"Argument is to me the air I breathe. Given any proposition, I cannot help believing the other side and defending it.:
Gertrude Stein
"In the End, we will remember not the words of our enemies, but the silence of our friends. "
Martin Luther King, Jr.
Chapter one is entitled "Understanding Argument". Human beings seem hardwired to argue! We encounter arguments everyday, everywhere. We all know that a classroom debate or a response to an online post is an argument, but consider too that everytime you turn on the TV, read a newspaper or magazine, or even write a job application, you are witnessing/participating in argument. Your book gives various other examples.
Argument is particularly signigicant in a college class such as this. As stated in your book, "both class discussions and academic writing often take the form of argument" (3). When you are presented with a topic, your response to that topic calls for argumentation; you will state your opinions (usually in third person) and support them.
Why do Instructors assign argument? (Box on pg. 4)
* To encourage students to develop and defend a position.
* To help students learn to look closely at their own (and others') ideas.
* To give studetns the tools they need to convince others of the validity of their own ideas.
* To help students learn to resolve conflicting points of view.
An argument is NOT a quarrel or attack. It is not "spin". It is not a denial of someone else's position-- it is imperative to present evidence to support your argument.
There is a difference between FORMAL arguments (those that you develop in academic discussion and writing) and INFORMAL arguments (those that occur in daily life about things like politics, sports, social issues, etc.). While formal arguments tend to focus on facts, informal ones tend to focus on emotion and opinion. Informal arguments also lack the structure of a formal argument (such as the link between a viewpoint and evidience).
An argument takes a stand and presents evidence that helps to convince people to accept the writer's position. An argument never actually proves anything (if it did, then there would be no argument!). The goal of an argumeent should be to convince others to accept or acknowledge the validity of a particular position.
What is wrong with this argument??
http://www.youtube.com/watch?v=tumwBLp--FU&feature=related
Is this what the media considers debate?
http://www.youtube.com/watch?v=H95RsXv0axo&feature=related
What would Plato and Aristotle think of that?
These are U.S. Senators. Is this healthy debate that will lead to American progress?
http://www.youtube.com/watch?v=Y6Msx2TGEI4
Some people are angry at government and want to argue against policy and for change. This is one way they do this... what do you think about the effectiveness of their rhetoric? What would Plato and Aristotle say?
http://www.youtube.com/watch?v=S38VioxnBaI&feature=related
VITRIOL: Bitterly scathing, caustic. Sarcasm that is severely critical.
This has no place in formal argumentation.
Do our words have power? Do they have consequences?
http://www.youtube.com/watch?v=z5pdwTQ4xA8&feature=related
http://www.youtube.com/watch?v=R7046bo92a4
Most arguments you encounter in college are quite complex and contain more than "2 sides". There's an example about "torture" in your textbook on pgs. 6-7. Consider also a literary argument. We can "argue" the theme or some aspect of "characterization", but there will always be more than "2 ways" to argue it. The possibilities of what to focus on and how to narrow the focus are vast.
What kinds of statements are not debatable? (Pg. 5-6)
Debatable: There must be conflicting opinions or facts that call the validity of the statement into question. The following are not suitable for argument:
1. Statements of Fact: This can be verified by research, so it is not debatable.
Example: Some colleges make lectures available as podcasts. (Can't argue this-- it is fact.)
-- Making podcasts available enhances the education of students. (Can be argued).
Your THESIS should always contain a debatable statement.
2. Statements of personal preferences or tastes are not debatable.
Example: Diet soft drinks are gross. (Can't argue this-- it is just a preference.)
--Diet soft drinks contribute to obesity and therefore should not be sold in school cafeterias. (Debatable-- you'd h ave to supply evidence- facts, statistics, and expert opinion- to establish that your opinion is reasonable.)
3. Unsupported expressions of religious faith or belief (or other strongly held personal convictions)are not the basis for an argument. You may believe such statements are self-evident, but they may not be self-evident to your audience.
Example: Due to the commandment "thou shalt not kill," it is obvious that the death penalty should be abolished. (This is not self-evident to all people and should not be presented as factual evidence to support a claim).
--The death penalty should be abolished because it violates the Constitution's guarantee of equal protection under the law. (Now, this is debatable... you'd have to give supporting evidence that establishes this as a reasonable opinion).
** I once had a student write a paper on John Lennon, and his "argument" was that John Lennon was a bad guy because he did drugs. He never did understand why he received a failing grade on the paper. Any insight?
**Aristotle assumed that at their core, human beings were logical and that they would respond to a well-constructed argument. Such an argument would resonate with people and convince them that the conclusion that they were hearing or reading was correct.
Is this completely accurate? Why or why not?
Persuasion is a general term to refer to how a speaker or writer influences an audience to adopt a belief or follow a course of action. Aristotle examined the different means of persuasion that can be used:
LOGOS (appeal to logic) PATHOS (appeal to emotion) and ETHOS (appeal to authority)
Argument, at its core, is the appeal to LOGIC.
However, appeals to emotion and authority can also be persuasive. To test a writer's credibility, ask yourself:
Does the writer demonstrate knowledge of the subject? Maintain a reasonable tone? Seem fair? Have credentials? You will use this in choosing your articles for your research paper.
However, not all convincing arguments are good ones! Philosophy posits that we should argue "for the greater good". Can you think of examples in History of persuasive "voices" that were not "good"?
How do we STRUCTURE an ARGUMENT? (Ch. 1)
We must go beyond stating (thesis) and supporting (topics and evidence) our argument. Look at the "pillars" diagram on pg. 12: Thesis, Evidence (x3), Refutation of opposing arguments, Concluding statement.If you do all this in the correct order, then you build a strong argument.
Thesis Statement: Appears in the first paragraph and states your position on an issue. An agrumentative essay must have an argumentative thesis- one that takes a firm stand on a debatable issue. For more on thesis, click the "thesis/topic" tab on this website.
Evidence: The material (facts, observations, expert opinion, examples, statistics, etc.) that supports your thesis statement. This appears in body paragraphs.
Refutation: This is when you acknowledge and refute (argue against) points that others may make to challenge your argument. More info. is in Ch. 7.
