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Heidi Wright Ohio State University Ohio TESOL 2010 1

How to put a quotation, a paraphrase or a summary into your paragraph.

1. Write your idea first.

2. Put a lead-in or signal phrase to announce that you took some information from an outside source. --- Author (date) or “Article Title”

3.Write the quotation, paraphrase or summary.

It should- add an example, - give extra information about your idea, - give an important fact, example or statistic that makes your idea stronger - show that someone important agrees with you.

4. Add the page (p.) or paragraph number (para. ) if you need it. It is needed for “Quotations” , but not for Summary and Paraphrase. Remember to add the date, too, if you didn’t use it in the lead-in.

5. Explain the importance of the outside information or comment on it.

-The author makes it clear that…/ This shows that.../ This means that… -This is surprising / important / unfortunate / beneficial ---- because….

6. Continue writing using your ideas.

IF YOU PUT YOUR “Q” WHERE THE EXAMPLES USUALLY GO, IT WILL HELP YOU MAKE THE SANDWICH.

IMPORTANT REMINDERS:1. The more specific or vivid your info is the more believable/convincing/powerful it is. If the quotation doesn’t make you say “wow,” paraphrase it.

2. Make sure you don’t use too many quotations, summaries, paraphrases and facts. This is boring, and teachers want your ideas and words. ***************Remember the 20% them/ 80% you rule.******************************

3. Generally it is not a good idea to end a paragraph (except for the conclusion) with a quotation, fact or example. You need a concluding sentence to end each paragraph.

REMEMBER: THE “THREE WORD RULE”: if you take three words that are next to each other from a source you must put “quotation marks” around them.


More information about how to put a paragraph with sources together

1. Relevant / Related- your quotation, paraphrase or summary must be clearly related to your topic sentence and the supporting idea that comes before it.

EX: supporting idea: China has a huge population. Quotation: “In Beijing alone there are 22 million people” (Wang, 2009, p. 2)

2. Logical flow- all the ideas in your paragraph should be in logical order. When ideas and sources are not organized, it makes it very difficult for the reader to understand.

3. Necessary- take only as much from the source as you need.

A. Use ellipsis (.../ ....) to cut out sentences or parts of sentences that are not related.

EX: Smith (2005) comments, “Seventy-five percent of students do not eat properly.... They cannot concentrate properly in class” (p. 45).

B. Use brackets [ ] to add important information to sentences or parts of sentences to make them more clear/ more related.

EX: Jones (2001) explains how “They [international students] must work hard to meet the challenges posed by the American educational system” (p. 35).

****BE CAREFUL not to change the meaning of the sentence. Do not change subjects of sentences or add/ remove words like not.

4. 20/ 80 RULE- your paragraph should be 20 percent outside sources and 80 your own ideas. (Exceptions: background paragraph and literature review paragraph: 90/10).

5. Sandwich-

Before the source: put your idea and then put the LEAD-IN or SIGNAL PHRASE- author or title and date and reporting verb. EX: Smith (2005) claims....

After the source: put more APA if you need it and a comment on or an explanation of the information in the source.

6. Authority- information and opinions from well-known professors from famous universities, doctors, and scientists can make your paper very powerful. If they are not extremely well known (like Einstein or Bill Gates) put their place of work next to their names to make the source seem even stronger.

EX: Pinker (2007), a professor of psychology at Harvard University, writes,…..


Synthesis

This word means putting ideas from different places together to create something new. In writing this means combining other authors’ ideas with your ideas to make you paragraph more interesting. This paragraph about seatbelts contains one quotation and one paraphrase.

Driving or riding in a car without using seatbelts can lead to auto accidents. This

is partially because without a seatbelt passengers and animals can move around too

much inside the vehicle. All this movement is very distracting for the driver. According to

National Insurance Agency (2001) “about one fourth of all auto accidents are indirectly

caused by passengers who distract the driver from the task of driving” (para. 10). In

other words, children climbing over the seats and dogs running around in the car can be

a danger to others on the road. Furthermore, when the driver does not wear a seatbelt,

the possibility of having an accident also increases. A seatbelt holds drivers in place so

that they can drive well even during bad conditions like heavy rain or snow. Smith

(2005) explains that without a seatbelt the drivers can fall over, or hit their heads on the

steering wheel or doors. This means that they will be unable to brake or steer properly,

which can result in accidents. Therefore, since a lack of control clearly causes

accidents, seatbelts should be worn to help prevent them.


