Integrating Outside SourcesConceptually and Grammatically

Integrating Outside Sources
Conceptually and Grammatically
Goals
To introduce how sources are use in writing
To analyze how sources are integrated
To consider the rhetorical situation for source usage
To apply what we’ve learned to our own writing
Sources in Conversation
Sources are used in writing to build ethos, to demonstrate that
the writer has done his or her research, to show that the writer
knows the conversation
Sources can be used to define terms, to provide a context, to
support, as a naysayer, to consider implications, to pose
questions, and so on.
Integrating Sources
Sources are used for all of the purposes listed in the previous
slide. In particular:
Sources are used to provide context
Sources are used to present different interpretations or ideas
Let’s look at “Representations of Disney Princesses in the

Media.” to see how the author uses sources
Pay attention to:
What the sources are used for and,
How the sources are integrated at the language level.
Sources to Provide Context
Example 1:
Numerous studies have identified gender bias in the ways media
represent women (Fink and Kensicki; Niven and Silber; Shacar;
Wood).
Example 2:
Media tend to favor representations of women who are
‘traditionally feminine’ as well as not ‘too able, too powerful,
or too confident” (Wood 33) over more complex
representations.
Note how the author introduces the outside research with
“numerous studies” – and backs it up with at least 4 different
studies she references. Why choose summary in the first
example? It’s such a broad representation and she is making a
claim in the first paragraph that this is an issue to discuss. The
summary and integration of multiple sources shows that this
issue matters and folks are talking about it.
Second example: What kind of integration here? Why quote?
What do you notice about the grammar of the sentence?
Note: this sentence comes after the first example and gets into
more specifics about gender bias in media representations.
These two sentences together demonstrate synthesis of sources.
The words outside the quotes are the authors. The words inside

the quotes are from the outside source. Note that the quotes
align with the grammar of the sentence.
‹#›
More Context
Example 3:
Many traditional feminist texts have ‘condemned . . . Familiar
fairy stories for encoding and therefore encouraging passive
female behavior’ and ‘reinforcing . . . Restrictive images of
girlhood and womanhood’ (Westland 237).
Note how the author synthesizes two – three different sentences
into one sentence with two quotes
Note the use of ellipses to shorten the quotes and target the
most powerful language
Why introduce these quotes as representative of “traditional
feminist texts”? One answer might be to make a claim about
how pervasive this argument is in the conversation.
‹#›
Source to Introduce New Ideas
Example 4:
England and colleagues code Disney princes’ and princesses’
actions and traits as traditionally masculine or feminine to find
that although the original three princesses (Snow White,
Cinderella, and Sleeping Beauty) represent more traditional
feminine ideas, the newer princesses display both masculine and
feminine characteristics in nearly equal numbers.
Note how this quote uses research to shift the conversation she
has been providing context for in the previous three paragraphs.
Why summarize here and not quote? Maybe summarizing does a

better job of giving the overall picture of the research. Maybe a
quote from them would be too specific to make this move.
Why call out the researchers by name instead of giving them a
broad category to belong to (ie: researchers)? It might be
because she wants to point to a particular study or a particular
set of researchers who might be well known for this work. OR
she might want to ground her argument in one particular study.
‹#›
Sources Used as Support
Example 5:
For example, one review says, ’For all of Mulan’s courage and
independence in rebelling against the matchmakers, this is still
enough of a fairy tale to need Mr. Right’ (Maslin, “Warrior”).
Example 6:
Another review includes the passage, ’Flustered and fearful,
Elsa dashes away in a fit of self-imposed exile – which
significantly weakens Frozen, since she’s the film’s most
complicated and compelling figure’ (Lemire).
Note how the author, after each of these quotes, demonstrates
how the quotes she uses relate back to her argument.
Note the language that the author uses to signal she is moving
into someone else’s ideas. Why do you think she avoids using
their names or introducing who they are? One reason might be
that she wants to lump them together into the concept of
“media”. In this way, it doesn’t matter who the reviewers are;
what matters is the cultural messages they are sending through
their reviews.
‹#›
Sources Used as Implication
Example 7:
As Julia Wood explains, ’Because media pervade our lives, the
ways they misrepresent genders may distort how we see