Refutation will be very important to the 'casebook' essay that you write. Often "refutation" is less important in literary essays-- it just all depends on the given subject. For example, if you are arguing whether or not Hamlet is mad, then refutation is very important, as scholars have tackled this question countless times with no real conclusion; to be convincing, you'll have to refute the evidence on the opposing side. However, if you wish you argue that Willy Loman was a representation of the American Dream gone awry, then you will have less refutation because this is a widely accepted premise.
Concluding Statement: The "so what?" "who cares?" of the essay!
This will reinforce your position. Individual assignments will call for specific information in the concluding paragraph of your essays. Conclusions don't merely summarize your paper-- they further the thesis. A conclusion may end with a call to action for some cause, relating the specific topic to in a broader way (what can society learn from Willy Loman's characterization? How can they apply the author's broad message to their own lives?), or just provide social commentary on the given issue/subject. Social commentary is the message or meaning imbedded within a text (poem, play, story, painting, song, film, etc.) that has relevance on a global, social, or personal level.
[Most of the above info. is from your textbook.]
How we write an essay will largely depend upon the topic and specific directions you are given for each assignment. However, some key aspects will remain the same for any assignment:
1. We will always include a header on the upper left hand corner of our papers and a centered, unique title that reveals something about our focus.
2. We will always ease into our topic with some sort of lead-in or hook. The thesis statement will appear in the first paragraph and be stated clearly.
3. We will write a particular type of academic essay (the college "theme") that calls for succinct organization and balance.
4. We will never include less than 5 sentences in a paragraph, and we will balance the lengths of our paragraphs so that we don't have some that are very short and others that are very long.
5. We will begin each body paragraph with a TOPIC statement that clearly introduces the central idea of that particular paragraph. We will stick to stating then elaborating/proving ONE idea per body paragraph.
6. We will attempt to write creative, intellectual conclusions that make a lasting impression on our readers. We will not begin by saying "in conclusion", nor will we ever begin a paragraph with "this paper will be about", etc. These are juvenile, ineffective "techniques".
7. We will always REVISE our essays in at least two different ways: 1. Peer Editing 2. Face-to-Face tutoring 3. Online tutoring via Smart Thinking or Grade Results. It is very important that you show up to class on peer editing sessions and give your classmates FEEDBACK. If you are a genius at writing, still show up! Your input is quite valuable.
8. We will always STAPLE our essays.
9. We will always read and reread the directions of the essay at least 3 times.
10. We will always ask for help and guidance if we need it.
I loved college, and although my college days are long behind me, I make it a priority to learn something new every single day. One good way to continue the learning process is through podcasts; these are available for download on your MP3 player or computer, or can be found on ITUNES or YOUTUBE. Some great ones are Freakonomics Radio, Ted Talks, Philosophy Bites, Big Ideas, Science Friday, and The Critical Thinker. Here is a podcast that is directly relevant to what we are studying this week. I'd like to share it with you:
Video: Start at 1:57-- The Critical Thinker 009 Podcast; 010 Podcast; Intro to an Argument
Gertrude Stein
"In the End, we will remember not the words of our enemies, but the silence of our friends. "
Martin Luther King, Jr.
Chapter one is entitled "Understanding Argument". Human beings seem hardwired to argue! We encounter arguments everyday, everywhere. We all know that a classroom debate or a response to an online post is an argument, but consider too that everytime you turn on the TV, read a newspaper or magazine, or even write a job application, you are witnessing/participating in argument. Your book gives various other examples.
Argument is particularly signigicant in a college class such as this. As stated in your book, "both class discussions and academic writing often take the form of argument" (3). When you are presented with a topic, your response to that topic calls for argumentation; you will state your opinions (usually in third person) and support them.
Why do Instructors assign argument? (Box on pg. 4)
* To encourage students to develop and defend a position.
* To help students learn to look closely at their own (and others') ideas.
* To give studetns the tools they need to convince others of the validity of their own ideas.
* To help students learn to resolve conflicting points of view.
An argument is NOT a quarrel or attack. It is not "spin". It is not a denial of someone else's position-- it is imperative to present evidence to support your argument.
There is a difference between FORMAL arguments (those that you develop in academic discussion and writing) and INFORMAL arguments (those that occur in daily life about things like politics, sports, social issues, etc.). While formal arguments tend to focus on facts, informal ones tend to focus on emotion and opinion. Informal arguments also lack the structure of a formal argument (such as the link between a viewpoint and evidience).
An argument takes a stand and presents evidence that helps to convince people to accept the writer's position. An argument never actually proves anything (if it did, then there would be no argument!). The goal of an argumeent should be to convince others to accept or acknowledge the validity of a particular position.
What is wrong with this argument??
http://www.youtube.com/watch?v=tumwBLp--FU&feature=related
Is this what the media considers debate?
http://www.youtube.com/watch?v=H95RsXv0axo&feature=related
What would Plato and Aristotle think of that?
These are U.S. Senators. Is this healthy debate that will lead to American progress?
http://www.youtube.com/watch?v=Y6Msx2TGEI4
Some people are angry at government and want to argue against policy and for change. This is one way they do this... what do you think about the effectiveness of their rhetoric? What would Plato and Aristotle say?
http://www.youtube.com/watch?v=S38VioxnBaI&feature=related
VITRIOL: Bitterly scathing, caustic. Sarcasm that is severely critical.
This has no place in formal argumentation.
Do our words have power? Do they have consequences?
http://www.youtube.com/watch?v=z5pdwTQ4xA8&feature=related
http://www.youtube.com/watch?v=R7046bo92a4
Most arguments you encounter in college are quite complex and contain more than "2 sides". There's an example about "torture" in your textbook on pgs. 6-7. Consider also a literary argument. We can "argue" the theme or some aspect of "characterization", but there will always be more than "2 ways" to argue it. The possibilities of what to focus on and how to narrow the focus are vast.
What kinds of statements are not debatable? (Pg. 5-6)
Debatable: There must be conflicting opinions or facts that call the validity of the statement into question. The following are not suitable for argument:
1. Statements of Fact: This can be verified by research, so it is not debatable.
Example: Some colleges make lectures available as podcasts. (Can't argue this-- it is fact.)
-- Making podcasts available enhances the education of students. (Can be argued).
Your THESIS should always contain a debatable statement.
