In any academic paper, writers must show how their work relates to and builds on existing research.
However, published works are usually dense with information. Even one sentence may include several
interconnected ideas, only some of which are relevant to the paper topic. Writers may need to
summarize one sentence, several sentences, or entire studies. Effective paraphrasing and citation skills
allow writers to clearly and concisely present and credit the most important or relevant ideas from
published works in their papers. With these skills, writers become better prepared to make unique
contributions to knowledge in their field.
Instructions
Complete the following activities to practice your paraphrasing and citation skills.
Start by asking yourself the following questions:
1. Did you paraphrase effectively? Or did you patchwrite (change only a few words, substitute
synonyms on a one-to-one basis) rather than paraphrase (restate in your own words, reframe ideas
for your paper context)?
2. How are your sentences different from the sentences from the APA Style team? From those of your
classmates or colleagues? How are they the same?
3. What other ways are there to paraphrase? How could you emphasize different ideas?
Reminders and Tips
Remember, there are many acceptable ways to paraphrase a sentence; the sentences in these activities
are only examples. Want more practice? Select your own passages and try the activities again.
Activity 1: Paraphrasing One Sentence
This activity consists of three steps:
1. Read the following published sentence and then paraphrase it—that is, rewrite it in your own
words. You do not need to repeat every element. Instead, try changing the focus of the
sentence while preserving the meaning of the original.
2. Write an APA Style reference list entry for the published work using the source information
provided. Please refer to the APA – 7th edition Resources section on Canvas. The document
“APA7th2020PrintElectronicStyleGuide.docx” posted there is especially helpful.
3. Figure out the in-text citation that corresponds to the reference list entry. Then add a
parenthetical citation to your paraphrased sentence.
Published Sentence
Leaders who lack emotional and social competence undoubtedly can become a liability to organizations,
directly leading to employee disengagement, absenteeism, stress-disability claims, hostile-workplace
lawsuits, and increased health care expenses.
Source Information
Document type: Journal article
Authors: Kenneth Nowack and Paul Zak
Publication year: 2020
Article title: Empathy enhancing antidotes for interpersonally toxic leaders
Journal information: Consulting Psychology Journal: Practice and Research, Volume 72, Issue 2,
pages 119–133
DOI: https://doi.org/10.1037/cpb0000164
Your paraphrased sentence and parenthetical in-text citation:
A lack of integrity in leadership can cause an organizations social and economical
structure to collapse spawning constant, unnecessary problems amongst workers.
(Nowack and Zak, 2020, p. 119-133).
Your reference list entry:
Nowack, K., Zak, P. (2020). Empathy enhancing antidotes for interpersonally toxic leader.
Consulting Psychology Journal: Practice and Research, 72(2), 119-133.
http://doi/org/10.1037/cpb0000164
Activity 2: Summarizing Multiple Sentences
This activity consists of three steps:
1. Read the following published sentences and summarize the authors' findings in your own words
in one sentence.
2. Write an APA Style reference list entry for the published work using the source information
provided.
3. Figure out the in-text citation that corresponds to your reference list entry. Then add a
narrative citation to your paraphrased sentence. You do not need to re-cite the works that are
already cited in the published sentences.
Published Sentences
Research suggests that people exercise less when demands in their job or studies increase (Englert &
Rummel, 2016; Oaten & Cheng, 2005; Sonnentag & Jelden, 2009). Building upon these findings, the
present study investigated the relationship between university students’ implicit theories about
willpower and the amount they exercise during their final examination period. We hypothesized and
found that students with a limited theory about willpower—those who believed that their self-control
resembles a limited resource—exercised significantly less than students with a nonlimited theory during
this stressful period (about 220 min less over the course of 2 weeks).
Source Information
Document type: Journal article
Authors: Katharina Bernecker and Jule Kramer
Publication year: 2020
Article title: Implicit theories about willpower are associated with exercise levels during the
academic examination period
Journal information: Sport, Exercise, and Performance Psychology, Volume 9, Issue 2, pages 216–
231
DOI: https://doi.org/10.1037/spy0000182
Your paraphrased sentence and narrative in-text citation:
In an increase of workload, whether it be in a collegiate setting or in the workplace,
Bernecker and Kramer (2020) found that college students and employees worked
out much less than those who possessed a nonlimited theory of willpower—that
self-control resembles a limited resource.
Your reference list entry:
Bernecker, K. Kramer, J. (2020). Implicit theories about willpower are associated with exercise
levels during the academic examination period. Sport, Exercise, and Performance
Psychology, 9(2), 216-231. https://doi.org/10.1037/spy0000182
Activity 3: Writing a Long Paraphrase
This activity consists of three steps:
1. Read the following published paragraphs and summarize them in your own words in two to
three sentences (a long paraphrase). Do not repeat every idea. Instead, highlight important
findings and accurately represent the meaning of the original.
2. Write an APA Style reference list entry for the published work using the source information
provided.
3. Figure out the in-text citation that corresponds to your reference list entry. Then add either a
parenthetical or narrative citation to your first sentence. You do not need tore-cite the works
that are already cited in the published paragraphs.
Published Paragraphs
Food selectivity is the most frequently documented and well-researched feeding problem associated
with autism spectrum disorder (ASD). It most often involves strong preferences for starches and snack
foods, coinciding with a bias against fruits and vegetables. Associated mealtime difficulties include
disruptive mealtime behavior (e.g., tantrums, crying), rigidity surrounding eating (e.g., only eating in a
specific location, requiring certain utensils), and avoidance of certain food items based on the sensory
characteristic (e.g., texture).
Severe food selectivity in ASD most often involves deficits in dietary variety, not volume, and children
with ASD typically consume enough food to meet gross energy needs (Sharp, Berry, et al., 2013; Sharp et
al., 2014). Because children with ASD typically consume an adequate volume of food, this may explain
why, historically, feeding concerns in ASD have been overlooked in relation to other areas of clinical
concern. The clinical picture, however, for food selectivity in ASD is more complicated from a nutritional
and medical standpoint and requires looking beyond anthropometrics to determine the overall impact
of atypical patterns of intake, including enhanced risk for underlying dietary insufficiencies and
associated poor health outcomes (e.g., obesity).
Source Information
Document type: Edited book chapter
Chapter authors: T. Lindsey Burrell, William Sharp, Cristina Whitehouse, and Cynthia R. Johnson
Publication year: 2019
Chapter title: Parent training for food selectivity in autism spectrum disorder
Book editors: Cynthia R. Johnson, Eric M. Butter, and Lawrence Scahill
Book title: Parent training for autism spectrum disorder: Improving the quality of life for children
and their families
Chapter page range: 173–202
Publisher: American Psychological Association
DOI: https://doi.org/10.1037/0000111-008
Your paraphrased sentences and in-text citation (either format):
Those with autism spectrum disorder (ASD) have a food selectivity problem emphasizing
starches and snack foods over vegetables and fruits and is supported by frequent research and
documentation. The food selectivity problem is in dietary variety and not volume, as some may
think, and is due to the fact vegetables and fruits have a more unpleasant texture than dietary
deficient foods. This problems suggests that it is not about the food, but the texture pivoting
researchers focus on making food consumption easier for those with ASD (Burrell et al., 2019).
Your reference list entry:
Burrell, T, L. Sharp, W. Whitehouse, C. (2019). Parent training for food selectivity in autism
spectrum disorder. In E.M. Butter, C.R. Johnson & L. Scahill (Eds), Parent training for
autism spectrum disorder: Improving the quality of life for children and their families,
173-202. American Psychological Association. https://doi.org/10.1037/0000111-008