ourselves and what we perceive as normal and desirable for men
and women’ (32).
Note that the use of this source makes a case for why we need
to do this gender and media analysis work
Note also how the source is integrated into the grammar of the
sentence and the author’s full name is used.
‹#›
Assignment
Reflect on the readings we have done for the course. Which
sources could you use to provide context, to shift the
conversation, to provide support, to introduce new ideas, or to
discuss implications?
Go back to your Synthesis Essay where you integrate outside
sources in your writing project. These sources should have some
significance to your synthesis. In both places, try using both
summary and quotes in similar ways as shown in the examples.
Think about what relationship at least two of your sources have.
Try to write out the relationship and incorporate it into your
writing project.
PAGE
2
Index of Templates from They Say, I Say by Gerald Graff and
Cathy Birkenstein.
Disagreeing Without Being Disagreeable
While I understand the impulse to ______, my own view is

_______.
While I agree with X that _______, I cannot accept her overall
conclusion that ______.
While X argues ________, and I argue ________, in a way
we’re both right.
The Template of Templates
In recent discussions of _________, a controversial issue has
been whether _________. On the one hand, some argue that
_________. From this perspective, ________. On the other
hand, however, others argue that ________. In the words of
_______, one of this view’s main proponents, “________.”
According to this view, ________. In sum, then, the issue is
whether ________ or ________. Introducing What They Say
· A number of sociologists have recently suggested that X’s
work has several fundamental problems.
· It has become common today to dismiss X’s contribution to
the field of sociology.
· In their recent work, Y and Z have offered harsh critiques of
Dr. X for _____.
Introducing Standard Views
· American today tend to believe that _____
· Conventional wisdom has it that _____
· Common sense seems to dictate that _____
· The standard way of thinking about topic X has it that _____

· It is often said that _____
· My whole life I have heard it said that _____
· You would think that _____
· Many people assumed that _____
Making What They Say Something You Say
· I’ve always believed that _____
· When I was a child, I used to think that _____
· Although I should know better by now, I cannot help thinking
that _____
· At the same time that I believe _____, I also believe _____
Introducing Something Implied or Assumed
· Although none of them have ever said so directly, my teachers
have often given me the impression that _____
· One implication of X’s treatment of ____ is that _____
· Although X does not say so directly, she apparently assumes
that _____
· While they rarely admit as much, _____ often take for granted
that _____
Introducing an Ongoing Debate
· In discussions of X, one controversial issue has been _____.
On the other hand, ____ argues _____. On the other hand, ____
contends ____. Others even maintain _____. My own view is
_____.

· When it comes to the topic of _____, most of us will readily
agree that _____. Where this agreement usually ends, however,
is on the question of _____. Whereas some are convinced that
_____, others maintain that _____.
· In conclusion, then, defenders of _____ can’t have it both
ways. Their assertion that _____ is contradicted by their claim
that _____.
Capturing Authorial Action
· X acknowledges that _____.
· X agrees that _____
· X argues that _____
· X believes that _____
· X denies / does not deny that _____
· X claims that
· X complains that _____
· X conceded that _____
· X demonstrates that _____
· X deplores the tendency to ____
· X celebrates the fact that _____
· X emphasizes that _____
· X insists that _____

· X observes that _____
· X questions whether _____
· X refutes the claim that _____
· X reminds us that _____
· X suggests that _____
· X urges us to _____
Introducing Quotations
· X states, “_____.”
· As the prominent philosopher X puts it, “_____.”
· According to X, “_____.”
· X himself writes, “_____.”
· In her book, _____, X maintains that “_____.”
· Writing in the journal Commentary, X complains that
“_____.”
· In X’s view, “_____.”
· X agrees/disagrees when she writes, “_____.”
· X complicates matters further when he writes, “_____.”
Explaining Quotations
· Basically, X is saying _____.
· In other words, X believes _____.

