Writing Classes (Tips)

The notes of the writing class at Siracuse University that really help me to improve my writing.

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Writing Classes (Tips)

The notes of the writing class at Siracuse University that really help me to improve my writing.

Uploaded by

Fiorella Eduardo Palomino

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COURSE SYLLABUS Textual Communication: English for Graduate Studies English Language Institute, Syracuse University, Summer 2017 Instructor: Joe Denn Phone: (315) 443-2390 Office: MSQ 206 E-mail; jwdenn@syredu Office Hours: By appointment Description/Course Overvies Textual Communication will use as its text Exploring Options in Academic Waiting. Effective Vocabulary and Grammar Use [Jan Frodesen and Margi Wald, 2016). Lessons will focus on helping students to improve vocabulary learning and grammatical accuracy as well as develop the skills necessary for academic reading, writing and research. Reading skils (such as skimming, scanning, and reading for information, text organization, enumerators, and semantic markers) will be emphasized utiizing texts from relevant fields of study. Essential rhetorical pattems for academic writing (including Gefinition, cause-effect, process, problem-solution, summary, critique, and research Paper writing] will be studied through text analysis and produced through writing ‘@ssignments. Research skills (including search engine tools, in-text citations, referencing. nd source integration skills} will be improved through classroom work, instruction with a Syracuse University librarian, text analysis, peer review, written feedback on writing ossignments, and revisions. Intended Audience: Graduate students proficiency} ith the Fulbright program (high-intermediate to advanced Course Objectiv: (On completion of this course, students will be able to; © apply their analytical skills fo the discourses of their chosen disciplines © recognize how effeclive vuveric willing i achieved ‘analyze the needs and expectations of their readers and modify their style and. ‘approach appropriately ‘* combine various pattems of expository prose, especially the movement from general to specific and from problem fo solution use lilbrary databases to find appropriate sources evaluate and discuss date using appropriaie methods of citation write summaries and crifiques construct a research paper that makes an original contribution to their field Required for Textual Communication: Frodesen, J., & Wald, M. (2016) Exploring options in academic writing: Effective vocabulary and grammar use. Ann Arbor, Mi: University of Michigan Press.COURSE SYLLABUS 2 Reauirements (how to succeed in this course and expectations of students How fo succeed in this course: ‘+ Parlicipate as much as you can (see PARTICIPATION below) + Complete all homework and/or graded assignments * Use as much Academic English as you can, in speaking, listening, reacing and waiting * Use office hours to get feedback from your instructors + Apply your knowledge of new concepts in all your classes Expectations of students Students must not cheat on tests. Students must stop as soon as time is up. If students use an outside source in any assignment, writen or oral, students must cite/credit this source appropriately. + Students may only complete as: rma in groups if their instructor allows it + Academic integrity is important in the United States, and violations can result in faling grades or termination from the program. + For more information and the complete policy, see hitp://academicintegrity [Link]. Class participation + Students must contribute meaningfully, and must encourage others to contribute, in every class meeting. + Students should bring a binder to every class to take notes and should review their notes often. ‘+ Students must be prepared to answer questions trom instructors and trom other students. + Students must attempt to answer questions when asked, even If they do not know the answer + Students must be respecttul of others’ contributions to the class discussion, + Students must listen to thelr teachers and their colleagues and use what their teacher and their colleagues soy to inform their own comments, + Stucents must not fall asleep in class or they will be required to leave as sleeping disrupts the class. + Students must not attempt to derail the topic of discussion to something which is not relevant to class. + Students may use electronic devices (cell phones, electronic dictionaries, etc) for insructor-approved academic purposes ONLY. + Sludents should ONLY consume bottled water in class Preparation for class + For this class, students should expect a minimum of 40-90 minutes of homework/other preparation per night. + For each class meeting, preparation activities will include: 2 Completion of all homework assignments Review of new vocabulary/grammarfideos discussed in previous classes ‘Ongoing study of important vocabulary and grammar Preparation for any quizzes or graded assignments Discussion and preparation of any group assignments with colleagues o000COURSE SYLLABUS 3 COURSE PLAN EO = Exploring Options in Academic Writing WEEK 1 (7/17-7/21) «© Research infegrotion Skis © Finding/practicing fibid-specific citation style, in-text citations, end-of text Citations, quoting, ppraphrasing, summarizing, synthesiing * Academic Writing Process * €O:Ch 1 “Using Resources for Vocabulary Development” * £O:Ch 2 "Witing about Increases and Decreases" + Witting Practice: Witling|a personal statement, summarizing, paraphrasing T WEEK 2 (7/24-7/28) + Academic Integrity © Practice with Turnitin + General-specitic Organization and Definition + £O:Ch3 "Writing about Other Types of Change" + £0: Ch 10 “Using Reporting Verbs” Whiting Practice: Writing an extended definition WEEK 3 (7/31-8/4) + Writing Critiques © Evaluating an academic text in a critical, informed, and unbiased manner + FO:Ch7 “Creating Cohesion with Word Forms and Reference Words and Phrases” + EO: Ch9 “Expressing Degrees of Certainty and Accuracy” + Writing Practice: Writing @ ertique WEEK 4 (8/7-8/11) * Constructing o Research Paper © Understanding the basic structure and studying the important sections of a research paper; creating unity and coherence in «research paper + £0: Ch 4 “Wiiling about Causal Relationships: Connectors and Abstract Nouns” + Wilting Practice: Writing a research proposal, an annotated bibliography, and | completing the final poster project “This course plan is subject fo change. Your instructor will inform you of any major changes to the course plan,COURSE SYLLABUS 4 Academic Intearity Syracuse University’s Academic Integrity Policy holds students accountable for the integrity of the work they submit, Students should be familiar with the policy and know that itis their responsibilty to leam about course specific expectations, as well as about university policy. The university policy governs appropriate citation and use of sources, the intearity of work submitted in exams and assignments, and the veracity of signatures on attendance sheets and other verification of participation in closs activities. The policy also prohibits siudents from submitting the same written work in more than one class without receiving written authorization ip advance fram bath instructors. The presumptive Penalty for a first offense by an undergraduate student is course failure, accompanied by a transcrig! nolation indicating that the failure resulted from a violation of Academic Integrity Policy. The standard sanction for a first offense by a graduate student is suspension or expulsion, For more information and the complete policy, see httou//academicintearity syedu/academic-intearity-policy Disability-Related Accommodations IF you believe that you need accommodations for a disabilly, please contact the Office of Disability Services{ODS), hitp://disabilityservices [Link], located in Room 309 of 804 University Avenue, or call (315) 443-4498, TDD: (315) 443-1371 for an appoiniment to discuss your needs and the process for requesting accommodations. ODS is responsible for coordinating disabilty-relatecl accommodations and will sue students with documented Disabillles Accommedailon Authorization Letters, as appropriate. since accommodations may require early planning and generally are not provided retroactively, please contact ODS as soon as possible. Religious Observances Policy SU religious observances policy. found at htipy//[Link]/emp_ben/teligious_observance.him, recognizes the diversity of {oiths represented among the campus communily and protects the rights of students, faculty, and staff to observe religious holidays according to their tradition. Under the policy, students are provided an opportunity fo make up any examination, study. o work requirements that may be missed due to ore religious observance provided they notify their instructors before the end of the second week of classes. For fall and spring semesters, an online notification process is available through MySlice/StudentServices/Enrollment/MyReligiousObservances from the fist day of class unfil the end of the second week of class. Policy on Student Academic Work This course may use Course participation and documents created by students for educational purposes. in compliance with the Federal Family Educational Rights ond Privacy Act, works in all media produced by students as part of their course participation ai Syracuse University may be used for educational purposes. It is understood that registration for and continued enrollment in a course where such use of student works is gnnounced constitutes permission by the student. After such a course hos been completed, any further use of student works wil mee! one of the following conditions: (1) the work will be rendeted ononymous through the removal of all personal identification of the work's creator/originator(s); or (2) the creator/originator(s)’ written permission will be secured.COURSE SYLLABUS a Extended Bibliography Behrens, L., & Rosen. L. J. (2012). A sequence for academic wriling (6th ed.) Boston, MA: Pearson. Dollahite, N. E., & Haun, J. (2012). Sourcework: Academic writing from sources (2nd ed.) Boston, MA: Heinle Cengage Learning. | Ede, L. (2011). The academic writer: A brief guide (2nd ed.). Boston, MA: Bedford/St. Martin's Fowler, H. R.. & Aaron, JE. (2010). The fie, brown handbook (1th edt). New York. NY: Longman. Frodesen, J., & Wald, M. (2016) Exploring options in academic writing: Effective vocabulary and grammar use. Ann Arbor, Mi: University of Michigan Press. Lipson, C. (2011). Cite right: A quick guide fo citation styles—MLA, APA, Chicago, the sciences, professions, and more (2nd ed.). Chicago, IL: The University of Chicago Press. Markel, M. H. (1992). Technical writing: Situations and strategies (3rd ed.). New York, NY: St. Martin's Press. McMurey, D. A. (2002). Power fools for technical communication. Orlando, FL: Harcourt College Publishers. Mikulecky, B. S., & Jeffries, L, (2007). Advanced reading pawer. White Plains, NY: Pearson Longman. Schulman, M. (2005). Strategies for academic writers. Ann Arbor, Ml: The University of Michigan Press. Silbersiein, $., Dobson, B.K., & Clarke, M. A. (2008) Reader's choice (Sth ed.}. Ann Arbor, MI: The University of Michigan Press. Swales, J. M. & Feak, C. B. (2012). Academic writing for graduate students; Essential tasks ‘and skills (3nd ed). Ann Arbor, Ml: The University of Michigan Press.SYRACUSE UNIVERSITY ENGLISH LANGUAGE INSTITUTE. 700 UNIVERSITY AVENUE SYRACUSE, NY 13244. Academic Writing for Graduate Students ESSENTIAL TASKS AND SKILLS 3» EDITION John M. Swales & Christine B. Feak S94 Micuical S=PIQ acane N ENGLISH FoR OFESSIONAL PURPOSES ‘The University of Michigan Press ‘Ann Arbor in pea to Academic Writing a focus o'2 ACADEMIC Warring FOR GRADUATE STUDENTS ‘of time on gathering information or doing then quiclly writing your paper from y notes, data sources, or outlines th matters as how the papers are are used, and where and why rations are provided 1g ona mentor (either nat who “knows the ropes” and can an sn text migh: be received by’ par readers or reviewers, who may also be able ich journal or conference a piece Relying on friends who are not in your field to help you with phraseology ga sense of the anticipated audience, particularly regard to what nzeds to be said and what docs not 7. Recognizing the need for some stylistic variation and istic resources to achieve this 1: AW APPROACH To AC#OEMIC WAITING 3 dent writer. To help you explore your strategies TASK Two 1. Whac is your main writing strategy? Why do you fone other strategy apart from those on the list do you use? Are your strategies dependent on the type of text you are composing? sted in Task One apply they vary i ance for Physics, History, Eeonomi ‘Which of them is most import As you may already resize, academic crations: audience, purpose, org Figure 1) FIGURE 1, Considerations in Academic Writing [ Audience t Purpose t Organization t Style | : | Flow t Presentationo+ [2t/oor © Or Flmary he gopslor opieion about Conall Tomy 'shonesty Ws aro hohe , (2) Belwen Hance and Apr! tr 0f te US. popibedion slevied de dhivae Gremmafiee! 