HOW TO EFFECTIVELY USE: SUMMARY (CAPTURING THE IDEA) QUOTE (USING NUGGETS OF TEXT) PARAPHRASE (BORROWING LANGUAGE) PARAPHRASE (BORROWING LANGUAGE)

HOW TO USE THIS WORKSHOP This workshop is an introduction to how writers use summary/quotes/paraphrases. Read each slide carefully. Some ask you to do specific tasks that you will need later on—so read purposefully. Complete all 10 activities. Hand in all materials to your teacher by the date before school gets out for the holidays. Please apply these skills to your ongoing work. The workshop targets the overuse or misuse of quotes and paraphrasing. Please ask your teacher if you have any questions.

WE USE THESE TECHNIQUES IN OUR EVERY DAY LIVES  Let's consider music--  In many songs, writers will: Reduce/nutshell what story/event is about: Summary Restate exactly a cool group of words: Quote Rearrange/borrow language: Paraphrase Look at next slide for example:

EXAMPLE: RUDOLPH THE RED NOSED REINDEER You know Dasher, and Dancer, and Prancer, and Vixen, Comet, and Cupid, and Prancer, and Vixen, Comet, and Cupid, and Donner and Blitzen But do you recall/ The most famous reindeer of all Rudolph, the red nosed reindeer Had a very shiny nose and if you ever saw it you would even say it glows All of the other reindeer used to laugh and call him namesSummary (nutshell 5 year event) used to laugh and call him namesSummary (nutshell 5 year event) they never let poor Rudolph they never let poor Rudolph join in any reindeer games. join in any reindeer games. Then one foggy Christmas eve Santa came to say: Santa came to say: “Rudolph with your nose so bright, quote (directly from Santa) “Rudolph with your nose so bright, quote (directly from Santa) won’t you guide my sleigh tonight?” Then all the reindeer loved him as they shouted out with glee, Rudolph the red-nosed reindeer, you’ll go down in history!Paraphrase (some words are original and some are borrowed from ‘fellas’) some are borrowed from ‘fellas’)

Let's Practice Summary What are the Main ideas here? What are the Main ideas here?

SUMMARY HELPS US SEE THE BIG PICTURE

Many writers include a summary of their sources before adding a quote or parphrase.  The author “nutshells ” the information: –He has done his homework; he understands the ‘thing’ he has read, heard, or watched, and he has taken careful notes. Instead of jumping into his topic, he thinks about his reader, and he explains what the ‘thing’ is in a nutshell. He summarizes the “thing”-- in the previous song example, he summarizes story: –(Summary of 5 year event) Rudolph, the red nosed reindeer Had a very shiny nose Had a very shiny nose and if you ever saw it and if you ever saw it you would even say it glows you would even say it glows All of the other reindeer All of the other reindeer used to laugh and call him names of used to laugh and call him names of they never let poor Rudolph they never let poor Rudolph join in any reindeer games. join in any reindeer games.

Summary helps reader understand how this source fits into your research Readers better understand the text. Readers better understand how the source fits into the topic. Readers better trust you as a researcher. A writer picks only the main points for a summary.

He uses his own words to explain what the ‘thing’ is about before he jumps into the meat of his writing. When summarizing, the writer explains the main points of a text in his/her own words. Typically, these are short and sweet. We use these so the reader never asks the question: “Does this writer know what he/she is talking about?”

EXAMPLE Below is a summary of a fifteen page article published in the CLA Journal. The student writer wants to summarize the fifteen pages in a nutshell, so she reads, rereads, and takes careful notes about main ideas the article explores. The summary has only the main points of the article, and it is written in the student’s own words: Dianne Ruxton’s text, “Antigone’s demise” examines the use of the position of women in Greek society. She explains how passages in the play portray women in a lower position in society and how the manner in which they are treated contributes to their downfall. She argues this mindset is still active today (Ruxton). Dianne Ruxton’s text, “Antigone’s demise” examines the use of the position of women in Greek society. She explains how passages in the play portray women in a lower position in society and how the manner in which they are treated contributes to their downfall. She argues this mindset is still active today (Ruxton). Notice the writer introduces the source and cites it at the end. All summaries are cited.

Here is a before and after look: Example #1: Writing without summary of source: In a Nature Today journal article, the author states “ten out of every 11 reindeer in Anchorage, Alaska will have tick fever this year”(57). Without a summary, this quote seems stuck into the text. The reader is concerned about several things: writer’s confidence, source’s content, and how the quote relates to the topic. Example#2: Same piece with a summary: In a Nature Today journal article, the author explores research concerning tick fever. Her article explains the types of ticks that transmit this disease and how humans are increasingly infected. She talks about a case study in which a village in Anchorage has a high infestation rate. The author states, “Ten out of every 11 reindeer in Anchorage, Alaska will have tick fever this year”(57). Summary allows the reader to trust the writer; it allows the text to better develop; and, equally importantly, it sets up the quote. Summary allows the reader to trust the writer; it allows the text to better develop; and, equally importantly, it sets up the quote.

