a free website or a wiki.

Page Numbers

If an article doesn't appear on continuous pages, list all the page numbers the article is on, separated by commas. For example (4, 6, 12-14)

Library Database

Do not include the name of a database for works obtained from most academic research databases (e.g. APA PsycInfo, CINAHL) because works in these resources are widely available. Exceptions are Cochrane Database of Systematic Reviews, ERIC, ProQuest Dissertations, and UpToDate.

Include the DOI (formatted as a URL: https://doi.org/...) if it is available. If you do not have a DOI, include a URL if the full text of the article is available online (not as part of a library database). If the full text is from a library database, do not include a DOI, URL, or database name.

In the Body of a Paper

Books, Journals, Reports, Webpages, etc.: When you refer to titles of a “stand-alone work,” as the APA calls them on their APA Style website, such as books, journals, reports, and webpages, you should italicize them. Capitalize words as you would for an article title in a reference, e.g., In the book Crying in H Mart: A memoir , author Michelle Zauner (2021) describes her biracial origin and its impact on her identity.

Article or Chapter: When you refer to the title of a part of a work, such as an article or a chapter, put quotation marks around the title and capitalize it as you would for a journal title in a reference, e.g., In the chapter “Where’s the Wine,” Zauner (2021) describes how she decided to become a musician.

The APA Sample Paper below has more information about formatting your paper.

• APA 7th ed. Sample Paper

Author's Last Name, First Initial. Second Initial if Given. (Year of Publication). Title of article: Subtitle if any. Name of Journal, Volume Number (Issue Number), first page number-last page number. https://doi.org/doi number

Smith, K. F. (2022). The public and private dialogue about the American family on television: A second look. Journal of Media Communication, 50 (4), 79-110. https://doi.org/10.1152/j.1460-2466.2000.tb02864.x

Note: The DOI number is formatted as a URL: https://doi.org/10.1152/j.1460-2466.2000.tb02864.xIf

In-Text Paraphrase:

(Author's Last Name, Year)

Example: (Smith, 2000)

In-Text Quote:

(Author's Last Name, Year, p. Page Number)

Example: (Smith, 2000, p. 80)

Author's Last Name, First Initial. Second Initial if Given., & Last Name of Second Author, First Initial. Second Initial if Given. (Year of Publication). Title of article: Subtitle if any. Name of Journal, Volume Number (Issue Number), first page number-last page number. https://doi.org/doi number

Note: Separate the authors' names by putting a comma between them. For the final author listed add an ampersand (&) after the comma and before the final author's last name.

Note: In the reference list invert all authors' names; give last names and initials for only up to and including 20 authors. When a source has 21 or more authors, include the first 19 authors’ names, then three ellipses (…), and add the last author’s name. Don't include an ampersand (&) between the ellipsis and final author.

Note : For works with three or more authors, the first in-text citation is shortened to include the first author's surname followed by "et al."

Reference List Examples

Two to 20 Authors

Case, T. A., Daristotle, Y. A., Hayek, S. L., Smith, R. R., & Raash, L. I. (2011). College students' social networking experiences on Facebook. Journal of Applied Developmental Psychology, 3 (2), 227-238. https://doi.org/10.1016/j.appdev.2008.12.010

21 or more authors

Kalnay, E., Kanamitsu, M., Kistler, R., Collins, W., Deaven, D., Gandin, L., Iredell, M., Saha, J., Mo, K. C., Ropelewski, C., Wang, J., Leetma, A., . . . Joseph, D. (1996). The NCEP/NCAR 40-year reanalysis project. Bulletin of the American Meteorological Society , 77 (3), 437-471. https://doi.org/10.1175/1520-0477(1996)077<0437:TNYRP>2.0.CO;2

In-Text Citations

Two Authors/Editors

(Case & Daristotle, 2011)

Direct Quote: (Case & Daristotle, 2011, p. 57)

Three or more Authors/Editors

(Case et al., 2011)

Direct Quote: (Case et al., 2011, p. 57)

Author's Last Name, First Initial. Second Initial if Given. (Year of Publication). Title of article: Subtitle if any.  Name of Journal, Volume Number (Issue Number if given). URL

Flachs, A. (2010). Food for thought: The social impact of community gardens in the Greater Cleveland Area.  Electronic Green Journal, 1 (30). http://escholarship.org/uc/item/6bh7j4z4

Example: (Flachs, 2010)

Example: (Flachs, 2010, Conclusion section, para. 3)

Note: In this example there were no visible page numbers or paragraph numbers; in this case you can cite the section heading and the number of the paragraph in that section to identify where your quote came from. If there are no page or paragraph numbers and no marked section, leave this information out.