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Ay, sy ungues a | wp og | souls. q oysepi0 uf Aamo] st saysd 2-1 “ABojouysoy sau ng o1 SBA pep Aus 1 S ol arwoyens awn uy Joyo ax wo 3 yBnoyp vasa -q mq ‘saisep yoni souo snoracud oq wou) aAistodxa a40W S} SUOY-L MOU aL “Ss os 3 say -q asneseg @ ‘oye! ma ap Ang 01 pansen day -Sopios96 Eu 2p 0} ud soIpONg 49y puR aeUUOOL KIA osnmog ) °s 4 unsaesy “uo mau tp &ng 01 pou { ‘ou ayp ye auoKd jY99 Sur asm y pue GD uonppeu ‘auoq-4 sou ap 80g rows Aepiaiso yr 9 6: 08 o4pO14 294 pu ATRULIOON SK “Z| rreoyd-1 7H PIT Jewrop as “ruorgd 99 a 5h Rayaros stows Pr APOE 72 rwond-a mea tooo ans PERAPEMTA rowan 9p 0M aH fares wow Bi 4 ‘asmeaaq “9 ‘suoyget Sif pose ausoop ays as ‘audio 204 saan Kjares wou SH “| aauaquas; jpauuos Suyurewas 24 oq, “samponays en}aund aq} pue ZuueaUs wo| pose 40}20UU09 1294109 94p 95004.) ‘ssojsouuo3—aoyrneg sad aauauogEGS—Summer 2017 Capitalization—Difficult Points Adapted from the Westem Michigan University website, 2016 https:/[Link]/writing/rules/capitalization TITLES Used in text—in text, titles are capitalized only if they precede the name of the individual. A title following the name of an individual or a title by itseff is not capitalized. + Capitalize: .. President vt Dunn spoke at the. + Do not capitalize: John M. the. ° IDunn, president, spoke at the... The president spoke at In text, it is preferable for the title to follow the name and, therefore, the title would not be capitalized. This is especially true of titles consisting of more than one word. For example, it is acceptable to use either "President John M. Dunn" or "John M. Dunn, president." However, "John Doe, director of alumni services,” should be used in text rather than "Director of Alumni Services John Dos.” Some words identifying occupations or professions are pseudo titles and should not be capitalized even if they precede the name. Do not capitalize "attorney Jane Doe" or "pianist John Doe.” Titles are not capitalized when used in conjunction with the name of an office, department or program. Do not capitalize the title in "Jane Doe, dean of the College of Fine Arts" or "Jane Doe, College of Fine Arts dean. Used in a list—When used in a directory listing or other similar situations, the title is capitalized whether it precedes the name, follows the name, or appears in tabular form Used in an address—When used as part of an address, the title is capitalized, whether it appears in text or block address form. © Text: For more information, contact John Doe, Director of Alumni Relations, Western Michigan University, 1903 VW Michigan Ave, Kalamazoo Ml 49008-5404 USA. * Block: For more information’ John Doe Director of Alumni Relations ‘Western Michigan University 1903 W Michigan Ave Kalamazoo MI 49008-5404 USAOFFICES AND DEPARTMENTS The names of offices and departments at WMU are capitalized only when the full, official name is used. Capitalize + Office of the Provost and Vice President for Academic Affairs Department of Blological Sciences | ‘School of Music 1 College of Health and Human Services Division of Intercollegiate Athletics Light Center for Chinese Studies Do not capitalize + provost’s office, academic affairs, the office biological sciences, the department the school, music school health and human services, the college intercollegiate athletics, athletics, the division the center, the institute Some names of offices, departments, scholarships or programs contain proper nouns and are always capitalized when the proper noun is included. The full name of the alumni center is the Harold A. and Beulah J. McKee Alumni Center. You should also. capitalize McKee Alumni Center, because it contains the proper noun McKee. However, alumni center, by itself, is not capitalized. MAJORS, ACADEMIC PROGRAMS AND DEGREES Except for languages, such as English, French and Japanese, the names of academic disciplines, majors, minors, programs and courses of study are not proper nouns and should not be capitalized. * Example: She majored in integrated supply management and German. Academic degrees are capitalized only when the full name of the degree is used, such as Bachelor of Arts or Master of Social Work. General references, such as bachelor’s, master’s or doctoral degree, are not capitalized, Use an apostrophe (possessive) with bachelor’s degree and master’s degree, but not in Bachelor of Arts or Master of Science. Do not use an apostrophe with associate degree or doctoral degree. Do not capitalize the major specialty. Examples (all correct) + Ph.D. in interdisciplinary health sciences, M.S. in computer science, B.A. in English + integrated supply management program, English program + Bachelor of Science in mathematics, Bachelor of Aris in English + bachelor's degree in business administration, master’s degree in English, doctoral degree in chemistry, doctorate in chemistryReader's — Choice | Sandra Silberstein Barbara K. Dobson Mark A. Clarke “Word Study Ann Arbor ‘THE LINIVERSITY OF MICHIGAN PRESSWord Study Context Clues Efficient reading requires the use of various problem-solving skills. For example, it is impossible for you to know the exact meaning of every word you read, but by developing your guessing ability, you will often be able to understand enough to arrive at che total meaning of a sentence, a paragraph, or an essay, Context Clues exercises are designed tb help you improve your ability ro guess the meaning of unfamiliar words by using context clues. (Ce)ntext refers to the sentence and paragraph in which a word occurs.) In using the context co decide the meaning of a word, you have co use your knowledge of grammar and your understanding of the author's ideas. Although there is no formula that you can memotize to improve your ability to guess the meanings of unfamiliar words, you should keep the following points in mind, ~ 1, Use the meanings of the ocher words in the sentence (or paragraph) and the meaning of the sentence as a whole co reduce the number of possible meanings. Use grammar and punctuation clues that point to the relationships among the various parts of the sentence. 3. Be content with a general idea about the unfamiliar word; the exact definition o¢ synonym is not always necessary. 4, Learn to recognize situations in which it is not necessary 1 know the meaning of the word. ‘The explanations given on page 11 for each sentence in the example exercise show how context clues ‘an be used to guess the meaning of unfamiliar words. Example Each of the sentences in this exercise contains a blank in order to encourage you to look only at the context provided as you attempt to determine the possible meanings of the missing word. Read each sentence quickly, and supply a word for each blank. There is no single correct answer. Use context clues to help you provide a ‘word that is appropriate in terms of grammar and meaning, 1, Tremoved the _b: from the shelf and began to read. | . Harvey is a thief; he would _ @__ the gold from his grandmother's teeth and not feel guilty Our uncle was a an incurable wanderer who never could stay in one place . Unlike his brother, who is truly a handsome person, Hogartty is quite uf. . The Asian | ike other apes, is specially adapted for life in trees aya wD But surely everyone knows that if you step on an egg, it will 7. Mary got a new _{ bucket seats, 1__ for her birthday. Ir is a sports model—red with white interior and 10 - WORD STUDY UNIT 1Explanation 1. Tremoved the _!09085 book from the shelf and began magazine to read. paper newspaper 2. Harvey isa thief he steal would _si¢\__ the gold take from his grandmother's rob teeth and not feel a 3. Our uncle was ndmad avee\ roamer an incurable wanderer rraveler who never could stay in drifier one place. 4, Unlike his brother, who is ugly truly a handsome person, homely Hogartty is quite plain L 5. The Asian slike gibbon other apes, is specially monkey adapted for life in trees. chimp ape 6. But surely everyone break knows that if you step on an ogg, it will 2 7. Mary got a new: car for her birthday. [eis a sports model, red, with white interior and bucket seas, The number of things that can be taken from a shelf and read is so few that the word book probably jumped into your mind at once. Here, the association between the object and the purpose for which ic is used is so close that you have very litte difficulty guessing the right word. Harvey is a thief. A thief steals. The semicolon 4 indicates that the sentence that follows contains an explanation of the fist statement, Further, you Iknow that the definition of thiefis a person who seeals | The comma () following the blank indicates phrase in apposition, that is, a word or group of words that could be used as a synonym of the unfamiliar word. The words at the left are all synonyms of wanderer Hogartty is the opposite of his brother, and since his brother is handsome, Hogartty must be ugly. The word unlike signals the relationship becween Hogartty and his brother. ‘You probably didn't write gibbon, which is the word the author used. Most native speakers wouldn't be familiar with this word either. Bur since you know that the word is the name of a type of ape, you don't need to know anything else. ‘This is an example of how context can teach ‘you the meanings of unfamiliar words. You recognized the cause and effect relationship in this sencence, There is only one ching that can happen to an ogg when ie is stepped on. ‘The description in the second sentence gave you all the information you needed to guess the word car. UNIT 1 WORD STUDY - 11EXERCISE 1 In the following exercise, do NOT try to learn the italicized words. Concentrate on developing your ability to ‘guess the meanings of unfamil words using context ues. Read each sentence carefully and write a defini tion, synonym, or description of the italicized word on the line provided, 1 10. 12 - WORD STUDY UNIT 1 ‘We watched as the cat came quietly chrough the grass toward the bind. When it was just a few feet from the victim, i gathered i legs Under itself and pounced. y Som¢ people have no difficulty making the necessary changes ip their way of life when they move to a foreign country; others are not able to adapt as easily co a new environment. In spite of the fact that the beautiful egret is in danger of dying out dompletely, many clothing manufacturers still offer handsonle prices for cheir long, elegant tal feathers, which are used as decora- tions on hats. When he learned that the club was planning to admic women, the colonel began to inveigh against all forms of liberalism; his shouting attack began with universal voting and ended with a protest against divorce. ‘The snake slivbered through the grass. ‘The man thought thar the children were defenscless, so he walked boldly up to the oldest and demanded money. Imagine his surprise when they began to pels him with rocks. Experts in Aivesics in their study of body motion as related to speech, hope to discover new methods of communication. Unlike her gregarious sister, Janc is a shy, unsociable person who does not like to go to parties or to make new friends, Afier a day of skiing, Harold is ravenous. Yesterday, for example, he ate two bowls of soup, salad, a large chicken, and 2 piece of chocolate cake before he was Finally satisfied, Afier the accident, the ship went down so fase that we werent able 1 salvage any of our personal belongings.Word Study Stems and Affixes Using context clues is one way to discover the meaning of an unfamiliar word, Another way is word analysis, that is, looking at the meanings of parts of words. Many English words have been formed by combining parts of older English, Greek, and Latin words. If you know the meanings of some of these word parts, you can often guess the meaning of an unfamiliar a word, particularly in context. For example, report is formed from re which means “back;” and -pors| which means “carry.” Scientist is derived from sei-, which means “know,” and -isr, which means “one who.” Port and sei are called stems. A stem is the basic part on which groups of related words are built. Reand ist are called affixes, that is, word parts that are attached to stems, Affixes like re, which are attached to the begin- nings of stems, ap called prefixes. Afiesatached to the end, lke is are called sulixes. Generally, prefixes change the meaning of a word, and suffixes change its part of speech. Here is an example. Stem Prefix Suffix pay (verb) repay (verb) repayment (noun) honest (adjective) dishonest (adjective) dishonestly (adverb) Word analysis is not enough co give you the precise definition of a word you encounter in a reading passage, but often along wich context ic will help you to understand the general meaning of the word so thar you can continue reading without stopping to use a dictionary. Below is a list of some commonly occurring stems and affixes. Study their meanings. Your teacher may ask you to give examples of other words you know that are derived from these stems and affixes. ‘Then do the exercises that follow. Prefixes cont, con, el cor eo- together, with cooperate, connect ine im, ib, i in, into, on invade, insert iny im il ir- not impolite, illegal micro small microscope; microcomputer | pre- before | prepare, prehistoric fee rea back, again tara Tekoqohet stems aati -audis- hear | auditorium, auditor chron time | chronology, chronological say, speak diciator, dictation write, writing telegraph, telegram speech, word, seudy biological sound telephone 18 . WORD STUDY UNIT 1serib-,-seript= write describe, script “spect look at inspect, spectator see video, vision ‘one who worker, spectator | sist one who | pise, biologie | ttion, -ation condition, the actof | action, celebration EXERCISE 1 or each item, select the best definition of the italicized wor a. He lost his spectacle. __l. glasses pants 2. gloves 4, shoes b. He drew concentric circles, 21. 