Select three pieces of evidence from the passage that illustrate the effect in the answer to part a.

Much of the work you produce at university will involve the important ideas, writings and discoveries of experts in your field of study. Quoting, paraphrasing and summarising are all different ways of including the works of others in your assignments.

Paraphrasing and summarising allow you to develop and demonstrate your understanding and interpretation of the major ideas/concepts of your discipline, and to avoid plagiarism.

Paraphrasing and summarising require analytical and writing skills which are crucial to success at university.

What are the differences?

Paraphrasing:

does not match the source word for word
involves putting a passage from a source into your own words
changes the words or phrasing of a passage, but retains and fully communicates the original meaning
must be attributed to the original source.

Summarising:

does not match the source word for word
involves putting the main idea(s) into your own words, but including only the main point(s)
presents a broad overview, so is usually much shorter than the original text
must be attributed to the original source.

Quotations

match the source word for word
are usually a brief segment of the text
appear between quotation marks
must be attributed to the original source.

A quotation is an exact reproduction of spoken or written words. Quotes can provide strong evidence, act as an authoritative voice, or support a writer's statements. For example:

Bell and Bell (1993) point out in their study of Australian-American cultural relations: "culture is never simply imposed 'from above' but is negotiated through existing patterns and traditions." (Bell & Bell 1993, p. 9)

Use a quote:

when the author's words convey a powerful meaning
when the exact words are important
when you want to use the author as an authoritative voice in your own writing
to introduce an author's position you may wish to discuss
to support claims in, or provide evidence for, your writing.

How to quote

Quoting should be done sparingly and support your own work, not replace it. For example, make a point in your own words, then support it with an authoritative quote.

Every direct quotation should:
- appear between quotation marks (" ")
- exactly reproduce text, including punctuation and capital letters.
A short quotation often works well when integrated into a sentence.
If any words need to be omitted for clarity, show the omission with an ellipsis ( ... ).
If any words need to be added to the quotation, put them between square brackets ([ ]).
Longer quotations (more than 3 lines of text) should start on a new line and be indented on both sides.

Paraphrasing is a way of using different words and phrasing to present the same ideas. Paraphrasing is used with short sections of text, such as phrases and sentences.

A paraphrase offers an alternative to using direct quotations and allows you to integrate evidence/source material into assignments. Paraphrasing can also be used for note-taking and explaining information in tables, charts and diagrams.

When to paraphrase

Paraphrase short sections of work only i.e. a sentence or two or a short paragraph:

as an alternative to a direct quotation
to rewrite someone else's ideas without changing the meaning
to express someone else's ideas in your own words
to support claims in, or provide evidence for, your writing.

How to paraphrase

Read the original source carefully. It is essential that you understand it fully.
Identify the main point(s) and key words.
Cover the original text and rewrite it in your own words. Check that you have included the main points and essential information.
Write the paraphrase in your own style. Consider each point; how could you rephrase it?

- Ensure that you keep the original meaning and maintain the same relationship between main ideas and supporting points.
- Use synonyms (words or expression which have a similar meaning) where appropriate. Key words that are specialised subject vocabulary do not need to be changed.
- If you want to retain unique or specialist phrases, use quotation marks (“ “).
- Change the grammar and sentence structure. Break up a long sentence into two shorter ones or combine two short sentences into one. Change the voice (active/passive) or change word forms (e.g. nouns, adjectives).
- Change the order in which information/ideas are presented, as long as they still make sense in a different order.
- Identify the attitude of the authors to their subject (i.e. certain, uncertain, critical etc) and make sure your paraphrase reflects this. Use the appropriate reporting word or phrase.

Review your paraphrase to check it accurately reflects the original text but is in your words and style.
Record the original source, including the page number, so that you can provide a reference.

A summary is an overview of a text. The main aim of summarising is to reduce or condense a text to its most important ideas. Leave out details, examples and formalities. Summarising is a useful skill for making notes, writing an abstract/synopsis, and incorporating material in assignments.

When to summarise

Summarise long sections of work, like a long paragraph, page or chapter.