2. Statements of personal preferences or tastes are not debatable.
Example: Diet soft drinks are gross. (Can't argue this-- it is just a preference.)
--Diet soft drinks contribute to obesity and therefore should not be sold in school cafeterias. (Debatable-- you'd h ave to supply evidence- facts, statistics, and expert opinion- to establish that your opinion is reasonable.)
3. Unsupported expressions of religious faith or belief (or other strongly held personal convictions)are not the basis for an argument. You may believe such statements are self-evident, but they may not be self-evident to your audience.
Example: Due to the commandment "thou shalt not kill," it is obvious that the death penalty should be abolished. (This is not self-evident to all people and should not be presented as factual evidence to support a claim).
--The death penalty should be abolished because it violates the Constitution's guarantee of equal protection under the law. (Now, this is debatable... you'd have to give supporting evidence that establishes this as a reasonable opinion).
** I once had a student write a paper on John Lennon, and his "argument" was that John Lennon was a bad guy because he did drugs. He never did understand why he received a failing grade on the paper. Any insight?
**Aristotle assumed that at their core, human beings were logical and that they would respond to a well-constructed argument. Such an argument would resonate with people and convince them that the conclusion that they were hearing or reading was correct.
Is this completely accurate? Why or why not?
Persuasion is a general term to refer to how a speaker or writer influences an audience to adopt a belief or follow a course of action. Aristotle examined the different means of persuasion that can be used:
LOGOS (appeal to logic) PATHOS (appeal to emotion) and ETHOS (appeal to authority)
Argument, at its core, is the appeal to LOGIC.
However, appeals to emotion and authority can also be persuasive. To test a writer's credibility, ask yourself:
Does the writer demonstrate knowledge of the subject? Maintain a reasonable tone? Seem fair? Have credentials? You will use this in choosing your articles for your research paper.
However, not all convincing arguments are good ones! Philosophy posits that we should argue "for the greater good". Can you think of examples in History of persuasive "voices" that were not "good"?
How do we STRUCTURE an ARGUMENT? (Ch. 1)
We must go beyond stating (thesis) and supporting (topics and evidence) our argument. Look at the "pillars" diagram on pg. 12: Thesis, Evidence (x3), Refutation of opposing arguments, Concluding statement.If you do all this in the correct order, then you build a strong argument.
Thesis Statement: Appears in the first paragraph and states your position on an issue. An agrumentative essay must have an argumentative thesis- one that takes a firm stand on a debatable issue. For more on thesis, click the "thesis/topic" tab on this website.
Evidence: The material (facts, observations, expert opinion, examples, statistics, etc.) that supports your thesis statement. This appears in body paragraphs.
Refutation: This is when you acknowledge and refute (argue against) points that others may make to challenge your argument. More info. is in Ch. 7.
Refutation will be very important to the 'casebook' essay that you write. Often "refutation" is less important in literary essays-- it just all depends on the given subject. For example, if you are arguing whether or not Hamlet is mad, then refutation is very important, as scholars have tackled this question countless times with no real conclusion; to be convincing, you'll have to refute the evidence on the opposing side. However, if you wish you argue that Willy Loman was a representation of the American Dream gone awry, then you will have less refutation because this is a widely accepted premise.
Concluding Statement: The "so what?" "who cares?" of the essay!
This will reinforce your position. Individual assignments will call for specific information in the concluding paragraph of your essays. Conclusions don't merely summarize your paper-- they further the thesis. A conclusion may end with a call to action for some cause, relating the specific topic to in a broader way (what can society learn from Willy Loman's characterization? How can they apply the author's broad message to their own lives?), or just provide social commentary on the given issue/subject. Social commentary is the message or meaning imbedded within a text (poem, play, story, painting, song, film, etc.) that has relevance on a global, social, or personal level.
[Most of the above info. is from your textbook.]
How we write an essay will largely depend upon the topic and specific directions you are given for each assignment. However, some key aspects will remain the same for any assignment:
1. We will always include a header on the upper left hand corner of our papers and a centered, unique title that reveals something about our focus.
2. We will always ease into our topic with some sort of lead-in or hook. The thesis statement will appear in the first paragraph and be stated clearly.
3. We will write a particular type of academic essay (the college "theme") that calls for succinct organization and balance.
4. We will never include less than 5 sentences in a paragraph, and we will balance the lengths of our paragraphs so that we don't have some that are very short and others that are very long.
5. We will begin each body paragraph with a TOPIC statement that clearly introduces the central idea of that particular paragraph. We will stick to stating then elaborating/proving ONE idea per body paragraph.
6. We will attempt to write creative, intellectual conclusions that make a lasting impression on our readers. We will not begin by saying "in conclusion", nor will we ever begin a paragraph with "this paper will be about", etc. These are juvenile, ineffective "techniques".
7. We will always REVISE our essays in at least two different ways: 1. Peer Editing 2. Face-to-Face tutoring 3. Online tutoring via Smart Thinking or Grade Results. It is very important that you show up to class on peer editing sessions and give your classmates FEEDBACK. If you are a genius at writing, still show up! Your input is quite valuable.
8. We will always STAPLE our essays.
9. We will always read and reread the directions of the essay at least 3 times.
10. We will always ask for help and guidance if we need it.
I loved college, and although my college days are long behind me, I make it a priority to learn something new every single day. One good way to continue the learning process is through podcasts; these are available for download on your MP3 player or computer, or can be found on ITUNES or YOUTUBE. Some great ones are Freakonomics Radio, Ted Talks, Philosophy Bites, Big Ideas, Science Friday, and The Critical Thinker. Here is a podcast that is directly relevant to what we are studying this week. I'd like to share it with you:
Video: Start at 1:57-- The Critical Thinker 009 Podcast; 010 Podcast; Intro to an Argument
The Basics-- MLA FORMATTING OF ESSAYS
All essays will be written in MLA format. This includes rules for headers, titles, margins, fonts, citations, etc. You should've mastered this last semester. If you need to brush up, then visit these websites.Here's a tutorial for how to format Microsoft Word 2007 for MLA Style
http://personal.georgiasouthern.edu/~jwalker/tutorials/mlaword2007.html
Purdue OWL can help you format as well:
http://owl.english.purdue.edu/owl/resource/747/01/
Everyone should submit their essays to Smart Thinking for editing/online tutoring. Here is the web link: http://www.smarthinking.com/
You can also go there through your ANGEL account!!
