M
o
dule
1 Discussi
o
n
2
: Quoting,
Paraphrasing, and Citing
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on
Feb
7,
2022
12:01
AM.
Access
restricted
before
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starts.
Available
until
Feb
11,
2022
11:59
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ends.
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Overview
Deciding when and how to use source material in your writing is an
important skill to learn. If your essay uses too much source material, or
relies too heavily on quotations, it will feel like a patchwork quilt of
other people’s voices, rather than your ow
n writing. If you do not use
sources enough, your essay may lack support or credibility.
In
this
discussion, you will practice the important skills of quoting a
source, paraphrasing a source, and citing your source.
You
should
spend
approximately
2
hours
on this
assignment.
Instructions
1.
For this discussion, use the same article you read for Discussion 1:
Close Reading and Brainstorming.
2.
Choose one paragraph from your article.
3.
Cut and paste the paragraph into the top of your message.
4.
Think
: When you are face
d with source material that you want to
use as support in your writing, how do you decide how to
incorporate it and synthesize it with your own ideas? How can
you show your reader which ideas belong to your source and
which are your own? How do you give cr
edit to your source when
you quote or paraphrase?
5. Write: In your initial post, you will practice quoting and paraphrasing, and then consider when to use each strategy:
· Pick one sentence to quote. Use a signal phrase to introduce the quotation.
· Pick two sentences to paraphrase. Be sure to combine the two sentences into one. Remember that you must completely rewrite the source material into your own language.
· Create a correctly formatted in-text citation, using MLA Style, for your quotation and your paraphrase.
· Create a correctly formatted Works Cited entry, using MLA Style, for your article.
· Discuss how you decide when to quote and when to paraphrase. What is the benefit of each type of source use?
6. Post one original post, and reply to at least two of your classmates. In your peer replies, help one another see where quotations, paraphrases, and citations are used correctly, and help one another see where these skills can be improved upon. Thoughtfully discuss the benefits of the different types of source use. Try to further the discussion in your replies by asking thoughtful questions, adding interesting information, or connecting your reply to the material we are discussing.
7. Don’t forget that your initial posting is due by the date listed in the Course Schedule. Please post over several days. Points will be lost if you post on only one day of the module.
Respond to 2 peers:
Peer 1: Katherine B
The American dream had been a myth for me throughout the 30 or so years that I’d lived in the United States. I couldn’t fully grasp how the concept of “the pursuit of happiness” fit into a super busy, superfast American life. It was not until I started to grow plants on the porch of my two-family house on a quiet street in Boston that I had an epiphany.
Direct Quotation:
The author explains that the American dream had not come easily for her, stating that she thought it had “been a myth for [her] throughout the 30 or so years that [she’d] lived in the United States” (Chu).
Paraphrasing:
Even after living in the United States for an extended period of time, it’s hard for many to grasp how the concept of the Pursuit of Happiness fits into a busy schedule, leading many to believe that the American dream is far from the reality of American life today (Chu).
Work Cited
Chu, Jennie. “My American Dream is Green.” Christian Science Monitor, 31 July 2019. Gale in Context: Global Issues, link.gale.com/apps/doc/A605171736/GIC?u=aur58810&sid=bookmark-GIC&xid=15ae15af. Accessed 8 February 2022.
Discussion:
When deciding when to quote versus paraphrase, I usually lean towards paraphrasing since using too many direct quotes leads the reader to believe that there is little original thought present within the writing. Although direct quotes are great for expressing the source material’s ideas in an untouched, unbiased way, paraphrasing is generally my preference for utilizing source material since it allows the source material to be integrated using my own words.
The greatest benefit to direct quotations is that they leave little up to interpretation as the original author’s words are not being changed by the writer, leaving little room for personal bias (stemming from the writer) or the ability to change the original author’s meaning. Paraphrasing, on the other hand, allows me to intertwine the ideas of the author with my own. Although this may skew the meaning of the original quote, it is a necessary sacrifice to have my work not sound like it was copy-pasted from the source text.
