Michaela Vargas CM 109 Unit 5

Welcome to Seminar #5. How is everyone today?

Agenda Unit 5 Checklist The Informative Essay Outline Paraphrasing Strategies

Unit 5 Activities Seminar: The Seminar will focus on the Unit 5 Project, the informative essay outline. Reading: You will learn about outlining as prewriting for the informative essay and how to create body paragraphs. Discussion: We will post examples of body paragraphs. Project: You will submit your Unit 5 Project, the informative essay outline.

Goal: The goal of this presentation is to help students understand fully the parts of the outline project for Unit 5. The outline is the basis for the informative essay each student will write for Unit 9. One purpose of the outline is to determine how outside sources will fit into your paragraphs.

Question: What is the outline and how should it work? We use an outline because it provides the structure we need to create an organized essay. Although our writing can use creativity, the essay that the outline will help you write is not creative writing. It is informative writing based on ideas and facts.

Step 1: Review Units materials. Review “Reading.” Visit links. Get the “big picture” of the outline. Be sure you have chosen the topic for the outline from the list in Unit 1. Access the articles for your topic as listed in the Unit materials under the topic choices. The articles are in the Library.

Outline Format Introduction A. Engaging open sentence B. Background information to review with your audience C. Thesis statement Topic Sentence as a complete sentence A. Supporting details as a complete sentence (give citation) B. Supporting details as a complete sentence (give citation) Topic Sentence as a complete sentence A. Supporting details as a complete sentence (give citation) B. Supporting details as a complete sentence (give citation)

Topic Sentence as a complete sentence A. Supporting details as a complete sentence (give citation) B. Supporting details as a complete sentence (give citation) Conclusion A. Restate thesis B. Key information to review with your audience C. Concluding statement

Step 2: Use Maggie Durham’s example outline. In fact, you can use Maggie’s work as a template (see Unit 5/Project/scroll through pages Save her outline as a Word document and type over her work to be sure you have the right format. Pay close attention to presentation items such as punctuation and spacing.

Step 3: Understand Maggie’s outline The first level of Maggie’s outline is her introduction. She uses Roman numerals to divide her outline. The introduction is Roman numeral “I.” A = Her attention-engaging technique (filmmaker analogy) B = Her topic background C = Her specific thesis sentence (topic + key points = thesis sentence). Note: If Maggie does not cite an item in her outline as being from an outside source, it is her own idea.

Step 4: Understand Maggie’s use of sources If Maggie has already written draft body paragraphs (as we saw sampled in Unit 3), the primary purpose of her outline is to plan how outside sources fit with her own ideas. Therefore, Maggie can use her topic sentences (from the Unit 3 Project) at the Roman numeral levels II-IV and follow these topic sentences with source paraphrase and quotation that support her topic sentences (A, B, C, etc.). Keep in mind that Maggie is not going to string together a series of sources and expect this to be an essay. She will use her own ideas and use outside sources to support her ideas. The outline is a plan for this process.

Step 5: Understand the difference between paraphrase and quotation. Again, a paraphrase occurs when the writer uses his or her own words to express the ideas of a source. Direct quotation occurs when a writer copies the exact words of a source. One should use more paraphrase than direct quotation, but sometimes we just cannot say it better than the original source.

Paraphrasing Paraphrasing is the rewriting of an author's idea in your own words. You should paraphrase rather than quote when you want to present an author's idea but the exact language is not significant. When you paraphrase, you must cite the source. You also must fully rewrite the original language and original sentence structure. A common mistake is partial paraphrasing. Do not keep the author's exact wording or the same sentence structure. If you retain even a short phrase or a distinctive word, use quotation marks. Credited to the Trustess of Hamilton College:

Incorrect and correct examples of paraphrasing Original text “Descartes introduces the possibility that the world is controlled by a malicious demon who has employed all his energies to deceive him” (Lu, 1984, p. 24). Incorrect paraphrase Descartes suggests that the world is controlled by an evil demon who may be using his energies to deceive (Lu, 1984, p. 24). Comment: Plagiarism: even though the citation is provided, the sentence still has exact wording (italicized). Correct paraphrase Descartes suggests that the evil power who rules the world may be attempting to mislead him (Lu, 1984, p. 24). Comment: Not plagiarism: the language is fully rewritten, and a citation is provided.

Combination of paraphrase and quotation Descartes suggests that the evil power who rules the world may be using “all his energies to deceive him” (Lu, 1985, p. 24). Comment: Not plagiarism: the paraphrased portion is fully rewritten, the exact language is quoted, and a citation is provided. When paraphrasing, you must rewrite the original language, change the original sentence structure, and cite the source according to the expectations of the discipline. Credited to the Trustee of Hamilton College: html?CFID= &CFTOKEN= html?CFID= &CFTOKEN=

Plagiarism and Paraphrasing Revisited Plagiarism, as we have discussed before, is defined as any uncredited use of another’s information or ideas, whether intentional or not. This includes copying someone else’s words or interpretations without acknowledgement, copying or purchasing a paper and turning it in under your own name, using syntax or sentence structure from another source in paraphrase, or even careless failure to properly quote a source in order to distinguish that source’s words from your own.