· In making this comment, X argues that _____.
· X is insisting that _____
· X’s point is that _____
· The essence of X’s argument is that _____
Disagreeing, with Reasons
· I think X is mistaken because she overlooks _____
· X’s claim that _____ rests upon the questionable assumption
that _____.
· I disagree with X’s view that _____ because, as recent
research has show, _____
· X contradicts herself /can’t have it both ways. On the one
hand, she argues ____, but on the other hand, she also says
_____
· By focusing on _____, X overlooks the deeper problem of
_____
· X claims _____, but we don’t need him to tell us that. Anyone
familiar with ___ has long know that _____
Agreeing – with a Difference
· I agree that _____ because my experience confirms it.
· X surely is right about _____ because, as she may not be
aware, recent studies have shown that _____.
· X’s theory of _____ is extremely useful because it sheds
insight on the difficult problem of _____

· I agree that ____, a point that needs emphasizing since so
many people believe _____
· Those unfamiliar with this school of thought may be interested
to know that it basically boils down to _____
· If group X is right that _____, as I think they are, then we
need to reassess the popular assumption that _____
Agreeing and Disagreeing Simultaneously
· Although I agree with X up to a point, I cannot accept his
overall conclusion that _____
· Although I disagree with much that X says, I fully endorse his
final conclusion that _____
· Though I concede that _____, I still insist that _____
· Whereas X provides ample evidence that ____, Y and Z’s
research on ____ and ____ convinces me that _____ instead.
· X is right that ____, but she seems on more dubious ground
when she claims that _____
· While X is probably wrong when she claims that _____, she is
right that _____
· I’m of two minds about X’s claim that ____. On the one hand,
I agree that _____. On the other hand, I’m not sure if _____
· My feelings on the issue are mixed. I do support X’s positions
that _____, but I find Y’s argument about ____ and Z’s research
on _____ to be equally persuasive.
Signaling Who Is Saying What

· X argues _____
· According to both X and Y, _____
· Politicians _____, X argues, should _____
· Most athletes will tell you that _____
· My own view, however, is that _____
· I agree, as X may not realize, that _____, but _____ are real
and, arguably, the most significant factor in _____
· However X is wrong that _____
· However, it is simply not true that _____
· Indeed, it is highly likely that _____
· Nonetheless, the view that ____ does not fit all the facts.
· X is right that ____
· X is wrong that
· X is both right and wrong that _____
· A sober analysis of the matter reveals _____
· Nevertheless, new research shows _____
· Anyone familiar with ____ should see that _____
Embedding Voice Markers
· X overlooks what I consider an important point about _____

· My own view is that what X insists is a ____ is in fact a _____
· I wholeheartedly endorse what X calls _____
· These conclusions, which X discusses in _____, add weight to
the argument that _____
Entertaining Objections
· At this point, I would like to raise some objections that have
been inspired by the skeptic in me. She feels that I have been
ignoring _____., “_____,” she says to me, “_____.”
· Thus far some readers may challenge the view that _____.
After all, many believe ____. Indeed, my own argument that
___ seems to ignore ____ and ____
· Of course, many will probably disagree with the assertion that
_____
Naming Your Nay Sayers
· Here many feminists would probably object that _____
· However social Darwinists would certainly take issue with the
argument that _____
· Biologists, of course, may want to dispute my claim that
_____
· Nevertheless, both followers and critics of Malcom X will
probably argue that _____
· Although not all Christians think alike, some of them will
probably dispute my claim that _____
· Non-native English speakers are so diverse in their views that
it’s hard to generalize about them, but some are likely to object

on the grounds that _____
Introducing Objections Informally
· However, is my proposal realistic? What are the chances of
its actually being adopted?
· Is it always true that _____? Is it always the case that _____?
· However, does the evidence cited prove conclusively that
_____?
Making Concessions while Still Standing Your Ground
· Although I grant that _____, I still maintain that _____
· Proponents of X are right to argue that _____, but they
exaggerate when they claim that _____
· While it is true that ____, it does not necessarily follow that
_____
· On the one hand, I agree with X that _____, but on the other
hand, I still insist that _____
Indicating Who Cares
· _____used to think _____, but recently / within the past few
decades ____ suggests that _____
· What his new research does, then, is correct the mistaken
impression, held by many earlier researchers, that _____
· These finding challenge the work of earlier researchers, who
tended to assume that ____
· Recent studies like these shed new light on ____, which
previous studies had not addressed.