Below are some of the basic rules for doing a report in the MLA style. The full list of rules can be found in your Little Brown Handbook!
Name info:
Place your name and the course information in a block at the left margin beginning 1-inch from the top of the page. (This is right below the default top margin.)
Title:
No title page is required. Center the title two double spaces below your name information.
Spacing:
Double-space all pages.
Margins:
Use 1-inch margins on the top, bottom, left and right.
Indents:
Each paragraph is indented in the first line by ½ inch.
Page #:
Put the page number at the right margin ½ inch above the top margin. Precede the page number with your last name, like: Smith 4
References:
In the body of the paper, references are placed in parentheses using the author's last name and the page number(s) where the referenced information is located, like:
(Brown 21-24).
Works Cited:
Used instead of bibliography. Use a separate numbered page. Title of the page is "Works Cited", centered 1-inch from the top of page. Double space all lines. Use a ½" hanging indent for all source entries. Author's last name goes first. Alphabetize entries.
All essays will be written in MLA format. This includes rules for headers, titles, margins, fonts, citations, etc. You should've mastered this last semester. If you need to brush up, then visit these websites.Here's a tutorial for how to format Microsoft Word 2007 for MLA Style
http://personal.georgiasouthern.edu/~jwalker/tutorials/mlaword2007.html
Purdue OWL can help you format as well:
http://owl.english.purdue.edu/owl/resource/747/01/
Everyone should submit their essays to Smart Thinking for editing/online tutoring. Here is the web link: http://www.smarthinking.com/
You can also go there through your ANGEL account!!
Below are some of the basic rules for doing a report in the MLA style. The full list of rules can be found in your Little Brown Handbook!
Name info:
Place your name and the course information in a block at the left margin beginning 1-inch from the top of the page. (This is right below the default top margin.)
Title:
No title page is required. Center the title two double spaces below your name information.
Spacing:
Double-space all pages.
Margins:
Use 1-inch margins on the top, bottom, left and right.
Indents:
Each paragraph is indented in the first line by ½ inch.
Page #:
Put the page number at the right margin ½ inch above the top margin. Precede the page number with your last name, like: Smith 4
References:
In the body of the paper, references are placed in parentheses using the author's last name and the page number(s) where the referenced information is located, like:
(Brown 21-24).
Works Cited:
Used instead of bibliography. Use a separate numbered page. Title of the page is "Works Cited", centered 1-inch from the top of page. Double space all lines. Use a ½" hanging indent for all source entries. Author's last name goes first. Alphabetize entries.
Ch. 9-11: MLA Sources, Citation, Bibliography, & PlagiarismCh. 10
In order to avoid PLAGIARISM, you must provide MLA documentation in your papers. This consists of bothPARENTHETICAL REFERENCES and a WORKS CITED list at the end of your paper.
* The basic parenthetical citation consists of the author's last name and a page number BEFORE the final period of a sentence. Example: (Fielding 213).
* If the author is referred to in the sentence, include only the page number.
Example: According to environmental activist Brian Fielding, the number of species affected is much higher (213).
* When referring to a work by two authors, include both author's names: (Stange and Hogarth 53).
* When citing a work with no listed author (WHICH IS RARE), include a shortened version of the title: ("Small Things" 21).
*When citing a source that is quoted in another source, indicate this by the abbreviation qtd. in.
Example: According to Kevin Kelly, this narrow approach is typical of the "hive mind" (qtd. in Doctorow 168).
* When citing 2 or more works by the same author, include a short title after the author's name.
* We cite prose passages of more than 4 lines differently. You can see an example of this on page 266 of your textbook, but in this class, we will not include LONG QUOTES in our papers. Our papers are all too short for these long quotes.
Poetry or Music (we cite LINE numbers): Blake asks, "What immortal hand or eye / Could frame thy fearful symmetry?" (lines 3-4). http://www.shepherd.edu/scwcweb/hndpoetry.htm
Plays (we cite act #.scene #.line #). If we don't have all of these, we cite at least 2. If we don't have 2, sometimes we substitute line # for page #.
Example: Hamlet famously ponders, "To be or not to be, that is the question" (II.3.27-28).
Adding or Omitting Words in QuotationsIf you add a word or words in a quotation, you should put brackets around the words to indicate that they are not part of the original text.
Jan Harold Brunvand, in an essay on urban legends, states: "some individuals [who retell urban legends] make a point of learning every rumor or tale" (78).If you omit a word or words from a quotation, you should indicate the deleted word or words by using ellipsis marks, which are three periods ( . . . ) preceded and followed by a space. For example:
In an essay on urban legends, Jan Harold Brunvand notes that "some individuals make a point of learning every recent rumor or tale . . . and in a short time a lively exchange of details occurs" (78).
Sample Works Cited Page: http://owl.english.purdue.edu/owl/resource/747/12/
Works Cited List:
* Should begin on a new page.
* Header Works Cited should be centered.
* Double space your list, and list entries alphabetically by the author's last name.
* Each entry should begin at the left-hand margin, and the other lines in the same entry should be indented 5 spaces. This is called a hanging indent.
* Italicize all books and periodical titles.
* Use a short version oaf a publisher's name (Penguin rather than Penguin Books), and abbreviate University Press (UP).
* When listing more than one work by an author, include the author's name in the first entry, and substitute 3 unspaced hyphens followed by a period for the 2nd subsequent entries.
* Put " " around the title of an article or a section of a book, and provide the page numbers: 44-99 or 121-37.
* Include the medium of publication- print, Web, CD, etc. for ALL entries.
* Make sure everything in your Works Cited is cited somewhere in the paper.
Examples of how to cite various sources begins on page 267 of your textbook. Here are a few examples:
Podcast:
Glass, Ira. "Scenes from a Recession." This American Life. Chicago Public Radio, 27 March 2009. Web. 10 January 2012.
Article in an online scholarly journal:
Johnston, Rebecca. "Salvation or Destruction: Metaphors of the Internet." First Monday 14.4 (2009): 4 pgs.
Web. 15 April 2009.
