Integrating & Engaging with Sources-Su2020...GOALS OF THIS WORKSHOP FRANCESCA GACHO, GRADUATE...

Integrating Sources

[email protected]

mailto:[email protected]

GOALS OF THIS

WORKSHOP

FRANCESCA GACHO, GRADUATE WRITING COACH, [email protected]

§Discuss citational practices: what are they, why do we need them, and when to do them§Learn strategies for integrating sources§Learn how to paraphrase, summarize, and quote sources

HOW READERS

READ

§The reader will experience the text diachronically (over time and they will read it as it evolves);

§The synchronic writer (who is focused on the text as it is now) then has to arrange the text with that in mind. § Prepare readers for your ideas by knowing what each sentence (or section) in your work is doing.


Francesca Gacho, Graduate Writing Coach, [email protected]

Academic writers must § both fit in and stand out. § must have something to contribute, but they must contextualize their contributions within past research.

§ must use a variety of attribution strategies to ensure that readers can easily and clearly follow shifts in writer voice. In other words, so readers know when the writer is “speaking” and when a voice other than their own is “speaking” to the reader.

Academic writing must bear multiple and visible connections to past research.


§Academic writers connect to past research through citational practices.§ In-text citations§ Quoting§ Paraphrasing§ Summarizing


§ Anytime you refer to someone else’s idea or words presented in print or electronic medium

§ Information you gain from interviews or conversing with another person face to face, over the phone, or in writing

§ Anytime you directly use someone’s exact phrase or unique phrasing§ When you reprint diagrams, illustrations, charts, or any other visual

materials§ When you reuse or repost electronically-available media, including images,

audio, video or other media.


§ Your own experiences, observations, thoughts, insights, and conclusions about a subject

§ Results obtained through lab or field experiments that you conducted§ When you use your own artwork, digital photographs, etc.§ Common knowledge such as folklore, common sense observations, myths,

urban legends, and historical events (but not historical documents)§ Generally-accepted facts (“pollution is bad for the environment”)

WORKING WITH

SOURCES

§ Know why you’re citing material§ Know how you’re citing material§ Think of citational practice as a way to reflect and rhetorically produce writerly poise.


FRAMING SOURCES

Using Reporting Verbs


§What are they?§ Verbs that refer to a source's ideas§ They also help show your attitude about the sourced information and help you voice your opinions or assessment of the quality of what your source has said

§Attitudes?§ Positive, negative, neutral§ Stronger, weaker, neutral


§ Pattern 1 (Indicative): Verb + Noun (noun phrase)§ The authors showed the devastating results of this policy (Smith and Jones 2008,

p. 12).§ Gillard (2012) indicated her negative opinion of Abbott’s proposal.§ Pinker (2002) frequently approves of Chomsky’s theories.§ Indicative reporting verbs summarize ideas.

§ Pattern 2 (Informative): Verb + That + clause (i.e. sentence)§ The authors showed that this policy had 'devastating economic results' (Smith &

Jones 2008, p. 12).§ Gillard (2012) indicated that Abbott’s proposal was untenable in her opinion.§ Informative reporting verbs highlight something important for the reader.

IN GENERAL, PAPERS IN THE SOCIAL SCIENCES CONTAIN

MORE REPORTING VERBS THAN THOSE IN ENGINEERING AND

OTHER HARD SCIENCES.Swales & Feak. Telling a Research Story, p. 55.


REPORTING VERBS ACTIVITY


(1) Researchers have been paying increasing attention to the concept of burnout, a work-related stress reaction that can be found among employees in a wide variety of occupations (Bakker, Demerouti, & Schaufeli, 2002). (2) Most contemporary researchers agree that the syndrome is characterized by three related, but empirically distinct, elements: namely exhaustion, cynicism, and reduced professional efficacy (Leiter & Schaufeli, 1996; Maslach, Jackson, & Leiter, 1996; Maslach & Letier, 1997). (3) Feelings of exhaustion or energy depletion are generally considered a core symptom of the burnout syndrome (Shirom, 1989). (4) Cynicism refers to the development of negative, cynical attitudes toward work and the people with whom one works (e.g., clients andcolleagues). (5) The third dimension of burnout, reduced professional efficacy refers to the belief that one is no longer effective in fulfilling one’s job responsibilities. (6) Thus, burned-out individuals suffer from feelings of fatigue, behave indifferently toward their work and clients, and they believe that their performance has suffered accordingly.

