This document provides an agenda for an online class on writing essays. It discusses counterarguments, alternative solutions, outlining essays, integrating and citing sources, and creating a works cited page. It defines counterarguments as challenges to a solution that must be addressed, while alternative solutions examine other options and why the proposed solution is superior. The document instructs students to choose important counterarguments and alternative solutions to include in their essays. It also reviews outlining essays, integrating quotes, summarizing sources, and properly formatting citations and a works cited page according to MLA style. Students are assigned to put their essays into an outline, integrate research, and begin their works cited page.
This slideshow talks about why rebuttals are important, what to rebut in an argument, why should you rebut, how to rebut, what to rebut and how to construct a good rebuttal.
This slideshow talks about why rebuttals are important, what to rebut in an argument, why should you rebut, how to rebut, what to rebut and how to construct a good rebuttal.
(Page 132) G. Prewriting Using the Toulmin Model to Get Ideas for.docxraju957290
(Page 132) G. Prewriting: Using the Toulmin Model to Get Ideas for a Position Paper
You have used the Toulmin model in Exercises B through F to read and analyze other people’s argument. Now use it to identify the main parts of an argument you will write. You may use the model to help you plan any argument paper. Use the Toulmin model as a prewriting exercise to help you develop ideas for a position paper.
1. Write the claim. All of the rest of your paper will support this claim.
2. Write the support. Write two or three subclaims you will develop in the paper. To help you do this, write the word “because” after the claim, and list reasons that support it. Also jot down ideas for specific support for these subclaims, such as examples, facts, opinions, or visual images that come from your reading of the essays or from your own experience.
Student Paper #1
Sofia Diallou
Professor Miller
English 101
12 Feb. 2016
Toulmin Analysis of the “Road Trip” Cartoon
Identifies claim and support.
The reader has to infer the claim of this cartoon since it is not directly stated. The claim is that screens have replaced face-to-face conversation as the primary way people now interact with each other. The support is provided by the driver of the car, who notes how much lonelier car trips have become, and the other passengers, all of whom are focused on their smartphones and tablets.
Analyzes warrant.
The implied warrant is that screen-based technology makes us more isolated and disconnected from each other.
Identifies backing.
The backing is also implied and reinforced by the picture. It suggests that road trips are valuable opportunities for connection and conversation that many families are giving up. It also reinforces the common belief that interacting with screens is more appealing than interacting directly with people face-to-face.
Infers rebuttal.
No direct rebuttal or qualifier appears in this cartoon. I think, however, that this cartoon could be considered as a rebuttal to those who think that screen-based communication is always superior to face-to-face communication. As a rebuttal, this cartoon highlights the negative consequences of embracing screen-based communication.
3. Write the warrants. Decide whether to spell out the warrants in your paper or to leave them implicit so that the reading audience will have to infer them.
4. Decide on the backing. Assume that your classmates are your audience. They may be reading drafts of your paper. In your judgment, will some of them require backing for any of your warrants because they will not agree with them otherwise? If so, how can you back these warrants? Write out your ideas.
5. Plan rebuttal. Think about the positions others may hold on this issue. You identified some of these positions in your exploratory paper. Write out your strategies for weakening these arguments.
6. Decide whether to qualify the claim to make it more convincing to more people. Write one or more qualifiers that might work.
Read what.
How Do I Make a Case Engaging the Writing ProcessNo two p.docxadampcarr67227
How Do I Make a Case? Engaging the Writing Process
No two people compose in exactly the same way, and even the same person may go through the writing process in different ways with
different assignments. Nevertheless, because no one can attend to everything at once, there are phases in handling any significant writing
task. You explore the topic to get a sense of whether it will work for you and what you might be able to do with it; if the topic is working
out for you, then you move into preparing to write, generating more content and planning your draft.
The next phase is drafting your paper, getting a version on screen, however rough it may be, so that you can work toward the final draft.
