LEARNING OBJECTIVE #1

1. LEARNING OBJECTIVE #1 Be able to integrate your ideas with those of others using summary, paraphrase, quotation, analysis, and synthesis of relevant sources.

2. Summary • Paraphrase • Quotation • Analysis • Synthesis

3. Summary- • Distills text • Provides important context for a source before one begins to work with or challenge elements of the source • Captures Core element of the text in a brief description

4. To write good summary you need to balance what the original author says with the writer’s own focus.

5. On one hand : Suspend self • “When you play the believing game well, readers should not be able to tell whether you agree or disagree with the ideas you are summarizing.” • AVOID: Biased summaries can undermine your credibility • Give reader space to assess merits on their own.

6. On the other hand: Infuse the summary with your own direction and/or intent • Good summary has a focus or spin that allows the summary to fit with your own agenda while still being true to the text you are summarizing • AVOID: List summaries. Everything you write must prove itself by supporting our framing your position

7. For example In the Three Little Pigs, a hungry wolf ventures from door to door after a decent ham dinner. The wolf tries as hard as he can to catch the three pigs, first knocking and then blowing against the pigs’ houses, but he repeatedly fails, and in the end, his failure costs him his life, as the table are turned, and the pigs boil the wolf alive.

8. Exercise: Watch 5 minute TED TALK—Gary Wolf’s The Quantified Self • Write no more than a 2-3 sentence summary. Pretend you are about to write a paper supporting or decrying the practice of using mobile apps and always-on gadgets to track and analyze your health, body, and life habits with punitive detail. (Source: https://www.ted.com/talks/gary_wolf_the_quantified_self#t-290214)

9. Paraphrase and Quotation • To Paraphrase- to express the meaning of using different words, especially to achieve greater clarity. • Effective paraphrase enables the writer to retain full control over the words in his or her paper even as he or she represents a source’s point, idea, or information.

10. It is important to: Consciously acknowledge the conversation. Always give credit to a person for their ideas. You don’t have to pretend that you are coming up with this stuff on your own.

11. Paraphrase and Quotation • Quotation offers the reader a representation of a source’s point or idea, though it enables the quote’s source to speak for itself. • Choose quotations wisely, with an eye on how well they support a particular part of your text. • Surround every major quote with a frame explaining whose words they are, what the quotation means and how the quote relates to your text.

12. REMEMBER • Quotations do not speak for themselves. Don’t orphan them in your text!

13. Exercise: • Take out your papers. • Find a full-sentencequotation and add a credibility-descriptor phrase (“John Smith, an archaeologist writing for Science Magazine, says…”) and then paraphrase or cut half of the quotation, so that you quote only the best part. -OR- 3. Change one place where you haven’t cited your source but you think now that you should. -OR- 4. Identify the bottom half of a “quote sandwich” that could use strengthening. Does your analysis explain how your quote relates to your overall argument? How could you make your analysis more effective? Make those changes now.

14. Analysis and Synthesis • Analysis and Synthesis enables a writer to carve out places where they can explore new ideas or challenge existing ones • Much of the intellectual work of college-level writing happens in analysis and synthesis. • This is your position as you drive it forward. • Always ask yourself: Can you go closer? More specific? More honest? • Is your argument honest? Fair?

15. Summary • Paraphrase • Quotation • Synthesis • Analysis