Journal Article - No DOI

Author's Last Name, First Initial. Second Initial if Given. (Year of Publication). Title of article: Subtitle if any.  Name of Journal, Volume Number (Issue Number), first page number-last page number. URL [if article is available online, not as part of a library database]

Full-Text Available Online (Not as Part of a Library Database):

Steinberg, M. P., & Lacoe, J. (2017). What do we know about school discipline reform? Assessing the alternatives to suspensions and expulsions.  Education Next, 17 (1), 44–52.  https://www.educationnext.org/what-do-we-know-about-school-discipline-reform-suspensions-expulsions/

Example: (Steinberg & Lacoe, 2017)

(Author's Last Name, Year, p. Page number)

Example: (Steinberg & Lacoe, 2017, p. 47)

Full-Text Available in Library Database:

Jungers, W. L. (2010). Biomechanics: Barefoot running strikes back.  Nature, 463 (2), 433-434.

Example: (Jungers, 2010)

Example: (Jungers, 2010, p. 433)

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Citation Errors in Scientific Research and Publications: Causes, Consequences, and Remedies

Ashok agarwal.

1 Global Andrology Forum, American Center for Reproductive Medicine, Moreland Hills, OH, USA.

2 Cleveland Clinic, Cleveland, OH, USA.

Mohamed Arafa

3 Department of Urology, Hamad Medical Corporation, Doha, Qatar.

4 Department of Andrology, Cairo University, Cairo, Egypt.

5 Department of Urology, Weill Cornell Medical-Qatar, Doha, Qatar.

Tomer Avidor-Reiss

6 Department of Biological Sciences, University of Toledo, Toledo, OH, USA.

7 Department of Urology, College of Medicine and Life Sciences, University of Toledo, Toledo, OH, USA.

Taha Abo-Almagd Abdel-Meguid Hamoda

8 Department of Urology, King Abdulaziz University, Jeddah, Saudi Arabia.

9 Department of Urology, Faculty of Medicine, Minia University, Minia, Egypt.

10 Department of Urology, Lilavati Hospital and Research Centre, Mumbai, India.

INTRODUCTION

Scientific research depends on the gathering of existing knowledge by collecting data from previous research and then building upon the collected data to design new research projects with the goal of answering unanswered scientific questions [ 1 ]. Therefore, proper citation of previously published studies is an essential and integral part of conducting medical research. Citations are used to establish the current state of knowledge in the subject being studied, identify gaps in the literature, and explain and debate the results of ongoing research [ 1 ]. This process requires proper identification and validation of the integrity of citations. Although it is recommended that the entire research paper is fully reviewed before being cited [ 2 , 3 ], it is a common experience that this is often not done, and it is reported that up to 80% of authors omit to read the full text of the research paper they are citing [ 3 ]. This omission can perpetuate significant errors within an article in the literature and mislead the research being reported [ 4 , 5 ].

Recently, there has been heightened focus on research ethics to detect fraudulent research [ 6 ], and many research oversight bodies have been founded and several guidelines have been published. These bodies include the International Committee of Medical Journal Editors (ICMJE), the World Association of Medical Editors (WAME), and the Committee on Publication Ethics (COPE). Most of these guidelines have been adopted by scientific journals and are stated as prerequisites for accepting manuscripts for publication [ 7 ]. However, although some authors have discussed citation errors in scientific publications [ 5 , 7 , 8 ], there are no guidelines or tools available to rectify these errors.

The Global Andrology Forum (GAF) is an online global research group which has published extensively on andrological topics [ 9 ]. It is a standard practice in the GAF to perform an intensive internal review of all citations in our manuscripts before submission to the journals. Recently, while internally reviewing one of our manuscripts being prepared for submission, the GAF reviewers identified errors in approximately 20% of citations. The manuscript had 145 references that were cited 172 times in the text. The most common error was incorrect citation information (n=9), followed by unjustified extrapolation of the conclusion of the cited work (n=6), factual errors (n=5), incorrect interpretation of results (n=5), citing a secondary source (n=4), citing a wrong reference (n=2), ignoring more suitable reference (n=2), and citing an unreliable source (n=1). The extent and importance of the problem of citation errors became evident to us, prompting us to highlight the need for routine review and audit of all citations, using the full-text of cited papers rather than their abstracts, before a manuscript is approved for submission for publication.

