English Assignment: Quoting, Summarizing, and Paraphrasing Overview

This report delves into the core concepts of quoting, summarizing, and paraphrasing, essential skills for academic writing. It elucidates the differences between these techniques, highlighting the importance of in-text citations to avoid plagiarism. Furthermore, the report analyzes the application of these skills within the context of liberatory education theory, specifically examining the impact of technology in classrooms and its alignment with the principles of Paulo Freire's work. It contrasts the traditional 'banking system' of education with more transformative approaches, referencing relevant research to support the arguments made. The report aims to provide a comprehensive understanding of these concepts and their implications in higher education.

Running head: ENGLISH
English
Student’s Name
University Name
Author’s Note

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Quoting, summarising and paraphrasing
Quoting, summarising and paraphrasing are akin in a manner that all of them allows a scholar
to incorporate works of other writers and also allows the writer to produce plagiarism free
content. Among the three, quotations are absolutely identical with the original document. One
section from the original document is selected and that is followed word by word within
quotation marks (“ “). However, at the end of the quotation there should be an in-text citation
that acknowledges the credibility of the source from where the quote have been used.
On the contrary, paraphrasing involves analysis of material from the parent sources
and representing them in the own words of the writer. This is slightly different from
summarising in that in the latter, the main issues and the chief viewpoints of the article to be
summarised are highlighted in own words of the author.
Summary of liberatory education theory in a digital age
In the modern realm the information as well as the communication technologies that
are used in the college classrooms are transforming the educational experience of the
students. In the “Paulo Freire and ICTs: Liberatory Education Theory in a Digital Age” this
issue is highlighted by mentioning examples of the ways in which computers in the
classrooms are able to promote liberation or aggravate the oppression of the students
(Lorenzetti, Azulai & Walsh, 2016). Drawing largely from the examples of Classic work
pedagogy of the Oppressed by Paulo Freire, it can be argued that in high contrast to the
viewpoints of the exponents of the theory in concern, this dominant trend of installation of
the computers in helping the students for the college courses, is actually a major
reinforcement of what Friere had despised in the “banking system of education”. As Miller,
Becker, & Becker (2016), states, quite often, the instructors using computer based pedagogies

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make an assumption that the basis of education is content, in contrast to process. They
overlook how information is converted in to knowledge.
Reference List
Lorenzetti, L. A., Azulai, A., & Walsh, C. A. (2016). Addressing Power in Conversation:
Enhancing the Transformative Learning Capacities of the World Café. Journal of
Transformative Education, 14(3), 200-219.
Miller, L. R., Becker, D., & Becker, K. (Eds.). (2016). Technology For Transformation:
Perspectives of Hope in the Digital Age. IAP.