An Argument Essay with 2-3 sources:

You need at least 2 quotations or paraphrases.

This is an argument essay like our first essay.

A. Introduction paragraph with: a hook a statement of the topic a thesis a plan of development

C. 3 body paragraphs (arguments) with: A different main idea/topic sentence in each paragraph 2 different supporting ideas in each paragraph 2 or more details in each paragraph: explanations, examples, quotations, or

paraphrases Concluding sentences

D. Counterargumentrefutation paragraph with: The other side’s idea A statement that says they are wrong in some way A statement that tells why they are wrong A Truth statement (This is your real topic sentence) 2 supporting ideas for your real topic sentence At least one example for each sporting idea A concluding sentence

E. Conclusion paragraph with: A restatement of the thesis A brief summary of your main ideas A discussion/analysis of the issue (advice/ prediction/ importance of the issue in

society/ request for action)

F. 2 outside sources: Must have 1 “quote” or paraphrase from each source. Academic websites, database sources or books Sandwich:

o Lead-in/signal phrase before According to Jones (2008)o Comment or explanation after This shows…

SEE BACK FOR IMPORTANT APA INFORMATION


APA for Argument Essay with 2 sources

A. FORMATTING: 1 inch margins Double spacing Arial font -12 point size (my choice)

B. (In-text) citations with: Author’s last name (or shortened title if there is no author given) Year of publication date (or n.d.) Page or paragraph number for quotations, and for paraphrases and summaries

that borrow “three words in a row”

C. References (centered at top of new page)APA format -choose the best example to fit your sourceAlphabetized by author’s last (or title if no author)Hanging indentDouble spaced


Student NameMs. WrightArgument Essay #2DateDraft 1

Driving our Miss Daisy’s

According to recent statistics the average age of Americans is increasing every

year. By the year 2010, 3.7 percent of the United States population will be eighty years

of age or older (United Nations, n.d.). This may not sound like a lot, but the current

population is about 300 million people (Tolbert, 2006). Three and a half percent of 300

million is 11.1 million people. The advancing age of our population creates a dilemma

for our society: should aged citizens be allowed to drive cars and specifically, what

should be done about people over the age of eighty? Certainly, they are an increasingly

important part of our society, but should they be driving? The answer to this question is

negative. Unless their health and driving skills are checked regularly, people over the

age of eighty should not be permitted to drive themselves because of common age-

related physical, mental and medical problems.

The primary reason that people over the age of eighty should not be permitted to

drive is physical deterioration due to aging. As humans age their bodies begin to slow

down. Their reflexes are not as quick as when they were teenagers and middle aged

adults. This can lead to tragic accidents when drivers fail to use their brakes in time at

crosswalks and red lights or during times of bad weather. In addition, elderly adult’s

limited side vision can cause accidents when older drivers fail to notice drivers wanting

to change lanes on either side of them or children who run into the street. The possibility

for accidents due to physical factors alone should be enough to make us create stricter

laws about who may drive.

Moreover, there are a number of psychological reasons why people aged eighty

and over should not drive. The most serious reason is that many people over this age

are forgetful. According to an article in The Practitioner, “The prevalence of dementia

[forgetfulness] increases exponentially with age, at least until the late eighties, … and so

one should have greater concerns about an octogenarian [80-89 year-old person] than

a young adult” (Fisher & Larner, 2006, p.14). This means that those eighty and over


may no longer simply forget where they left the car keys; they forget how to get home

from the local supermarket and may even forget where they live. In addition to the

confusion and fear this causes for the drivers themselves, this loss of memory also

causes unnecessary worry for their family members and police officers who must try to

locate them and bring them home safely. It also angers other drivers who must wait

more or less patiently while elderly drivers drive slowly toward intersections trying to

decide whether to turn or not. Because of the dangers and frustrations associated with

memory problems, we must protect octogenarians by not automatically renewing their

driver’s licenses.

