Integration of Quotes:
It is important to make a smooth transition from your own words to those of another source. Never simply drop a quotation into a paragraph. A quotation can never stand in a sentence by itself without an introduction.
Incorrect: T.S. Eliot, in his “Talent and the Individual,” uses gender-specific language. “No poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists” (Eliot 29).
In this example, the reader is not prepared for the quote and will become confused as a result.
To avoid dropping quotes in, use signal phrases. These are phrases which precede the quotation. They may include the author’s name and a verb (argues, compares, suggests, demonstrates, points out, etc.). An example is the following:
|Correct: T.S. Eliot, in his “Talent and the Individual,” uses gender-specific language. He argues, for instance, that “no poet, no artist of any art, has his complete meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists” (Eliot 29).|
The above example will be easier for the reader to understand as you are making it clear that the quotation is coming from that specific source.
It may not always be necessary to use an entire passage to prove your point. To use only a phrase you must weave the quote into your own sentence.
|Correct: I find it striking that though “women novelists have probably dominated American literature since the middle of the nineteenth century,” our literary tradition is still incredibly gender specific (Schweickart 201).|
In some cases one can avoid direct quotation by paraphrasing the quote–that is, by restating what the author says in one’s own words (not looking at the quote when you are paraphrasing may help with this). To avoid plagiarism, you must be sure to (a) use your own words whenever you don’t use quotation marks or block a quote and (b) cite your sources, especially if the ideas or information you are paraphrasing are not common knowledge, are specific to that author, or include specific numbers or other very specific information. When in doubt, cite the source.
Always cite the source of the paraphrased material. Just because it is in your own words does not make it your intellectual property. To not cite would be plagiarism.
|Correct:: The author points out that women have had a strong voice in literature since the middle of the nineteenth century. As a result, it is striking that our literary tradition is still so gender specific (Schweickart 209).|
After Peer Review (and if you survive it), Look over your work. If you do not understand someone’s comments ask for clarification. If a reviewer only leaves vague or short comments, ask for elaboration.
On to the Review!
Rough Draft QuestionsAs you critique your peer’s paper, please comment on any sentence-level and grammatical errors you detect, as well as any other advice you may have, but please also answer the following questions:
1. Does the paper have a clear thesis that relates to the “skeletal structure” we’ve discussed? I.e., does it both identify the central argument(s) of the work it is analyzing and identify the trope and techniques the author/director/creator uses to make their point(s)? Underline the thesis, comment what your group likes about it, and make a suggestion for improvement
2. Does the paper have a clear exigence and purpose? Identify the exigence with a squiggly line. Comment on how effective the writers are in explaining whether the work they are analyzing is important or interesting and/or the importance of analyzing this piece of work. Do you agree with them?
3. Does the project contain ample support statements/support paragraphs that refer to and back up the thesis? Identify at least one sentence in each body paragraph that refers to and supports the thesis. Write a comment on how effective (or not) the writers marshal evidence to support claims and, ultimately, their thesis
4. Does the author make appropriate references to particular moments in the text or film(quotations, paraphrases, etc.)? Are there enough (or too many) references to both back up the thesis and allow a reader to follow the argument being made?
5. Does the paper quote directly from the source when needed? Are the quotes integrated well into the essay? Are quotes and paraphrases cited properly? Do the writers quote other material besides the one being analyzed?
6. Does the project read like an analysis rather than a review? I.e., does show a clear attention to the structure and technique of the piece rather than simply summarizing it and explaining its strengths and weaknesses?
7. What is the strongest part of the paper (most interesting, most powerfully argued, etc.)?
8. What is the weakest part of the paper (or the part that needs to be improved, further developed or extended)?
9. What grade would you give the paper if it was a final draft?
“There is no learning without a learner. And there is no meaning without a meaning maker. In order to survive in a world of rapid change there is nothing more worth knowing, for any of us, than the continuing process of how to make viable meanings” (Postman and Weingartner, 11).
Brainstorm Session for I-Search
In class reflection:
Take 10-12 minutes to freewrite. Think of a time when you had to make a decision or learn something new. How did you do it? Who helped you? What did you know about the topic beforehand? How did you gather new information? How did you determine what information was worth learning or knowing?
On a separate sheet, with your name on it, write down a topic you would like to know more about. Also write a question or two (or three) that you have about that topic. Use the journalist’s questions: Who, What, Where, When, Why, How. You may also wish to consult Postman and Weingartner.
Pass the paper.
On your classmates paper, write down your reaction to their topic and/or questions. This may be further questions you may have, suggestions on how to find answers, and/or comments. Also take note of the name of any classmates that suggest a topic similar to yours or that you may be interested in collaborating on.
Pass the paper… and so on…
Write: Final draft of Project Two including personal reflection posted to SafeAssign via Blackboard by 11:59 pm Wednesday, 10/1/14.
Multimedia presentation to be finalized before class on Thursday, 10/2/14. Place it or a link to it on your blog.