Getting there involves two further phases: revising your draft, where you make major improvements in it, followed by editing your draft,
taking care of errors, sentences that do not read well, paragraphs lacking focus and flow, and so on.
Exploring Your Topic
For casemaking, exploring your topic means examining the issues involved in it. If your assignment calls for research, do some general
reading about your topic to discover what the issues are. See pages 406–11 for how to find and take notes on source material. If your
assignment does not call for research, rely on your general knowledge about the topic to formulate the issues.
Page 243
Asking Questions: Find the Issues
Asking Questions: Find the Issues An issue is a point of controversy always or frequently raised in connection with a particular topic. For
your topic, begin by asking, “What are the questions that people disagree about when discussing this topic?” For instance, the primary
purpose of prisons is always an issue when prison reform is discussed. Some see prisons as primarily punishment for crime; others see them
as primarily institutions that should rehabilitate criminals. “What should prisons do?” is the question. Other questions include the following:
What should be done about prison overcrowding? How can we reduce assaults on inmates by other, violent inmates? Is prison a breeding
ground for more criminal behavior after inmates are released? If so, what can be done to prevent this from happening?
ACTIVITY 10.1 Collaborative Activity
Isolating the Issues
List the issues connected with your topic. The key question is, “What do people argue about whenever this topic is discussed?”
If your class is working with a common topic or you share your topic with at least one other student, you could collaborate to answer the
following exploratory questions:
■ What issues were you unaware of before you formulated them?
■ What positions do people take on these issues?
■ What is your view of these issues?
Consider your view of the topic now. If you had no opinion before examining the issues, are you beginning to form one now? If you had an
opinion, is it changing significantly? Which issue interests you most? Consider focusing your essay on that issue. ▀
Order the Issues (Stasis)
.
Those 3 journal entries are a minimum of 250 words for each id.docxVannaJoy20
Those 3 journal entries are a minimum of 250 words for each idea
reflection per idea reflection. You can go longer on text or video if needed.
If you are doing text it would run about 2000 words for the three weeks of
reflections and about 2750 words in the final journal which will cover four
weeks.
The format is your choice depending on your comfort level with technology
and what you feel best fits your topic and creative inspiration. It could be a
written Word doc. It could be a video. You could include your own creative
work such as photographs, memes, graphics, artwork, poems, songs,
graphs, diagrams, and tables. You can also use PowerPoint (link from
Google Drive in your assignment post), Prezi, or an audio file. Include links
to what is being discussed in your reflections when its from something
other than our course. If you are using video and it is a file smaller than 500
mb you can upload it directly to Canvas.
This can be a painless and enjoyable learning process if you do it regularly.
If an idea grabs you as you are reading the Canvas site or the Our Own
Worst Enemy book, do a short write-up. If you wait until a day before it’s
due, or worse, the day of, it will be unpleasant.
Credible sources are a must
As you analyze the different ideas, your evaluation of the pluses and
minuses of each idea is up to you. You will not be graded or judged
on your beliefs and values. This course is about reflecting on critical
political questions and issues and learning how to think, not what to
think. You are required to include citations and supporting evidence
for all your views. See the next page for definitions of credible
sources. Use it as a checklist. If it meets all the criteria use the
source. If it doesn't meet all criteria don't use it. You are responsible
for vetting your sources before using them in this course!
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
How to Get a Better Grade on an
Assignment
To improve your grade on assignments use the following list of things to do
and things to avoid. Use it as a checklist as you edit your assignment. The
more checks the better your grade will be.
Above all remember as you analyze different perspectives, your
evaluation of the relative strengths and weaknesses of any political
position is up to you. You will not be graded or judged on your beliefs
and values. This course is about teaching you HOW to think, not
WHAT to think. I do not care if you are Republican, Democrat, Right or
Left or none of the above. What is important is to make the best
possible argument you can for your position. The tips on this page
will help you do just that. It begins with the six most common
mistakes that I've seen in assignments.
A) The Big Six:
1: Thoroughly read through the assignment prompt and mak.