In addition to all the problems caused by the normal aging process, people who

have reached the age of eighty often have medical problems. Problems with the heart

and other organs are typical. The Yale School of Medicine Heart Book reports

“Cardiovascular disease—including coronary heart disease, hypertension, heart valve

disease, and rhythm disorders-[become] increasingly common with advancing age

(Young, 1992, p.264). These illnesses make drivers less able to deal with the stress of

driving. For instance, the shock of seeing a child run out in front of the car to chase a

ball could cause a driver with a heart condition to have a heart attack. Furthermore, the

medications that people take for these health problems can have side effects like

drowsiness and hallucinations. Everyone is in danger when citizens drive under these

circumstances.

Opponents of driving age restrictions claim that it is unfair to take away geriatric

drivers’ licenses because it limits their independence and makes them dependent on

family and friends. However, this argument does not give a complete picture of the

elderly’s needs. In fact, people in this age group often complain that they are lonely and

neglected. The truth is that although they want to be independent, they want love and

companionship more. If these people’s licenses are removed, it will encourage people

to take the time to help older relatives and friends get where they need to go advancing

family relationships and friendships. A drive to the doctor’s office can become an

opportunity to share news about community activities and family gatherings. Moreover,

in other countries, the elderly are cared for and respected. In India for example,

relatives see it as a responsibility and a privilege to care for older members of the

family. Our elders in America should not have to seek independence because they feel


like they are an annoyance to those people who are closest to them or have to become

independent in order to survive. Instead, we as citizens must do our best to care for

them, which will create better relationships between people and a safer driving

experience for all.

Citizens over the age of eighty possess wisdom and life lessons that are

necessary to help guide our society. However, the physical problems, limited mental

awareness and medical conditions that often accompany the aging process make

driving dangerous for many of them and for others around them. Therefore, there must

be an upper age limit of eighty on driver’s licenses in the United States. After that it

would be wise to test drivers every two years to determine if they still have the skills and

health necessary to drive a vehicle safely. Furthermore, we as a society must learn to

think about this issue and the elderly differently. This is not simply about protecting

pedestrians and other drivers from elderly drivers, or protecting elderly drivers from

themselves. The real problem is the low status that the elderly have in our society.

Truly, these people should not have to drive. If the elderly were given the respect and

care they deserve, they would not need to drive because other members of society

would be happy to drive them.

References

Fisher, C.A.H. & Larner, A.J. (2006, June 29) The care of the elderly-FAQs: Memory

loss. The Practitioner. Retrieved from http://www.lexisnexis.com

Tolbert, M. (2006, December 11). Nation’s population to reach 300 million. U.S.

Census Bureau News. Retrieved January 16, 2006 from

http://www.census.gov/Press-Release/www/releases/archives/population/

007616.html.

United Nations (2003) World Population Prospects: The 2002 Revision Population

Database. (n.d.). Economic and social data ratings: Population and family.

Retrieved January 16, 2007 from http://dataranking.com/

table.cgi?LG=e&TP=po01-2&RG=6

Young, L. H. (1992). Heart disease in the elderly. In B. L. Zaret, M. Moser, and

L. S. Cohen, (Eds). The Yale University School of Medicine Heart Book.

(pp. 263-272). Retrieved from http://www.med.yale.edu/library/heartbk/


The Research Paper

*** The research proposal will be due***The first draft of the paper will be due ***The final draft of the paper will be due

The topic for this term is ALTERNATIVES. Consider… Alternative sources of energy to make electricity Alternative sources of fuel for transportation Alternative sources of food or ways to produce / protect food Alternative sources of raw materials needed to make common products (ex.

paper goods) Some ideas:

o nuclear power, hydroelectric power, wind power, solar energy, biodiesel, ethanol

o electric or hybrid carso raising iguanas, insects and/or ostriches for foodo herbal or homeopathic medicineo organic farming or organic pesticides

1. It will be an argument essay like the other essays we have written .

A. You will have an introduction paragraph with: a hook a brief discussion of the topic an argumentative thesis a plan of development

B. You will have a background paragraph that contains: Facts Only. Definitions – what is it? How does it work? What elements is it composed of? What is its history? (When did it begin? Who invented it? Where did it come

from? How has it changed over time?) When did the topic become part of a controversy? Why? Who is involved? (Which governments or groups of people?) What do the two sides think should be done about the controversy?

