WR2 | Workshops#
Identifying When Citations Are Needed#
Recognizing Borrowed Ideas, Paraphrases, and Direct Quotations
Overview#
One of the most common mistakes in student writing is failing to cite sources when one is required. This workshop teaches you to recognize the different ways borrowed material appears in writing: direct quotations, paraphrases, summaries, and specific factual claims. You’ll learn where citations are essential and practice marking those moments in a student essay.
Citation is not just a rule — it is a form of intellectual honesty. It tells your reader where an idea came from, lets them follow your research, and gives credit to the thinkers whose work you are building on. Getting it right is one of the most important habits you will develop as an academic writer.
Important Principles#
You need a citation when you:
- Use someone’s exact words (direct quotation)
- Restate someone’s ideas in your own words (paraphrase)
- Summarize someone’s argument or findings
- Use specific data, statistics, or research findings
- Reference someone’s unique theory, framework, or analysis
- Refer to a specific case study or example from a source
You do not need a citation when you:
- State common knowledge (facts widely known and not attributed to one source)
- Express your own original ideas or analysis
- Describe general observations about the world
Edge cases — use your judgment, and when in doubt, cite:
- A fact that feels like common knowledge but actually originates with a specific researcher or study
- An idea you have absorbed so thoroughly it now feels like your own — but came from something you read
- Background context that you read but was not cited of used
- When a citation might be helpful for the reader
Rule of thumb:
- If in doubt, cite.
The Source#
Read the following source carefully before turning to the student essay. Your job will be to compare the two.
The Shallow Mind
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The Shallow Mind: How Digital Reading Is Rewiring the Way We Think#
Daniel Mercer
I noticed the change in myself before I had words for it. Reading used to come easily — I could lose myself in a book for hours, following an argument or a narrative without effort. Now I find my attention skating across the surface of whatever I am reading, looking for an exit. I can feel it most strongly when I sit down with something long. My mind wants to bounce, to click, to move on. Immersing myself in a lengthy text, the way I once did naturally, has become something I have to fight for. I don’t think I am alone in this.
Neuroscientists have a name for what is happening. The brain is not a fixed structure — it rewires itself in response to how it is used, a property called neuroplasticity. Repeated behaviors carve grooves. Spend enough time skimming and scanning, and skimming and scanning becomes your default mode. The cognitive scientist Maryanne Wolf, who has spent her career studying the reading brain, put it plainly in a 2008 interview: “We are not born with a reading brain — we have to build it, and what we build depends entirely on how we practice.” If our practice is now shaped by digital skimming, Wolf argues, we may be living through one of the most significant transformations in how humans read and think in all of recorded history.
The evidence is visible in how people behave on screen. Studies of online reading behavior show that most readers do not move through websites linearly — they scan in an F-shaped pattern, taking in the first lines of a page and then moving down the left edge, rarely finishing a paragraph. This is not laziness. It is adaptation. The web is structured to reward scanning and rapid movement between pages, not the slow accumulation of a sustained argument. We are learning, in other words, to read the way the web wants us to read.
The consequences extend beyond reading. When we are always reachable, always interruptible, always one notification away from somewhere else, the conditions that deep thinking requires — stillness, continuity, resistance to distraction — become harder to protect. Many people report that even when they step away from their devices, the restlessness follows them. The habit of fragmentation has become internal.
This is not the first time a communication technology has reshaped the minds of its users. The media scholar Marshall McLuhan argued that every medium embeds a hidden set of instructions — that the form of a communication shapes thought independently of its content. The telegraph is a useful example: it did not just move news faster, it changed what news was, rewarding the brief, the punchy, and the disconnected over the slow and the analytical. The clock, similarly, did not just help people tell time — it introduced an entirely new way of experiencing time as something divided, measured, and always running short.
Each of these transformations was invisible to the people living through it, which is part of what made it so powerful. We do not notice the instructions a medium gives us because we are too busy following them.
The internet is only the latest in this line. But its scale, its speed, and its total integration into daily life may make its effects more profound than any technology that came before it. What is new is not just that we are distracted — humans have always been distractible — but that we have built an entire information environment optimized for distraction and then agreed to live inside it.
Workshop#
Read this student essay. Your task is to identify where a citation is needed and alter the document to correct it by citing appropriately.