(Page 132) G. Prewriting Using the Toulmin Model to Get Ideas for.docxraju957290
(Page 132) G. Prewriting: Using the Toulmin Model to Get Ideas for a Position Paper
You have used the Toulmin model in Exercises B through F to read and analyze other people’s argument. Now use it to identify the main parts of an argument you will write. You may use the model to help you plan any argument paper. Use the Toulmin model as a prewriting exercise to help you develop ideas for a position paper.
1. Write the claim. All of the rest of your paper will support this claim.
2. Write the support. Write two or three subclaims you will develop in the paper. To help you do this, write the word “because” after the claim, and list reasons that support it. Also jot down ideas for specific support for these subclaims, such as examples, facts, opinions, or visual images that come from your reading of the essays or from your own experience.
Student Paper #1
Sofia Diallou
Professor Miller
English 101
12 Feb. 2016
Toulmin Analysis of the “Road Trip” Cartoon
Identifies claim and support.
The reader has to infer the claim of this cartoon since it is not directly stated. The claim is that screens have replaced face-to-face conversation as the primary way people now interact with each other. The support is provided by the driver of the car, who notes how much lonelier car trips have become, and the other passengers, all of whom are focused on their smartphones and tablets.
Analyzes warrant.
The implied warrant is that screen-based technology makes us more isolated and disconnected from each other.
Identifies backing.
The backing is also implied and reinforced by the picture. It suggests that road trips are valuable opportunities for connection and conversation that many families are giving up. It also reinforces the common belief that interacting with screens is more appealing than interacting directly with people face-to-face.
Infers rebuttal.
No direct rebuttal or qualifier appears in this cartoon. I think, however, that this cartoon could be considered as a rebuttal to those who think that screen-based communication is always superior to face-to-face communication. As a rebuttal, this cartoon highlights the negative consequences of embracing screen-based communication.
3. Write the warrants. Decide whether to spell out the warrants in your paper or to leave them implicit so that the reading audience will have to infer them.
4. Decide on the backing. Assume that your classmates are your audience. They may be reading drafts of your paper. In your judgment, will some of them require backing for any of your warrants because they will not agree with them otherwise? If so, how can you back these warrants? Write out your ideas.
5. Plan rebuttal. Think about the positions others may hold on this issue. You identified some of these positions in your exploratory paper. Write out your strategies for weakening these arguments.
6. Decide whether to qualify the claim to make it more convincing to more people. Write one or more qualifiers that might work.
Read what.
How Do I Make a Case Engaging the Writing ProcessNo two p.docxadampcarr67227
How Do I Make a Case? Engaging the Writing Process
No two people compose in exactly the same way, and even the same person may go through the writing process in different ways with
different assignments. Nevertheless, because no one can attend to everything at once, there are phases in handling any significant writing
task. You explore the topic to get a sense of whether it will work for you and what you might be able to do with it; if the topic is working
out for you, then you move into preparing to write, generating more content and planning your draft.
The next phase is drafting your paper, getting a version on screen, however rough it may be, so that you can work toward the final draft.
Getting there involves two further phases: revising your draft, where you make major improvements in it, followed by editing your draft,
taking care of errors, sentences that do not read well, paragraphs lacking focus and flow, and so on.
Exploring Your Topic
For casemaking, exploring your topic means examining the issues involved in it. If your assignment calls for research, do some general
reading about your topic to discover what the issues are. See pages 406–11 for how to find and take notes on source material. If your
assignment does not call for research, rely on your general knowledge about the topic to formulate the issues.
Page 243
Asking Questions: Find the Issues
Asking Questions: Find the Issues An issue is a point of controversy always or frequently raised in connection with a particular topic. For
your topic, begin by asking, “What are the questions that people disagree about when discussing this topic?” For instance, the primary
purpose of prisons is always an issue when prison reform is discussed. Some see prisons as primarily punishment for crime; others see them
as primarily institutions that should rehabilitate criminals. “What should prisons do?” is the question. Other questions include the following:
What should be done about prison overcrowding? How can we reduce assaults on inmates by other, violent inmates? Is prison a breeding
ground for more criminal behavior after inmates are released? If so, what can be done to prevent this from happening?