Review in an online newspaper:
Ebert, Roger. "Twilight". Rev. of Twilight, dir. by Catherine Hardewick. Chicago Sun-Times. Sun-Times, 29 November 2009.
Web. 12 April 2011.
Article in a magazine:
Manson, Marilyn. "Columbine: Whose Fault Is It?" Rolling Stone. Rolling Stone, 28 May 1999. Web. 20 January 2012.
Work in an anthology or textbook:
Sherk, James. "Do We Still Need Unions?" Introduction to Practical Argument. Ed. Laurie G. Kirszner and Stephen R. Mandell.
New York: Bedford/St. Martins, 2011. 652-55. Print.
If there is time, go over Chapter 11, Plagiarism.
Ch. 9: Summarizing, Paraphrasing, Quoting, & Synthesizing SourcesSummarizing Sources (Box on pg. 251)
Paraphrase (Box on pg. 253)
Quoting (pg. 255)
We will most often deal with QUOTING.
To avoid repeating phrases like he says in identifying tags (phrase that introduces the quotations), try using some of these:
notes, acknowledges, proposes, suggests, asks, observes, comments, reports, concludes, etc. (page 259)
It is always easiest to put these tags at the beginning of a sentence.
Blending Quotations With Commentary
Quotations should be blended into your text to prevent awkward transitions and confusion. Avoid "hanging quotations" that are not linked to your writing.
In order to avoid PLAGIARISM, you must provide MLA documentation in your papers. This consists of bothPARENTHETICAL REFERENCES and a WORKS CITED list at the end of your paper.
* The basic parenthetical citation consists of the author's last name and a page number BEFORE the final period of a sentence. Example: (Fielding 213).
* If the author is referred to in the sentence, include only the page number.
Example: According to environmental activist Brian Fielding, the number of species affected is much higher (213).
* When referring to a work by two authors, include both author's names: (Stange and Hogarth 53).
* When citing a work with no listed author (WHICH IS RARE), include a shortened version of the title: ("Small Things" 21).
*When citing a source that is quoted in another source, indicate this by the abbreviation qtd. in.
Example: According to Kevin Kelly, this narrow approach is typical of the "hive mind" (qtd. in Doctorow 168).
* When citing 2 or more works by the same author, include a short title after the author's name.
* We cite prose passages of more than 4 lines differently. You can see an example of this on page 266 of your textbook, but in this class, we will not include LONG QUOTES in our papers. Our papers are all too short for these long quotes.
Poetry or Music (we cite LINE numbers): Blake asks, "What immortal hand or eye / Could frame thy fearful symmetry?" (lines 3-4). http://www.shepherd.edu/scwcweb/hndpoetry.htm
Plays (we cite act #.scene #.line #). If we don't have all of these, we cite at least 2. If we don't have 2, sometimes we substitute line # for page #.
Example: Hamlet famously ponders, "To be or not to be, that is the question" (II.3.27-28).
Adding or Omitting Words in QuotationsIf you add a word or words in a quotation, you should put brackets around the words to indicate that they are not part of the original text.
Jan Harold Brunvand, in an essay on urban legends, states: "some individuals [who retell urban legends] make a point of learning every rumor or tale" (78).If you omit a word or words from a quotation, you should indicate the deleted word or words by using ellipsis marks, which are three periods ( . . . ) preceded and followed by a space. For example:
In an essay on urban legends, Jan Harold Brunvand notes that "some individuals make a point of learning every recent rumor or tale . . . and in a short time a lively exchange of details occurs" (78).
Sample Works Cited Page: http://owl.english.purdue.edu/owl/resource/747/12/
Works Cited List:
* Should begin on a new page.
* Header Works Cited should be centered.
* Double space your list, and list entries alphabetically by the author's last name.
* Each entry should begin at the left-hand margin, and the other lines in the same entry should be indented 5 spaces. This is called a hanging indent.
* Italicize all books and periodical titles.
* Use a short version oaf a publisher's name (Penguin rather than Penguin Books), and abbreviate University Press (UP).
* When listing more than one work by an author, include the author's name in the first entry, and substitute 3 unspaced hyphens followed by a period for the 2nd subsequent entries.
* Put " " around the title of an article or a section of a book, and provide the page numbers: 44-99 or 121-37.
* Include the medium of publication- print, Web, CD, etc. for ALL entries.
* Make sure everything in your Works Cited is cited somewhere in the paper.
Examples of how to cite various sources begins on page 267 of your textbook. Here are a few examples:
Podcast:
Glass, Ira. "Scenes from a Recession." This American Life. Chicago Public Radio, 27 March 2009. Web. 10 January 2012.
Article in an online scholarly journal:
Johnston, Rebecca. "Salvation or Destruction: Metaphors of the Internet." First Monday 14.4 (2009): 4 pgs.
Web. 15 April 2009.
Review in an online newspaper:
Ebert, Roger. "Twilight". Rev. of Twilight, dir. by Catherine Hardewick. Chicago Sun-Times. Sun-Times, 29 November 2009.
Web. 12 April 2011.
Article in a magazine:
Manson, Marilyn. "Columbine: Whose Fault Is It?" Rolling Stone. Rolling Stone, 28 May 1999. Web. 20 January 2012.
Work in an anthology or textbook:
Sherk, James. "Do We Still Need Unions?" Introduction to Practical Argument. Ed. Laurie G. Kirszner and Stephen R. Mandell.
New York: Bedford/St. Martins, 2011. 652-55. Print.
If there is time, go over Chapter 11, Plagiarism.
Ch. 9: Summarizing, Paraphrasing, Quoting, & Synthesizing SourcesSummarizing Sources (Box on pg. 251)
Paraphrase (Box on pg. 253)
Quoting (pg. 255)
We will most often deal with QUOTING.
To avoid repeating phrases like he says in identifying tags (phrase that introduces the quotations), try using some of these:
notes, acknowledges, proposes, suggests, asks, observes, comments, reports, concludes, etc. (page 259)
It is always easiest to put these tags at the beginning of a sentence.
Blending Quotations With Commentary
Quotations should be blended into your text to prevent awkward transitions and confusion. Avoid "hanging quotations" that are not linked to your writing.