To outline the main points of someone else's work in your own words, without the details or examples.
To include an author's ideas using fewer words than the original text.
To briefly give examples of several differing points of view on a topic.
To support claims in, or provide evidence for, your writing.

How to summarise

The amount of detail you include in a summary will vary according to the length of the original text, how much information you need, and how selective you are.

Start by reading a short text and highlighting the main points.
Reread the text and make notes of the main points, leaving out examples, evidence, etc.
Rewrite your notes in your own words; restate the main idea at the beginning plus all major points.

Passage 1: Act 1 Scene 3

MACBETH

[Aside] Two truths are told,

As happy prologues to the swelling act

Of the imperial theme.--I thank you, gentlemen.

[Aside] This supernatural soliciting

Cannot be ill, cannot be good: if ill,

Why hath it given me earnest of success,

Commencing in a truth? I am thane of Cawdor:

If good, why do I yield to that suggestion

Whose horrid image doth unfix my hair

And make my seated heart knock at my ribs,

Against the use of nature? Present fears

Are less than horrible imaginings:

My thought, whose murder yet is but fantastical,

Shakes so my single state of man that function

Is smother'd in surmise, and nothing is

But what is not.

‍

Passage One from Act 1 Scene 3 takes place just after Macbeth has just been announced as Thane of Cawdor proving part of the Witches’ prophecy true “All hail Macbeth…Thane of Cawdor…/that shalt be king hereafter.” This part of the play is the first insight we have on Macbeth’s inner thoughts.

Macbeth’s firm and thoughtful tone in the opening alliteration “two truths are told” stresses how serious he takes the Witches’ predictions. Shakespeare presents this passage as a soliloquy in order to convey Macbeth’s true inner thoughts and motives. As this is Macbeth’s first soliloquy, it emphasises the strong possibility of Macbeth heading down a dark journey as he cannot forget the Witches’ predictions “(it) cannot be ill, cannot be good. If ill, / Why hath it given me earnest of success, Commencing in a truth?”

Shakespeare uses the metaphor of theatre for fate. The meta-theatrical reference, ‘as happy prologues to the swelling act’ makes the audience consider the action that will unfold in the following scenes through foreshadowing.

Macbeth feels that committing regicide will be a “supernatural soliciting”.The word “supernatural” demonstrates that Macbeth acknowledges that such an act is “against the use of nature.” It suggests that if Macbeth kills Duncan, he will forever be trapped in the supernatural world for his dishonourable action. The alliteration of “supernatural soliciting” sounds incredibly seductive, and therefore highlights Macbeth’s lust and thirst for the crown.

There is a physiological response to his unnerving thoughts as the ‘horrid image doth unfix my hair’ and ‘my seated heart knock at my ribs’, emphasising the horror of Macbeth has with himself at his thoughts.

The personification “my seated heart knock at my ribs” once again depicts the increasing fear that Macbeth experiences as his heart is not “seated” with its connotations of calmness and steadiness but “knock(ing)” which is associated with alarming fear.

As Macbeth struggles with his conscience and fears “my thought, whose murder yet is but fantastical,/ Shakes so my single state of man,” he is uncertain whether or not he should take the prophecy into his own hands and murder Duncan or, let time decide his fate “time and the hour runs through the roughest day”. The consonance ’s’, Shakes so my single state of man”..‍

The alliteration “smothered in surmise” demonstrates how Macbeth’s vivid imagination causes him to struggle with fear and hesitate undergoing the action that is foreseen by him as a “horrid image.” These mental images are of significance throughout the play as it is evident that Macbeth’ conscience results in him “seeing” a dagger and also Banquo’s ghost.

The antithesis “and nothing is,/ But what is not” is deliberately broken up into two lines to demonstrate the ambiguity of Macbeth’s thoughts and the confusion which evidently contributes to his overall fear. Macbeth’s actions become overpowered by his imagination until ‘nothing is but what is not’ or imagination carries more weight than action. The partial alliteration of ‘smother’d in surmise’ and the antithesis of ‘nothing is but what is not’ makes this notion seem again, particularly seductive to the audience. The word ‘smother’d’, with it’s connotations of oppression, further amplifies the notion and even suggests that Macbeth’s imagination takes the place of his will.