COMMON REASONS WHY AUTHORS FAIL TO REVIEW THE ENTIRE PAPER BEFORE CITATION

Though it is recommended that the primary or original article be thoroughly reviewed before it is cited, a common experience is that this is often not done. In fact, it has been estimated that only 20% of authors read the original paper that is being cited [ 4 ]. This practice of omitting the primary source and relying on secondary sources can result in negative consequences with misinterpretation of the cited information or unjustified extrapolation of conclusions, leading to the perpetuation and propagation of significant errors and potential misinformation [ 5 , 10 ]. We hereby highlight some of the common reasons why many authors do not read the entire full text of a paper before citing it.

Author-related factors

• - Too much time and effort are required to check the full paper for each citation.
• - Authors underestimate the importance of best citation practice.
• - Authors think that citations in the introduction section are not important and hence approach them casually.
• - Junior authors may make faulty citations that are not detected and corrected by senior authors.
• - Authors may be biased toward papers from colleagues, mentors, or well-known authors, and thus ignore more appropriate papers from other authors.
• - Selection bias, where newer sources are ignored, and older popular references are repeatedly cited.
• - “Citation Metrics” influence, where authors are more concerned about the “number” of their publications rather than their quality.
• - Self-citation ( e.g ., citing irrelevant previous self-publication).
• - Unnecessarily redundant citations (needlessly including several references for the same information).
• - Intentional or unintentional distortion of the cited findings or conclusions to support or endorse the authors’ findings or conclusions.

2. Article-related factors

• - The full text of a paper is inaccessible.
• - The abstract is thought to be sufficient for the cited findings/interpretation.
• - Relying on familiar articles or narrative reviews and their reference lists and neglecting unfamiliar more recent sources.
• - The secondary source is thought to be reliable enough.

3. Journal-related factors

• - Influence of journal editors or reviewers, suggesting specific citations.
• - Authors may try to satisfy a journal editor by including more citations from the target journal.
• - Authors rely on the publishing journal to correct the style and accuracy of references. Journals usually review the reference style but with no verification of information.

4. Guidelines-related factors

• - Lack of (or scarce) clear guidelines on “Best Citation Practice.”
• - Lack of training in “Best Citation Practices”, while extensive training and guidance are provided for “Literature Search and Data Extraction.”
• - Lack of automated software to help authors, reviewers, and journals to check citation accuracy.

COMMON CITATION ERRORS AND THEIR PROPOSED REMEDIES

Several types of citation errors may be encountered during the citation process. Here we discuss the different categories of common citation errors and provide their proposed remedies.

1. Non-citing error

Often, a paper makes a general claim but omits to provide a supporting citation. This error may be because the authors are very familiar with the subject and thus a statement is taken for granted as generally known or accepted knowledge. Alternatively, it may be a case of simple oversight on the authors’ part.

These types of errors can be overcome by carefully reviewing the manuscript and ensuring that all claims, whether they are major or minor, are supported by at least one appropriate citation.

2. Factual error

This type of error may be an incorrect description of the findings of a paper, such as the mechanism of action that was elucidated or a function of a molecule, cell, or organ that was postulated. Alternatively, it can be a numerical error, such as incorrectly citing the prevalence of a condition or a disease. Another related error is an incorrect interpretation arising from an unjustified extrapolation of a paper’s conclusion.

These error types can be overcome by careful reading and analysis of the full text of the article.

3. Selective citation

This type of error appears to have many mistake subtypes. For example, authors may cite their own papers or those of their close colleagues over others because they are more familiar with these studies. Another error is ignoring more suitable citations, such as more recent papers, due to a lack of updated knowledge on the subject. Authors may select smaller studies over more extensive studies because they fit the author’s hypothesis better.

These types of errors can be overcome by systematic literature review and searching the literature using objective means such as word searches of paper databases [ 11 ].

4. Incorrect source type

It is common to find citations of secondary literature such as reviews and books without citing the primary research paper that reported the original finding.

