2/26

1. 2/26 Intro to integrating sources Examples Group work with your own quotations BA5 For next class *Reminder! The 1.1 draft is due in 4 Mondays: the Monday after you get back from spring break.

2. Quote, Paraphrase, or Summarize? • Quote: • With wording that is so memorable or powerful, or expresses a point so perfectly, that you cannot change it without weakening the meaning • Author’s opinions you wish to emphasize • Author’s words that show varying perspectives • Paraphrase: • Passages in which detail, but not exact words, are important to your point • Summarize: • Long passages in which the main point is important, but details are not

3. Quotations • Short quotations (the kind you will be using for your rhetorical analysis) • MUST be a part of your sentence (and make sense), they do NOT stand alone • Use square brackets and ellipses to make changes that will allow the quote to fit into your sentence, but will not change its meaning • Defend – Defend[ed] – Defend[s] • The park in the city, with its swings and red slide, was the children’s favorite place to play. • The park in the city…was the children’s favorite place to play.

4. Original Quote • “My car mechanic must have seen my eyes glaze over, just as I had seen my physiology students’ eyes glaze over when I tried to explain osmotic diuresis to them in my lecture that same morning last month. It’s humiliating to feel like an ignoramus, as I do about cars. At least I feel OK in my own areas of scientific expertise.”

5. Integrated • Diamond says, “My car mechanic must have seen my eyes glaze over, just as I had seen my physiology students’ eyes glaze over when I tried to explain osmotic diuresis to them in my lecture that same morning last month…At least I feel OK in my own areas of scientific expertise” (196).

6. Original Quote • Like I said, what the solenoid does is…OK, forget it, you don’t need to understand it. All you have to know is I fixed it and you owe me $203.67 and you can drive it again.”

7. Integrated • The first anecdote the author uses is an account of an interaction he had with a car mechanic, upon which the mechanic told Diamond, “…forget it, you don’t need to understand it. All you have to know is I fixed it and you owe me $203.67 and you can drive it again” (196).

8. Some of my own quotes: • According to Wardle, “students who had meta-awareness about language use and were able to analyze peer feedback seemed to make better use of this element of support than students who blindly followed peer advice,” creating a direct and proportional relationship between meta-awareness and the capacity to select the good advice over the bad (81).

9. My own: • Bain’s original idea of teaching composition lends itself to andragogy as well, as “eighteenth century rhetoric sought in general to make room for discourses that had explanation and instruction as their aims,” creating student classrooms in which the teacher not only taught how to complete an assignment, but also explained why: why the skills that are being taught are necessary, why they are relevant to real-life application in general or to a specific field, going so far as to explain why errors that are made matter (Harned 47).

10. My own: • Wardle gives three conceptions of transfer: the “Task” Conception states that transfer is “the transition of knowledge used in one task to solve another task;” the “Individual” Conception emphasizes students’ tendency to reflect on experienced situations and continue to create similar ones; and “Context” Conceptions which are broken down into three sub-categories: situated, socio-cultural, and activity-based (Wardle 66-68).

11. Quotations • In order to better integrate your quotes, use signal words or phrases. Here’s a few words, the complete list can be found in the handbook, section 13b • Acknowledges • Asserts • Believes • Claims • Criticizes • Describes • Observes • Reveals • States • Suggests

12. Formatting the Paragraph • Biggest mistake with quotes: too much quoted material, not enough explanation • Common practice is to tell the reader what you’re going to tell them about, tell them about it, then tell them what you just told them.

13. SEXY • S: Statement of topic. For this paper, each paragraph’s topic will be a rhetorical choice. Which rhetorical choice does this paragraph cover, and what is your argument about it? (One sentence) • E: Explain or Elaborate on the topic, meaning, how does this choice function in the narrative, what does it do? Where can it be found in the text? (One sentence per example of the choice, usually a part of the sentence including the quote itself.)

14. SEXY • In addition to establishing his credibility, Orwell makes several appeals to his audience’s fears in order to scare them into purging bad English from their own writing. Early in his essay, Orwell appeals to the fear of his audience by comparing bad writing to drunken behavior: “A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts” (Orwell 205).

15. SEXY • In addition to establishing his credibility (Transition), Orwell makes several appeals to his audience’s fears in order to scare them into purging bad English from their own writing (Topic sentence that introduces the rhetorical choice that I plan to discuss in the paragraph, S). Early in his essay, Orwell appeals to the fear of his audience by comparing bad writing to drunken behavior (In this sentence, I identify where in the essay one can find the rhetorical choice. I even set up the next quote by explaining what Orwell is doing in the quote that the reader is about to encounter.): “A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts” (Orwell 205) (The quote in which the rhetorical choice appears).

16. SEXY • X: eXample. Provide an example of the rhetorical choice. Remember that this quote should be within a sentence of your own words, either following, preceding, or sandwiched between your words (NEVER EVER by itself). (Your quote shouldn’t be more than a phrase or a couple sentences long, depending on the quote.)

17. SEXY • Y: Your connection to the thesis statement. How does this rhetorical choice connect to the audience and purpose presented in the thesis? Why is it important? (The majority of your paragraph, this should be at least ¾ of your paragraph as a whole.)

18. Examples of BA5 (page 571)

19. Group Work • Consider the examples we just went over. Why did you pick the quotes you did? What rhetorical choices do they depict? How do they relate to audience/purpose? How are they in/effective at persuading the audience of the author’s purpose?

20. BA5 • 1) Begin by writing your working thesis at the top. • 2) Select a minimum of five quotations that you plan to incorporate into your draft as examples of particular rhetorical choices. For each quotation, write a brief assessment that includes: • Why this quote is important. What rhetorical choice is it an example of? How does it connect to audience/purpose? • Where this quote will fit in the organization of your rhetorical analysis. • The analysis, not including quotes, should be 500 to 650 words, so 100 to 130 words per quote.

21. What We’ll be Looking For • The choice of quotations and analysis should demonstrate understand of rhetorical analysis. • The balance of quotes to choices (for example using four quotes for one choice, then the other for a second choice would be wrong). • How well you explain where the quote will fall in the overall structure of your 1.1. • Grammar, tone, style, overall communication.

22. For Next Class • St. Martin’s: • Chapter 13 a, b, c, d, and f (for integrating sources) • Chapter 6 pages 114 to 140 • Audio Lesson: “Rhetorical Analysis from a Reader’s Perspective” • Write one paragraph of your rhetorical analysis (one that explains a rhetorical choice, not the introduction or conclusion) and label it with with SEXY. Bring this to class.