Summary description Writers also use summary to describe a person or an event for the reader before they continue on with their narrative. Summary description helps develop the story, and it helps the reader better connect to the characters. With summary description, We move from barely seeing the character to to a better understanding of who they are. a better understanding of who they are.

Here is a before and after look: Example #1: Writing without summary description: My sister came into the room and all eyes were on her. After we left, I felt ashamed that my friends did not understand the how hard it is to suffer from anorexia. Without a summary description, the character seems stuck into the text. We must help the reader see the important characters so they better understand the main points the text is driving toward. Example#2: Same piece with a summary description: My sister came into the room and all eyes were on her. Leisa was 21 years old, the youngest in the family. She had suffered from bulimia and anorexia since she started high school gymnastics. The pressure of competition, along with her need for attention, encouraged her condition. She did not look like herself; in place of the vivacious sister I once knew stood a pale face housing two bulging eyeballs darting back and forth as they scanned the room. After we left, I felt ashamed that my friends did not understand the how hard it is to suffer from anorexia. Summary allows the reader to trust the writer; it allows the text to better develop; and, equally importantly, it helps us see the character. Summary allows the reader to trust the writer; it allows the text to better develop; and, equally importantly, it helps us see the character.

Some writers leave summary out of their text for a variety of reasons: 1. They did not read the entire source. 2. They do not understand the entire source. 3. They have learned to string along quotes—so they only look for quotes they might use when reading. they only look for quotes they might use when reading. When we first learn how to write, we might think we have to use many quotes, or we might believe research is when we change a word here and there. Summarizing helps prepare the audience. If you don’t summarize, your audience may not be focused. Summary is something we use in everyday life.

When we don’t understand our sources, we don’t have confidence in our writing: Confident Writer: I understand my source—I’ll talk it to you. I understand how my source fits into my paper. I have read and re-read my source; I know it. I can tell my reader what my source is about in my own words I can write down what source is about (4 sentences) without looking. Non-Confident Writer: I have only read my source once. I do not clearly understand how my source helps drive my paper. I think my source is good—but I don’t understand it. I will string along parts of the source so they fill up my page. I can only write one or two sentences about my source without looking at

Let's Practice Summary Activity # 1 Summarize the following in two-three sentences each: Summarize your favorite song. “Rudolph the Red Nosed Reindeer” is a song about the struggles of a tormented youth. He eventually turned his disability into an asset, and his peers learned how to appreciate diversity (“Rudolph”) Summarize your favorite movie in 2-3 sentences. Gladiator examines the shifting of Roman ideology as it moved from belief in the State to belief in individual leaders. We see this change through the eyes of a Roman general, who challenges the Empire’s faults and becomes a martyr (Gladiator)

Activity #2 Let's look at your paper: Take the sheet of notes you printed off that is about your research topic and write up a summary. If you are working on a research paper and are using sources, be sure to summarize what the entire text or article is about before you use your targeted information. Hold the reader’s hand and show that you are an expert with that one source. On your own paper, introduce your source, summarize it in 2-4 sentences, then add your targeted information. Make sure to cite it at the end.

Let's Practice Quoting (CAPTURING EXACT WORDING)

Let's Revisit Rudolph Santa came to say: “Rudolph with your nose so bright, won’t you guide my sleigh tonight?” In the song, Rudolph the Red Nosed Reindeer, the writer quotes Santa by using his exact words. Why?

DETERMINE WHEN WE QUOTE  When we take notes from movies, films, books, or the internet, we gather quotes that seem important to us at that time.  Sift through your own notes that you printed off.  You are looking for only those nuggets that will drive home your main point. The next few activities will help us The next few activities will help us better understand when and when not to quote better understand when and when not to quote

According to the handbook, quote only in these situations: (1) when the wording of the source is particularly memorable or vivid or expresses a point so well that you cannot improve it without destroying the meaning, (2) when the words of reliable and respected authorities would lend support to your position, lend support to your position, (3) when you wish to highlight the author’s opinions, (4) when you wish to cite an author whose opinions challenge or vary greatly from those of other experts, or vary greatly from those of other experts, or (5) when you are going to discuss the source’s choice of words (Axelrod and Cooper 747). ACTIVITY #3: ACTIVITY #3: PRINT THIS SLIDE (#21) Go back to the Rudolph example. Which of the above rules apply to Santa’s quote. Write the answer on your own paper. Go back to the Rudolph example. Which of the above rules apply to Santa’s quote. Write the answer on your own paper. Let's look at the some information regarding quotes from St. Martins Guide: Let's look at the some information regarding quotes from St. Martins Guide:

ACTIVITY # 4 Copy the three examples below. Use quotation marks (“ ”)when using the exact wording from another text: Interview: Joe said, “JCC is a great college.” Literature analysis: When talking to the priest, Serafina calls the neighborhood women “hens” who “like water neighborhood women “hens” who “like water thrown on them!” (Agy 84). thrown on them!” (Agy 84). Definition: The Encyclopedia of Religion and Ethics defines Carnival as a, “recognized occasion for exuberance, mirth, and unrestricted “recognized occasion for exuberance, mirth, and unrestricted freedom” (Rademacher 229). freedom” (Rademacher 229). USING YOUR PRINTED QUOTE LIST FROM SLIDE #21, DETERMINE WHICH OF THE RULES APPLY TO THE THREE EXAMPLES ABOVE. Why are we using Joe’s quote? Which rule? Why are only specific words used for the literature analysis? Which rule? Why is the entire definition used in the final example? Which rule?

Why write all that down?  PRACTICE As writers,As writers, we must get into the habit of organizing and sorting information as we gather it. You are practicing how to use quotes, as well as how to introduce them into texts. we must get into the habit of organizing and sorting information as we gather it. You are practicing how to use quotes, as well as how to introduce them into texts.

STRINGING ALONG QUOTES CREATES PROBLEMS: For example:  The New World Encyclopedia says “Rudolph is a reindeer”(67). Dr. Schmoe agrees with “the animal is in the reindeer classification”(78). Some researchers believe that his nose “was a result of extra neurons that grew out of control (Smith 12). Others say that the malformation is a result of “drinking too much”(Agy 78). WHERE IS THE WRITER’S VOICE?

ARE ALL OF THESE QUOTES NECESSARY? NO STRINGING ALONG QUOTES STRINGING ALONG QUOTES WEAKENS OUR WRITING

How do we choose which to keep and which to ‘cut out’?

GENERAL RULE OF THUMB UUUUSE QUOTES SPARINGLY

Consider this example: Yellow are the places quoted: Individuality helps young girls appreciate their body image. For Individuality helps young girls appreciate their body image. For example, “in a recent study conducted by the University of Idaho, researchers believe that girls who try to practice some form of expression, whether it is in art or with experimentation with hair styles, tend to be more self confident and more apt to challenge their culture’s notions of the ideal woman (Jones 14). I think that this study is interesting because it explains a way to help young girls who are so self conscious. The study seems to say that if a young girl is allowed to express her own interests, without restraints, she might not have such a hard time if someone makes fun of her later on. In an interview with a student at Boise State University, I found this to be true. Sara states: “High school was a pain, and I did what I could to fit in. I did not like the styles I wore, and I was not comfortable with my weight. I was a shadow” (Smith) I remember my own experience in high school, and I can relate to both the article and the interview…

YIKES!!!!! THE WRITING HAS WAY TOO MANY QUOTES. IT WEAKENS THE TEXT IT MAKES US TIRED AS WE READ WE WALK AWAY UNCLEAR WHERE IS THE WRITER AND ANALYSIS?

Here is the previous slide fixed Individuality helps young girls appreciate their body image. For example, in a recent study conducted by the University of Idaho, researchers link self expression with confidence. They believe that these girls will later “challenge their culture’s notions of the ideal” (Jones 14). I think this study is interesting because it explains a way to help young girls who are so self-conscious. The study seems to say that if a young girl is allowed to express her own interests, without restraints, she might not have such a hard time if someone makes fun of her later on. In an interview with a student at Boise State University, I found this to be true. Sara calls herself “a shadow” and saw her high school experience as “a pain” (Smith) I remember my own experience in high school, and I can relate to both the article and the interview… Look on the quote sheet you printed off. Write down which of the quote rules apply to the changes made to the first quote, and which of the quote rules apply to the second quote changes.

ACTIVITY # 5  Take the paper you are working on now, and highlight all of the places where you quote.  Highlight from the beginning of the quote to the end of the quote.  Do this for every quote in your paper. (you may not be able to do this until after our time in the library and you have started working on your outline)

Activity # 5 continued : 1. Next to every quote, write the quote rule that you think applies. REMEMBER!!! There are specific reasons why we quote—we should quote sparingly—less is best with quotes. 2.Revise one paragraph that houses unneeded quotes. Copy the paragraph on a clear page. Under it, revise with an eye toward weeding out unnecessary quotations. Highlight areas that you change so your instructor can see the difference. 3. Write on the bottom of the page what you edited down and why. Carefully explain your decision.