ACTIVITY 10.1 Collaborative Activity
Isolating the Issues
List the issues connected with your topic. The key question is, “What do people argue about whenever this topic is discussed?”
If your class is working with a common topic or you share your topic with at least one other student, you could collaborate to answer the
following exploratory questions:
■ What issues were you unaware of before you formulated them?
■ What positions do people take on these issues?
■ What is your view of these issues?
Consider your view of the topic now. If you had no opinion before examining the issues, are you beginning to form one now? If you had an
opinion, is it changing significantly? Which issue interests you most? Consider focusing your essay on that issue. ▀
Order the Issues (Stasis)
.
Those 3 journal entries are a minimum of 250 words for each id.docxVannaJoy20
Those 3 journal entries are a minimum of 250 words for each idea
reflection per idea reflection. You can go longer on text or video if needed.
If you are doing text it would run about 2000 words for the three weeks of
reflections and about 2750 words in the final journal which will cover four
weeks.
The format is your choice depending on your comfort level with technology
and what you feel best fits your topic and creative inspiration. It could be a
written Word doc. It could be a video. You could include your own creative
work such as photographs, memes, graphics, artwork, poems, songs,
graphs, diagrams, and tables. You can also use PowerPoint (link from
Google Drive in your assignment post), Prezi, or an audio file. Include links
to what is being discussed in your reflections when its from something
other than our course. If you are using video and it is a file smaller than 500
mb you can upload it directly to Canvas.
This can be a painless and enjoyable learning process if you do it regularly.
If an idea grabs you as you are reading the Canvas site or the Our Own
Worst Enemy book, do a short write-up. If you wait until a day before it’s
due, or worse, the day of, it will be unpleasant.
Credible sources are a must
As you analyze the different ideas, your evaluation of the pluses and
minuses of each idea is up to you. You will not be graded or judged
on your beliefs and values. This course is about reflecting on critical
political questions and issues and learning how to think, not what to
think. You are required to include citations and supporting evidence
for all your views. See the next page for definitions of credible
sources. Use it as a checklist. If it meets all the criteria use the
source. If it doesn't meet all criteria don't use it. You are responsible
for vetting your sources before using them in this course!
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
https://ucdenver.instructure.com/courses/488814/pages/how-to-get-a-better-grade-on-an-assignment
How to Get a Better Grade on an
Assignment
To improve your grade on assignments use the following list of things to do
and things to avoid. Use it as a checklist as you edit your assignment. The
more checks the better your grade will be.
Above all remember as you analyze different perspectives, your
evaluation of the relative strengths and weaknesses of any political
position is up to you. You will not be graded or judged on your beliefs
and values. This course is about teaching you HOW to think, not
WHAT to think. I do not care if you are Republican, Democrat, Right or
Left or none of the above. What is important is to make the best
possible argument you can for your position. The tips on this page
will help you do just that. It begins with the six most common
mistakes that I've seen in assignments.
A) The Big Six:
1: Thoroughly read through the assignment prompt and mak.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
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This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
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The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
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2. +
AGENDA
Review: Essay #4:
Video: Counterarguments
Counterargument
Alternative Solutions
Outline
Integrating and Citing Sources
Works Cited Page
3. + Counterargument vs. Alternative Solution
A Counterargument is a challenge to your particular solution.
You must address the argument to your solution by explaining
how or why your solution is the best one regardless of the
specific challenge. For example, if someone says your solution
is too expensive, you have to explain how you will fund it, or
you can explain why your solution should be applied in spite of
its cost.
An Alternative Solution section takes a look at other solutions
people might consider. Then, you must explain how or why the
solution you are offering is the superior choice. For example, if
you suggest we alleviate parking problems at De Anza by
adding several rapid buses to the local routes, you might also
examine the alternative solution of building a parking structure.