· Researchers have long assumed that ____. For instance, one
eminent scholar of cell biology, ____ assumed in _____, her
seminal work on cell structures and functions, that fate cells
____. As ____ herself put it, “_____.” Another leading
scientist, _____, argued that fat cells “_____.” Ultimately,
when it came to the nature of fat, the basic assumption was that
____, but a new body of research shows that fat cells are far
more complex and that ____
· If sports enthusiasts stopped to think about it, any of them
might simply assume that the most successful athletes ____.
However, new research shows _____.
· These findings challenge dieters’ common assumptions that
____
· At first glance, teenagers appear to ____, but on closer
inspection _____
Establishing Why Your Claims Matter
· X matters/is important because _____
· Although X may seem trivial, it is in fact crucial in terms of
today’s concern over ____
· Ultimately, what is at stake here is _____
· These findings have important consequences for the broader
domain of _____
· My discussion of X is in fact addressing the larger matter of
_____
· These conclusions / This discovery will have significant
application in ____ as well as in ____

· Although X may seem of concern to only a small group of
____, it should in fact concern anyone who cares about _____
Adding Metacommentary
· In other words, _____
· What ____ really means by this is _____
· My point is _____
· Essentially, I am arguing that _____
· My point is not that we should ____, but that we should _____
· What ____ really means is ____
· In other words, _____
· To put it another way, _____
· In sum, then, _____
· My conclusion, then is that, _____
· In short, _____
· What is more important, _____
· Incidentally, _____
· By the way, _____
· Chapter two explores _____, while Chapter three examines
_____
Commonly Used Transitions

· Cause and Effect
Accordingly
since
As a result
so
Consequently
then
Hence
therefore
It follows, then
thus
· Conclusion
As a result
so
Consequently

the upshot of all this is that
Hence
therefore
In conclusion, then
thus
In short
to sum up
In sum, then
to summarize
It follows, then
· Comparison
Along the same line
likewise
In the same way
similarly

· Contrast
Although
nevertheless
But
nonetheless
By contrast
on the contrary
Conversely
on the other hand
Despite the fact that
regardless
Even though
whereas
However
while

In contrast
yet
· Addition
Also
in fact
And
indeed
Besides
moreover
Furthermore
so too
In addition
· Concession
Admittedly

of course
Although it is true that
naturally
Granted
to be sure
I concede that
· Example
After all
for instance
As an illustration
specifically
Consider
to take/taking a case in point
For example
· Elaboration
Actually

to put it another way
By extension
to put it bluntly
In short
to put it succinctly
That is
ultimately
In other words
Introducing and Integrating Sources
Using introductory/connecting phrases to integrate sources
Developed from Reading Rhetorically by John Beans et al.
The three techniques for integrating source material we have
discussed—summary, paraphrase, and quotation—work best
with introductory/connecting phrases such as “Social linguist
Deborah Tannen writes…” and “According to social linguist
Deborah Tannen….” These short phrases connect or attribute
material to its source. In the process of acknowledging the

source, the phases can also enhance the rhetorical effect of your
text by giving readers valuable information about the credibility
of that source, shaping your readers’ response to it, and
demonstrating that you, not your sources, are in charge.
1.Introductory/Connecting phrases help readers distingui sh your
sentences and ideas from those in your sources (whether
summarized, paraphrased, or quoted).
Example: (Distinguish your own ideas and others’ ideas.)
The Time Magazine article mentioned earlier claims that
romance readers insist on formulaic plots of “childlike
restrictions and simplicity,” and says that as a result, these
books lack “moral ambiguity” (Gray and Sachs 76)
2. Introductory/connecting phrases enhance your credibility by
showing readers that you are careful with source materials and
remain in charge of the paper. They also enhance your text’s
credibility by indicating the credentials or reputation of an
expert you are using as a source.
Example: (Show the credibility of your sources.)
Professor of linguistics Deborah Tannen says that she offers her
book That’s Not What I Meant! to “women and men everywhere
who are trying their best to talk to each other” (19). Tannen
goes on to illustrate how communication between women and
men breaks down and then to suggest that a full awareness of
“genderlects” can improve relationships (297).
3. Introductory/connecting phrases provide a quick method of
showing readers the published context of your source material.
This context will help you show how the text you are writing
fits within a published conversation about the issue under
discussion.
Example: (Provide a published context for your sources.)