This error can be overcome by citing the review paper (to demonstrate that the original idea got accepted) alongside the original source.

5. Insufficient support

As research on a particular area evolves, some old information falls out of favor, and some become more popular.

It is, therefore, vital to substantiate claims by citing, along with the original paper, recent research, and review papers, to indicate the author’s claim has general support.

6. Wrong citation

This type of error occurs when a wrong reference is added to the cited information.

This type of error can be overcome by carefully reviewing the full text article to ensure that all cited information are supported by the appropriate reference.

7. Incorrect technical details

This type of error involves inaccurate details of author names, journal names, dates, and page numbers of the cited paper.

These errors can be easily overcome by systematically organizing all paper citations and using automated reference management software packages such as: EndNote, RefWorks, Zotero, and others.

BEST PRACTICES FOR CITATIONS

Below are everyday situations requiring citations when writing original research, review, or editorial papers. Each situation is described as a pairing of Purpose and Practice. More technical guidelines for proper citation can be found in the book, “Publication Manual of the American Psychological Association (7th edition, 2020) – the official guide to the APA Style” [ 12 ].

• Purpose : Making a factual claim in a paper.
• Practice : Every factual claim must be supported by a citation.
• This point may sound trivial, but it is common to see papers making specific claims and not substantiating them with references.
• Purpose : Citing a specific paper to support a claim.
• Practice : Download the cited paper and mark the relevant section in the paper. Have the marked paper available for your co-authors to validate the accuracy of the citation and ask them to validate each source independently.
• Purpose : Citing a scientific discovery.
• Practice : Cite the original paper that made the discovery. Also, cite additional papers showing that the finding is reproducible. If the papers were written more than ten years ago, cite a recent review to demonstrate the discovery is still relevant and accepted in the scientific community.
• Purpose : Citing an original research paper versus citing a review paper.
• Practice : Citing the original paper (primary source) is the best practice. An original research paper is cited using a simple citation that does not require an explanation. However, citing a review paper (secondary source) needs disclosure of the fact that a review paper is being cited. For example, you can cite “(Smith et al., 1970).” Alternatively, if you cannot find the primary source, you need to identify the primary source in this way “(Smith et al., 1970, as cited in Cohen et al., 2020).”
• Purpose : Citing a numerical value such as the percentage of couples with infertility.
• Practice : Cite several of the most recent original papers to provide a range of numbers or an average. Include information on the study’s size, location, and timing so the audience can assess the quality of the studies.
• Purpose : Citing an original research paper finding while disagreeing with the original interpretation.
• Practice : Cite the specific paper and indicate the figure or table containing the controversial data. For example, you can cite “(Smith et al., 1970, Fig 1).” Indicate clearly what is the original interpretation of the data and what your interpretation is.
• Purpose : Expressing an opinion based on a claim in a paper.
• Practice : Clearly indicate that the opinion you express is your own, and then cite the paper.
• Purpose : Citing an interpretation or opinion of a claim in a paper.
• Practice : Clearly indicate this is an interpretation or opinion based on a published claim, and then cite the paper you are referring to.

While writing multi-author papers, we have repeatedly observed citation errors, including a large proportion of authors who tend to cite references merely based on abstracts found during a quick PubMed search. Another common erroneous citation practice is to blindly trust the information referenced by other authors in secondary sources and simply accept and adopt the information in their articles, without checking the original primary source.

These practices, and the other errors listed previously, can lead to incorrect and misleading citations. Abstracts often do not paint the complete picture and may lack adequate information to judge the validity of the citation. Furthermore, citations in secondary sources might be incorrect because the authors may have: (1) made an incorrect interpretation of the cited article as they did not read the entire original article; (2) cited a wrong article in support of their claim; (3) drawn an inaccurate conclusion from the cited article; and/or (4) presented a biased view of someone’s research or opinions and they narrate it inaccurately to serve their purpose or point of view. Importantly, repeated rewording and reiteration in secondary sources (repeated paraphrasing) can eventually result in distortion of the original information – which is very similar to the broken telephone game or transmission chain experiments.

