Week Seven

1. Week Seven Integrating and Evaluating Quotations

2. Class Overview • Brief Review of Thesis Statements, BA 4 • Overview of the Drafting Process • Selecting Quotations for Integration: Summary, Paraphrase, or Direct Quote? • Integrating and Framing Quotations Grammatically • Quotations That Support Analysis • Brief Assignment #5: Formatting Directions • Participation Assignment Directions

3. Review • What information should a thesis for a rhetorical analysis contain? • About how long should such a thesis be? • Where in the introductory paragraph would the thesis be most effectively placed? • Why does the order of information matter in a thesis? • Define summary, paraphrase, and direct quotations, and determine which one your participation assignment favored the most and why. How does the rhetoric of a passage affect this selection process?

4. Review: Source Integration • Summary: use when the main ideas are important to your analysis but not specific details or wording from the original text. • Paraphrase: use when the specific details or ideas of a passage are important but can be rephrased (i. e. the word-order and exact phrasing is not as vital for your integration) • Direct quote: to be used sparingly. A direct quote is useful for instances where the author’s original wording, phrasing, concepts, and style help punctuate or support your analysis. Extended quotes (longer than three full sentences) are not appropriate for a rhetorical analysis because they take away from your opportunity to analyze the material.

5. Beginning a Draft • Thinking back to our readings from 3f and g in the St. Martin’s Handbook, which drafting techniques have you used in the past? Which do you find the most helpful? • Consider the advantages and disadvantages of the following techniques: 1) formal outline 2) Linear organization map 3) cluster diagram (materials that branch from a central “hub” idea) • What should a rhetorical analysis emphasize? What about its introduction? Body paragraphs? Conclusion?

6. Drafting an Introduction • A good introduction should contain the following: • An interesting but relevant introduction to the subject with which your article is concerned. • A brief introduction to the text itself: who is its author? What is their background? Where was the text published? • **A clear identification of audience and purpose for the text. This should prepare your reader for the significance of the rhetorical choices you will analyze in the text. • A thesis statement that connects the text’s persuasive purpose to two to four clear rhetorical choices. Your thesis should also comment on the effectiveness of the author’s rhetoric to some degree.

7. Summary, Paraphrase, or Direct Quotation? • Source integration, be it summary, paraphrase, or quoting, should support your analysis. It should not be used as a substitute for your own critical thinking. • Summary refers to the way we might condense a text’s main ideas and progression in a brief description. In a rhetorical analysis, you do not want to use summary in place of analysis. Summary can provide details, but analysis should show the reader how the language of a text functions in terms of purpose and audience. • Paraphrase allows us to provide supporting details from the text in an analysis without becoming dependent on direct quotes or the author’s exact words. It is also useful because it allows us to move directly into analysis. • Direct Quotations should be used sparingly in an analysis. A direct quote should assist your analytical writing by providing material that you can write about in a critical manner for your readers. REMEMBER: a direct quote requires set up: proper framing and context. Avoid quoting sentences that mainly contain “facts” or basic assertions: these can be paraphrased or briefly quoted (place the numbers or figures in quotations).

8. Framing Quotes: How and Why • “Framing” is the way we provide important context and commentary on a quotation by embedding it in our own passage. • Consider: if there are multiple “speakers” in your article, how will your reader know who’s speaking in a quote if you do not establish this for them? • “Speaker tags” and “signal verbs” allow us to frame the quote in terms of speaking. They should be placed in present-tense in an analysis unless you are referring to a past event within the author’s narrative. • Tags for a speaker: claims, says, states, asserts, describes, argues, suggests, affirms, posits, believes, according to… • Use tags accurately: understand the difference between an assertion, affirmation, and suggestion. When in doubt, “states” or “says” is fairly neutral.

9. Framing Quotes • Grammar and punctuation are important in quotation framing. The quote should follow as a grammatical part of your sentence. Examples As Gee states, “academic language […] is not really lucid or meaningful if one has no embodied experiences within which to situate its meanings” (550). OR Gee says that “academic language is not really lucid…”(550). *Note how one requires a comma and the other does not.

10. Improper Quotation Mechanics • Gee states this in his article, “there is much discussion these days about how many children fail in school.” (550). • “My claim is that people have situated meanings for words”, which tells us that Gee believes education should rely more on situated meaning. (551) • However, “the truth of the matter is that a great many more children fail in school because they cannot handle … demands makes on them.” 550 • Gee says “When I give talks on video games … very often they are frustrated.” • The author says: “semiotic domain from which it comes, just as meaningless” .

