Writing from Sources: Quoting and Paraphrasing

1. Writing from Sources:Quoting and Paraphrasing Kate Ferro kferro@washoeschools.net Angela Orr aorr@washoeschools.net

2. Common Core Anchor Standards • RI Standard 1: Reading closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. • W Standard 1: Write arguments to support claims in analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence. • S&L Standard 4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning, and the organization, development, and style are appropriate to task and audience.

4. Quoting Evidence Don’t fall into the trap of contextomy…surgically removing a quote from its context.

5. Example from Darwin: Origin of Species “To suppose that the eye with all its inimitable contrivances for adjusting the focus to different distances, for admitting different amounts of light, and for the correction of spherical and chromatic aberration, could have been formed by natural selection, seems, I freely confess, absurd in the highest degree.” The quote in context is… To suppose that the eye with all its inimitable contrivances for adjusting the focus to different distances, for admitting different amounts of light, and for the correction of spherical and chromatic aberration, could have been formed by natural selection, seems, I freely confess, absurd in the highest degree. Yet reason tells me, that if numerous gradations from a perfect and complex eye to one very imperfect and simple, each grade being useful to its possessor, can be shown to exist; if further, the eye does vary ever so slightly, and the variations be inherited, which is certainly the case; and if any variation or modification in the organ be ever useful to an animal under changing conditions of life, then the difficulty of believing that a perfect and complex eye could be formed by natural selection, though insuperable by our imagination, can hardly be considered real.

6. WHAT WE DO WANT TO DO: Quoting & paraphrasing correctly

7. QUOTING CORRECTLY Quote… • if you can’t say it any better and the author’s words are particularly brilliant, witty, edgy, distinctive, a good illustration of a point you’re making. • if the source is very authoritative and has particular expertise. • if you are taking a position that relies on the reader’s understanding exactly what another writer says about the topic. • Be sure to introduce each quotation you use, and always cite your sources. • Avoid “plop quotations.” Introduce, discuss, or follow-up on every quote. Quotes don’t normally work well in their own sentence.

8. Quoting Evidence for a Claim • Claim: The movie, “Lincoln,” is a movie worth seeing because it demonstrates clearly the complexity, gridlock, and division which are truly characteristic of American democracy. • With a partner, pick out a piece of text that you believe supports the claim and is “quotable.” Be able to justify your choice of this particular piece to quote. Highlight your choice.

9. Hints for Using Quotes • Sometimes, you should quote short fragments, rather than whole sentences. Suppose you interviewed Jane Doe about her reaction to John F. Kennedy’s assassination. • She commented: “I couldn’t believe it. It was just unreal and so sad. It was just unbelievable. I had never experienced such denial. I don’t know why I felt so strongly. Perhaps it was because JFK was more to me than a president. He represented the hopes of young people everywhere.” • You could quote all of Jane’s comments, but her first three sentences are fairly redundant. You might instead want to quote the most important aspect of her interview. • Jane Doe grappled with grief and disbelief. She had viewed JFK, not just as a national figurehead, but as someone who “represented the hopes of young people everywhere.”

10. Quoting With Confidence Answer the following questions: • Who said this? • In what context? • What does it mean? • How can we use this to support the claim? (What is our reasoning for using this quote?) Then, create a passage that successfully integrates the quote (and contextualizes it and introduces it).

11. Helpful Words for Quote AttributionAny of these words can be placed in the past tense as well.

12. Quoting Evidence for a Claim • Go back to your chosen quote from the text that supports the following claim: • The movie, “Lincoln,” is a movie worth seeing because it demonstrates clearly the complexity, gridlock, and division which are truly characteristic of American democracy. • With your partner, choose the most valuable piece of the quote and write a sentence that provide: • Context • The quote • Attribution (who said it and when) • Reasoning as to how this quote is a solid piece of evidence to support the claim

13. Multiple Choice – What is the best piece of evidence? • Claim: Spielberg’s Lincoln portrays the challenges faced by the American Republic in its ongoing pursuit of a democratic government that recognizes the equal rights of its citizens. • “The squalor and vigor, the glory and corruption of the Republic in action have all too rarely made it onto the big screen.” • “Though most of the characters are white…this is finally a movie about how difficult and costly it has been for the United States to recognize the full equal humanity of black people.” • “The legal ideological questions surrounding what would become…the 13th Amendment to the Constitution are crisply and cogently illustrated.”

14. Paraphrasing • Specific section of text (not a summary of text) • Not just changing or rearranging of author’s words • Set your source aside and restate the sentence or paragraph in your own words…then start writing. • Indicate the author you are paraphrasing • Explain how the paraphrase matters and link it to your other points clearly (reasoning).

15. Paraphrasing with Confidence • Think about the essence of the passage that you care about sharing. • Change the structure of the sentence(s) that you are paraphrasing from – start and end in a different way. • Then, change the actual words to ensure that your thought is your own. • Check – do you have any groupings of two or more words that match the original that could be changed and keep the meaning the same?

16. Paraphrasing with Confidence • Think about the essence of the passage that you care about sharing. • Change the structure of the sentence(s) that you are paraphrasing from – start and end in a different way. • Then, change the actual words to ensure that your thought is your own. • Check – do you have any groupings of two or more words that match the original that could be changed and keep the meaning the same? The legislative process — the linchpin of our system of checks and balances — is often treated with lofty contempt masquerading as populist indignation, an attitude typified by the aw-shucks antipoliticsof “Mr Smith Goes to Washington.” Hollywood dreams of consensus, of happy endings and box office unity, but democratic government can present an interminable tale of gridlock, compromise and division. The squalor and vigor, the glory and corruption of the Republic in action have all too rarely made it onto the big screen.

17. Partner Up To Play Power Sentences Power Sentences are clear, concise, and specific. • Why just sentences? Because a sentence is the building block for longer works. If you use weak bricks, your building will not sustain. • Clarity: there is no question about the meaning of your words; you clearly address the question, topic, claim, etc. • Concision: all “unnecessary” words and phrases are removed; long sentences are fine as long as written with concision. • Specificity: when appropriate, all words are definable (or have a clear antecedent) – e.g. not “thing,” “they,” “some people,” “in history,” “over time,” etc.

18. Power Sentence Ranking • Rank the paraphrasing power sentences below. Which is the most clear, concise, and specific paraphrase of the second paragraph from the text? Describe your decision-making process. • The legislative process – the anchor of checks and balances – is rarely shown in movies for what it really is: corrupt and divisive. • Because movie makers strive to provide viewers with simple tales with happy endings, few movies explore the contentious world of checks and balances, even though it is fundamentally important to our democracy. • Hollywood movies do not showcase the making of legislation, because there is so much division and gridlock and they dream of consensus.

19. From Evidence Selection to Making an Argument • First steps in teaching basic skills • You will also have to spend time teaching students how to provide reasoning for each piece of evidence.

20. Reflect & Discuss • How can you take what you’ve learned today back to your classroom? • What other strategies might you use to support students in their learning of how to use evidence? • Why is it so important to provide examples (like we did with quotes and paraphrases) from the material you are reading so that students can discuss the examples? • How does this help you to better implement the Shifts of Instruction?