All the citation errors discussed here can lead to the proliferation of inaccuracies and half-truths, or even completely false information, in the scientific literature. These inaccuracies and errors, even though largely unintentional, harm the sanctity of scientific literature. We must reject the notion that these are just minor errors, harmless to a paper’s main message, and therefore they do not matter and need not be pursued. No error is too small to bother, and there should be no room for error in any aspect of the work required to build an article of the highest quality and reliability.

RECOMMENDATIONS

• - It is essential to seek access to a full paper and review it carefully before citing it.
• - In cases when access to an entire article is unavailable for any reason, relying on a mere abstract is not the best practice. In all such circumstances, the ideal option is to find the full article by requesting it through an institutional inter-library loan, or requesting it from the author, or asking a colleague who has access to the necessary resources.
• - If an article of interest is in a language other than English, the author should not exclude it automatically. The author should seek help translating the article so it can be read carefully to judge if is suitable as a reference.
• - It is important not to exclude articles from the search string without making all necessary attempts to find and read them. This process may be laborious and may delay the manuscript’s writing by few days or even weeks, but, in the end, having reviewed and cited all important information published shows the thoroughness of the literature review, which raises the quality of reported findings.
• - A policy of verification of citations by another author is also critical. An experienced senior author should adjudicate any conflicting results at this stage.
• - There is a need to develop clear and specific guidelines on “Best Citation Practices” and to train researchers to follow them correctly and to understand the implications of citation errors in a larger context.

CONCLUSIONS

Good research requires a lot of hard work, patience, determination, and accuracy. We cannot have a high-quality paper if the foundation of our arguments is contaminated with unverified or inaccurate information. Authors should not rely on abstracts or secondary sources for citations. Clear guidelines dedicated to “Best Citation Practices” are needed to improve the accuracy and quality of scientific literature.

Acknowledgements

Authors are grateful to Parviz Kavoussi, MD (Austin, USA), Manaf Al-Hashimi, MD (Abu Dhabi, UAE) and Damayanthi Durairajanayagam, PhD (Selangor, Malaysia) for their review and editing of this manuscript.

Conflict of Interest: The authors have nothing to disclose.

Funding: None.

Author Contribution: All authors have contributed to the writing of the editorial.

Citing Your Sources

• Understanding Plagiarism
• How to Avoid Plagiarism
• Plagiarism in the News
• What Citation Style Should I Use?
• MLA 7th Edition This link opens in a new window
• MLA 8th Edition
• Chicago/Turabian This link opens in a new window
• Annotated Bibliographies
• Quotating, Paraphrasing, and Summarizing
• Additional Resources for Students
• Additional Resources for Faculty
• RefWorks: A Citation Management Tool
• Additional Citation Management Tools

Integrating Sources into Your Paper

Integrating sources into a paper can be challenging. How much of a source do you use? When should you use quotation marks? It is important to remember that you are the author of a paper, so sources are properly used to back up your own arguments, not state an argument in themselves, so how you use them depends on the structure of your paper and your argument.

Here is a paragraph from a scholarly article:

These results suggest that morning people, or early chronotypes—as measured on the morningness–eveningness continuum are more proactive than are evening types. Additionally, the misalignment of social and biological time, as assessed by the difference between rise times on weekdays and on free days, correlated with proactivity, suggesting that people with a high misalignment of social and biological time may be less able to act in a proactive manner, probably because of sleep delay. Their biological schedules seem not to fit neatly into social demands (e.g., school, university, work schedules) as do those of less misaligned people.

Randler, C. (2009). Proactive people are morning people. Journal of Applied Social Psychology , 39 (12), 2787-2797.

See examples of how to quote, paraphrase and summarize this paragraph below:

• Use Quotation when you are repeating something from a source exactly word for word .
• You should use quotation marks even if you are only taking just a few words from a source .
• Quotes can help lend authority to an initial argument, but should not be relied upon too heavily in a paper. If you find yourself quoting an entire paragraph, a paraphrase or summary of that content may often be more appropriate.
• Quotes can and should be used when the original author’s wording is unusual, unique, or memorably states a point.

Examples using the paragraph above:

Randler (2009) states that late risers have “a high misalignment of social and biological time” which results in a mismatch between their natural schedules and the normal workday (p. 2793).

“People with a high misalignment of social and biological time may be less able to act in a proactive manner, probably because of sleep delay” (Randler, 2009, p. 2793).

