Georgia 10.T.RA.1.c
The Standard
Integrate paraphrased, summarized, and quoted material into original texts in various ways for intended purposes that strengthen the writing, citing the sources of ideas in Modern Language Association (MLA) format. (C)
Georgia's K-12 English Language Arts Standards · Texts (T) · Research & Analysis
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students decide whether a quotation, paraphrase, or summary best supports their point. They blend source material into their own sentences, explain its value, and credit sources using MLA format.
What Mastery Looks Like
- A strong response keeps the student’s voice in control and uses source material to support a clear claim. Quotations have context, paraphrases are genuinely reworded, and borrowed material has accurate MLA citations.
Common Misconceptions
- Students often swap a few words and call it a paraphrase, which is still patchwriting. They may drop quotations into paragraphs without context or explanation. Some cite direct quotations but leave paraphrased ideas uncited.
How to Assess It
- Give students a short source excerpt and a claim. Ask them to write four sentences using one quotation, one paraphrase, and correct MLA citations.
Lesson moves
Ways to Teach It
Give groups source cards and paragraph strips, then have them place, label, and revise evidence so each piece supports the claim.
Write: When is a direct quote stronger than a paraphrase, and when does a summary serve the reader better?
Run Citation Repair Relay: teams fix dropped quotes, patchwriting, missing signal phrases, and incorrect MLA citations in four sample paragraphs.
Compare how a newspaper, podcast transcript, and school policy page credit sources, then adapt one fact for a student editorial.
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