Summarizing, Paraphrasing, and Quoting

1. Summarizing, Paraphrasing, and Quoting

2. Summarizing, Paraphrasing, and Quoting • You can borrow from the works of other writers as you research. • As a good writer, you should summarize, paraphrase and quote to blend source materials in with your own. • But you should make sure your own voice is heard!

3. Summarizing Using Your Own Words…

4. SummarizingWhy do it? Comprehension: • To reduce information to essential ideas in order to: • Understand and learn important information Communication: • To reduce information to essential ideas in order to: • Expand the breadth or depth of your writing

5. The Process… Using the “MIDAS Touch!”

6. M Main idea: Identify main idea from TOPIC SENTENCE (if there is one) or use BASIC SIGNAL WORDS IIdentify SUPPORTING DETAILS D Disregard unimportant information A Analyze redundant information S Simplify, categorize, and label important information

7. Establishing a focus… • The main idea is the most important information or concept in a text or statement. • Sometimes the main idea is explicit; sometimes it is implied. • Not all information is equal: some of it clearly is more important than the rest. Templeton, 1997

8. Using basic signal words… WHO? (subject) WHAT? (action) WHERE? (location) WHEN? (time) WHY? (reason) HOW? (process)

9. Main Idea Supporting Detail Supporting Detail Supporting Detail

10. Topic Sentences… The TOPIC SENTENCE is usually the first sentence of the paragraph. It gives the reader an idea of what the paragraph is going to be about. 

11. Topic Sentences cont. • However, the TOPIC SENTENCE may not always be so clearly stated, and it can come in the middle or end of a paragraph, not just its beginning. • Regardless, all TOPIC SENTENCES are supported by sentences that give details to develop the MAIN IDEA.

12. Summarizing Let’s practice One paragraph at a time…

13. Example paragraphs… A tornado is a powerful, twisting windstorm. It begins high in the air, among the winds of a giant storm cloud. People who have watched a tornado’s howling winds reach down from the sky have said it’s the most frightening thing they have ever seen. In some parts of the United States, these windstorms are called twisters or cyclones.

14. Tornado is powerful, twisting windstorm Part of giant storm cloud Frightening Also called twister or cyclone Main idea and supporting details

15. Sentence Summary… Tornadoes are frightening, powerful, twisting windstorms sometimes called twisters or cyclones that start in giant storm clouds.

16. Tornadoes cont… Tornadoes are not the only whirling windstorms that move through the earth’s air. Dust devils, hurricanes and typhoons all have twisting winds. But these windstorms differ from tornadoes in important ways.

17. Dust devils, hurricanes, and typhoons have twisting winds Whirling windstorms Differ from tornadoes Main idea and supporting details

18. Sentence Summary… Dust devils, hurricanes and typhoons also have twisting winds, but they are different from tornadoes.

19. Tornadoes cont… Dust devils are the weakest of the swirling windstorms. Their winds usually spin between 12 and 30 miles per hour. Most dust devils are less than five feet across, and few last more than a minute or two. They are often seen in the desert under clear skies. Dust devils form near ground when certain kinds of winds make hot, rising air start to spin.

20. Dust devils are weakest of swirling windstorms Less than 30 mph Five ft. across Last minute or two Main idea and supporting details

21. Sentence summary… Compared to other wind storms, dust devils are the weakest and least severe.

22. Hurricanes and typhoons are the largest of the swirling windstorms. The winds of these storms blow about 75 to 150 miles per hour. They form over warm, tropical oceans and cause heavy rains as well as strong winds. When a tropical storm like this begins over the Atlantic Ocean or the eastern Pacific Ocean, it is called a hurricane. The same kind of storm in the western Pacific Ocean or Indian Ocean is called a typhoon. Hurricanes and typhoons may be several hundred miles wide, travel thousands of miles and last for days.

23. Hurricanes and typhoons are largest Winds of 75-150 mph Several hundred miles wide Travel thousands of miles, last for days Main idea and supporting details

24. Sentence Summary… In contrast, hurricanes and typhoons are the largest windstorms since they may be hundreds of miles wide, travel very fast for thousands of miles and can last for days.

25. Tornadoes are not as large as hurricanes and typhoons and they don’t travel as far. In fact, many tornadoes last only a few minutes. But the spinning winds of a tornado can rip through the air at up to 300 miles per hour. The winds of a large tornado are the fastest, most dangerous winds on earth.

26. Winds of large tornado are fastest, most dangerous winds on earth Last few minutes 300 mph Main idea and supporting details

27. Sentence Summary… The bottom line is this: although they are not as large as hurricanes and typhoons, tornadoes are the fastest, most dangerous windstorms.

28. Summarizing Summarize when: • You want to establish background or offer an overview of a topic • You want to describe common knowledge (from several sources) about a topic • You want to determine the main ideas of a single source

29. Summary At the end of your Cornell Notes, summarize the information you have learned so far about Summarizing.

30. Paraphrasing

31. Paraphrasing… Paraphrase when: • You plan to use information on your note cards and wish to avoid plagiarizing • You want to avoid overusing quotations • You want to use your own voice to present information

32. What is Paraphrasing??? • PARAPHRASING IS… • Used to rewrite the text in your own words • Used to clarify meaning • Used to shorten a longer statement but keep the main ideas • Used to avoid PLAGIARISM (still cite your source).

33. What is NOT Paraphrasing • -Changing a couple of words. • -Deleting a couple words or phrases. • -Rearranging the order of the words.

34. So How Do We Do It? • Read the passage carefully • Decide the main ideas of the passage • Identify important words or phrases • Put the main points in your own words PARAPHRASE ME!