Consider the following guidelines when preparing to paraphrase or quote material in your argument: Common knowledge information does not have to be documented. As a rule of thumb, if at least three sources say essentially the same thing, the information would probably qualify as common knowledge. Be sure however to consider what your audience is likely to know about the subject. Be faithful to the source. Don’t make your source say things s/he didn’t say. Integrate the information smoothly into your rough draft. Don’t quote only one or two words, as a rule, unless you are placing special emphasis. Quote memorable phrases or sentences. If the words of your source are particularly powerful, let your source speak. When paraphrasing, try not to use the same words as your source, but don’t overdo it. You do not have to change every word and end up with awkward or misleading word choices.

Let’s Practice! Handout 1: Paraphrasing: Handout 1: Paraphrasing Handout 2: More Practice: Handout 2: More Practice:

Step 6: Understand APA in-text citation for paraphrase. When a writer paraphrases, he or she cites the author and year of the source. Examples: *Mary Smith (2005) indicates that young voters may feel disconnected from political issues. *A recent study indicates that young voters may feel disconnected from political issues (Smith, 2005). *In 2005, Mary Smith’s study of young voters indicated that these voters may feel disconnected from political issues. Note: In the third example, there are no parentheses because all the information needed for this paraphrase is in the text of the sentence.

Step 7: Understand APA in-text citation for direct quotation. When a writer quotes directly, he or she will include a page number when one is available. Not all sources have page numbers. Examples: Mary Smith (2005) points out that “most kids simply are not involved in the typical voting agenda” (p. 25). A recent study suggests that “most kids simply are not involved in the typical voting agenda” (Smith, 2005, p. 25). In her 2005 study, Mary Smith suggests that “most kids simply are not involved in the typical political agenda” (p. 25). Note: These examples are all ways of handling the same quotation. Notice that these examples and Maggie’s examples integrate quotation into the writer’s own sentences. No quotation should stand alone as its own sentence.

Step 8: Combine your own ideas and research findings. This point is worth repeating: Maggie began this essay with her own ideas and sentences. Research supports Maggie’s ideas and gives her new perspectives from which to write, but the essay is Maggie’s work based on her research. Outside sources are important, but we cannot string them together and call them an essay. Her sources are cited. Non-cited material is Maggie's own. In the body-paragraph levels of the outline, the sub-points (A, B, C, etc.) include citation because Maggie is going to use these to decide how to support her ideas with her research.

Step 9: Understand Maggie’s conclusion format. Roman numeral “V” represents the conclusion paragraph. A = Restatement of the thesis sentence in brief B = Wrap up of significant ideas associated with the thesis key points C = Circle back to the attention-capturing technique of the introduction

Step 10: Pay careful attention to detail. The References Page has a specific spacing and indentation format. Copy this format exactly. Use the APA resources in Unit 4 to find out what every item in the reference entry means.

Step 11: Ask questions! The outline is a detailed project. Read the instructions for the project. Are there any rules you might have overlooked? Are there specific requirements for the sources from which you will borrow information? Use the rubric as a checklist for the project. Use the Kaplan Writing Center’s help. Ask your instructor for help. Leave time to ask questions by beginning work early in the Unit.

Some reminders... Read, print, and read at least two more times. Begin immediately; don’t let one minute go to waste. Set a personal plan for completing the outline and submitting it by your own due date and time. Do not use 11:59 PM ET on the Tuesday night the outline is due as a due date. Work ahead. Pat yourself on the back for a job well done!

A step at a time... Learning to outline and use APA requires patience, practice, and time-management. Consider the rules for the sources you are using. Do not try to learn all the rules at one time. If you take these issues a step at a time, you will learn with practice. We often learn from making mistakes; do your best and seek help when you need it.

Outline Format Introduction A. Engaging open sentence B. Background information to review with your audience C. Thesis statement Topic Sentence as a complete sentence A. Supporting details as a complete sentence (give citation) B. Supporting details as a complete sentence (give citation) Topic Sentence as a complete sentence A. Supporting details as a complete sentence (give citation) B. Supporting details as a complete sentence (give citation)

Topic Sentence as a complete sentence A. Supporting details as a complete sentence (give citation) B. Supporting details as a complete sentence (give citation) Conclusion A. Restate thesis B. Key information to review with your audience C. Concluding statement

Looking Ahead In Unit 6 we will: Look at in-text citation Focus on integrating information from a source into a paragraph.