Internal Citations- TIPSFrom St. Cloud State Website:
There are various ways to punctuate quotations, depending on their placement in the sentence, their purpose, and the purpose of the sentence. The key is to be consistent with your punctuation. This page highlights rules and examples that should help you when punctuating quotations within your papers. Click on the punctuation that most closely matches your situation.
* Brackets
Aspects of Writing to Focus On [These are the errors I observed most frequently in the "Allegory" response papers]: 1. Blending
Quotes need to be "blended" within a sentence. A quote can never stand alone within a paragraph.
Example:
INCORRECT: "To them, I said, the truth would be nothing but the shadows of the images" (Plato 658).
The above quote cannot stand alone within a paragraph. All quotes need to be introduced, stated, cited, and explained. The quote must be "blended" within your sentence in a way that makes logical sense grammatically and mechanically and includes context. In other word, you can't randomly place a quote in your essay; the quote must serve some clear purpose.
How can we fix it?
At the most BASIC level, a quote could contain an identifying tag:
Plato explains, "To them, I said, the truth would be nothing but the shadows of the images" (658).
However, it is better to provide an explanation as well:Plato explains, "To them, I said, the truth would be nothing but the shadows of the images" (658), which indicates that the prisoners in the cave are incapable of distinguishing truth and reality.
You don't always need an identifying tag; another option is to BLEND:Example: Unable to distinguish reality, the prisoners in the cave are exposed to "nothing but the shadows of the images" (Plato 658), which they perceive as truth.
2. Narrative Mode in Essay Writing:
1st person perspective: "I"
This perspective is acceptable for various types of essay writing, most notably the personal narrative or personal response (when you are being asked to defend an opinion and are using personal examples as one of your means of evidence) . "I" is less formal, though, so when you are asked to write a formal response, 3rd person is the appropriate perspective to use.
3rd person perspective: "He," "She," "It," "They," "One," etc.
This perspective is preferred in more formal types of writing. If you are asked to write a research paper or a literary analysis, then 3rd person is expected. It is less subjective than the 1st person perspective.
2nd person perspective: "You"
This is rarely used in essay writing. In fact, my advice would be to avoid it altogether. It is the most tricky perspective to "pull off". Readers do not like to be "preached to," and often times, when a writer says "you," he or she really means "I" or "one".
3. Tense:
Present, Past, Future:
Most literature is written in the past tense. However, when we write about literature (or film), it is customary to refer to the action in the present tense.
Example:
NOT: In the book Twilight, Bella agreed to marry Edward only if he promised to turn her into a vampire.
BUT: In the book Twilight, Bella agrees to marry Edward only if he promises to turn her into a vampire.
4. ELLIPSES
EllipsesThe ellipses, three spaced dots ( . . . ), indicates that part of a quotation has been left out. Ellipses are useful when you want to include only the most relevant words of a quotation; however, any omission must not distort the quotation's original meaning.* For omissions in the middle of a sentence, use an ellipses.Example: The character of Sammy was soft-spoken, but he believed strongly in "respect for women, love of country . . . and a bright, sunny day" (87).For omissions at the end of a sentence, use an ellipses followed by a period.Example: According to Zephron Cochran, "Warp drive is a creation that will change multitudes of lives . . . ."If a parenthetical citation follows an omission at the end of a sentence, place the period after the final parenthesis.Example: Of the many fruits available, Abraham Lincoln thought "apples to be the most nutritious . . . " (47).Omissions immediately following an introductory statement do not need an ellipses.Example: In Harris' book, one-to-one conferences are "one of the most important aspect of teaching" (2).5. Semi-Colons:The rule for when to use a semi-colon is very simple-- it is used to separate two independent clauses (complete sentences) that you wish to link together to form a compound sentence. Examples:We must emerge from the dark cave; we must search for the light.[When two independent clauses are joined together without a conjunction, a semi-colon is needed.]
We must emerge from the dark cave, and we must search for the light.[When two independent clauses are joined together with a conjunction, a comma is placed before the conjunction.]Plato shows us the importance of enlightenment; furthermore, he challenges us to put our enlightenment to good use.[When two independent clauses are linked with a transitional phrase or conjunctive adverb [list here: http://en.wikipedia.org/wiki/Conjunctive_adverb ], you need a semi-colon and then a comma.
Comma Rules:
1. Rule 1. Use commas to separate words and word groups in a simple series of three or more items.
Example: The pizza was topped with cheese, pepperoni, and mushrooms.
2. Rule 2. Use a comma to separate two adjectives when the adjectives are interchangeable.
Example: I enjoy taking walks on cold, rainy evenings.
3. Rule 3. In sentences where two independent clauses are joined by connectors (fanboys) such as and, or, but, etc., put a comma at the end of the first clause.
Example: The book is amazing, but the film doesn't quite live up to the story the author penned.
-- Many inexperienced writers run two independent clauses together by using a comma instead of a period. This results in the dreaded run-on sentence or, more technically, a comma splice.
Incorrect: The assignment was difficult, it was very time consuming.
There are several simple remedies:
A. The assignment was difficult, and it was very time consuming.
B. The assignment was difficult and very time consuming.
C. The assignment was difficult. It was also very time consuming.
4. Rule 4. Use a comma after certain words that introduce a sentence, such as well, yes, why, hello, hey, etc.
Examples: No, I do not have a dollar to spare.
Well, that is news to me!
--Use commas to set off expressions that interrupt the sentence flow (nevertheless, after all, by the way, on the other hand, however, etc.).
Examples: The movie was, after all, three hours long.
I can, however, loan you part of the money.
5. Rule 5. Use commas to set off the name, nickname, term of endearment, or title of a person directly addressed.
Examples: Jane, please hand me that book.
Good evening, friend.
6. Rule 6. When starting a sentence with a dependent clause, use a comma after it.
Examples: If you are not sure about this assignment, then ask for clarification. When you find out your schedule, please let me know.
But often a comma is unnecessary when the sentence starts with an independent clause followed by a dependent clause.
Example: Let me know now if you are not sure about this.
7. Rule 7. Use commas to introduce or interrupt direct quotations.
Examples: Critic Roger Ebert writes, "the film oozes with style" (par. 4).
John said, "pick me up an hour early tonight."