PUT THE SIDE THAT AGREES WITH YOUR THESIS LAST.

C. You will have 4-5 body paragraphs (arguments) with: A different main idea in each paragraph At least 2 supporting ideas in each paragraph Details: explanations, examples, quotations, paraphrases/summaries and/or Concluding sentences One body paragraph must use counterargumentrefutation


D. You will have a conclusion paragraph with: A restatement of the thesis A brief summary of your main ideas A discussion/analysis of the issue with: (choose 2 or more)

o advice/ prediction/ importance of the issue in society/ request for action

The research paper must use APA format 2. PARTS OF AN APA TERM PAPER

The paper must contain: A title page An abstract An outline 5 to 7 pages of written text (Not 4.5 pages and not over 9 pages) A References page

APA also requires:

A. FORMATTING: Headers on all pages containing a shortened title and page number 1 inch margins Double spacing Arial font -12 point size (my choice)

B. (In-text) citations with: Author’s last name (or shortened title if there is no author given) Year of publication date (or n.d.) Page or paragraph number for quotations, and for paraphrases and summaries

that borrow “three words in a row”

C. References (centered at top of new page)APA format -choose the best example to fit your sourceAlphabetized by author’s last (or title if no author)Hanging indentDouble spaced

*** 5 or more sources/ references

Note: One of your summary/response essays, a research proposal with five/ ten references and comments will also be related to your research essay topic.


What goes in a background paragraph? ( For Undergrads)

A background paragraph is where you explain general information about your topic that your reader needs to know. It does not argue your idea or give your opinion. It only gives facts.

If you have a lot of information, you might want to divide it into 2 or more paragraphs.

A. Definition – what is it? (Solar energy is…)

B. How does it work? What parts does it have?

C. What is its history? When did it begin? Who invented it? Where did it come from? How has it changed over time?

D. When did it become part of a controversy? Why?

E. What is the controversy about? - who is on each side (important people or groups) - what do they think/ believe about the topic?

HINT: Talk about the side that agrees with your idea last in E so that it will connect to your argument paragraphs well.

REMEMBER: You got these facts from an outside source. You paraphrased them, summarized them or quoted them, so write your sources. (Author, date, p. or para.)

You do not always need a lead- in (Smith claims, etc) for information in your background paragraph, but you do always need APA.

You do not need to explain why the information/ quotations you present in a background paragraph are important. (You don’t need: this means, this shows etc.)

If you put some of this information in your introduction, you do not need to write it again.


Background Paragraph and Literature Review Paragraphs for Graduate Students

B. You will have a background paragraph that contains:

General information about your topic that your reader needs to know. It does not argue your idea or give your opinion. It presents facts. If you have a lot of information, you might want to divide it into 2 or more paragraphs.

Definitions – what is it? (Aesthetics is…. Bilingualism means…) How does it work? What elements is it composed of? What is its history? When did it begin? Who invented it? Where did it come from?

How has it changed over time? When did the topic become part of a controversy? Why?

C. You will have a literature review paragraph that will also contain only outside information: Specifically, it will give the opinions of people who have written about the controversy in academic sources.

Who first began writing about this issue? Who is on each side of the issue?(Camps of thought or Periods of time) What does each group or time period think/ believe about the topic/controversy?

o Mention the groups or time periods first. o Then use quotations// paraphrases from scholars who represent each

group well. What solutions does each group period offer to solve the issue? What do people think now? How is this related to your thesis?

REMEMBER: You got these facts from an outside source. You paraphrased them, summarized them or quoted them, so write your sources. (Author, date, p. or para.)

You do not always need a lead- in (Smith claims, etc) for information in your background paragraph or literature review, but you do always need APA.

You do not need to explain why the information/ quotations you present in a background paragraph are important. (You don’t need: this means, this shows etc.)

If you put some of this information in your introduction, you do not need to write it again.