Peer 2: Lindsay P
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My fellow Taipei residents didn’t seem to mind the absence of green. They lived in apartments and grew flowers in pots indoors, in concrete courtyards, on balconies, or on the buildings’ flat roofs to satisfy their gardening needs. No one grew herbs or vegetables. Why bother? Fresh produce was a plentiful bargain in daily markets nearby. Garlic, ginger, and scallions were given away as a token of thanks with the purchase of meat, poultry, and seafood.
Signal Phrase: When Chu talks about growing up not seeing any green, she mentions “garlic, ginger, and scallions were given away as a token of thanks with the purchase of meat, poultry, and seafood.” showing us that it was easier getting herbs for free with an purchase of meat than growing it yourself.
Paraphrasing: Growing up, Chu saw that everyone else’s “garden needs” consisted of a flower pot or two indoors or in courtyards, no one bothered to get dirty with herbs and vegetables.
In-text citation: Chu missed her opportunity as a child to discover her love for gardening. She was never exposed or around anyone who had a garden. “No one grew herbs or vegetables. Why bother?” (Chu, 2019).
Works Cited (MLA 9):
Chu, Jennie. “My American Dream Is Green.” Go,
https://go-gale-com.ccco.idm.oclc.org/ps/i.do?p=GIC&u=aur58810&id=GALE%7CA605171736&v=2.1&it=r&sid=bookmark-GIC&asid=15ae15af.
Analysis: I discovered when citing a source in your writing, it’s important to use in-text citations, paraphrasing, and signal phrases. To make sure you have the perfect amount of credibility, you want to use all the different methods. When paraphrasing in your writing, you are just using a mini summary of the quote so you can help boost your credibility. When using an in-text citation, you are giving your reader more evidence and showing them exactly who and when this quote was from. This can really boost your credibly. You want to use it more as a secret weapon rather than only using in-text citations. Only use it when it is completely necessary. If you use to many in-text citations, your writing will be over flow with information and that will take away from what you are writing about. Each method can help your writing so be sure to use all three!
Module 1 Discussion 2: Quoting,
Paraphrasing, and Citing
Available
on
Feb
7,
2022
12:01
AM.
Access
restricted
before
availability
starts.
Available
until
Feb
11,
2022
11:59
PM.
Submission
restricted
after
availability
ends.
Subscribe
Overview
Deciding when and how to use source material in your writing is an
important skill to learn. If your essay uses too much source material, or
relies too heavily on quotations, it will feel like a patchwork quilt of
other people’s voices, rather than your ow
n writing. If you do not use
sources enough, your essay may lack support or credibility.
In this discussion, you will practice the important skills of quoting a
source, paraphrasing a source, and citing your source.
You
should
spend
approximately
2
hours
o
n
this
assignment.
Instructions
1.
For this discussion, use the same article you read for Discussion 1:
Close Reading and Brainstorming.
2.
Choose one paragraph from your article.
3.
Cut and paste the paragraph into the top of your message.
4.
Think
: When you are face
d with source material that you want to
use as support in your writing, how do you decide how to
incorporate it and synthesize it with your own ideas? How can
you show your reader which ideas belong to your source and
which are your own? How do you give cr
edit to your source when
you quote or paraphrase?
Module 1 Discussion 2: Quoting,
Paraphrasing, and Citing
Available on Feb 7, 2022 12:01 AM.
Access restricted before availability starts.
Available until Feb 11, 2022 11:59 PM.
Submission restricted after availability
ends.
Subscribe
Overview
Deciding when and how to use source material in your writing is an
important skill to learn. If your essay uses too much source material, or
relies too heavily on quotations, it will feel like a patchwork quilt of
other people’s voices, rather than your own writing. If you do not use
sources enough, your essay may lack support or credibility.
In this discussion, you will practice the important skills of quoting a
source, paraphrasing a source, and citing your source.
You should spend approximately 2 hours on this assignment.
Instructions
1. For this discussion, use the same article you read for Discussion 1:
Close Reading and Brainstorming.