At the end of your discussion of the alternative solution, you
must return to why the rapid buses are are the better solution.
4. + The Counterargument
You anticipated objections for your homework. Now choose the two
or three most important ones to acknowledge, accommodate, or
refute in your essay. If you have written these out in paragraph form,
take this opportunity to revise them. If not, put them in paragraph
form now.
Write down objection 1
Acknowledge, accommodate, or refute the objection.
Write down objection 2
Acknowledge, accommodate, or refute the objection.
And so on.
http://www.youtube.com/watch?v=RmqETlEJLyk
5. +
Consideration of alternative
solutions and their disadvantages
You identified alternative solutions for your homework. Now choose
those you will discuss in your essay. Write out each alternative
solution and discuss the disadvantages of it compared to your
solution. If you have written these out in paragraph form, take this
opportunity to revise them.
Write out alternative solution 1
What are the disadvantages of this solution?
Write out alternative solution 2
What are the disadvantages of this solution?
Write out alternative solution 3
What are the disadvantages of this solution?
6. +
Putting it together: The Outline
Your outline will of course reflect your own writing
situation. Once you have a working outline, you should
not hesitate to change it as necessary while drafting and
revising. For instance, you might find it more effective to
hold back on presenting your own solution until you have
discussed alternative but unacceptable solutions. Or you
might find a better way to order the reasons for adopting
your proposal. The purpose of an outline is to identify the
basic features of your proposal and to help you organize
them effectively, not to lock you into a particular structure.
7. +With your purpose and goals in mind,
organize an outline that includes the
following:
1. a clear statement of the problem (A complete discussion
of the problem goes before your thesis statement).
2. your thesis statement, announcing the proposed solution
and forecasting your reasons for it
3. your argument for the solution, giving reasons and support
4. anticipation of counterarguments and a response to
objections readers might have about the proposed solution
5. your evaluation of alternative solutions
8. +Here is a possible outline for a proposal. Yours may differ in
order, but it should include all of these parts:
I. Presentation of the problem (This is likely multiple paragraphs).
A. Its existence
B. Its seriousness
C. Its causes
D. Consequences of failing to solve the problem
II. Description of the proposed solution (Your thesis)
III. Reasons and support for the solution ( This is likely multiple
paragraphs).
IV. List of steps for implementing the solution
V. Counterargument
A. Acknowledgment of objections
B. Accommodation or refutation of objections
VI. Consideration of alternative solutions and their disadvantages.
VII.Conclusion
A. Restatement of the proposed solution and its advantages
B. A warning about the failure to solve the problem
C. A call to action
11. +
Using Sources
Statistics can be helpful in establishing that the problem exists and
is serious. For example, Patrick O’Malley cites research to
support his assertion that students prefer frequent exams to
fewer high-stakes exams: “A Harvard study notes students’
‘strong preference for frequent evaluation in a course’ ” (par. 4).
But his argument would have been stronger and possibly more
convincing if he had cited statistics to support the study’s
conclusion. All of the other writers in this chapter cite statistics in
their proposals. Let us look at some of the ways Karen Kornbluh
uses statistics to define the problem.
Today fully 70 percent of families with children are headed
by two working parents or by an unmarried working parent.
The “traditional family” of the breadwinner and homemaker
has been replaced by the “juggler family,” in which no one
is home fulltime. (par. 1)
12. Kornbluh also compares different time periods to show that the
problem has worsened over the last thirty years. Here are several
examples from paragraph 7. Note that Kornbluh presents statistics
in three different ways: percentages, numbers, and proportion.
Between 1970 and 2000, the percentage of mothers in
the workforce rose from 38 to 67 percent (Smolensky
and Gootman). Moreover, the number of hours worked
by dual-income families has increased dramatically.