Notice that there are two ways to incorporate a source:

• Singal phrase – using the author’s name in your own narrative, and then incorporating their idea or words into a sentence, like the first example above.
• Direct quotation – Using the words or ideas of the source independently and adding the author’s name in the in-text citation, like in the second example.

Paraphrasing

• Paraphrasing is taking the idea of a sentence or passage, and putting it into your own words .
• Paraphrasing is NOT copying the sentence and replacing or changing a few words to be different from the original. (This is called “patchwriting” and may trigger plagiarism-detecting programs.)
• You should paraphrase when the idea or point is more important than the actual words used.
• You should paraphrase when the words are complex but the point is simple.
• Paraphrasing should remain faithful to the original meaning of the material.

Randler (2009) states that people who are naturally morning people often also display traits that are considered proactive. He also suggests that late risers may not show as many proactive traits because they naturally operate on a different sleep schedule (p. 2793).

People who are naturally morning people have been shown to also display traits that are considered proactive, and late risers display fewer of these traits because they don’t get enough sleep on days when they have to go to work or school. (Randler, 2009, p. 2793).

Summarizing

• As with paraphrasing, summarize when the idea or point is more important than the actual words used.
• However, summary can also condense much more material – even an entire book or article.
• Summary can often lead into your own points on the material.

Recent research shows that people who are not naturally early risers often have persistent issues adjusting themselves to the morning-oriented schedule of most schools and workplaces, and because of this may be less proactive in their behaviors (Randler, 2009).

The natural alignment of sleep schedules to work and school schedules allows early risers to have more energy and display proactive traits, while people who are natural late risers, and thus often combating sleep delay in adhering to regular schedules, display fewer of these traits (Randler, 2009).

Notice that with a Summary we do not always have to include the page number as we are summarizing the findings from the whole study, rather than just a small part of it.

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• Last Updated: Dec 28, 2023 11:22 AM
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• Perspective
• Published: 05 June 2024

Misunderstanding the harms of online misinformation

• Ceren Budak   ORCID: orcid.org/0000-0002-7767-3217 1 ,
• Brendan Nyhan   ORCID: orcid.org/0000-0001-7497-1799 2 ,
• David M. Rothschild   ORCID: orcid.org/0000-0002-7792-1989 3 ,
• Emily Thorson   ORCID: orcid.org/0000-0002-6514-801X 4 &
• Duncan J. Watts   ORCID: orcid.org/0000-0001-5005-4961 5  

Nature volume  630 ,  pages 45–53 ( 2024 ) Cite this article

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The controversy over online misinformation and social media has opened a gap between public discourse and scientific research. Public intellectuals and journalists frequently make sweeping claims about the effects of exposure to false content online that are inconsistent with much of the current empirical evidence. Here we identify three common misperceptions: that average exposure to problematic content is high, that algorithms are largely responsible for this exposure and that social media is a primary cause of broader social problems such as polarization. In our review of behavioural science research on online misinformation, we document a pattern of low exposure to false and inflammatory content that is concentrated among a narrow fringe with strong motivations to seek out such information. In response, we recommend holding platforms accountable for facilitating exposure to false and extreme content in the tails of the distribution, where consumption is highest and the risk of real-world harm is greatest. We also call for increased platform transparency, including collaborations with outside researchers, to better evaluate the effects of online misinformation and the most effective responses to it. Taking these steps is especially important outside the USA and Western Europe, where research and data are scant and harms may be more severe.

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Exposure to untrustworthy websites in the 2016 US election

Psychological inoculation protects against the social media infodemic

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Ceren Budak

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Budak, C., Nyhan, B., Rothschild, D.M. et al. Misunderstanding the harms of online misinformation. Nature 630 , 45–53 (2024). https://doi.org/10.1038/s41586-024-07417-w

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Watch CBS News

What was Trump convicted of? Details on the 34 counts and his guilty verdict

By Stefan Becket

Updated on: June 3, 2024 / 9:27 AM EDT / CBS News

Former President Donald Trump's conviction in New York stemmed from a $130,000 "hush money" payment his attorney Michael Cohen made to adult film star Stormy Daniels in the days before the 2016 election. Prosecutors said the deal was meant to keep voters in the dark about Daniels' allegation that she had sex with Trump years earlier, which he denies. 

But the actual charges that Trump faced were far less salacious, and dealt with the comparatively mundane paperwork that was generated when he reimbursed Cohen for the payment. 