11. Proper Framing • “Passive Readouts, Damage Monitor, [and] Active Augmentations” are just some of the technological-sounding terms Gee quotes from the video game Deus Ex to demonstrate how confusing terminology can be when taken out of context (548). • Early in the essay, when the author describes how he “[tells teachers] that is how their students feel when confronted with a text or textbook,” he builds pathos for his argument and undermines his audience’s assumptions about the relation between video games and learning (548). • Gee asserts that “these texts originally made sense because [of]… an embodied world of experience” (548). • Jaschick quotes Stamper as stating “he shared the anger of that final student” (Jaschick 263). • By quoting Hagopian’s comment that “there is a difference between ‘deliberate fraud’ and ‘failed apprenticeship,’” Jaschick is able to emphasize how plagiarism is a discursive problem, an “apprenticeship” involving two voices: teacher and student (262).

12. Quotations That Support Analysis Which of these (as a direct quote) would best support an analysis of Bush’s religious diction in his Post-Katrina Speech? • “I’m speaking to you from the city of New Orleans—nearly empty, still partly under water, and waiting for life and hope to return” (287). • “Religious congregations have welcomed strangers as brothers and sisters and neighbors” (288). • “A number of states have taken in evacuees and shown them great compassion” (289). • “These trials […] remind us of a hope beyond all pain and death, a God who welcomes the lost to a house not made with hands” (293).

13. How Many Errors Can You Spot? • When pres. G. H. W Bush said “the band brakes into a joyful “second line” – symbolizing the spirit”. (p. 293) He defiantly is trying to show new orleans he knows about jazz, pathos grabs the reader and makes them “joyful” like he wants his audience to feel after the toronado (Bush, 294). • The government of nation… as well (292). This quote of Bush says that i will insure that the goverment will “do it’s part”. He affectively reassured his reader by being clear, and direct with dictions. (Bush)

14. Brief Assignment #5 • Objective: To identify and evaluate quotations for use in your analysis essay.Purpose:  Quotations pose several challenges for writers. The purpose of this assignment is for you to select quotations from sources you plan to use in your analysis essay, evaluate their usefulness, and discuss how and where you might use these in your upcoming draft. • Description:  Begin by writing your working thesis at the top of your assignment. Then, select a minimum of five quotations from the article that you plan to incorporate into your draft as examples of particular rhetorical devices. Write a brief assessment of why each quotation would be useful to you in composing your draft.  Your assessment of each quotation should include your answers to the following questions: • Where will this quotation fit in your organization? • How does it demonstrate the points you are trying to make about the author's writing? • Your analysis, not counting the quotations, should be 500-650  words. • NOTE: You may find that in identifying and evaluating your quotations, you will need to modify and improve your original thesis statement.

15. Additional Directions and Formatting for BA5 Your formatting should look something like this (Do this for all five): [Working Thesis at top of the document] “Quote.” (Citation) Paragraph of explanation and evaluation (100-150 words) “Quote.” (Citation) Paragraph of explanation and evaluation (100-150 words) “Quote.” (Citation) Paragraph of explanation and evaluation (100-150 words) Same with 4 and 5 Work Cited Entry **Make sure that your 500-650 words of total analysis and evaluation are not counting the quotes themselves! Check your evaluations in a word processor: if you haven’t reached 100 words each, you need to evaluate more thoroughly.

16. BA5: Evaluating Sources • Your explanation and evaluation of each source needs to be thorough. Simply stating “This source is useful because it contains the rhetorical choice” is not sufficient. You need to include reasoning as “how” you would use the quote and how it would effectively (or ineffectively) support your analysis. • How would you integrate the material? Would a paraphrase be more useful than a direct quote? Why? • Consider where in your analysis you would place this quote. If you want it to fall in your first body paragraph, why is this significant or useful? What does it allow you to do or show the reader through analysis? Think carefully about this: you are planning your rhetorical analysis.

17. Participation Assignment READ: • St. Martin's Handbook: Chapter 2, "Rhetorical Situations" • First-Year Writing Ch. 13 pp. 274-286 • https://raiderwriter.engl.ttu.edu/files/BA6FA12.pdf WRITE • At the top, identify and describe five to six issues you see in the draft provided in the above link (in Raider Writer under Brief Assignment 6) • ***Below this, please compose an introduction and first body paragraph of analysis for your rhetorical analysis. Your introduction should meet the standards we discussed in class and should contain a clear working thesis at the end. Your body paragraph should focus on analyzing and supporting the first rhetorical choice you want to emphasize in the text. Please use appropriate citations throughout and include a work cited at the end. You will receive two participation grades for this assignment.