Bakker, A. B., van Emmerik, H., & Euwema, M.C. (2006). Crossover of burnout and engagement in work teams. Work and Occupation, 33 (464-489).


1. How should the citation in Sentence 1 be read? Are Bakker, Demerouti, and Schaufeli (2002) major researchers in their fields, used to demonstrate the increasing interest? Are they the originators of the definition of burnout provided? Or are they perhaps commentators, with the citations referring to review or summary articles?1) Researchers have been paying increasing attention to the concept of burnout, a work-related stress reaction that can be found among employees in a wide variety of occupations (Bakker, Demerouti, & Schaufeli, 2002).


In recent years growing attention has been paid to the concept of burnout. Burnout has been defined as a work-related stress reaction that can be found among employees in a wide variety of occupations (Bakker, Demerouti, & Schaufeli, 2002).

Compared to: Researchers have been paying increasing attention to the concept of burnout, a work-related stress reaction that can be found among employees in a wide variety of occupations (Bakker, Demerouti, & Schaufeli, 2002).


2. In Sentence 2, how are the three elements related to the citations? Are the three citations to be associated with all three of them or one element each? If one element should be associated with one citation, how should the placement of the citations be changed?

(2) Most contemporary researchers agree that the syndrome is characterized by three related, but empirically distinct, elements: namely exhaustion, cynicism, and reduced professional efficacy (Leiter & Schaufeli, 1996; Maslach, Jackson, & Leiter, 1996; Maslach & Letier, 1997).Most contemporary researchers agree that the syndrome is characterized by three related, but empirically distinct, elements: namely exhaustion (Leiter & Schaufeli, 1996), cynicism (Maslach, Jackson, & Leiter, 1996 ), and reduced professional efficacy (Maslach & Letier, 1997).

3. Sentence 3 is potentially ambiguous as well. Did Shirom draw this conclusion based on their reading of the literature or did they conclude this based on original research?

(3) Feelings of exhaustion or energy depletion are generally considered a core symptom of the burnout syndrome (Shirom, 1989).Shirom (1989) has found that feelings of exhaustion or energy depletion are generally a core symptom of the burnout syndrome.A review of previous literature has found that feelings of exhaustion or energy depletion are generally considered a core symptom of the burnout syndrome (Shirom, 1989).


Resource for

reporting language

and recurring

phrasesFrancesca Gacho, Graduate Writing Coach, [email protected]

§ Manchester University Academic Phrase Bank: http://www.phrasebank.manchester.ac.uk/

§ Provides phraseological “templates” for most common communicative functions in academic writing.

§ Make sure you know WHY and HOW you’re using citations and sources!

http://www.phrasebank.manchester.ac.uk/

HOW TO INTEGRATE SOURCES


Paraphrase Summarize Quote


Paraphrase?

• When you want to restate relevant information

• When the particular wording of the idea isn’t particularly distinctive

• When the original passage is too long to quote

Summarize?

• When you want to reduce information to a suitable length

• When the original passage is too long to quote

Quote?

• When the original words express an idea in a distinctive way

• When the original is more concise than your summary could be

• When the original version is well known

PARAPHRASING


Allows the writer to change the wording of a text so that it is

significantly different from the original source, without changing the meaning.

Key features: Has a different structure from the original, has

mainly different vocabulary, retains the same meaning,

keeps some phrases from the original that are in common

use (e.g. “Industrial Revolution” or “eighteenth century”)


1. Identify the relationship(s) between clauses in the passage2. Correctly and appropriately change vocabulary by using synonyms3. Correctly and appropriately change word class

a) Explanation (noun) à explain (verb)b) Mechanical (adjective) à mechanize (verb)c) Profitable (adjective) à profitability (noun)

4. Correctly and appropriately change word ordera) … the best explanation for the British location of the industrial revolution is

found by studying demand factorsb) A focus on demand factors may help explain why Britain is the origin of the

industrial revolution. c) A look at demand factors may best explain the British origins of the

industrial revolution.