2. Choose one paragraph from your article.
3. Cut and paste the paragraph into the top of your message.
4. Think: When you are faced with source material that you want to
use as support in your writing, how do you decide how to
incorporate it and synthesize it with your own ideas? How can
you show your reader which ideas belong to your source and
which are your own? How do you give credit to your source when
you quote or paraphrase?
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Is the American dream dead?
Author: Em Powers Hunter
Date: Sept. 18, 2009
From: The Christian Science Monitor
Publisher: The Christian Science Publishing Society
Document Type: Viewpoint essay
Length: 559 words
Content Level: (Level 4)
Full Text:
Byline: Em Powers Hunter
Washington — In recent years, our family has traveled cross-country, visiting 37 states and countless museums, landmarks, and
parks. Our dream was to expose our children to amazing educational experiences.
I didn’t realize, however, that a rare opportunity to stay in a ritzy hotel in Washington this summer would also be exposing them to
elitism at its core.
In our tourist attire, we stood out like sore thumbs. Women in polished high heels and impeccable coiffures swept past. I looked down
at my rumpled sweater, Wal-Mart jeans, and $11 tennis shoes. Where did a no-frills mother of four boys fit? Was the world really
divided between power suits and ponytails – insiders and outsiders?
Entangled in the daily struggle of raising kids and getting by in a devastated economy, I didn’t relate to these beautiful ice women.
Later, my 13-year-old echoed my thoughts. After taking photos of the hotel, he noted that all of the people had the same expression:
disgust.
My husband and I sighed. Our son wasn’t so innocent anymore.
Had we been wrong not to teach him about the exclusionary nature of the “real world”? I didn’t want to lose the kind, gifted boy with
an easy smile and ready sense of humor who loved Gandhi as a 6-year-old. But I also didn’t want him to be barred from the world of
influence because he was different.
My dreams seemed dashed. Anger rose in me from two fronts.
First, would my children be barred from being great men because we couldn’t afford an Ivy League education?
Second, if these Washington insiders looked down on us in our Wal-Mart clothes, how could they ever relate to the Wal-Mart lives of
most Americans? Most of us pinch pennies, worry about feeding our kids, watch healthcare payments devour our paychecks, and live
just a few checks away from being homeless.
These thoughts burned inside me as I took in Washington’s landmarks. We had come here to set our boys’ spirits afire with their own
dreams. Now I wondered if it was all for naught. Was the spirit-stirring Lincoln Memorial with the powerful words etched on the walls
and Lincoln himself looking down into our eyes a hoax? Were all these monuments just propaganda tools?
Ideals I had cherished for 40 years were shaken as I recalled those looks of “disgust.” Maybe the American dream really was dead. I
wondered how my boys would transform our country if they weren’t even invited to the party.
It wasn’t until I walked into the National Gallery of Art that my spirit was soothed. I looked around at the other tourists – tall, short,
young, old, dark-skinned, light-skinned, rich, poor – and saw them also being transformed. We heard the stories that these paintings
and sculptures told. No ice queens here. The people on the walls came alive. They felt and expressed and fought and despaired and
triumphed. Those artists influenced, regardless of their class and social status. Hundreds of years later, they still spoke.
While walking through the gallery, I hatched a new plan, a new curriculum for my boys. Art school maybe? Perhaps as members of
the creative class, they might be heard. Vive la Revolution!
Em Powers Hunter is a writer, educator, and the mother of future American leaders.
(c) Copyright 2009. The Christian Science Monitor
By Em Powers Hunter
Copyright: COPYRIGHT 2009 The Christian Science Publishing Society
http://www.csmonitor.com/About/The-Monitor-difference
Source Citation (MLA 9th Edition)
Hunter, Em Powers. “Is the American dream dead?” Christian Science Monitor, 18 Sept. 2009, p. 9. Gale In Context: Global Issues,
link.gale.com/apps/doc/A208067477/GIC?u=aur58810&sid=bookmark-GIC&xid=127b6d1e. Accessed 4 Feb. 2022.
Gale Document Number: GALE|A208067477
http://www.csmonitor.com/About/The-Monitor-difference