8. Rule 8. Use a comma to separate contrasting parts of a sentence.
Example: That last piece of cake is mine, not yours.
**This is not a complete list of comma rules-- there are others.
Semi-Colons:
Rule 1. A semicolon can replace a period if the writer wishes to narrow the gap between two closely linked sentences.
Examples: The painting is valuable; it last sold for one million dollars.
The play received rave reviews; the theater was packed for every performance.
Rule 2. Use a semicolon before such words and terms as namely, however, therefore, that is, i.e., for example, e.g., for instance, etc., when they introduce a complete sentence. It is also preferable to use a comma after these words and terms.
Examples: I am a picky eater; for example, I do not eat red sauce on pizza.
I earned this money; therefore, I will spend it as I choose.
I usually enjoy horror films; however, this one was boring.
**This is not a complete list of semi-colon rules.
Colon:
Rule 1. Use a colon to introduce a series of items. Do not capitalize the first item after the colon (unless it's a proper noun).
Example: You need the following supplies: pencils, erasers, and a notebook.
Rule 2: A colon instead of a semicolon may be used between independent clauses when the second sentence explains, illustrates, paraphrases, or expands on the first sentence.
Example: She got what she earned: a passing grade.
**This is not a complete list of colon rules.
There are various ways to punctuate quotations, depending on their placement in the sentence, their purpose, and the purpose of the sentence. The key is to be consistent with your punctuation. This page highlights rules and examples that should help you when punctuating quotations within your papers. Click on the punctuation that most closely matches your situation.
* Brackets
- Single Quotation Marks
- Block Quotations
- Comma/Period
- Colon/Semicolon
- Ellipses
- Slash Mark
- Exclamation Point/Question Mark
- Sometimes you may want to insert something into a quotation for clarification. Place any additional information within square brackets [ ].
- Author Elliot Would argues that, "They [Western doctors] are too intenton medicating and not intent enough on fixing them [ailments] " (Heveronian 29).
- Use single quotation marks to enclose a quotation within a quotation.
- Dave Anderson believes that "there is no saying less true than 'it doesn't matter whether you win or lose, it's how you play the game.'"
- When a quote is three lines or longer, it should be offset in a block. In a block quotation, no quotation marks are used and the period comes before the parenthetical citation.
- There was no day more important than this one for him. He hadbeen planning for weeks now, and wasn't going to let anyone stop himnow. Except, maybe, for the policeman pounding at his front door. (72)
- The comma and period always go inside the closing quotation mark when there is no parenthetical reference.
- "Really, there is no excuse for aggressive behavior," the supervisor said. "It sets a bad example."
- The comma and period always go inside a quotation within another quotation when there is no parenthetical reference.
- According to the film critic, "One of the most widely acclaimed actors in history, Humphrey Bogart, is quoted as saying, 'I don't like acting.'"
- The period goes outside of the quotation mark when using a parenthetical reference.
- "Animals have a variety of emotions similar to human's" (Erikson 990).
- The colon and semicolon always go outside the closing quotation mark.
- He referred to this group of people as his "gang": Heidi, Heather Shelley, and Jessie.
- Marx did not believe that "a single nation should have a single leader"; nevertheless, he became a leader singled out.
- For omissions in the middle of a sentence, use an ellipses.
- The character of Sammy was soft-spoken, but he believed strongly in "respect for women, love of country . . . and a bright, sunny day" (87).
- For omissions at the end of a sentence, use an ellipses followed by a period.
- According to Zephron Cochran, "Warp drive is a creation that willchange multitudes of lives . . . ."
- If a parenthetical citation follows an omission at the end of a sentence, place the period after the final parenthesis.
- Of the many fruits available, Abraham Lincoln thought "apples to be the most nutritious . . . " (47).
- When omitting a long passage (stanzas, paragraphs, pages), use a single line of spaced dots as long as the preceding line.
- There were many people vying for the president's attention,but he seemed immune to their pleas. It was as if he was standing
alone in a huge room, without the distractions of voices.
. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
By the time he finally noticed her, she had forgotten what her
question was. She stared at him blankly. - Omissions immediately following an introductory statement do not need an ellipses.
- In Harris' book, one-to-one conferences are "one of the most importantaspect of teaching" (2).
- The slash mark (/) is used to separate lines of poetry. Unless the original poetical form is retained for effect, quotations of one to three lines should be enclosed by quotation marks.
- In "Driving to Devil's Tower, Wyoming," Heidi Gomez becomes closer to the land as the land comes closer to being alive: "Heat from the highway / Rises from my skin" (28).
- When the whole sentence except for the section enclosed in quotation marks is a question or exclamation, the question or exclamation mark goes outside the quotation mark.
- Which British writer wrote, "Ask not for whom the bell tolls"?
- When only the unit in quotation marks is a question or exclamation, the mark goes inside the closing quotation mark.
- The mediator asked, "What have you learned from this experience?"
- When both the whole sentence and the unit enclosed in quotation marks are questions or exclamations, the question or exclamation mark goes inside the closing quotation mark.
- What does Joseph Campbell believe happens when you "Follow your bliss?"
- When using a parenthetical reference with a quote that ends in an exclamation point or question mark, keep the original punctuation inside the quotation and place a period after the parenthetical reference.
- Kurt Koffka, a Gestalt psychologist, asked "Why do humans see their minds in terms of elementary parts?" (Gray 74).
Aspects of Writing to Focus On [These are the errors I observed most frequently in the "Allegory" response papers]: 1. Blending
Quotes need to be "blended" within a sentence. A quote can never stand alone within a paragraph.
Example:
INCORRECT: "To them, I said, the truth would be nothing but the shadows of the images" (Plato 658).
The above quote cannot stand alone within a paragraph. All quotes need to be introduced, stated, cited, and explained. The quote must be "blended" within your sentence in a way that makes logical sense grammatically and mechanically and includes context. In other word, you can't randomly place a quote in your essay; the quote must serve some clear purpose.
How can we fix it?
At the most BASIC level, a quote could contain an identifying tag:
Plato explains, "To them, I said, the truth would be nothing but the shadows of the images" (658).
However, it is better to provide an explanation as well:Plato explains, "To them, I said, the truth would be nothing but the shadows of the images" (658), which indicates that the prisoners in the cave are incapable of distinguishing truth and reality.