6 3. €0 2 ® —_4@ © He inspected their work. 1. spoke highly of ___ 3. examined closely __ 2. did nor examine —_ & did nos like 2. Circle the words where in- means not, Watch out; there are false negatives in this list. inject inside insane inspect invaluable inflammable inactive invisible 3. In current usage, the prefix co- is frequently used co form new words (for example, co-+ editors becomes coeditors). Give another example of a word that uses coin this way. a ‘ sper ss 4, The prefix re- (meaning again) often combines with simple verbs to create new verbs (for example, re-+ do becomes rede). List three words familiar to you that use re- in this way. weno © UNIT 1 WORD sTUDY - 19EXERCISE 2 Word analysis can help you to guess the meanings of unfamiliar words. Using context clues and what you know about word parts, write a synonym, description, or definition of the italicized word or phrase. 9, 10. 12. 13. 4. 15. 16. 7 18. 19. 20, 20 » WORD STUDY UNIT 1 The doctor asked Martin to inhale deeply and hold his breath for 10 seconds. Many countries import most of the oil they use. articles. Calling my professor by her first name seems too informal to me. Ic is Lee's prediction that by the year ts most automobiles will be solar powered, Historians use the inscriptions on the walls of ancient temples to guide them in their studies. You cannot sign up for a class the firse day ie meets in September; you must prereyister'in August. After his long illness, he didn't recognize his own reflection in the mirror. 1 dictated the letter to my assistant over the phone. Tm sending a sample of my handwriting to a graphologise who says hhe can use it to analyze my personality. ‘The university has a very good microbiology department. Phonograph recordings of early jazz musicians are very valuable now. ‘At the drugstore, the pharmacist refused to give me my medicine because she could not read the doctor's prescription He should see a doctor about his chronic cough. Maureen was not admitted to graduate school this year, but she reapplied and was admitted for next year. I recognize his face, buc I can't recalf his name. Ten years ago, I decided not to complete high school: in retrospect believe that wis a bad decision, She uses audiovisual aids to make her speeches mor cresting, Some people believe it is amamoral to fight in any war. Babies are born healthier when their mothers have good prenatal care, mance:EXERCISE 3 Following isa ist of words containing some of the stems and affixes introduced in this unit. Definitions of these ‘words appear on the right. 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Jo SY!5 Bpinoxd 0) saDqvas Jamn0 pur A uo oj Areworsna ‘rouued Im 1g afied co suonsonb ayp ‘MOL 4 WORBUIOJU] MBN-01-PIO pm sl uy mol nok op MOH “1 qrs9 syne ou 51 le 4 DNILRINN JINGVOY OL HOVOMdAY NY tNancy E. Dollahite Portland State University Julie Haun Portland State University SUMMAR 4 Nicur, Thesis SYRACUSE UNIVERSITY ENGLISH LANGUAGE INSTITUTE 700 UNIVERSITY AVENUE oe HEINLE SYRACUSE, NY 13244 We CENGAGE Learning: ‘Asti » Sram» pan «Kore «Masi Singapore «Span = United Kingdom» United StatesPartOne: Chapter? Buildinga Paper: Explore 19) + Discuss your reaction to this idea. If you have had an experience that is related to the idea, tell your partner the story. If you can think ofa good = example to illustrate an idea, describe your example. If you agree or disagree, explain why. 4, For more practice, you may repeat step 3 with several partners. Each time you explain the author's idea and your response to it, the process will become easier and your ideas will become clearer. ACTIVITY @ Analyzing Articles 1. Choose two or three articles that deal with the same theme you have already read in Part Two. 2. Look for an idea that is repeated in more than one article, Highlight or write on a separate piece of paper all the sentences from each article that discuss this idea, 3. Discuss with your partner or a small group how this idea is treated in each article, Is it defined? Is an example given? Does the author express an opinion? 4. Orally summarize how the different articles discuss this idea. Present your ideas to the class. ACTIVITY @ Writing a Response Write a response to one of the articles you have been exploring in Part Two. As you write your response, remember the following: + Responses are subjective. ‘They explain your reaction to the ideas in the article, + Response introductions include the name of the author and/or the title of the article. + The introduction to your response should identify the specific idea, either quoted or paraphrased, that you plan to discuss. Summarizing, like paraphrasing, is your explanation of another person's ideas. One of your jobs as a writer is to place your ideas within the context of other writers and thinkers on your topic, Summarizing is a useful tool for this job. You can summarize an article of many pages or even an entire book in just a few short sentences or paragraphs. Teachers may also assign you to write a ~ summary to check whether you understand the material you have read. We often use summaries in both speaking and writing to tell listeners or reaclers our ideas quickly and clearly. In academic writing, a summary of someone else's text has four important elements.20 Sourcenork: Academic Writing From Sources @ Four Criteria for a Good Summary 1. A good summary acknowledges the original author. + It refers to the writer and/or the title of the work in a formal way. + It presents the writer’s ideas objectively, without your interpretation or opinion, 2. A good summary contains only the most important information. + The topic (the general subject of the article) + The main point that the author makes about that topic (the thesis) + The key ideas that support or explain the thesis 3. A good summary is much shorter than the original writing, + Aone-sentence summary describes only the author's thesis, or the main idea, + A fuller summary explains both the thesis and the main supporting points. 4. A good summary paraphrases any information taken from the original writing. + Paraphrasing shows that you understand what the author is saying. Below is an article about why people procrastinate. Following the article there are two summary examples. The first is a one-sentence summary that explains the authors’ thesis. The second is a longer, complete summary that includes both the thesis and the main supporting points of the article. “Coping with Procrastination” Rebecca Moore, Barbara Baker, and Arnold Packer College Success, 1997 ‘Any discussion of time management would not be complete without an examination of the most well-intentioned person's worst enemy—procrastination. The dictionary (Webster's New Collegiate) defines procrastination asthe act of putting off intentionally and hatitually the doing of something that should be done! Interestingly, most procrastinators do not feel that they are acting intentionally. On the contrary, they feel that they fully intend to do whatever iti, but they simply cannot, will not, o-— bottom line—they do nor do it. Procrastinators usually have good reasons for their procrastination (some would call them excuses):"didr't have time/"didn't feel well “couldnt figure out what to do""couldn't find what | needed"the weather was toa bad"—the list is neverending, Even procrastinators themselves know that the surface reasons for their procrastination are, for the most part, not valid. When procrastination becomes extreme it isa self-destructive caurse, and, yet, neople feel that they are powerless to» 2% 20 % a ‘s 50 Port One: Chapter? Building a Paper: Explore stop it This perception can become reality f the underlying cause is not uncovered. Experts have identified some of the serious underlying causes of procrastination, Think about them the next time you find yourself struck by this problem, Often procrastination stems from a real or imagined fear or worry that is focused not so much on the thing you are avoiding but its potential consequences. For instance, your procrastination over preparing for an oral presentation could be based ‘on your fear that no matter how well prepared you are, you will be overcome by nerves and forget whatever you are prepared tolsay. Every Unie you think about working on the speech, you become so worried about doing’a bad job" that you have to put the whole thing out of your mind to calm down. You decide that you will feel calmer about ‘tomorrow and will be in a much better frame to tackle it. Tomorrow the scenario gets repeated, The best way to relieve your anxiety would be to dig In and prepare well so ‘that you can't possibly do poorly. | Being a perfectionist is one of the main traits that spawns fear and anxiety. Whose expectations are we aftaid of not meeting? Often it is our own harsh judgment of ‘ourselves that creates the problem. We set standards that are too high and then judge ourselves too critically. When you picture yourself speaking before a group, are you thinking about how nervous the other students will be as well, or are you ‘comparing your speaking abilities to the anchorperson on the six otlack news? Amore calming thought is to recall how athletes measure improvements in their performances by tracking and tying to improve on their own ‘personal best? Champions have to work on beating themselves in order to become capable of competing against their opponents, Concentrating on imoroving your own past performance, and thinking of specific ways to do so, relieves performance anxiety. (On the surface this would seem to be the reason forall procrastination, and the Obvious answer's for the procrastinator to find a way to ‘get mativated" There are situations where lack of motivation is an indicator that you have taken a wrong turn, \When you seriously do not want to do the things you need to do, you may need to feevaluate your situation. Did you decide to get a degree in information Systems because everyone says thats where the high paying jobs are going to be, when you! really want to be a social worker or a travel agent? Ifso, when you find yourself shooting hoops or watching television when you should be putting in time at the computer lab, it may be time to re-examine your decision, Setting out to accomplish something difficult when your heart ist in itis often the root cause of self-destructive behavior. Often procrastination is due to an inability to concentrate or a feeling of being overwhelmed and indecisive. While everyone experiences these feelings during a Particularly stressful day or week, 3 continuation of these feelings could indicate that you are in a state of burnout, Burnout s a serious problem that occurs when you have overextended yourself for too long a period of time, It is especialy likely to occur if you are pushing yourself both physically and mentally. By failing to pace yourself, you will “nit the wall lke a long distance runner who runs too fast at the beginning of the race, Overworking yourself for too long without mental and physical relaxation is a sure way to run out of steam. Learning to balance your time and set realistic expectations for yourself will prevent burnout Sometimes you put off doing something because you literally don't know how to do it This may be hard to admit to yourself, so you may make other excuses, When22 Sourcework: Academic Writing From Sources € you can't get started on something, consider the possibilty that you need help. For example, if you get approval from your favorite instructor for a term paper topic that requires collecting data and creating graphics, you can be stymied if you don't have the necessary skills and tools to do the work and do it well. Does the collection and analysis of the data require the use of a software program that you don't have and 6 cannot afford to buy? Sometimes itis difficult to ask for help and sometimes itis, even hard to recagnize that you need help, When you feel stymied, ask yourself, “Do I need help?"Do you need information but haven't a ciue as to where to go to {get it? Have you dommitted to doing something that is really beyond your level of skills? Being able to own up to personal limitations and seek out support and 70 resources where