35. Theodor Geissel, known by everyone as Dr. Seuss, has been publishing children’s books for over half a century. Because of characters Horton and Sam I Am, Dr. Seuss is the quintessential author in American children’s literature. ORIGINAL PASSAGE They have become part of our imaginations' landscape: the crusty Grinch who stole Christmas, gentle Horton the elephant, the Cat in the Hat, and the persistent Sam-I-Am with his green eggs and ham. All these and many more are the creations of Theodor Seuss Geisel, better known to generations of readers as Dr. Seuss. Since publishing his first children's book over fifty years ago, Geisel became perhaps the most successful writer in the whole field of children's literature. Example 1: Option A

36. Original Passage They have become part of our imaginations' landscape: the crusty Grinch who stole Christmas, gentle Horton the elephant, the Cat in the Hat, and the persistent Sam-I-Am with his green eggs and ham. All these and many more are the creations of Theodor Seuss Geisel, better known to generations of readers as Dr. Seuss. Since publishing his first children's book over fifty years ago, Geisel became perhaps the most successful writer in the whole field of children's literature. They have become part of our imaginations: the crusty Grinch who stole Christmas, gentle Horton the elephant, the Cat in the Hat, and the persistent Sam-I-Am. All these and many more are the creations of Theodor Seuss Geisel, better known as Dr. Seuss. Since writing his first children's book over fifty years ago, Geisel became perhaps the best writer in the whole field of children's literature. Example 1: Option B

37. Original Passage The adventuresome Cat in the Hat runs amok while Mother is away, leaving a horrible mess for the two astonished children who are so well behaved. The remarkable qualities of the story are its rhyme--done with only 223 words--and its quirky illustrations that are as silly as the tale itself. The Cat in the Hat has many qualities that appeal to children. Using only 223 words and a catchy rhyme scheme, Dr. Seuss wrote the story of the naughty Cat in the Hat who gets himself into trouble. Children enjoy the adventurous story, and they can also learn to read because of the rhyming words. Example 2: Option A .

38. The crazy Cat in the Hat runs wild while Mother is away, leaving a mess for the two surprised children who are so well behaved. The remarkable qualities of the story are its rhyme--done with only 223 words--and its illustrations that are as silly as the tale itself. Example 2: Option B Highlighted Passage The adventuresome Cat in the Hat runs amok while Mother is away, leaving a horrible mess for the two astonished children who are so well behaved. The remarkable qualities of the story are its rhyme--done with only 223 words--and its quirky illustrations that are as silly as the tale itself.

39. Summary At the end of your Cornell Notes, summarize the information you have learned so far about paraphrasing.

40. Blending Quotations________________________________________________________________

41. Quotations… Use quotations when: • Use quotations when another writer’s words are memorable and will make your paper more interesting. • Use quotations when another writer’s words can say something better than you. • Use quotations when you want to add authority to your paper. Basically, you are providing proof that what you are arguing is true.

42. The Basics • Always integrate quotations into your text. • NEVER just “drop” a quotation in your writing! • In other words, don’t let a piece of textual evidence stand alone as its own sentence (unless it’s multiple sentences long). • Use your own words to introduce a quotation.

43. The Basics • Use ellipsis (…) marks when you want to quote the beginning and end of a passage but not its middle. • If you begin your quotation in the middle of a sentence you need not indicate deleted words with an ellipsis. Example: Proclaiming the friendship “wonderful,” Gene was confident it would continue (40).

44. How To Improve Blending Quotes • Use only the most effective part of the quotation. • Maintain a smooth sentence style. • Remember to use ellipses if necessary. • Remember to use brackets [ ] if you add or change a word. • Use signal phrases which precede the quote.

45. Three Types of Quote Integration • Begin with explanation: Even though Mrs. Wilmot appears to love her children to the rest of the world, “when her children were present, she always felt the center of her go hard” (120) • Begin with quote: “She always felt the center of her heart go hard” demonstrates how Mrs. Wilmot appears a loving mother to the rest of the world, while inwardly feeling little for her children (120). • Quote is inserted in the middle: Mrs. Wilmot “always felt the center of her heart go hard” when her children were present, but to the rest of the world, she appears to be a loving mother.

46. Example from TKAM • Original example: • Mr. Radley is an unattractive man. “He was a thin leathery man with colorless eyes, so colorless they did not reflect light” (Lee 32). • Bad example! • Why? • The quote is just “dropped in.”

47. Example from TKAM (cont’d) • Original — unblended: • Mr. Radley is an unattractive man. “He was a thin leathery man with colorless eyes, so colorless they did not reflect light” (Lee 32). • Smoother integration — well blended: • Mr. Radley is unattractive, a “thin leathery man with colorless eyes” (Lee 32). • The part about his eyes is omitted. • Even smoother integration: • Harper Lee describes Mr. Radley as “a thin leathery man with colorless eyes…[that] did not reflect light” (32).

48. Another Example • Original: • Hemingway hints of a storm on the move. “The shadow of a cloud moved across the field of grain” (Hemingway 179). • Smoothly blended into sentence: • A storm approaches the town as “the shadow of a cloud [moves] across the field of grain” (Hemingway 179) and Maggie turns back to the forest.

49. Using Signal Phrases • Ineffective: • T.S. Eliot, in his “Talent and the Individual,” uses gender-specific language. “No poet, no artist of any art, has his meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists” (Eliot 29). • Why ineffective? the quote is “dropped in.”

50. Using Signal Phrases • Use signal phrases to blend the quote into the sentence, making it read smoothly: • T.S. Eliot, in his “Talent and the Individual,” uses gender-specific language. He argues, for instance, that “no poet, no artist of any art, has his complete meaning alone. [Indeed,] his significance, his appreciation is the appreciation of his relation to the dead poets and artists” (Eliot 29). • See how the signal phrase makes the sentence read smoother?