You don't always need an identifying tag; another option is to BLEND:Example: Unable to distinguish reality, the prisoners in the cave are exposed to "nothing but the shadows of the images" (Plato 658), which they perceive as truth.
2. Narrative Mode in Essay Writing:
1st person perspective: "I"
This perspective is acceptable for various types of essay writing, most notably the personal narrative or personal response (when you are being asked to defend an opinion and are using personal examples as one of your means of evidence) . "I" is less formal, though, so when you are asked to write a formal response, 3rd person is the appropriate perspective to use.
3rd person perspective: "He," "She," "It," "They," "One," etc.
This perspective is preferred in more formal types of writing. If you are asked to write a research paper or a literary analysis, then 3rd person is expected. It is less subjective than the 1st person perspective.
2nd person perspective: "You"
This is rarely used in essay writing. In fact, my advice would be to avoid it altogether. It is the most tricky perspective to "pull off". Readers do not like to be "preached to," and often times, when a writer says "you," he or she really means "I" or "one".
3. Tense:
Present, Past, Future:
Most literature is written in the past tense. However, when we write about literature (or film), it is customary to refer to the action in the present tense.
Example:
NOT: In the book Twilight, Bella agreed to marry Edward only if he promised to turn her into a vampire.
BUT: In the book Twilight, Bella agrees to marry Edward only if he promises to turn her into a vampire.
4. ELLIPSES
EllipsesThe ellipses, three spaced dots ( . . . ), indicates that part of a quotation has been left out. Ellipses are useful when you want to include only the most relevant words of a quotation; however, any omission must not distort the quotation's original meaning.* For omissions in the middle of a sentence, use an ellipses.Example: The character of Sammy was soft-spoken, but he believed strongly in "respect for women, love of country . . . and a bright, sunny day" (87).For omissions at the end of a sentence, use an ellipses followed by a period.Example: According to Zephron Cochran, "Warp drive is a creation that will change multitudes of lives . . . ."If a parenthetical citation follows an omission at the end of a sentence, place the period after the final parenthesis.Example: Of the many fruits available, Abraham Lincoln thought "apples to be the most nutritious . . . " (47).Omissions immediately following an introductory statement do not need an ellipses.Example: In Harris' book, one-to-one conferences are "one of the most important aspect of teaching" (2).5. Semi-Colons:The rule for when to use a semi-colon is very simple-- it is used to separate two independent clauses (complete sentences) that you wish to link together to form a compound sentence. Examples:We must emerge from the dark cave; we must search for the light.[When two independent clauses are joined together without a conjunction, a semi-colon is needed.]
We must emerge from the dark cave, and we must search for the light.[When two independent clauses are joined together with a conjunction, a comma is placed before the conjunction.]Plato shows us the importance of enlightenment; furthermore, he challenges us to put our enlightenment to good use.[When two independent clauses are linked with a transitional phrase or conjunctive adverb [list here: http://en.wikipedia.org/wiki/Conjunctive_adverb ], you need a semi-colon and then a comma.
Comma Rules:
1. Rule 1. Use commas to separate words and word groups in a simple series of three or more items.
Example: The pizza was topped with cheese, pepperoni, and mushrooms.
2. Rule 2. Use a comma to separate two adjectives when the adjectives are interchangeable.
Example: I enjoy taking walks on cold, rainy evenings.
3. Rule 3. In sentences where two independent clauses are joined by connectors (fanboys) such as and, or, but, etc., put a comma at the end of the first clause.
Example: The book is amazing, but the film doesn't quite live up to the story the author penned.
-- Many inexperienced writers run two independent clauses together by using a comma instead of a period. This results in the dreaded run-on sentence or, more technically, a comma splice.
Incorrect: The assignment was difficult, it was very time consuming.
There are several simple remedies:
A. The assignment was difficult, and it was very time consuming.
B. The assignment was difficult and very time consuming.
C. The assignment was difficult. It was also very time consuming.
4. Rule 4. Use a comma after certain words that introduce a sentence, such as well, yes, why, hello, hey, etc.
Examples: No, I do not have a dollar to spare.
Well, that is news to me!
--Use commas to set off expressions that interrupt the sentence flow (nevertheless, after all, by the way, on the other hand, however, etc.).
Examples: The movie was, after all, three hours long.
I can, however, loan you part of the money.
5. Rule 5. Use commas to set off the name, nickname, term of endearment, or title of a person directly addressed.
Examples: Jane, please hand me that book.
Good evening, friend.
6. Rule 6. When starting a sentence with a dependent clause, use a comma after it.
Examples: If you are not sure about this assignment, then ask for clarification. When you find out your schedule, please let me know.
But often a comma is unnecessary when the sentence starts with an independent clause followed by a dependent clause.
Example: Let me know now if you are not sure about this.
7. Rule 7. Use commas to introduce or interrupt direct quotations.
Examples: Critic Roger Ebert writes, "the film oozes with style" (par. 4).
John said, "pick me up an hour early tonight."
8. Rule 8. Use a comma to separate contrasting parts of a sentence.
Example: That last piece of cake is mine, not yours.
**This is not a complete list of comma rules-- there are others.
Semi-Colons:
Rule 1. A semicolon can replace a period if the writer wishes to narrow the gap between two closely linked sentences.
Examples: The painting is valuable; it last sold for one million dollars.
The play received rave reviews; the theater was packed for every performance.
Rule 2. Use a semicolon before such words and terms as namely, however, therefore, that is, i.e., for example, e.g., for instance, etc., when they introduce a complete sentence. It is also preferable to use a comma after these words and terms.
Examples: I am a picky eater; for example, I do not eat red sauce on pizza.
I earned this money; therefore, I will spend it as I choose.
I usually enjoy horror films; however, this one was boring.
**This is not a complete list of semi-colon rules.
Colon:
Rule 1. Use a colon to introduce a series of items. Do not capitalize the first item after the colon (unless it's a proper noun).
Example: You need the following supplies: pencils, erasers, and a notebook.
Rule 2: A colon instead of a semicolon may be used between independent clauses when the second sentence explains, illustrates, paraphrases, or expands on the first sentence.
Example: She got what she earned: a passing grade.
**This is not a complete list of colon rules.