needed is a skill used every day by highly successful people, EXAMPLE: ONE-SENTENCE SUMMARY In “Coping with Procrastination, Moore, Baker, and Packer discuss the fundamental reasons why people put off doing things and how to overcome these issues + Aone-sentence summary includes only the author’ thesis, plus the name of the author and/or the title of the article, aN) ene a Uae rae In their article "Coping with Procrastination” Moore, Baker, and Packer suggest that, in order to change the habit of procrastination, itis essential to look below the surface for the real reasons why one puts off doing things. Worry about bad results can cause procrastination, but a better way to approach the task you dread is to be very sure you ate so ready that nothing bad can happen. Ifa person expects nothing less than perfection from himself, he will fear failure and simply not begin the task. A suggestion for dealing with this is to copy athletes who strive to achieve their own best effort rather than camparing themselves with the champion in their field. Sometimes motivation is the problem; a person may feel trapped by a bad decision that no longer matches his desires. Re-examining one's goals may help. Burnout, or exhaustion from pushing oneself too hard for too long, can lead to procrastination. In this situation, itis essential to set doable goals. Finally, a person may avoid doing a task because of a real lack of knowledge or experience about the job at hand. Seeking assistance from others can make the task less forbidding. + A full summary includes the name of the author and/or the title of the article, the author’ thesis, and the main ideas that support it.PartOne: Chapter Building aPaper:Explore 23 @_ Two Techniques for Identifying Main Ideas for a Summary ‘One of the challenges of summarizing is that we must choose which information to include, keeping in mind the principles of being complete and objective. You can choose one of the three techniques that follow to help you identify the main ideas in an article. TECHNIQUE I: a KEY IDEAS | 1, Read the article completely several times to develop a basic understanding of the ideas presented, | 2. With a highlighting pen, mat each idea in the article that you believe is | important, + Often, although not always, you will find that each paragraph has a key sentence. Itis often the first or last sentence in a paragraph. + Look for key words that are repeated throughout the article. These repeated words and phrases will help you identify main ideas, + Ifyou find that you have highlighted most or all ofthe sentences in a paragraph, you may be Ligliligliting supporting details rather than mam 1deas, + Iso, go back and underline only the main ideas in the sentences that you highlighted. 3. When you finish highlighting, read each sentence again to ensure you understand it. 4. Use either the tell-a-friend or chunking method to paraphrase each sentence you highlighted. 5. You can use these paraphrased ideas in your summary. ACA Re-read the article “Coping with Procrastination.” As you read, underline the one or two sentences from each paragraph that you believe are the most important points. Check the sentences you have chosen against the full summary of the article on page 22, ‘TECHNIQUE 2: DIVIDING AND DESCRIBING 1. With a pen in hand, read the entire article, “Coping with Procrastination” Each time you sense that the topic is shifting, draw a vertical line where you think the shift begins. + Dontt analyze how the topic is changing. Let your intuition do the work. + Throughout the article, draw a line each time you feel the topic shifts. 2, By drawing these lines you have created sections. In a longer article, you will discover that paragraphs are grouped together according to common topics. + Analyze the topic of each section you have created. + Write a phrase or short sentence that explains the topic of each section.24 Sourcework Acaderric Writing From Sources = 3. The topics of these groups of paragraphs are usually the author's main supporting points. Examining how many paragraphs an author uses to discuss a single idea can help you decide which information is most important and should be included in your summary. 4, Use your list of phrases describing the sections to write your summary. In the copy of the article “Coping with Procrastination” on [Link] a line has been drawn each time the topic je website at shifts, In the first two sections, a short phrase describing the topic has been given, Write a short phrase or sentence describing the topic of the other thr sections of the article. TECHNIQUE 3: SUMMARY GRID Sometimes it is helpful to lay out your notes in a visual way. Using a grid is one way to help organize the information in an article. 1. Use a grid to take notes on each paragraph or section of several paragraphs. « Writing main ideas and supporting details in separate columns is a good way to help distinguish between the two. 2. Use your notes to create a summary of your article. «+ Remember, a summary focuses on main ideas. Details are usually not included in summaries. In some cases, a specific example from the article might be included. 3. Here isan example ofa summary grid created by a student after reading an article on the negative aspects of drinking bottled water. Example Summary Grid | Paragraph(s) ‘Main Idea Some Supporting Details + Bottled water may not be any safer than tap water. 23 + Bottled water manufacturers don't have to disclose the source of their water. + Yosemite brand comes from a Los Angeles subur’. + Everest brand comes fiom Texas. +The EPA requires fewer contemination tests for bottled water than city water. +The FDA only tests once a year, or if there is 2 complaint. + Plastic bottles are a source of water contamination, + Bacteria develop in bottles, + Chemicals leach from plastic materialZs Part One: Chapter Building a Paper: Explore ROMEO TER Use the grid below to take notes on each paragraph of the article “Coping with Procrastination” Summary Grid — I ee = ‘To print out a copy of this grid, go to the Sourcework website at [Link] Paragraph(s) (Mein Kea | Some Supporting Details @ ‘Two Steps for Writing a Summary 1. Write an introductory sentence or two that includes three pieces of information: * ‘The title of the article or source + The name of the author(s) + The author's thesis, or main idea 2. Write the body that describes the main ideas in the original source. ‘This may be one or more paragraphs, depending on the length of the original writing. INTRODUCING YOUR SUMMARY You can choose how you want to arrange the information in your introduction. Below are two possible formats. Format 1: One Sentence In (title of article), (author's name) writes/discusses (article thesis). In*Mind Over Mass Media; Pinker (2010) writes that both lab research and actual experience show that people are incapable of doing several things at once; as an ‘example ofthis fact, he mentions the frequent sight of a person driving dangerously while using a cell phone, NOTE: This format appears in the one-sentence example summary on page 22. 2526 © Sourcework: Academic Writing From Sources Format 2: Two Sentences (Name of author) writes about (article topic) in (his/her/their) article, (name of article). The second sentence of the summary introduction describes the thesis. Pinker (2010) writes about the fallacy of multitasking in his article “Mind Over Mass Media" He says that both lab research and actual experience show that people are incapable uf Guiry several things at once, as an example, he mentions the frequent sight of @ person driving dangdrously while using a cell phone. TO | ‘Using Format 2, write an introduction for a summary of “Coping with Procrastination.” DESCRIBING THE MAIN IDEAS After you introduce the author, title, and main idea or thesis of the original, use the notes you made with one of the Techniques for Identifying Main Ideas for a ‘Summary on page 23 to write the body of your summary. B fer @ Combining a Summary and a Response Sometimes you might want to combine a summary with a response as ‘a means of exploring sources for your research paper. In this case, your summary appears first and your response is second, Your summary may be a one-sentence summary or a fuller summary, depending on your assignment. Your response may focus on just one or two ideas or it may discuss the entire article. 1. Write an introduction that summarizes the article and tells the reader which ideas you plan to discuss. « The name of the author and the title of the source = A summary of the article + A statement of the idea or ideas you will respond toNancy E. Dollahite Portland State University Julie Haun Portland State University » HEINLE © CENGAGE Learning etl opan «Korea» Meco = Sogarore Span Unt Kingdon + United Seats PHRASING SYRACUSE UNIVERSITY ENGLISH LANGUAGE INSTITUTE, 700 UNIVERSITY AVENUE SYRACUSE, NY 13244Sourcework Academic Writing From Sources PARAPHRASING a. When we describe something we have heard, we often repeat the same idea but use different words. For example, if you hear the TV announcer say, “There is an 80 percent chance of rain tomorrow? you may tell a friend, “It will probably rain tomorrow” This last statement js a paraphrase. A paraphrase is a | restatement of another person's ideas using opr own words. You can use paraphrasing in writing as well. Repeating the author's ideas in your own words shows that you truly comprehend the original idea. | ‘The paraphrasing skills that you learn now as you explore your theme willaso be useful later when you integrate ideas from thelarticles into your paper. Chapter 4 discusses how to use information from articles appropriately in academic writing, @ Three Criteria for a Good Paraphrase 1. A good paraphrase has the same meaning as the original. + All main ideas included + No new ideas added 2. A good paraphrase is different enough from the original to be considered your own writing. (ys) yc) + Uses no more than four or five words in a row from the original source + Changes grammar and vocabulary as much as possible , # keep calamd scenbifce voools ‘ e2ep tedanial avd 3. A good paraphrase refers directly to (or cites) the original source. + Include the name of the author and/or the name of the source (You will study citing and documenting sources in Chapter 5.) Leas eWay Original: Genuine multitasking, too, has been exposed as a myth, not just by laboratory studies but by the farniliar sight of an SUM. undulating between lanes as the river cuts deals on his cellphone. —Pinker, Steven ‘Mind Over Moss Media” June 10,2010 Paraphrase 1: Pinker (2010) writes that people can't really do more than one thing at a time; ‘we can see this from scientific research projects and also from just watching a car moving unpredictably down the highway while the driver is talking on a cell phone. Paraphrase 2: Pinker (2010) says that both lab research and actual experience show that peuple aie incapable of doing several things at once. As an example of this aci,he mentions the frequent sight of a person driving dangerously while using a cell phone,PRERA T 8 PartOne: Chapter 1 Building a Paper: Explore CICA Here is an original sentence and two paraphrases of it. One of the paraphrases is well done, but the other does not meet all the criteria for a good paraphrase. Decide which of the two paraphrases is weak. Identify which of the criteria is missing, Original: A global village a upon us that more and more resembled an American hnffet table — even if chilis, chutney and kimchee were added to the mix. Rin, ra, Spiritual Perspectives on Globalization, 2003 Paraphrase 1: We came to a big table with food from many different countries, but it was really alot Me an American meal. Does the paraphrase meet all three criteria? Yes No) (circle one) Ifno, what is the problem? J" 1.91 ! Paraphrase 2: In this article, Rifkin (2003) says that the whole world seemed increasingly like the United States, although it also included contributions from many other cultures, Does the paraphrase meet all three criteria? Yes No (circle one) If no, what is the problem? Two Techniques for Paraphrasing Below are two ways to approach paraphrasing: «+ tell-a-friend method + chunking method TELL-A-FRIEND METHOD One effective way to paraphrase is to focus on the meaning of the passage and find a completely new way to explain it, The tell-a-friend method works well in this situation. 1, Read the original and concentrate on what it means. 2. Cover the original so that you cannot see it. 3. Imagine you are talking to a good friend. How would you explain this idea to your friend? Write down your explanation, 4, Go back and read the original again to see if it means the same as your paraphrase, zSourcework: Academic Writing From Sources Origin: Leadership by birth order apparently holds for both genders, Studies have found that female executives are much more likely to be firstborns than later-borns. —Kosalh, nd Shook Cate, “Born ta Rebel? Or Born to Conserve?” 