Couples with children worked a full 60 hours a week in
1979. By 2000 they were working 70 hours a week
(Bernstein and Kornbluh). And more parents than ever
are working long hours. In 2000, nearly 1 out of every 8
couples with children was putting in 100 hours a week
or more on the job, compared to only 1 out of 12
families in 1970 (Jacobs and Gerson).
13. For statistics to be persuasive, they must be from sources that
readers consider reliable. Researchers’ trustworthiness, in turn,
depends on their credentials as experts in the field they are
investigating and also on the degree to which they are disinterested,
or free from bias.
Kornbluh provides a Works Cited list of sources that readers
can follow up on to check whether the sources are indeed reliable.
The fact that some of her sources are books published by major
publishers (Harvard University Press and Basic Books, for example)
helps establish their credibility. Other sources she cites are research
institutes (such as New America Foundation, Economic Policy
Institute, and Families and Work Institute) that readers can easily
check out. Another factor that adds to the appearance of reliability is
that Kornbluh cites statistics from a range of sources instead of
relying on only one or two. Moreover, the statistics are current and
clearly relevant to her argument.
14. +
Ask Yourself:
Are my sources reliable?
Do they support my assertions
with facts, statistics, or credible
opinions?
Do I need more support?
Where will I find it?
16. + In-Text Quotations
At the Beginning
“Kitten season is overwhelming, crowded, and very hectic. I can be examining one cat and
there will be 10 or more waiting for me with more coming in one after the other on the other
side of the exam room door. It's never-ending and it affects the cats. They pick up on the
stress we feel," says Christa Raymond, a lead veterinary technician in the Animal Humane
Society (“Cats in Crisis”).
In the Middle
In any given shelter, they are supposed to hold “strays up to only 5 days” according to
animal shelter specialist Stephanie Watson (6).
At the End
According to Green Eco Services, “75% of Americans admit to littering within the past five
years.”
Divided by Your Own Words
“We are always telling people about spay/neuter,” says Kit Belcher, the executive director
of Beltrami Humane Society, and “[t]he responsibility starts the day the animal is born, but
many don’t accept the responsibility” (“Spaying/Neutering” 14).
17. + Post #25: Write four sentences that integrate textual evidence
into your essay: Put one quotation at the beginning, one in the
middle, one at the end, and one broken by your own words.
Remembering just a few simple rules can help you use the correct
punctuation as you introduce quotations.
o Rule 1: Complete sentence: "quotation." (If you use a complete sentence to
introduce a quotation, use a colon (:) just before the quotation.)
o Rule 2: Someone says, "quotation." (If the word just before the quotation is a
verb indicating someone uttering the quoted words, use a comma. Examples
include the words "says," "said," "states," "asks," and "yells.”
o Rule 3: Ending with that “quotation.” (There is no punctuation if the word
"that" comes just before the quotation, as in "the narrator says that.")
o And remember that a semicolon (;) never is used to introduce quotations.
18. +
Block Quotations
In the MLA style, use the block form for prose quotations of more than
four typed lines. Indent the quotation an inch (ten character spaces)
from the left margin, as shown in the following example. Double
space, just as you do in your paper.
US Surgeon General Regina Benjamin has, in essence, supported this
position:
Americans will be more likely to change their behavior if they have a
meaningful reward--something more than just reaching a certain
weight or dress size. The real reward is invigorating, energizing,
joyous health. It is a level of health that allows people to embrace
each day and live their lives to the fullest without disease or disability.
19. + Practice integrating one long quotation
(four or more lines) into your essay.
Indent the quotation an inch (ten character spaces) from the left
margin, as shown in the following example. Double space, just as you
do in your paper.
Remember these rules:
• Rule 1: Complete sentence: "quotation." (If you use a complete sentence
to introduce a quotation, use a colon (:) just before the quotation.)
• Rule 2: Someone says, "quotation." (If the word just before the quotation
is a verb indicating someone uttering the quoted words, use a comma.
Examples include the words "says," "said," "states," "asks," and "yells."
