7.3 Citing Sources

Avoid Plagiarism

First, and foremost, if the idea isn’t yours, you need to cite where the information came from during your speech. Having the citation listed on a bibliography or reference page is only half of the correct citation. You must provide correct citations for all your sources within the speech as well. In a very helpful book called Avoiding Plagiarism: A Student Guide to Writing Your Own Work, Menager-Beeley and Paulos provide a list of twelve strategies for avoiding plagiarism (Menager-Beeley & Paulos, 2009):

1. Do your own work, and use your own words. One of the goals of a public speaking class is to develop skills that you’ll use in the world outside academia. When you are in the workplace and the “real world,” you’ll be expected to think for yourself, so you might as well start learning this skill now.
2. Allow yourself enough time to research the assignment. One of the most commonly cited excuses students give for plagiarism is that they didn’t have enough time to do the research. In this chapter, we’ve stressed the necessity of giving yourself plenty of time. The more complete your research strategy is from the very beginning, the more successful your research endeavors will be in the long run. Remember, not having adequate time to prepare is no excuse for plagiarism.
3. Keep careful track of your sources. A common mistake that people can make is that they forget where information came from when they start creating the speech itself. Chances are you’re going to look at dozens of sources when preparing your speech, and it is very easy to suddenly find yourself believing that a piece of information is “common knowledge” and not citing that information within a speech. When you keep track of your sources, you’re less likely to inadvertently lose sources and not cite them correctly.
4. Take careful notes. However you decide to keep track of the information you collect (old-fashioned pen and notebook or a computer software program), the more careful your note-taking is, the less likely you’ll find yourself inadvertently not citing information or citing the information incorrectly. It doesn’t matter what method you choose for taking research notes, but whatever you do, you need to be systematic to avoid plagiarizing.
5. Assemble your thoughts, and make it clear who is speaking. When creating your speech, you need to make sure that you clearly differentiate your voice in the speech from the voice of specific authors of the sources you quote. The easiest way to do this is to set up a direct quotation or a paraphrase, as we’ve described in the preceding sections. Remember, audience members cannot see where the quotation marks are located within your speech text, so you need to clearly articulate with words and vocal tone when you are using someone else’s ideas within your speech.
6. If you use an idea, a quotation, paraphrase, or summary, then credit the source. We can’t reiterate it enough: if it is not your idea, you need to tell your audience where the information came from. Giving credit is especially important when your speech includes a statistic, an original theory, or a fact that is not common knowledge.
7. Learn how to cite sources correctly both in the body of your paper and in your List of Works Cited (Reference Page). Most public speaking teachers will require that you turn in either a bibliography or reference page on the day you deliver a speech. Many students make the mistake of thinking that the bibliography or reference page is all they need to cite information, and then they don’t cite any of the material within the speech itself. A bibliography or reference page enables a reader or listener to find those sources after the fact, but you must also correctly cite those sources within the speech itself; otherwise, you are plagiarizing.
8. Quote accurately and sparingly. A public speech should be based on factual information and references, but it shouldn’t be a string of direct quotations strung together. Experts recommend that no more than 10 percent of a paper or speech be direct quotations (Menager-Beeley & Paulos, 2009). When selecting direct quotations, always ask yourself if the material could be paraphrased in a manner that would make it clearer for your audience. If the author wrote a sentence in a way that is just perfect, and you don’t want to tamper with it, then by all means directly quote the sentence. But if you’re just quoting because it’s easier than putting the ideas into your own words, this is not a legitimate reason for including direct quotations.
9. Paraphrase carefully. Modifying an author’s words in this way is not simply a matter of replacing some of the words with synonyms. Instead, as Howard and Taggart explain in Research Matters, “paraphrasing force[s] you to understand your sources and to capture their meaning accurately in original words and sentences” (Howard & Taggart, 2010). Incorrect paraphrasing is one of the most common forms of inadvertent plagiarism by students. First and foremost, paraphrasing is putting the author’s argument, intent, or ideas into your own words.
10. Do not patchwrite (patchspeak). Menager-Beeley and Paulos define patchwriting as consisting “of mixing several references together and arranging paraphrases and quotations to constitute much of the paper. In essence, the student has assembled others’ work with a bit of embroidery here and there but with little original thinking or expression” (Menager-Beeley & Paulos, 2009). Just as students can patchwrite, they can also engage in patchspeaking. In patchspeaking, students rely completely on taking quotations and paraphrases and weaving them together in a manner that is devoid of the student’s original thinking.
11. Summarize, don’t auto-summarize. Some students have learned that most word processing features have an auto-summary function. The auto-summary function will take a ten-page document and summarize the information into a short paragraph. When someone uses the auto-summary function, the words that remain in the summary are still those of the original author, so this is not an ethical form of paraphrasing.
12. Do not rework another student’s paper (speech) or buy paper mill papers (speech mill speeches). In today’s Internet environment, there are a number of storehouses of student speeches on the Internet. Some of these speeches are freely available, while other websites charge money for getting access to one of their canned speeches. Whether you use a speech that is freely available or pay money for a speech, you are engaging in plagiarism. This is also true if the main substance of your speech was copied from a web page. Any time you try to present someone else’s ideas as your own during a speech, you are plagiarizing.

Avoid Academic Fraud

While there are numerous websites where you can download free speeches for your class, this is tantamount to fraud. If you didn’t do the research and write your own speech, then you are fraudulently trying to pass off someone else’s work as your own. In addition to being unethical, many institutions have student codes that forbid such activity. Penalties for academic fraud can be as severe as suspension or expulsion from your institution.

Don’t Mislead Your Audience

If you know a source is clearly biased, and you don’t spell this out for your audience, then you are purposefully trying to mislead or manipulate your audience. Instead, if the information may be biased, tell your audience that the information may be biased and allow your audience to decide whether to accept or disregard the information.

Give Author Credentials

You should always provide the author’s credentials. In a world where anyone can say anything and have it published on the Internet or even publish it in a book, we have to be skeptical of the information we see and hear. For this reason, it’s very important to provide your audience with background about the credentials of the authors you cite.

Use Primary Research Ethically

Lastly, if you are using primary research within your speech, you need to use it ethically as well. For example, if you tell your survey participants that the research is anonymous or confidential, then you need to make sure that you maintain their anonymity or confidentiality when you present those results. Furthermore, you also need to be respectful if someone says something is “off the record” during an interview. We must always maintain the privacy and confidentiality of participants during primary research, unless we have their express permission to reveal their names or other identifying information.