1997 executives than people who are later born (Koselka & Shook, 1997), | I + Notice that while the key ideas from the original are included in the paraphrase, the structure of the paraphrase is very different, | Paraphrase: Not only firstborn men, but ar women are more likely to be | (OIECTT | Using the proverbs below, practice the tell-a-friend method of paraphrasing, Proverb: Dont cry over spilled milk. Paraphrase: When something bad happens that you can't control, it doesn't help to get upset. 1. With a partner, choose one of the proverbs below and use the tell-a-friend method to write a paraphrase of it. + All work and no play make Jack dull boy. + All that glitters is not gold. sil + The squeaky wheel gets the oil. Write your paraphrase here. a) things are n ss lect plete Hans 2. Find a new partner and tell that person your paraphrase. Have your partner guess which proverb you're paraphrasing, CHUNKING METHOD Another way to paraphrase is to divide the original into phrases, or “chunks? and concentrate on explaining the meaning of each chunk. A chunk is a group of words that expresses @ key idea in the passage you are working with. Chunks are often noun, adjective, or adverb clauses. This method can be especially helpful when you are working with longer passages. Here's how chunking works. 1, Read the original passage several times to develop a basic understanding of the ideas. 2. Divide the passage into chunks by underlining the main ideas. As you divide the passage, focus on phrases rather than on individual words.PartOne: Chapter 1 Bullding 3 Paper: Explore 3. Explain each chunk using your own words. 4. Combine these explanations into one or more sentences to create a paraphrase, As you combine these chunks, you will need to think about how the ideas are related to each other. It is okay to rearrange these chunks into a new order for your paraphrase. In the two examples below the original sentences are divided into chunks. Each chunk is then explained in a new way. Finally, the chunks are combined to form a parapitrase. Original: {0 estimated that hunger and malnutrition could be eliminated globally nar kn for less than is spent on pet food in E eae Chunk #2 could be achieved for one-third of what is spent annually on perfurnes, cheng eRe ee emg ee ~Knvclerbockes rad, Poor Get Riches Does Work See Progress?” The Cristian Science Monitor Jan. 22,2004 Rewordings of chuuks: 1. Problems of famine could be solved worldwide ‘or less money than it costs people to feed their pets in the US and Europe 3, Everyone could learn to read and write 4, For about 33 percent of the amount that people spend on perfume every year Knickerbocker (2004) notes that problems of famine could be solved worldwide _— nae cowie eee Taree rrr far less money than it costs people to feed their pets in the US and Europe, Sclleresies ctcreeieitoameintaimm "1 Gam and everyone could learn to read and write for ‘Chunks bout 33% of the amour that people spend on perfume every year. Peer eet are “Example 2 shows a paraphrase in which the chunks have been arranged in an order that is different from the original. EXAMPLE 2 | Original ‘There is an element of sacrifice and obligation: women are expected to make Chunk st | many things secondary once the husband comes along, to devote their | ‘Chunk=2 energies to him and his house and the building of another family Unit hanks Work Penny, “What Does Life Tet Us About Love” 2003 erst 910 Sourcework: Acaclemic Writing From Sources Explanation 1. Women must give up time and energy for themselves * of chunks: 2. After women get married 3. Women are expected to focus on taking care of their husband, home, and children, Paraphrase: After they get married, women must give up time and energy for themselves Chunk? eae ee de Chad errr because they are expected to focus on taking care of their husband, home. 4 So oe | and children (Wark, 2003). | | | J RCE Use the chunking method to paraphrase this sentence. Often procrastination stems from a real or imagined fear or worry that, is focused not so much on the thing you are avoiding, but its potential consequences. Noor Rebeca; Baker, Barbers Packer Arnold, "Coping With Pocnastoation” 1997 1. How would you divide this sentence into smaller chunks? Underline each chunk, As you divide the sentence into chunks, remember to focus on phrases rather than on single words. 2. Explain the meaning of each chunk using your own words. a. Aa rainy fearon worry rede 04 ° a. Whee vol clown Fenn snot i ‘ widhie 3. Using your explanations, write a paraphrase of the original sentence. It is okay to arrange the chunks in a different order than they appear in the original sentence. As you put the chunks together, remember to consider how they are related to each other, = A third paraphrasing method that involves changes in grammar, word order, and vocabulary is available on the Sourcework website at [Link] Look for Grammar Toolbox Method.PartOne: Chapter! Building a Paper:Expiore 17 ACTIVITY @ Identifying Problems in Paraphrases Below are several paraphrases that have been created using the chunking method. By yourself or with a partner, read the original sentences and then evaluate the paraphrases using the criteria for a good paraphrase on page 6. Circle OK or Not OK and kive an explanation. 1. Original: The United States leads the world in its belief in romantic love—86 percent Chunks Chunke2——Chunke3——Chunkea ‘Chuake 75 Choakae Chane ‘Chunkes -Levine, Robert "s Love a Lary? 1993 Paraphrase 1: America is ahead in the world in its faith in dreamy love—three guarters of US students in college declared they don't want to marry without being in love (Levine, 1993). — college students say they would not marry without love. OK Not OK Explanation _“ he l Paraphrase 2: Romantic love is valued in the United States more than anywhere else in the world; more than three quarters of US college students say they will not marry unless they love their partner (Levine, 1993). OK NotOK Explanation 2. Original: Countries are likely to indulge in romance if they are ‘Chnk #1 wealthy and value individualism over the community. Ghunke Chunks Levine, Robert, "s Love a Laceury?” 1993 Paraphrase 1: Rich, individual countries are more likely to think love is important (Levine, 1993). OK Not OK) Explanation 1!12 Sourcework: Academic Writing From Sources Paraphrase 2: Countries that are rich and value individualism are more likely to = believe in romantic love (Levine, 1993), OK Not OK Explanation 3. Original: Globalization so often seems to threaten the identity of the individual, Chunk #1 ‘Chunk? by sul jet "us to someone else’s rules. Chk Ma, Yo-¥a "Pats of Globalization Fram the Rerberso Bac New Perspectives Quarter, Spring 2008 Paraphrase I: Ma (2008) comments that globalization frequently appears to challenge a person's sense of who he or she is because it makes us follow decisions made by others whom we don't know. OK Not OK Explanation Paraphrase 2: Ma (2008) says that globalization usuelly terrorizes people by enslaving them in rules that someone else has written, OK NotOK Explanation _ ACTIVITY @ Chunking Practice Select a longer passage (no more than three full sentences) from one of the articles you are reading from Part Two. Use the chunking method to paraphrase this passage. You may work alone, with a partner, or in a group. Share your paraphrasing process with a small group of the class. 1. Read the original passage. 2. Show how you divided the passage into chunks. Discuss why you divided the passage as you did. 3. Explain your paraphrase of each chunk,PartOne: Chapter Building a Paper: Explore 13 4, Show your final and complete paraphrase. Discuss the choices you made as you arranged the ideas in your final paraphrase. 5. Ask for feedback on your paraphrase. Does the paraphrase have the same meaning as the original? Is it written in your own words? Is it grammatically correct? | | ACTIVITY @ Paraphrasing Proverbs 1, Working in a small group, has ofa proverb familiar to you. 2. Take a few minutes for each group member to write a paraphrase of the proverb, 3. Read each person's paratinhs aloud and discuss each of the paraphrases | using the following criteria «+ Itis close in meaning to the proverb, « No new ideas are added. + Important ideas are not deleted. ACTIVITY @ Finding the Paraphrase ‘ 1, With a small group, select two or three sentences from an article in Part Two that everyone in the class has already read, 2. Using the tell-a-friend method, the chunking method, or a combination of the two, rewrite the passages you have selected. 3. Evaluate your paraphrase, according to the criteria for a good paraphrase on page 6 4, Trade your paraphrases with another group. 5. Read the other group's paraphrases and see if you can identify the original passages in the article. ACTIVITY @ Guessing the Paraphrase 1. Work in groups of three. Ask one member of each group to leave the room. | 2. The remaining group members read a sentence or short excerpt from an article in Part Two that you have already read. 3. Cover the passage and discuss the meaning of what you have read. 4. Write a paraphrase of the passage, 5. Ask the group member who left the room to return, ‘That person reads your | paraphrase and identifies the original passage in the article, 6. Write your group’ paraphrase on the board. Then, discuss each group’ Paraphrase as a class, using the criteria for a good paraphrase on page 6.Nancy F. Nollahite Fortland State University Julie Haun Portland State University o + HEINLE WS CENGAGE Learning" ‘Aerial «Graz «epan + Korea «Maxia» Singapore «Sain «United Kings «United States In-Text Citations SYRACUSE UNIVERSITY ENGLISH LANGUAGE INSTITUTE 700 UNIVERSITY AVENUE, SYRACUSE, NY 13244PartOne: Chapter5 Building aPaper:Refine 123 You must properly document all the evidence from sources that you use in your research paper. Whether you use direct quotes or paraphrases, itis essential to identify the original source so that your reader knows where the information came from. The process of acknowledging your sources iq called documentation, When you document a source, yon tell the reader esta where you found the information, @ Three Reasons to Document Sources 1. Tolet the reader know that you have carefully researched your ideas. 2. To tell the reader where to find the original source if she wants to learn more about your topic, 3. To avoid plagiarism, a serious offense in academic writing in the United States. Each field of study uses a particular system of documentation. ‘The system Presented in Sourcework is APA, which stands for American Psychological Association. This information has been taken from the Publication Manual of the American Psychological Association, Sixth Edition. APA documentation is commonly used in business, engineering, and the social sciences. Other documentation formats include MLA (Modern Language Association) used in the humanities, CBE (Council of Biology Editors) used in the life sciences, and Chicago (follows the Chicago Manual of Style) for humanities and social sciences. For links to documentation systems not presented in Sourcework go to the website at [Link] RULES FOR DOCUMENTING SOURCES As with most documentation systems, APA documentation occurs in two places in your research paper: 1. Within the text of your paper (in-text citations) 2. At the end of your paper in a reference list Here are examples of how the documentation for the same source looks in these two places.124 Sourcevrork: Academic Writing From Sources APA Documentation Within a paper (in-text citation): Elaine Harper (2001) writes that later born children are more likely to pursue nontraditional cgreers, Ae the end of a paper (reference list entry): Harper, E. (2001). Birth order and adult personality. New York: Collins, Inc. + The citations in your paper and on the reference page at the end of your paper ‘work together as a formal documentation system. As you document your sources, keep in mind that your goal is to help the reader identify the source of ‘your information, To ensure this, be consistent in the format you use. @ In-Text Citations When you include a paraphrase or quotation in your writing, you will need to acknowledge the source. In other words, you will need to cite your source. In the APA system, a citation includes the following three pieces of information. + The name of the author + ‘The year of the source + The page number (required only for quotations) Citations occur in one of two places: within the sentence or at the end of the sentence. CITING YOUR SOURCE WITHIN THE SENTENCE Last name. of the author Date Reporting verb ‘Author and date are separate. Last name only + Include the year only + Place in parentheses + No extra punctuation. If no date is given writen. + Choose an appropriate verb to introduce your evidence (see list of verbs in Chapter 4 on page 83). + Use the simple present tense. Example Bellafonte (1992) argues Bellafonte (1992) argues that genetic factors have played a role in reporting verb lastname year people's need to take risks.PartOne: Chapter Building a Paper: Refine CITING YOUR SOURCE AT THE END OF A SENTENCE Name of the author Date Tithe ‘Author and + Lastname only | + [Link] | Not included Gatearepced | coin given write nd, 7 Rarentheses. | « Place after author's name. + Puta period after the parenthesis mark [Example Gellafonte, 1992), ae Extreme sports provide only a short-term superficial sense of satisfaction (Bellafonte, 1992). NCTA Practice writing in-text citations using the information below. Author; Ann Fishburn Date: May 3, 2000 Paraphrase: Freedom to explore, a caring community, and exciting art projects are three important characteristics of an art program. Citation within the sentence: Fehon (200) considite’) | ‘shiovrn 2000 msidics/ Acunglin Tichlorn (2000), Aeundlin _trsnioden (200d), freedom to explore, a caring community and exciting art projects are three important characteristics of an art program. Citation at the end of the sentence: Freedom to explore, a caring community, and exciting art projects are three important characteristics of an art program — 125126 Sourcework: AcademicWriting From Sources SPECIAL CITATION SITUATIONS Here are several common situations that occur when you write from sources that require special citation formats. Quotations Occasionally, you will use a direct quotation from your source. All quotations require a page number. | + Put quotation marks around quoted dt «+ Pat the page number after quoted material in parentheses. Citation within the sentence: Souza (1997) writes that ‘these spiraling human demands for resources are beginning to outgrow the earth’s natural resources" (p. 31) | + Puta period outside parenthesis. Citation at the end rece of the sentence; “The key to building a sustainable society rests with changing cultural attitudes among young people" (Hawkins, 2008, p, 182) ROU ‘Write a citation for this direct quotation. Source Author: Jane Donner Source Date: March 15, 2000 Quotation: “Volunteering in our community helps both the community and ourselves” Page 112 Citation “Lonner {2099 rel olor Idea Taken frem More Than One Source Sometimes you will want to include an idea that is mentioned by more than one of your sources, In this case, you'll need to include all the sources in your citation. + Use the end-of-sentence format. + List the authors alphabetically. * Separate sources with a semicolon. We cannot rely on technology to solve our problems (Feisk, 1995; Punon, 1995).PartOne: Chapter Building aPaper:Refine 127 Guin ‘Write a citation for this paraphrase of an idea taken from two different sources, Author: Daniel Birge Date: 2001 Author: Kate Spoon Date: 2000 | rraphrase itical thinking must be a central part of university studies. Citation Cadical dhs ol be aconbal Srl ug dnrstudkies ( Biege, 26045 Spoon, 2b 7] Unknown Author : Ihthe author's name is not given, you will need to use the: de of the source instead. |" + Use quotation marks around the source title + Include the year. qlee fo an orspmnizaions . Sracuseanisesidy Sen | + Giveattle Y Citation within the sentence: “Choosing aur Friends Wisely: How to Develop Lasting Friendships" (2004) describes three common mistakes that occur in new relationships End-of-sentence citation: There are three common mistakes that occur in new relationships {"Choosing Your Friends Wisely: How to Develop Lasting Friendships” 2004). Subsequent citation: “Choosing Your Friends"(2004) presents results from a survey on long term flendships suggesting that learning how to argue reapecitully is. key to ‘making friendships last128 Sourcework: Academic Writing From Sources ‘Write a citation for this paraphrase of an idea taken from a source without an author listed. Source Title: “Study Skills for University Success” Source Date: June 2002 | Paraphrase: Success in college depends on effective stidy habits Citation ‘Shay Geils foe Vniveetly Focees" (2002) wows chdy | Groups as Authors Some sources are written by a 2 agency, corporation, organization, o1 association without an author name given. For these sources use the title of the organization. + Use the full title of the organization in the first citation, « If the title is long, shorten the title in subsequent citations, + Include the year. ‘Ihe Society for Conservation Biology (2007) presents five main threats to biodiversity. POAC ‘Use the information below to write either a citation within the sentence or an end-of-sentence citation, Group Title: National Organization for Women Date: January 13,2009 Paraphrase: Women still receive lower salaries on average for work than men. Citation The Mationel Orenizadion for taloreorr (2009) ex p anabie| Source with More Than One Author Ifa source is written by two authors or by three or more authors, you will need to use slightly different citation formats.PartOne: Chapters Building aPapec Refine 129 Source with two authors: List the authors in the order they appear in the source. * Use an ampersand (&) when using the end-of sentence format, Cited within | the sentence: Blackburn and Littie (2008) note that exposure to secondhand smoke | ‘can increase the risk of lung cancer » cover 30 percent. | Cited at the end | oftthe sentence: Exposure to secondhand smoke can increase the tisk of lung cancer by Over 30 percent (Blackburn & Little, 2005), Source with three ormore authors: + When citing the source the first time, lst the name ofall the authors in the order they appear in the source. + In subsequent citings, use the end of sentence format, List the first author only followed by the plarase “et al" Cited within the sentence: Kapiine, South and Findel (2003) wite that dark chocolate contains four times more antioxidants than green tea, Cited at the end ofthe sentence: Darkhocolate contains four times more antioxidants than green tea (Kapline et al, 2003), Eun 1, Write a citation for this source written by two authors. Authors: Jenny Pope and Marge Green Date: 2003 Paraphrase: Most students change their major at least once during their undergraduate studies. Citation “yes tithe ond (Tope & Green , 2008130 Sourcework: Academic Writing From Sources 2, Write an end-of-sentence citation for this source written by three authors Authors: Gene Jones, Richard Letham and Wendall Brout Date: 2004 Paraphrase: The primary difference between a digital camera and a traditional film | camera is how they capture the image. | Citation od al., (2004) -thendione indirect Source Often sources include paraphrases and quotes from experts on the topic. You | may want to use this information that is included in the source but comes from ' someone other than the author. + Include background information about the person whose idea you are using + Use an end of sentence format. + Write “cited in” and then the last name of the author(s) of your source. + No extra punctuation is needed. According to Joan Sinker, a San Francisco psychologist, increasing wealth does not result in greater happiness (ctedn ambien, 2001), + In this case, Hamblen wrote the article and, in her article, she included a quote from the psychologist Joan Sinker. The student writer wanted to use Sinker’ idea so this is how she documented her information. Tana Write a citation for this paraphrase of a quote by Patricia Manning, a spokesperson for the American Cancer Society, in an article by Matt Simms. Source Author: Matt Simms Source Date: January 21, 2003 Evidence Author: Patricia Manning Paraphrase: According to Patricia Manning, a spokesperson for the American Cancer Society, the health effects of second-hand smoke are stil being studied. Becardine bo Poida Henive Citation eceee | cibd in Simmsonsen 1 901 ‘ado Soawor ax oovomo ssaig a8eon4D Jo AySIaAIU ayL, samuoenea 278 O81) 2, reac m sue open Bora 2 woRPHEH Y 1 aso mms seve wa m9 afore, xgge “1 sod aopog Suma se 10 il vo i690 M751 pape rey sonst L upped of yoru gon ney pu ose MOR "Ppuny he oa pestiuy panpny Xops5y-9 peyHy say md eGo ‘siadng yp Pie port uosdry] sopreyD smn 3 amt ‘9e0e Sapa ‘una at nr, 1 sop tis panda ‘soupo 2p ate pus Beans BYoL ore fo $5 2, soy oqo sam moma pir ans y suessnasag sepa s PEACH BJO pue ‘sudIssajoig ‘saouala ayy ‘0822149 “Ydv “WIW xiv porsmon rage Seat an oS ra —salAjg uor r 0} aping yIND ¥ | ape ‘aos ay Se, | unchg os TYBIY aD Woriidy aqnooas . | Shame | OuiHP3, | soping oft —— ——Charles Lipson isthe Peter B tes Pfny sand director of undergraduate studies in political science at the University of. Chicago. “The Univer of Chicago Pees, Chicago 60887 “The Univerny of Chicago Pres, Lad, London © 2006 20lIby Charles Lipson riled in he United Sites of America mw 6s MBN 12345 ISBN -19:974-0226-48463-1 (ck ISBN 0: 0226-48065: (co 1SBN-1; 978-0-226-18464-8 (paper) TSN 0126-48464-8 (paper) , trary of Congress Cataloging in-Publiaton Data Lipson, Chas (Cte cghta quick guide to ciation syes—MLA, [APA Chicago, the scence, professions, and more Chases Lipion, 2nd ed. prem. — (Chicago guides o sand publiting) wudesindex. 978-0-226-48463-1 (cloth alk. paper) alk paper) ISBN13-978-0226-484648 (pba paper) [SBN 10;0-226-48066-5 (pbk: alk paper) 1. Diblogapbical tations. 1. Tite Serie: Chicago guides to writing, editing. and publishing. PNITLES6LSS: os.or7—den oq0024721 ing ed @ This paper moss the quirements af ANSUNTSO 75948-1952 (Permancace of Pape). 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However, fluent readers adjust their reading speed according to the material that they are reading and their purpose for reading it. There are three important reasons for learning to read faster: 1. You will get through required reading more efficiently 2. You will enjoy your extensive reading books more and so you will xead more. 3. You will improve your comprehension, (See Part 1, Extensive Reading.) ‘The first two advantages of reading faster are obvious. The connection between reading faster and better comprehension may not be so clear, but itis no less important. When you ead slowly, you read one word at a time, like t! What really happens when = we —read?_—-Some people think we read one. word at saa_—stime They think we read word, understand it and then = move. ons to._—stthe.—sonext_— word Reading separate words this way makes it hard to understand what you read because you must remember each word as a separate piece of information. By the time you get to the end of a sentence you may have forgotten the beginning. 240, _ Reading Faster‘The following five strategies will help you improve your reading rate, that is, the speed at which you read. This is not the same as the “speed reading” sometimes advertised—as in = “Lear to read a novel in an hour!” The aim here is to increase your rate gradually, while at the same time building confidence and comprehension, You should also keep in mind that your goal is not to read everything at maximum speed, Instead, you want to achieve flexibility and the ability to speed up or slow down according to the text and ro nore for reading, Experts believe that a reading rate of less than 200-250 words per minute (WPM) almost certainly indicates word-by-word reading. Many students who have never worked on increasing their reading rate read at that rate. Others may already read at faster rates, Whatever your rate is nov, experience has shown that students who regularly work on their reading rate can double in one semester. Very often, this also leads to better | academic performance. Strategy 1: Check your reading habits Certain habits can slow you down, Think about your own reading habits, a. Do you try to pronounce every word as you read? Pronunciation is not necessary for comprehension. In fact, if you try to say the words, even silently, you will probably understand less. The effort of trving to prononnce the words will interfere with yout ability to comprehend, - Do you usually move your lips while you read silently? Saying the words will prevent You from ever reading faster than about 200 WPM, the fastest speed at which English can be spoken, ¢, Do you follow the words you read with your finger or a pencil? Following the words with your finger will also slow you down. The eyes of a good reader do not move line by line through a text. Instead they tend to jump ahead for new information, or back for confirmation of what was read. Your eyes should be fre to follow your thoughts, not ‘pour finger! 