RATE THE PARAPHRASES

Practicing Paraphrases


In earlier times, surveillance was limited to the information that a supervisor could observe and record firsthand and to primitive counting devices. In the computer age, surveillance can be instantaneous, unblinking, cheap, and maybe most importantly, easy.-- Carl Botan and Michaela Vorvoreanu (2005) “What do employees think about electronic surveillance at work?” p. 126 from Electronic Monitoring in the Workplace: Controversies and Solutions (IGI Global)


SUMMARY


Allows the writer to condense

lengthy sources into a concise

form.

Key features: identifies key points in a

passage, no direct quotation, concise



üInclude only main pointsüUse precise and concise languageüRe-read the original text to ensure your summary is accurate and nothing important has been changed or lost

RATE THE SUMMARIES


QUOTING


Passage(s) are directly quoted from the source word-for-word.

Writer provides reporting

language to introduce the direct quote



1. Choose relevant passages2. Frame every quotation3. Present or introduce quotations to clarify

their relevance and meaning. 4. Tell your reader why you think this is worth

quoting.


Partial Quotes

Full Quotes

Block Quotes

§ Partial quotes, which integrate the cited material into the writer’s own sentence, give the material far less weight than full ones.1. But its power lies in James’s capacity to reenergize an obsolete trope on

behalf of literalizing the common sense that tells us that “an attack on architecture … is an attack on man” (Batailles, 232)

2. But its power lies in James’s capacity to reenergize an obsolete trope on behalf of literalizing the common sense that tells us that “an attack on architecture … is an attack on man,” as Batailles once put it (232).

3. But its power lies in James’s capacity to reenergize an obsolete trope on behalf of literalizing the common sense that tells us that “an attack on architecture … is an attack on man,” George Batailles wrote in Critical Dictionary (232).


§Full quotes signal to the reader to pay attention to something. It assures a certain prominence structurally or thematically.§ But its power lies in James’s capacity to reenergize an obsolete trope on behalf of literalizing common sense. “An attack on architecture … is an attack on man,” Georges Bataille wrote.

§ Uses a full quote but feels incomplete because a sentence in which the quotation dominates the grammar and structure of a sentence establishes a metalinguistic expectation for transition.


§ If you really want someone to pay attention to something, use block quotes.

§BUT the dirty secret of block quotes is that most readers don’t actually read them.

§So, you must follow any block quotation with a short summary or reading of the material you’ve just quoted, while making sure that the reader doesn’t notice you’re repeating yourself.

§How? Extended paraphrase or re-quote material from the block.


Due to its rigidity and its space precisions, [the typewriter] can, for a poet, indicate exactly the breath, the pauses…which he intends….For the first time he can, without the convention of rime and meter, record the listening he has done to his own speech and by that one act indicate how he would want any reader, silently, or otherwise, to voice his work. (Opr 245).

According to [Olson’s] logic, the typewriter permits the composing poet to mark out his “breathing spaces” with a mechanical device instead of relying on the ancient literary conventions of “rime and meter” …


1. Look at the Sample Article and find a passage to quote. 2. Introduce the source using a template reporting verb or come

up with your own.3. Integrate the source using partial quotes.4. Integrate the same source using full quotes.5. Integrate the same source using block quotes and the extended

paraphrase after it.


RESOURCES


§ Bailey, Stephen. (2015). Academic Writing for International Business Students. 2nd ed. New York: Routledge.

§ Hayot, Eric. (2014). The Elements of Academic Style: Writing for the Humanities. New York: Columbia UP.

§ Moore and Cassel. (2011). Techniques for College Writing: The Thesis Statement and Beyond. Cengage Learning.

§ OWL Purdue. “Avoiding Plagiarism.” https://owl.english.purdue.edu/owl/resource/589/02

§ Swales & Feak. (2012). Academic Writing for Graduate Students. 3rd ed. Ann Arbor: University of Michigan Press.

§ ---. (2009). Telling a Research Story: Writing a Literature Review. Ann Arbor: University of Michigan Press.

https://owl.english.purdue.edu/owl/resource/589/02

Integrating Sources

[email protected]
mailto:[email protected]

Integrating & Engaging with Sources-Su2020...GOALS OF THIS WORKSHOP FRANCESCA GACHO, GRADUATE...

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