“In her review of Virginia Woolf’s book, Jane Smith argues…,”
“Tom Miller, in an article detailing the results of this year’s
CAHSEE, contends…,” or “When talking about the use of water
in California, Maria Lim points out….”
4. Introductory/connecting phrases give you the opportunity to
shape reader’s responses to the material you are presenting.
Your choice of verbs to describe the source’s influence is
important because it will imply your attitude toward the source.
Some verbs suggest that you agree with the source and others
suggest your doubt about what the source says. For example, the
first two of the following examples convey the writer’s positi ve
attitude toward the source material being introduced; the second
two convey a skeptical attitude, leading the reader to expect that
the writer will counter the source’s point.
Example 1: (Use different verbs to show your attitude toward
your sources.)
Research by Deborah Tannen and her colleagues documents the
scope of the problem. A July 2007 Time Magazine article
verifies this claim.
Example 2:
Some literary critics claim that the books depend too much on
magic.
Predictable plots, so the argument goes, offer escape.
As the above examples illustrate, introductory/connecting
phrases can offer a variety of information in accordance with a
writer’s purpose and sense of the intended audience’s
background knowledge. The possibilities range from facts that
appear in citations (e.g., author’s name, work’s title, publisher,
or date) to supplementary details about the author (e.g.,
credentials or purpose) or about the work (e.g., its context or
reputation since publication).

8
Othman Bajunaid
ENGL 10
Loretta Kennedy
11/13/12021
Facing Alcohol and Drug Abuse in America.
Alcohol and substance abuse can be defined as a chronic disease
that involves the uncontrollable consumption of drugs and
alcohol and is harmful to the user's health and community.
Heart disease, stroke, high blood pressure, various cancers (e.g.,
breast cancer), mental disorders, newborn abstinence syndrome
(NAS), driving under the influence (DUI), and other
transportation-related traumas are all linked to alcohol and
other drugs abuse. Sexual assault and rape, 10, 11 unwanted
pregnancies, sexually transmitted illnesses, 12 deliberate and
unintentional injuries,13 and property crimes are among the
most common crimes. Substance abuse is costly to our society,
putting a strain on our workplaces, healthcare systems, and
communities if left untreated. Many studies and reports have
shown that substance misuse hurts corporate productivity and
competitiveness and increases workplace injuries and
absenteeism. Alcohol and drug abuse involve irrevocable
indulgence in harmful substances such as marijuana, cocaine,
tobacco, and heroin, leading to strained health, unemployment,
and relationship breakups; this ought to be handled because it is
a threat to prenatal development.
Why we should care

Every year many Americans lose their lives due to drug and
alcohol abuse. One of the highest numbers of deaths caused by
alcohol and drug abuse was recorded in 2014 when more than
43000 American citizens died from a drug overdose. Yearly,
alcohol misuse kills about 88,000 people in the United States
each year, including 1 in 10 total deaths among working-age
adults. A study has revealed that substance and alcohol abuse-
related behavioral health problems, such as aggression, unsafe
driving, mental health issues, and risky sexual activity, are the
leading causes of death among individuals aged 15 to 24
(Yvonne Bonomo).
The federal government and the business community are
increasingly becoming aware of the harmful effects of substance
misuse on the American economy and its workforce. In 2010,
the annual economic impact of alcohol misuse and disorders
was assessed to be $249 billion ($2.05 per drink), while the
impact of illegal drug use and conditions was estimated to be
$193 billion, including both direct and indirect expenditures
related to crime, health, and lost productivity.
Every year, taxpayers bear the cost of $45 billion for state jails
and $144 million for federal prisons. It is known that drug-
related incarcerations account for more than half of federal
prison inmates and over a quarter of state prison inmates.
Annual costs for state prison populations in 50 states average
more than $32,000 per inmate, with federal stays costing more
than $26,000 per person. The average drug-related felony
results in jail sentences ranging from three to nine years.
Therefore, the government must expand the research on drug
and alcohol abuse to facilitate the development of alcohol and
drug abuse treatment tailored for specific populations
(Columbia Univ.).
Some of the adverse effects of alcohol, substance, and drug
abuse in society include;
· An increase in child custody losses