RESEARCH Essay Evaluation

Name:_________________________________ Date:_____________________________

Content 65% First Draft Final Draft Abstract: clearly summarizes thesis and main ideas _________ ___________/5

Thesis: Appropriate for type of essay, clear Plan indicates essay organization. _________ _________ /5

Introduction and Conclusion: Relevant, logical introduction w/ hook, explains issue __________ _________ /5

Relevant, logical conclusion w/ summary & concluding strategy/analysis __________ _________ /5

Background Paragraph and Literature Review: BG: contains only facts and LR: only others’ opinions Ideas are clear, sufficient information Quotation, paraphrase and summary used well __________ _________ /10

Body Paragraphs:Sufficient details and examples to fullysupport thesis and topic sentences,no repetition of ideas, ideas are clearquotations and/or paraphrases used wellCAR paragraph well-developed concluding comments included ___________ __________ /20

Organization:Topic sentences clear, connected to thesisGood focus, support clearly related to thesisLogical order of ideas & paragraph divisionTransitions used correctly ___________ __________ /15

Form 35%

Simple sentence construction: few errors (subject/verb agreement, verb tenses, word order, modals, sing/plural forms, negative, gerund/ infinitive, parallelism) AND ____________ __________ /15Compound & Complex sentence construction : sufficient amount used, few errors (noun, adverb, adjective clauses, dependent clauses, coordinate conjunctions)

Vocabulary: diverse, uses academic language, effective word choices, correct word forms ____________ ___________ /5 Mechanics: Correct use of indentations, spelling, punctuation (fragments, run-ons) word divisioncapitalization ___________ ___________/5

APA format-pages, (in-text) citations & references ___________ ___________/10


TOTAL: __________/100


Further Reading

Bikowski, D. & Cooper, A. (2007). Writing at the graduate level: What tasks do professors actually require? Journal of English for Academic Purposes 6(3),206-221 http://www.elsevier.com/wps/find/journaldescription.cws_home/622440/description#description

Cavusgil, S. (2008) Academic writing courses should focus on paragraph and essay development. In J.M. Reid (Ed.) Writing myths: Applying second language research to classroom teaching.(pp.140-158). Ann Arbor: University of Michigan Press.

Ferris, D. (2008) Students must learn to correct all their writing errors. In J.M. Reid (Ed.) Writing myths: Applying second language research to classroom teaching.(pp.90-114). Ann Arbor: University of Michigan Press.

Folse, K. (2008). Teaching vocabulary is not the writing teacher’s job. In J.M. Reid (Ed.) Writing myths: Applying second language research to classroom teaching.(pp.1-17). Ann Arbor: University of Michigan Press.

Furukawa, J. M., Sumpter, K & Cohen, N. (1978 August) Chunking method of teaching and studying: II. Paper presented at the Annual Meeting of the American Psychological Association ,Toronto, Canada, Retrieved from http://www.eric.ed.gov.proxy.lib.ohio-state.edu/

Hammond, J., Ed.(2001). Scaffolding: Teaching and learning in language and literacy education. Retrieved from: http://www.eric.ed.gov.proxy.lib.ohio-state.edu/

Horowitz, D. (1986). What professors actually require. TESOL Quarterly 20 (3), 445-462.

http://www.tesol.org/s_tesol/seccss.asp?CID=632&DID=2461

Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language Writing 12,1 17-29 http://www.jslw.org/

Hyland, K. (2004) Disciplinary discourses: Social Interactions in academic writing. Ann Arbor University of Michigan Press.

Krashen, S. D. 1981. Principles and practice in second language acquisition. London: Prentice-Hall International (UK) Ltd.

Martin, M. A.(1978) The application of spiraling to the teaching of grammar. TESOL Quarterly 12, (2), 151-61. http://www.tesol.org/s_tesol/seccss.asp?CID=632&DID=2461

McBride,S.D. & Dwyer, F. M. (1982, May). The effects of organizational chunking and retrieval strategies in facilitating learning and recall of cognitive learning tasks. Paper presented at the Annual Meeting of the Association for Educational Communications and Technology, Research and Theory Division, Dallas, TX. Retrieved from: http://www.eric.ed.gov.proxy.lib.ohio-state.edu/

Melzer,D. (2009) Writing assignments across the curriculum: A national study of college writing. College Composition and Communication, 61(2) ,W240-W261. http://www.ncte.org/cccc/ccc/

Pechua, H. (2007) Students’ attention span-Where has it gone? Retrieved July 25, 2010 from http//:www.herbertpuchta.com/page/handouts/ETAS_Conference_2007/Attention_span_ETAS.pdf

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