4. Do you translate Into your native language as you read in English? Or do you often ‘rite translations of words in the English text? Translating into your native language takes time and prevents you from concentrating on the ideas. Fuitheunure, tt interferes with your ability to think in English as you read, Note: If you answered yes to any of the questions, try to change the habits that are slowing you down. Learning to Read Faster 241.) valStrategy 2: Read meaningful phrases or “chunks” Good readers in English “chunk” as they read, That is, they read meaningful groups of words, which are much easier to remember than @ lot of separate words, Furthermore, ‘when reading in chunks, they can form connections among the ideas in the text and with information or ideas they know, What is a meaningful phrase, or chunk? —_| Good readers in English is a meaningful phrase becquse it makes sense alone | English clumk as is not a meaningful phrase because it does not make sense alone. Readers generally divide up sentences in similar ways, though there may be some Gifferences, Faster readers tend to make longer phrases so they can take in more text at a time. For example: Each chunk / should be a phrase / that makes Sense / by itself. (lower readers) | Each chunk should be a phrase / that makes s¢nse by itself, (faster readers) “EXERCISE 1 ‘A. Read the following paragraph. leenaiters are not the only anes to be tempted by fast food. Apourenty, pigeons also | find the salty, fatty meals very attractive. Reports suggest that city pigeons are | eating leftovers found in trash cans or outside fastfood restaurants, | _ they are becoming overweight, Soon they will not be able to sit on power I | _tlsk of breaking the lines and causing shortages. and as a result ines without the 8. Now read the paragraph aloud to another student and tiston to the other student read it to you: ©. Read the same paragraph divided into meaningful phrases. | Teenagers are not the only ones tobe tempted _by fast food. Apparently, pigeons also find the salty fatty meals Reports suggrst_ that ety pigeonc are eating lefloversfoundin trash cons | or eutside fastfood restaurants, [Link] a result they are becoming overweight, Soon they will not be able tosit on power ines without the risk | of breaking the lines and causing shortages. i very attractive. D. Now read the paragraph aloud to another student, pausing very briefly after each phrase. Was it ‘easier to understand the paragraph with or without the division into phrases? Note: Students usually find that they understand better when their partners read the Paragraph divided into phrases. In listening, as in reading, itis easier for your brain to take in and process information ifit is divided into meaningful phrases. Reading FasteEXERCISE 27” A. Working with another student, read the passage and then divide the sentences into meaningful phrases. The first sentence has been done for you, Note that some phrases may be on two lines of text. Cat Graves on Cyprus betwen humans and eats Last month in Cypcus they dlscovered the grave of @ 30 yearoldvillagor ho ded 9,500 years ago, With the body, they found jewelry sa shells, and other item/Less then a meter (3 feet) away,in another grave almost cer{einy made atthe same timp, lay the bones ofa young cat. Cet bones have béen found before near early human settlements, but scientiat Beliove they belonged to wild eats. These eats probably stayed eround human villages to catch the mice and rats atrected by the suplies of food. The new find on Cyprus, however seems to Indicate thatthe cats inthis vilage were tamed and had some special role to ply in human activities or a special relationship with certain inlvcuals. These bones showed ro sign of having been butchered for eating. And since they were in the right places inthe skeleton, the animal must have been buried soon after death; otherwise, tho bones would have beon \aken by otter animats, Other animals were tamed before cats. The fst dogs (sctualy» type of wat) ere known to have lived with humans ee early 28 16,000 years ago. Their Importance in early human settlements is shown bythe evidence of dog graves from 12,500 years ago in lal. | The goat was probably the fist enimal to produce milk for humans, eround 10,000 years ago. But until now, the frst evidence of household cats came rom egypt only 8,000 years ago. The discovery ofthe skeloton ofthis cat, which had clearly heen han with care Is very exciting for archaeologists. A rchaeclogists have found / the earliest known evidence / of a special connection / ®. Compare your work with that of another pair of students. If you disagree, check with your teacher and correct your phrases. Then read the pasage aloud to each other, pausing briefly after each phrase. Note: For further practice in dividing teat into chunks, you can mark passages in this book or your extensive reading book. Choose one or two paragraphs and divide the sentences into chunks. Then read the paragraphs several times, focusing your eyes on each chunk. Strategy 3: Skip over unknown words Do not stop when you come to an unknown word. Skip over the word and continue reading. In some cases, knowing the meaning of the word will not be necessary for understanding the important ideas in the passage. In other cases, you may be able to get a general sense of the word from the context (see Part 2, Unit 2).EXERCISE 32 ‘A Jn this paragraph, every fifth word is missing. Read the paragraph and answer the questions. Do NOT try to guess the missing words. Anna Polanski, the famous planist, moved to the States five years ago. ear, she plays a free and she invites her , friends, fans, and the ——_______ from a local schoo Week, her annual concert held at fhe University Center, and her invited included the children from Park School in Roxbury. this event, Ms. Polanski to play the music Chopin, including his most _ composition, the Polonaise, her audience enjoyed all epee she played, responded most toa of lively marches and that she played at end of the concert. the concert, several children to the stage and Ms. Polanski with bouquets of 1. Was Anna Polanski bom in the United States? slo =!" once 2. How often does she give free concerts? lary gfodeds 3. Whom does she invite to concerts? frteuds, fons, the Dhrnicn of loeb ohn ch achom ge 4. What did the audience enjoy most? Lively wretches” ( pares ) 5S. What did the children give Ms. Polanski? bowpeds of (lous 3 Compare your answers with those of another student. Then discuss the following questions. 1. How many of the questions could you answer? 2. Did you need to know the missing words to understand the passage? +5 Note: Students usually find that they can read and understand a lot even when many ‘words are missing or unknown. 244. Reading FasterStrategy 4: Use your extensive rea ig book Here are two ways to use your extensive reading book to improve your reading rate. Reading sprints Slow reading js often a matter of habit. You read at 2 certain speed because your eyes are Used to movihg across the page at that speed, Rending sprints are an effective way to break that habit ang! force your eyes to move more quickly. Sprints will help Jou in the same way {hat sunning sprints help runners who want to increase theit speed. They may seem . Count the number of words in three lines and divide by 3 to get the average number of words per line. ¢. Count the numberof lined on that page and multiply it by the number of words per line to get the average number of words per page. x 3 dines) {average words perline) (words on a page) 2. Time your reading. & Open your book and mark your place on the page you are nuw reading, tore you begin to read, write in the margin the exact time you start reading. Read . comfortably for about ten or fifteen minutes. Write the exact time you finished, b. Calculate the number of minutes you read: HeEELEa esta eee amines min. (Ginishing time) (Gtarting time) (Geading time) 3. Calculate your reading rate, 2. Count the number of pages you read, including parts of pages. b. Find the total number of words you read by multiplying the number of pages by the number of words per page. (Pages read)“ Gwords per page) (words you ready ¢- Calculate your reading rate (words per minute) by dividing the total number of words you read by the number of minutes. a (words read) (minutes) (reading rate — words per minute) 4. Tum to the Extensive Reading Rate Progress Charts on the next page. Write the date and your reading rate.i ‘(art Ring spo oven dy WY PHO THIOL LUASIAAITY WYN rguro: JP FUPATHY YING Oy \neypaoosty yet ae NL souy]2a woAaS ‘poynorpry ST pur ‘souesy Ur sasry way SAIL] HOA. MON OU (aoqnoosoud wistroxraysoqunoo sotI0}) UPsey PIABC—IOKBNY TWAS!) RATGNT NOW NOTLVLONO LOTR oyu pawsouog joadky -s prorhig + yyve uaa SU OE Goprome {Sept vo paourowur (VVON) uonenszurmpy suaydsouny pur 2108990 jeuOReN a4 puP YSYN WON sispuayos ‘988 ut unfag Surdooy proaes aumqeuadutay outs sPa6 ISaHOY BKB SEI pTOZ —Ee ae - OH ovata] oval (aon) PYaoM. | Arenuer paysygnd—erec] slo's uELLOA UNsMp—sorANY uosoy} Uo 3894 SOMOH] AUP SEAL PLOT—ADEL PUY suuzesoyy aun] apap aUIZeREY aU) NOMMVIONO LITA —oyuj pomoxiog jody *y —*FaRPTE] suonwioued axmany axdsuy oy anuyuoo jem pure yeap sty aouts pampua asuayop pue ‘yin Jo sfunyse9) “y)Buaus penparpur so oBessouts,.upUED sant PR post area ps 847 (5h) yor 681—s8ea ‘r$61—20a (1ypuep go wep ap wo San20ysu 33 PROM a4) 936s pee a7 If AME ASVUHAVAVA—o}u| powowo| jo ods [PAE YROVD) ,SouMHRD soLMOS pow USSU ay MOY sopduMED eLeUAIOD ‘uv ys ug [osonas aan am Yor 405 a0a4d soUEp sw ‘sydlunyco oup Sw yoNS ‘xSMUE [Link] Aq pue siuos $9 ypoq payuedwoooe arom Soy aIppuyN ay! SBOuECT, y9—s8ed ‘100¢—21ra, ostttd “A 9pne|g pur mop Aey }STYA, UHaISA, JO AZO}SIH 1 SOTPIS pou) a uoRSOND e yA Nout FuyddeAs sa uy aout ‘sug uy oxsou s94s0% « pur Jodedsavou feomnes ve y90m WL] SBUNKCOYS ABBY atau IZ pac ozaady loz ‘91 Arenuer poysqnd—aieq ianaig pue ozzndy weYY—Si0yINY pojnaxpny S| pure ‘zou, UF Sosry ¥ap| OW OLLIE —2]ILL, NY SAUL HOA MON aKLL-—ANLT sOdvdsMON aU, NOTLLVLONO LITAIG osu pomossog 402d. darroedg SUONEAKD 10 Uf ‘£1oz s2uWuNS—SOm ( owe,EGS—2017 Name Firelle Fue Paraphrasing Practice Review the proverbs about “time” and “money” below. Choose some of the proverbs below and paraphrase them for a partner. See if your partner can guess which proverb you paraphrased. Discuss possible changes to improve your paraphrases. ‘Time is money. All that glitters is not gold. A bird in the hand is worth two in the bush. The giass is always greener on the other side, A penny saved is a penny earned. Waste not, want not. ‘Time flies when you’re having fun. Novaepye Paraphrase the following passage from “How Different Cultures Understand Time” by Richard Lewis (2014) on the Business Insider website. Complete the seven steps below. \ : “For an American, time is tryly money. In a profit- Fined society, time is a olen. even mae ‘ *éeiiinodity, I lows fast, ike a mountain river in the spring, and if you want to benefit from its passing, you have to move gt with it, Americans are people of action; they cannot bear to be idl over, but the present you can seize, parcel and package and make it work for you in he immediate , The past is future.” Paraphrasing Process in Seven Steps: 1, Read the passage carefully and make sure you understand it thoroughly. 2. Identify technical or subject-specific vocabulary that cannot be changed. Write them here: on phrases rather than on individual words. Mark and label the pieces above: Explain each piece (or chunk) using your own words aud voice. ‘Combine the pieces (you may decide to change their order). Write your paraphrase below. Prooftead for errors in grammar or word choice. Cite the source; i.e, According to Lewis (2014)... OR ,..(Lewi ee wide Tor on Amevioon Break the passage up in to pieces (or chunks) by underlining main ideas. As you divide the a saeNancy E. Dollahite Portland State University Julie Haun Portland State University Writing the Reference Page a ‘SYRACUSE UNIVERSITY ENGLISH LANGUAGE INSTITUTE 700 UNIVERS!! Y AVENUE, o> HEINLE SYRACUSE, NY 13244 ‘© CENGAGE Learning: ‘uml Breil Jpan «Korea Mexico «Singapore «Spain «United Kingsom Untied SvenPortOne Chapter Bulking Paper seine @ Writing the Reference Page As discussed on pages 123-130, documenting your sources includes both citing sources within your paper and on a reference page. The list of your references (your sources) is the second of the two-part documentation process, Include the references at the end of your essay on a separate piece of paper. The format of information in the reference list corresponds to the citations within your paper. For example, the author’ Jast name occnrs in both the citations within your paper and in the reference ie In-text citation: Harper 2001) wate that later-bom children are more likely to pursue nontraditional carebrs, Reference list entry: Harper, E. (2001). Birth order and adult, personality. New York: Collins, inc. quis aaa eats References book alten, G.(2003). American Ways:A Guide for Freignersin the author date Booktitle (ouby tivst lefler) & United States, Yarmouth, Maine: Intercultural Press Ine. city/state of publication publishing company website ‘Oberg, L (nd). Culture shack and the problem of author no date article title adjustment to new cultural environments. Retrieved from httpy/wanuworldwiceedu/travel_planner/culture_shock 1 byes, 29 Web address movie Reitzel, B Producer), & Coppola, S. (Director). (2003) authors date Lost in Translation [motion picturel. United States: Focus Features. movie title producing company periodical Sitique, R (2002, March 15), Reverse culture shock: Returning home. author date article tile 2 Tansons Abroad Magazing37,5. DOT periodical title no author Stages of reverse culture shock. (2006, July 14). Retrieved from article title date http//[Link] butfalaedu/studyabrosd/rculture htm Web address Periodical retvieved —Sumka,S. (2006). The impact of study abroad: Educational travel online author date article title por - "Gpfelece 131132 Sourcework: Academic Writing From Sources as. a model for responsible tourism. Retrieved from [Link] Web address periodical retrieved —Thantick, P & Thomson, C. (2007, Winter), Culture shock and from database authors date atticle title social support. Social Psychiatry, 40,777-781. periodical title GENERAL FORMATTING GUIDELINES FOR APA REFERENCE LISTS 1. Double-space all entries. 