· An increase in child abuse and neglect
· An increase in the risk of addiction for children whose parents
are addicted to drugs
· An increase in domestic strife.
· Increased homelessness and poverty rate.
· The significant financial burden of healthcare costs.
· Co-occurring mental problems are becoming more common.
· Insurance premiums and taxes will rise.
Though law enforcement measures work to reduce and stop
alcohol and other drug abuse, prevention is the one critical
strategy. These should join to work together to combat
substance abuse in a variety of settings effectively.
Collaboration between law enforcement, health, and social
service agencies can assist lower demand, which feeds drug
trafficking activities. These are frequently violent and
criminal—complementing law enforcement efforts to curb
supply by treating addicts and avoiding the commencement of
drug use. Effective preventative techniques are vital in the fight
against substance misuse in the community.
At some point in their lives, almost everyone is vulnerable to
alcohol and other drug issues. However, some persons are more
likely to develop a significant addiction due to personal, family,
or environmental factors. Substance misuse has a wide range of
consequences that affect family members, friends, co-workers,
and society as a whole (Publications).
Drug addiction is a complex disorder with far-reaching effects
for those who know, work with, or support addicted to drugs.
Though you might not be directly affected, or if you don't
presently know someone who is misusing drugs and alcohol,
you are sure to be involved in some manner. Whether it's
through taxation, higher insurance premiums or college tuition,
or working longer hours. There are no limits to the effects of
drug addiction. The government's intervention and prevention or
reducing early substance use initiation is the best chance to
reduce drugs and alcohol abuse and the deaths caused.
Given the impact of alcohol and other drug abuse on the

country, preventing the abuse is vital. Therefore, it follows that
the community in general and the government should formulate
prevention strategies to attain this goal. It is imperative to focus
on the young people and youth when developing preventive
models as they are most at risk. Young people go through
psychological, social, and developmental changes and are easily
influenced at this point in their lives. Preventive measures could
be applied here to impact the youth positively. Numerous
preventative techniques can significantly reduce drug use,
especially among individuals who are at high risk. These
strategies all have the same goal: to build "protective factors,"
including well-developed social skills, strong family
relationships, school attachment, and active participation in
community and religious organizations while minimizing "risk
factors" that make people more vulnerable to drug misuse. A
recent study reveals that resilience is also a key element; many
people can resist drugs even in high-risk, unpleasant situations.
Although it is impossible to make a specific prediction on who
is prone to alcohol and drug abuse, a study has exposed a lot
about the factors that put millions of youngsters between the
ages of 10 and 17 at risk. School failure, living in a place where
substance abuse and dealing is prevalent, associating with peers
who partake in alcohol and other drugs, and school failure are
substantial indicators of parent substance addiction, lack of
parental guidance, or a turbulent abusive family. These factors
are essential predictors, and the presence of multiple predictors
leads to an increase in the chances of one falling victim to
alcohol and substance abuse. However, eradicating these factors
from a child will give the child a fighting chance and save them
from the terrible fate of addiction.
Preventive Programs and Policies.
Though significant efforts to reduce and eradicate alcohol and
substance abuse have been undertaken all across the United

