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On my return, I learned that Professor Agassiz had been at the Museum,

On my return, I learned that Professor Agassiz had been at the Museum, but had gone, and would not return for several hours. My fellow-students were too busy to be disturbed by continued conversation. Slowly I drew

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On my return, I learned that Professor Agassiz had been at the Museum,

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  1. On my return, I learned that Professor Agassiz had been at the Museum, but had gone, and would not return for several hours. My fellow-students were too busy to be disturbed by continued conversation. Slowly I drew forth that hideous fish, and with a feeling of desperation again looked at it. I might not use a magnifying-glass; instruments of all kinds were interdicted. My two hands, my two eyes, and the fish: it seemed a most limited field. I pushed my finger down its throat to feel how sharp the teeth were. I began to count he scales in the different rows, until I was convinced that was nonsense. At last a happy thought struck me—I would draw the fish; and now with surprise I began to discover new features in the creature. Just then the Professor returned. Select 3 quotations

  2. I was piqued; I was mortified. Still more of that wretched fish! But now I set myself to my task with a will, and discovered one new thing after another, until I saw how just the Professor’s criticism had been. The afternoon passed quickly; and when, towards its close, the Professor inquired: Select 3 quotations.

  3. This was disconcerting. Not only must I think of my fish all night, studying, without the object before me, what this unknown but most visible feature might be; but also, without reviewing my discoveries, I must give an exact account of them the next day. I had a bad memory; so I walked home by Charles River in a distracted state, with my two perplexities.

  4. The influence of Dr. Agassiz

  5. This seemed to please him, and with an energetic “Very well!” he reached from a shelf a huge jar of specimens in yellow alcohol.” (4) …but the example of the Professor, who had unhesitatingly plunged to the bottom of the jar to produce the fish, was infectious” (7) With these encouraging words, he added, “What is it like?” (11) When I finished, he waited as if expecting more, and then, with an air of disappointment:” (1) “…look again, look again!” and he left me to my mystery. (13) …here was a man who seemed to be quite as anxious as I that I should see for myself what he saw. (19) After he had discoursed most happily and enthusiastically—as he always did (21) “Look, look, look, was his repeated injunction.” (23) …was as amused as any at our experiments. (25) …the urgent exhortation not to be content with them. (29)

  6. 1. A single quotation Scudder praises “Agassiz’s training in the method of observing facts and their orderly arrangement […] ever accompanied by the urgent exhortation not to be content with them” (Scudder 10).

  7. 2. A string of short quotations Scudder reports that Professor’s Agassiz’s teaching was “encouraging” and “infectious,” that he used “repeated [injunctions]” and “urgent [exhortations]” with his students (Scudder 10).

  8. 3. A straight summary Scudder relates how the professor repeatedly left him alone with the fish, and he forbade him from using any scientific instruments that might have helped him see the fish more clearly. Further, Scudder adds that every time he thought he was finished looking at the fish, the professor told him to continue observing. Scudder reports that although he was initially frustrated by Agassiz’s behavior, he soon developed his own methods for successfully seeing the fish (Scudder 8-9).

  9. 4. A summary with short quotations inserted Scudder describes in detail the professor’s lessons about the process of observing. Specifically, Agassiz prompted Scudder to analyze the fish not just for hours but for days; he often responded to Scudder “as if expecting more,” telling him to “look again, look again!”; and he taught Scudder that although observable facts were important, the scientist should “not…be content with them” (Scudder 8-10).

  10. Rules for quoting: • Start with a lead-in phrase. • Quote very precisely and accurately. • End with a parenthetical citation. • Only quote “diamonds.” • Rules for summarizing: • Start with a lead-in phrase. • Borrow only two words in-a-row (no more!). • End with a parenthetical citation. • Do not contaminate the summary.

  11. Three things motivate Scudder to become passionate about learning. Main Idea: _______________________________________________________ Dr. Agassiz’s strategic teaching methods Dr. Agassiz’s teaching methods Dr. Agassiz’s personality Dr. Agassiz’s teaching Dr. Agassiz For starters, _________________________________motivates him to learn EVIDENCE: (Scudder 8-10) _________________________________ motivates him to learn In addition, EVIDENCE: (Scudder 9-10) Last, __________________________________ motivates him to learn EVIDENCE: (Scudder 4)

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