• Rule 3: Ending with that “quotation.” (There is no punctuation if the word
"that" comes just before the quotation, as in "the narrator says that.")
20. +
Citing Summarized Material
Currently, the law states that the speed limit in
a residential area is 25 miles per hour unless
posted otherwise (California Driver
Handbook).
Since Generation X, major food corporations
have peddled addicting junk food to children
from their birth. This has helped to create the
worst obesity epidemic in human history (Fox).
Despite euthanasia being the very last method
to make room in the shelter, 70 percent of the 3
to 4 million pets euthanized nationwide are cats
(“Pet Statistics”).
21. +
Integrate information from your
sources into your essay using
summarized material.
Summarizing involves putting an idea into your own words.
Summaries are significantly shorter than an original text. It
is a good idea to summarize material when you want to
briefly discuss the main idea(s) of a longer piece.
Summarizing allows you to discuss central points without
reproducing multiple quotation from a single source.
Remember, it is necessary to attribute summarized ideas to
the original source; that is, you must cite even summarized
material.
22. +
Punctuating within Quotations
Although punctuation within a quotation should reproduce the original, some
adaptations may be necessary. Use single quotation marks for quotations within
the quotation:
Original from David Guterson’s Family Matters (pages 16 – 17)
E. D. Hirsch also recognizes the connection between family and learning,
suggesting in his discussion of family background and academic achievement
“that the significant part of our children’s education has been going on outside
rather than inside the schools.”
Quoted Version
Guterson claims that E. D. Hirsch “also recognizes the connection between
family and learning, suggesting in his discussion of family background and
academic achievement ‘that the significant part of our children’s education
has been going on outside rather than inside the schools’ ” (16-17).
23. +
Punctuation
If the quotation ends with a question mark or an
exclamation point, retain the original punctuation:
“Did you think I loved you?” Edith later
asks Dombey (566).
If a quotation ending with a question mark or an
exclamation point concludes your sentence,
retain the question mark or exclamation point,
and put the parenthetical reference and sentence
period outside the quotation marks:
Edith later asks Dombey, “Did you think I
loved you?” (566).
24. +
Avoiding Grammatical Tangles
When you incorporate quotations into
your writing, and especially when you
omit words from quotations, you run the
risk of creating ungrammatical
sentences. Three common errors you
should try to avoid are verb
incompatibility, ungrammatical
omissions, and sentence fragments.
25. +
Verb Incompatibility.
When this error occurs, the verb form in the introductory
statement is grammatically incompatible with the verb form in
the quotation. When your quotation has a verb form that does
not fit in with your text, it is usually possible to use just part of
the quotation, thus avoiding verb incompatibility.
As this sentence illustrates, use the present tense when you refer to
events in a literary work.
26. + Ungrammatical Omission.
Sometimes omitting text from a quotation leaves you with an ungrammatical
sentence. Two ways of correcting the grammar are (1) adapting the quotation
(with brackets) so that its parts fit together grammatically and (2) using only
one part of the quotation.
27. +
Sentence Fragment.
Sometimes when a quotation is a complete
sentence, writers neglect the sentence that
introduces the quote — for example, by forgetting to
include a verb. Make sure that the quotation is
introduced by a complete sentence.
28. +
Check your integrated
quotations for grammatical
tangles
Look for these problems
verb incompatibility
ungrammatical omissions
sentence fragments.
Refer to your essay and the
previous slides!
29. Works Cited
How to make your page
All of the information on the next
slides can be found in your St.
Martin’s Guide.
Alternatively, you can click on the
“MLA Help” link on the homepage of
our website. This will take you to
Purdue Owl, which also offers great
help.
34. +
HOMEWORK
Put all of the parts of your
essay into the outline you
wrote today. Read your essay
aloud to make sure it is in a
logical order. Integrate your
research into your essay. Begin
your works cited page.
Post #25: The four sentences
that integrate textual evidence
into your essay: slides 17-18
Bring a copy of your working
draft to our next meeting