Let's Practice Paraphrase Talking to Reader / Sharing the information Talking to Reader / Sharing the information

Let's Revisit Rudolph: Then all the reindeer loved him as they shouted out with glee, Rudolph the red-nosed reindeer, you’ll go down in history! How this this a paraphrase? Why no quotation marks? Why introduce it? Good questions—Let's look at paraphrase.

WHAT IS PARAPHRASE? According to the St. Martin’ s Guide to Writing, paraphrase is when we take important information and talk about those things in the writers voice. The textbook goes on to point out that paraphrase helps us “avoid quoting too much” (753).According to the St. Martin’ s Guide to Writing, paraphrase is when we take important information and talk about those things in the writers voice. The textbook goes on to point out that paraphrase helps us “avoid quoting too much” (753). Let's Review: 1. Use only important information 2. Paraphrasing is better than quoting too much 3. We must use our own voice and words

Things to consider about Paraphrasing: 1. We are allowed to use key terms, such as author’s name or topic. No quotation marks are necessary when we use these. 2.If we borrow any necessary language, we must put it in quotations. 3.We must box in the source by introducing it first and then citing the source at the end of the paraphrase. (PRINT THIS PAGE to use as a guide to paraphrasing)

Let's look at my sample paraphrase and answer some questions from our paraphrase cheat-sheet (slide #36) According to the St. Martin’ s Guide to Writing, paraphrase is when we take important information and talk about those things in the writers voice. The textbook goes on to point out that paraphrase helps us “avoid quoting too much” (753).According to the St. Martin’ s Guide to Writing, paraphrase is when we take important information and talk about those things in the writers voice. The textbook goes on to point out that paraphrase helps us “avoid quoting too much” (753). 1. Does the above paraphrase of the Handbook allow common terms? 1. Does the above paraphrase of the Handbook allow common terms? Yes: Paraphrase Notice it is not in quotation marks because it is a common, key term 2. Did the writer borrow necessary language from the original writer? Yes: “avoid quoting too much” Notice how we put this phrase in quotation marks because we borrow the original writer’s language. We think this is an important phrase because the Handbook suggests quoting too much is a common problem. 3. Did we introduce the source and cite it at the end? Yes: According to St. Martin’ s Guide to Writing & (753) Notice how this allows the reader to know when a source begins and when it ends.

Let's consider the sample on page 753 in the St. Martin’s Guide to Writing: PRINT THIS SLIDE Activity #6—Read this paragraph. Write a paraphrase in 3-4 sentences Activity #6—Read this paragraph. Write a paraphrase in 3-4 sentences Using your cheat sheet (slide #36) does your paraphrase of this paragraph follow the three guidelines? Answer each one separately. Bruner and the discovery theorists have also illuminated conditions that apparently pave the way for learning. It is significant that these conditions are unique to each learner, so unique, in fact, that in many cases classrooms can’t provide them. Bruner also contends that the more one discovers information in a great variety of circumstances, the more likely one is to develop the inner categories required to organize that information. Yet life at school, which is for the most part generic and predictable, daily keeps many children from the great variety of circumstances they need to learn well (Guterson)

Consider the following incorrect paraphrase of the previous slide: Apparently, some conditions, which have been illuminated by Bruner and other discovery theorists, pave the way for people to learn. 1.Did they use key terms? Yes: Bruner, people, learn. 2.Did they borrow necessary language and use quotations correctly? No: they borrowed unnecessary language No: they did not use quotations with borrowed language such as: “Illuminated”, “discovery theorists”, and “pave the way” 3.Did they introduce the source and cite it at then end? No. We don’t know where the writer begins and ends and where the source begins and ends.

Consider another incorrect paraphrase: Bruner has helped learning in the classroom by creating conditions unique to the learner. He believes these different environments help develop inner categories required when considering how we learn. Our everyday predictability in school keeps many children from the great variety they need to learn well. 1. Does it use key terms? Yes: Bruner, learning, environments 2. Does it borrow necessary language and use quotation marks correctly? NO: It borrow too heavily from original and does not use quotes. “unique to the learner” - “develop inner categories required” - ”predictability” - “great variety” - “they need to learn well” 3. Does it introduce and cite the source correctly? NO: It introduces the sources (Bruner) but it does not give an end citation.