Here's what to know about the charges Trump faced:

What was Trump convicted of?

Trump was charged with 34 counts of falsification of business records in the first degree, which is a felony in New York. He pleaded not guilty when he was arraigned last year.

In 2017, Cohen and Allen Weisselberg, an executive at the Trump Organization, reached an agreement about how Cohen would be repaid for the $130,000 that he sent to Daniels in exchange for her silence. Weisselberg detailed the calculations in handwritten notes that were shown to the jury at trial. 

Cohen would receive $130,000 for the Daniels payment, plus $50,000 intended for a technology company that did unrelated work for Trump. That amount was doubled to account for taxes that Cohen would have to pay on the income. Weisselberg then tacked on an extra $60,000 as a bonus for Cohen, who was upset that his regular year-end award had been cut. The total worked out to $420,000.

Cohen would be paid in a series of monthly payments of $35,000 over the course of 2017. The first check was for $70,000, covering two months. Cohen sent an invoice to the Trump Organization for each check, portraying the payment as his "retainer." Every time he was paid, a bookkeeper generated a record for the company's files, known as a voucher, with the description "legal expense." The first three payments were made from Trump's trust, while the remaining nine came from his personal account.

Each of the 34 charges against Trump corresponded to a check, invoice and voucher generated to reimburse Cohen. The prosecution laid out the charges in a chart that jurors saw several times during the trial:

Prosecutors said Trump knew the payments were to reimburse Cohen for the Daniels payment, not for his legal expenses.

The jury voted to convict on all 34 counts. As Trump looked on , the court's clerk asked the foreperson of the jury for the verdict.

"How say you to the first count of the indictment, charging Donald J. Trump with the crime of falsifying business records in the first degree, guilty or not guilty?" the clerk asked.

"Guilty," the foreperson responded, repeating the answer 33 more times.

Why were the charges a felony?

Under New York law, falsification of business records is a crime when the records are altered with an intent to defraud. To be charged as a felony, prosecutors must also show that the offender intended to "commit another crime" or "aid or conceal" another crime when falsifying records.

In Trump's case, prosecutors said that other crime was a violation of a New York election law that makes it illegal for "any two or more persons" to "conspire to promote or prevent the election of any person to a public office by unlawful means," as Justice Juan Merchan explained in his instructions to the jury.

What exactly those "unlawful means" were in this case was up to the jury to decide. Prosecutors put forth three areas that they could consider: a violation of federal campaign finance laws, falsification of other business records or a violation of tax laws. 

Jurors did not need to agree on what the underlying "unlawful means" were. But they did have to unanimously conclude that Trump caused the business records to be falsified, and that he "did so with intent to defraud that included an intent to commit another crime or to aid or conceal the commission thereof." 

What was Trump's defense?

Trump's lawyers argued that the payments to Cohen were for his work as Trump's attorney, not reimbursements for the Daniels payment.

The defense argued that the descriptions on the invoices and records were accurate — Cohen held the title "personal attorney to the president" once Trump took office, and was being paid for his legal services under an unwritten retainer agreement. Therefore, their argument went, no business records were falsified.

They also focused much of their firepower on portraying Cohen as a liar , with the goal of discrediting his testimony. Cohen was the only witness who testified that Trump knew about the true purpose of the reimbursements, a crucial pillar of prosecutors' effort to show Trump's intent. 

Ultimately, the jurors rejected the defense's arguments and sided with prosecutors in finding Trump guilty.

When will Trump be sentenced?

Shortly after the verdict was handed down, Merchan, the judge, set Trump's sentencing date for July 11, just days before the start of the Republican National Convention.

Under New York law, each count of falsifying business records in the first degree carries a maximum sentence of four years in prison and a $5,000 fine. But Merchan has broad discretion when it comes to imposing a sentence. Most legal observers expect him to punish Trump with little or no time behind bars, based on factors like Trump's status as a first-time offender and his age. Merchan could instead rely on options like probation, home confinement or solely a fine. 

Trump has vowed to appeal the verdict, and any sentence could be delayed until that process plays out.

Stefan Becket is a managing editor of politics for CBSNews.com. Stefan has covered national politics for more than a decade and helps oversee a team covering the White House, Congress, the Supreme Court, immigration and federal law enforcement.

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