States, I feel that the government should put prevention and
treatments first and center. Even though they might fight the
gangs and traffickers, the government does not impact the
demand for illicit alcohol and drugs. But by preventing
potential markets might do the trick in winning the war against
drugs. Evidence-based therapies for substance abuse can help
individuals stay productive members of society while saving
society money on medical costs (Zili Sloboda, Prevention of
Substance Use). These programs can yield anywhere from a few
cents to $65 for every dollar spent on prevention.
Some of the federal government's initiatives on reducing
substance abuse include;
· The first preventive intervention is introducing educational
initiatives in schools.
· School-based and community-based educational activities
(primary prevention
· We are supporting the usage of prescription drug monitoring
programs (PDMPs) regularly.
· Overdose education and naloxone distribution initiatives
should be implemented to provide naloxone to opioid users and
possible bystanders.
· Efforts by law enforcement to combat doctor shopping and
pharmaceutical mills
· Individuals with substance use disorders should be directed to
Drug Courts.
· Access to MAT should be expanded.
· Formulations for opioid analgesics that are less likely to be
abused
· Expansion on the research of new approaches of treating pain.
Additionally, to prevent substance misuse and related
criminality, communities must invest their often-limited

resources in programs that have been demonstrated to be
effective (Zili Sloboda).
Conclusion
Apart from the harmful effects of alcohol and substances abuse
on the individual doing the abuse, other people and even the
unborn children can feel substance abuse effects. Mothers can
pass substances to their unborn babies or through breastmilk,
detrimental to their proper psychological and physical
development. The spread of infectious diseases such as
HIV/AIDS is another harmful effect of substance abuse that
others can feel. Alcohol inhibits the mind, and as a result, it
leads to engagement in unprotected sex. Further, under the
influence of alcohol, it is difficult to resist the temptation to
share needles, leading to exposure to HIV. Alcohol and drug
abuse lead to poor decisions, and ultimately, these decisions
cost the lives of the users and the people around them. Road
carnage and motor vehicle accidents can also be blamed on
alcohol and substance abuse due to poor judgment and
estimation of distances and speeds. Every year, taxpayers bear
the cost for federal prisons to rehabilitate drug users. Addiction
is a serious health problem which is why there are strategies in
place to combat it. The measures are supported at the
community level, the state, and the federal level.
It is therefore imperative for increased surveillance of the
second-hand repercussions of alcohol and drug use, such as
assaults, sexual assaults, motor vehicle accidents, homicides,
and suicides, as well as the effects of substance use on
academic and professional performance, is required.
Surveillance must be expanded beyond the national and state
levels to include local groups. Prevention measures have begun

yielding results as alcohol and substance abuse cases have
started to subside, as it has been proven in research carried out
in multiple states (Michael J. Stoil).
Works Cited
Columbia Univ., New York, NY. Center on Addiction and
Substance Abuse. Behind Bars II: Substance Abuse and
America's Prison Population. ERIC Clearinghouse, 2010.
Michael J. Stoil, Gary Hill. Preventing Substance Abuse:
Interventions that Work. Springer Science & Business Media,
2013.
Publications, United Nations. World Drug Report 2018 (Set of 5
Booklets). UN, 2018.
Schuckit, Marc A. Drug and Alcohol Abuse: A Clinical Guide to
Diagnosis and Treatment. Springer Science & Business Media,
2013.
Yvonne Bonomo, C. J. M. Goos, John Howard (Ph. D.), Taisia
Huckle, Nina Rehn Mendoza. Young People and Alcohol: A
Resource Book. World Health Organization, Western Pacific
Region, 2015.
Zili Sloboda, Hanno Petras, Elizabeth Robertson, Ralph
Hingson. Prevention of Substance Use. Springer International
Publishing, 2019.
—. Prevention of Substance Use. Springer, 2019.

Integrating Outside SourcesConceptually and Grammatically

Recommended

Recommended

More Related Content

Similar to Integrating Outside SourcesConceptually and Grammatically

Similar to Integrating Outside SourcesConceptually and Grammatically (20)

More from TatianaMajor22

More from TatianaMajor22 (20)

Recently uploaded

Recently uploaded (20)

Integrating Outside SourcesConceptually and Grammatically