Let's fix the previous example: Incorrect parphrasing: Bruner has helped learning in the classroom by creating conditions unique to the learner. He believes these different environments help develop inner categories required when considering how we learn. Our everyday predictability in school keeps many children from the great variety they need to learn well. Correct paraphrasing: In the text, Family Matters, the authors believes that targeting how each student learns might help them become better students. Bruner believes when variety and experimentation in teaching techniques helps build what he calls “inner categories” within each child. These categories help learners sort and retain information ( Axelrod and Cooper 753). 1.Does it use key terms: Yes: Bruner, teaching, 2.Does it borrow important language and cite it with quotations? Yes: “inner categories” 3.Does it introduce and cite the source correctly? Yes: In the text, and (Axelrod and Cooper 753).

MOST COMMON PROBLEM The main problem is using the original source as a mirror. We might use the author’s sentence patterns and voice. Some writers have learned that as long as they replace the original text with their own language, then all is well. But, they are mistaken! When we paraphrase we are putting someone else’s information in our own sentence patterns. Not only must the wording be different, but the rhythm and pattern must also be our own.When we paraphrase we are putting someone else’s information in our own sentence patterns. Not only must the wording be different, but the rhythm and pattern must also be our own. We think that we are paraphrasing when we are rearranging our source’s sentences while we keep their original sentence patterns, BUT WE ARE NOT. Be very careful here. This is the most common form of plagiarism. Be very careful here. This is the most common form of plagiarism.

Consider this example: Incorrect paraphrase--plagiarism Original: Ask not what your country can do for you. But ask what you can do for your country. Incorrect Paraphrase: Don’t ask what your nation can give you, but instead, consider what you are willing to do for your country. – Notice the rhythm, the sentence pattern, and the sound are exactly the same. Notice also, although there are some word changes, the second example only mimics the first—it does NOT paraphrase the first. mimics the first—it does NOT paraphrase the first. Correct Paraphrase: John Kennedy’s introduction stresses the importance of citizens becoming civically engaged in their country’s affairs.

Copying sentence patterns ACTIVITY #7: READ BOTH SIDES OUTLOUD AND LISTEN FOR THE SENTENCE PATTERNS ORIGINAL TEXT INCORRECT PARAPHRASE Many children are brought up in oral traditions, rich in metaphor, imagery, and voice. These students bring rich description and comparison techniques to the academia. Some literacy experts say these children are behind in structure, analysis, and understanding. But a careful consideration of the ways these students approach writing show their deep understanding of culture, social ideology, and politics — each stemming from rich storytelling Foundations (Ruxton) According to Ruxton, many young people are raised with storytelling backgrounds, complete with comparisons, icons, and sound. These writers know how to help us see their characters. Some people say these students don’t know how to form paragraphs, make connections, or comprehend. But these writers know about people, society, and the government —all come from their Oral tradition (Ruxton)

ACTIVITY #8 LOOK AT YOUR OWN PAPER HIGHLIGHT PLACES ON YOUR OUTLINE WHERE YOU PARAPHRASE YOUR SOURCE. HIGHLIGHT THE PLACE ON YOUR SOURCE WHERE THIS INFORMATION COMES FROM. ARE THERE ANY WORDS, ANY PHRASES, OR ANY SENTENCE PATTERNS BORROWED? IF SO, REVISE THE PARAGRAPH. YES, THIS IS A LITTLE MORE WORK, BUT IT WILL SAVE YOU FROM ACCIDENTLY PLAGIARISING

ACTIVITY #9 PLEASE ANSWER THE FOLLOWING QUESTIONS: 1.List four reasons why we would quote 2.Why should we quote sparingly? 3.What does summary do for our text? 4.What are three general rules to remember when paraphrasing? 5.What is “sentencing pattern” and why is it important to understand when paraphrasing?

ACTIVITY #10 WRITE A ONE PAGE REFLECTION OF WHAT YOU HAVE LEARNED IN THIS WORKSHOP. INCLUDE DISCUSSION ABOUT WHAT REVISIONS YOU HAVE MADE TO YOUR PAPER. EXPLAIN TWO IDEAS YOU WILL USE WHEN CONSIDERING QUOTE/PARAPHRSE/OR SUMMARY IN FUTURE WRITING.

YEAH!!! YOU’RE DONE! HAND IN ALL SLIDES THE WORKSHOP ASKED YOU TO PRINT. HAND IN ALL PAGES OF NOTES ETC… YOU DID AS WORKSHOP MATERIALS. HAND IN ROUGH DRAFTS AND REVISED AREAS FROM THE PAPERS YOU ARE WORKING ON NOW.

IF YOU HAVE ANY QUESITONS OR COMMENTS, PLEASE CONTACT Dianne Ruxton