2. Have the first line of each entry at the left margin; indent subsequent lines five spaces. 3. Use the author's full last name and only the initial of his or her first name. 4. If there is more than one author, separate the names by a comma and put an ampersand (&) before the last author's name. 5. If the author's name is unknown, write the title of the article first. 6. Organize the entries alphabetically by the author’s name, if known, or the title of the article. 7, At the end of each item in an entry, type a period, unless the entry ends with a Web address. Identify the five general formatting mistakes in the reference list below. Use the Guidelines for APA Reference Lists above to help you. References: Nancy Merrit. (1997). Teen suicide: Light in the shadows, Sacramento: Full House Press. Brook, §. (1998, February). Some things you Shauld know about preventing teen suicide. Psychology Today, 54) 20-25. Author Unkndwwa. (1997). Youth suicide, Retrieved March 6, 1999 from hitpy/[Link]/befrienders/youth Malrine, A (1999, December),Preventing teen suicide: It starts with straight talk US. News and World Report 68, 95-57. Problem 1_flawe_ouly N= Mercid, Ne (i272) eee Dem, TM. Problem 2 Drolet estes setae es cess eee cece ee eaeeeeLe Problem 4 Problem 5Reference entries for periodical: Each type of source has specific rules for how it PartOne: Chapters Building a Paper: Refine REFERENCE LIST FORMATS FOR SPECIFIC TYPES OF SOURCES Here are guidelines for five common types of sources that students use. ) Go to the Purdue University Online Writing Lab at hup://[Link]/ for more information about formats for sources, Periodicals Periodicals include mag regularly (for example, Information you will need: ‘nes, newspapers, and journals that are published ily, once a month, or once a season or quarter) + Author + Date of the periodical «+ Title of article «+ Title of periodical + Volume number of periodical if yiven (also include issue number if available) + Page numbers of the evidence you use + Web address if retrieved online (periodical retrieved online}: Evangelista, 8 (2009, November 15), Internet harms real relationships, author date article title San Francisco Chronicle. Retrieved from periodical title http:/[Link]/health/412332_interetaddiction1 1 16 htmi web address Corpet, F. (2002, September 3). Global warming revisited, author date article title Science Today, 52,24 periodical volume page title # number hould appear on a reference page. 133134 Sourcework: Acadernic Whiting From Sources Specific Guidelines for Periodicals + Capitalize only the first word of the article title, the first word of the subtitle, and any proper nouns. + Do not underline the title or enclose it in quotation marks. + Capitalize all important words of the periodical or newspaper title. Italicize the perio. al title and volume number. Include the page numbers after the volume number. Write “Retrieved from” and the Web address for onling periodicals. ite a reference list entry for this periodical: | Author: Martha Summer Title of Article: Five Steps to Success in College Title of Magazine: American Survey Date and Volume: September 21, 2000 Volume number 36 Page Numbers: 14-15 Reference list entry Article Retrieved from an Electronic Database Libraries often provide several databases that can be used to search for sources of information, EBSCO, InfoTrac, PsychINFO, and WilsonWeb are examples of a few. Sources found via a database follow the same format as a periodical. Do not include information about the database, Information Retrieved from a Website For information retrieved from a website with no available print source, it is important to include the following information: « The author, if available. + The title of the article or title of the website if article title is not given. + The web address used to retrieve the information. + If no date is given for the website, write “n.d” + Bois Information retrieved from a website: Collins, K. (n.d). A mission to educate, Retrieved author date title of source from httpy/mwwamericanlandinstituteory cot ~—— web address Le dale of awe:PartOne: Chapter Building a Paper:Refine 135) Ua Ey Write a reference list entry for this information retrieved from a website: Website Title: Career Browser: What do you want to be? Date: None given Web Address, [Link] | Reference list entry Books | | In addition to the author, date, and title, reference list entries for books also Tequire the city of publication and the name of the publishing company. Reference for a book: Caplan, A. (1998). Due consideration: Controversy in the age of medical miracles, | author date book title New York John Wiley & Suns, city of publication/publishing company Specific guidelines for books * Italicize the title of the book * Capitalize the first word of the title, the first word in a subtitle, and proper nouns only. + List the first city of publication only. Write a reference list entry for Us book. Author: Richard Rodriguez Date: 1982 Title: Hunger of memory: The education of Richard Rodriguez City of Publication: New York Publishing Company: Bantam Books Reference list entry ss136 Sourcework: Academic Writing From Sources REFERENCE PAGE CONVENTIONS AND PUNCTUATION What Gets Capitalized? + The first word in book titles and article titles + ‘The first word in a subtitle that comes after a colon + All important words and words four letters or longer in the title of a magazin, What Gets Italicized? + Titles of books + Titles of periodicals + Volume numbers for periodicals NOTE: Do not italicize titles of articles and chapters of books. Where Do Periods Go? After each piece of information: author ~date -name of article ~page number in information about a periodical ~ initial of an author's first name NOTE: Do not place a period at the end of retrieval information for an electronic source (e.g.,2 Web address). Where De Commas Go? + In between the last name and the initial of the author's first name + After each author's name when listing two or more authors + After the title of a periodical + After a volume number + After the year in a date that includes a month + Before a web address‘sted Bop pue ‘soyddns dn yotd o} a10ys K1a904% ayy 0 2ntsp 01 ouUoY axp Ko KyyuTEY Aut 89 990% 4p 10} YLOMOULOY us YStUY 0} Kx J ‘SPUN YO "9 6 uy ues py “s,uewiBa,y s1 Suddoys 08 oF so 8 ue popmouo os seas au0ys axp asne0q Burddoys soye pasty sem |“ Suiddoys of 01 ayy y asoyay “s,ueMBoM IV “9 pomautoy pur ‘jeu a4 07 Bu108 sea Bop Aur soy sywasy awos wyB00q | —— °F quiedan ysauy sory ays pure “srY9EI0 Poxog soyyystp 24s nq “dnos ous Sng oy sony ays pu ‘SHeuMIp uazoxy Ang 01 S>¥NT POLY SW “ye ‘sojdde wapxa stomp wouy owoy re aid v ayeus ues Bu yard ajdde ouoS sey oy uosied Y— *¢ “papmouo pur sng Surog a101s K1a90u8 ay], *Z ‘poo sean ap void ajdde opeu oy “sojdde swos wy8n0g a) “urddoys wom 99S “1 : ayamuaasie “3 2 son el fides 4 3 juouieay *e “([Link] ayqyssod duo ueUy asour aff Seu 2194) wra|goad a9Ua}UDS Y>ED 1991409 KON, wad yo ad au foquy pu soou9}u9s 94) JO IPE Tq espary -uonpjuosard seureresf sy aredaid oy poow siaquiow drow ety “C1 ‘vongjuosoad seuunes® stow aredaad 0} spaou dnosl ayy, “p “uonisod Aum Sururoydxe £q wiFoq OF “Et syoatu yoani09 Suysn pure Afroanioo spiom jad 01 sens aug a[qnosy sou 24} ow 2A13 pys oouaUIaS Jo swale 29m MLL “ZI -uonomound pure rowed yoy apna “ospe ‘| IL i ol suoddns pajreiop mous dara pu siscreue jnysySmomp Bu ‘rea are se nog se uo} se sneU 1,useop reUNLEIB Sy puary AW “6 jas °g ‘Auessa0u1 Yau jou ose Kacy azays suojoo!tuas pus ‘sewUtoD wos ppL [ILM “Uy! 1M ,USDOP 94] JOADMOY IHUULNELE sty AN way jonuod seuruness 12] 01 Jou An Ana pur UE uuognozunuuiuos djaty 0} Joo # st ue) aye ayvorununuod 01 pou oy “aumaIC Zig ap SyDEL AatA JO HO MOK -aaESIp | “suro|qoud jIps 2oustvas UY/Stt] OF uoLIUaNE asoJ9 Sud 01 oATY Ss opmas ie] tudo s,puatiy Su us pasnyuios auow 24 Axax9 soyeus ay pu ‘asim SBuny SEyEUL Joy yen peg os s1 zeurures8 sty ing ‘seypny uyEdxa o1 sorneu fs “pasnyLiod 1a8 ajdoad oy peut sta ot pur “usny puzissopunsiuu aydood ysow rey 2zqypar 1,usoop 94] 3Ng ueyodut! jou st seUIUNEIB yeUR SaActtaq pUEL A “| | caaupaed © pia Sx0t19 | Porson onnson -suio}qoud wowed ujeia09 sofaq S991 soawid-Stu9]qord PoUT|UAg UOLULLO (ue 62-L94) BPS SU aunmua aon sof spuasaf uoog axvy TT PIOUTT, © ABojvoue’ FGI Suyouvasos D4p AUP GY © [Link] ay fo 2.490 240) pub Pon ay) wi s00jd 5H fo axo0mn aq prnoys PURUDUTE O Sx) Bustos soap 20 FuoUILIaAOS TE adioau ayp> ayionnf uno MPI sory SWORE] © "1 “moat Stag a190 SOX SN pun ‘oB.0] Dana aio SETI © (semyd pue sremnBurs x1 you op) ““sq10,\_ ‘annloalpy aayssassod ‘sunouorg ‘SuMON woEMKI9g STHOWIEAIBY + HOTA AO SLUVA Naa Lad INGE “suono}au09 jouosiad Sty SUIDTADUE IY pun “yaoqparf onjgnd 0} TAISTT OF ‘smyBt suazyt9 SUIpHApp aap sigadsv juvjuoduy aarp ay, © JO2 01 pun Bawtauagwns BIO Hpi OF was | (pants pue “unow ‘quay ae gaa pue “qioa ‘quea,.) paytun TAUNLOANLS THTIVAVE “ating pup SB8o papaou asnvoa¥MB10}s a} 0} ua FO uorenjaung jaLOsUyENXE — « ‘AOFTdS VINOD. *€ puoras du sf yra0.0 sa ie Supuuna op [po pod Synsau v sy © and astadans 9 04 [Link] 1,7 nowy j,usaop ays doaanoy Aopyiang s, puatsf kui 8,17 © ‘SBBa awos Ang pynoo ] 08 24018 2) 0) aH] © uonemoung Joye] « (NO-NAY. PY) SSFONALNAS CASA “7 ~ puauf Aw astadins prod ‘2x09 ‘ouuoy juass | uoys BB aor spat so1ysys oa ‘aos 1y8n0q | MG “2soys ayy 07 wax 1 BR © ue “yng “~-pue “pure ""-pire) sxoyeULpIOND aannioday & ONALLNAS ADNRILS “1 D apou y saouaitiag premypay pur duoy A12aQ «(Sad AL ASMHLL) SAONAINGS NO-NO ‘poo8 som yf “209 vapour | “owoYy UAH | “291U SoM datysn9 ay] ‘S839 atuos 1y3n0g J ‘a4o}s ayy OF WAM] © (soouaquas ojduns uoys Suey) stoyautO ON & "SHONTINAS AATOHS 8882 amos dnqg’og Oo ‘Ajpuarsf pun aay os Buyag ‘SHBa Ang 01 a4o1s a4 Of O ‘401s aig) 01 Bus08 sayfy “younya ays pun aioys ay ‘ayduipxa 40g Oo ‘AUo}s ats OF JuaM J aSHDIE O (rqaoa v Buissyus) oplqns v Buyssiun “esnejo wuapuadap ojos) wap] or2ydwuoouy] ISHONGINGS INAWOVAT cuoreunydhxsy—swuoiqoug 2ouaqueg woum0> L1oz s9uNuns—SOstEGS—Summer 2017 Name. Practice with Tumitin and Citations How to increase the knowledge of you English slang and idioms Stang obi th dna ay et eae i a tot are regarded as very informal are more conan in speech than wrtng, dae typically restrited to patclar comet or group of peopl, hat ear. These sip tions ave showing how to increas one's knowledge of English sangsand idioms. Fist the leaner is supposed to lean English by reading English hooks, magazines, and newspapers, You should consider euch and every word worthy and should eck for their meanings. Rea the books and ‘nenspapers and try to lear as many’ new wows as you can, Magazines, newspapers, and books ‘onlin ot of Words that can help in leening English, But keep ove thing it ming, always vad ‘whatever you want o read, Don't push yourself int reading what you are not interested in. So, wad only those articles or stories that strike to your mind. Second instruction that ean help is ‘watching American oF English movies tiaivays good to hear how other people speaking. "This ‘will work with pronunciation af wade and flow of language you have learned. One more method ‘scommunication with poop, Probably its the best metho bscause people alway’ eam fom crs and tobe around native speakers isthe bost way olern aft of sew phases, ans. and ‘idioms. Living in an English environment ean help matters. Speaking daily and continvously can Lee improve your spoken English dramaticall cof both writing and spoken English, Itis only with practice that you are abl to petfet yourself ‘You have to write and speak if'you truly want to improve, Picwe (2016) argues that tn office or st home we can alk with our family members or eolleaguesin English in order to increase ‘ur English speaking hup:_praciezenalishspeaking com eatesory benefitsof-english: sceahing.) By follow these simple steps you ean improve your English lan. Instructor Feedback: (2) Signal phrase and quotation marky needed. (12) Signal phrase andl quotation marks needed (1.2) Signal phrase anch quotation marks needed (2.3) Poor paraphrase— improve by using more synonyiny andl vary grammatical pructure (3) Adal quotation marky and. correct vitadiow (NEVER imeludle URL with in-text Ey Process Paragraph Model 39: SMART NOE Ox 39+, INTERNET SOURCES Ox PuBLcATIONS. [Link], By [Link] El [Link] Sources: Uzair Ahmed hitp://education [Link]/3281 ‘what-is-the-easy-way-to- speak-english-i-am-trying-but- have-a-little-bit-of-fear-to Dictionary Definition hitps://[Link]. definition/slang “Importance of speaking English and how to improve it” (Aug 17) hitp://[Link] my/category/benefits-of-english- speaking/ om/

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