Quoting-paraphrasing--and-summarizing.doc
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Quoting-paraphrasing--and-summarizing.doc
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Quoting,Paraphrasing,andSummarizing
Thishandoutisintendedtohelpyoubecomemorecomfortablewiththeusesofanddistinctionsamongquotations,paraphrases,andsummaries.Thishandoutcomparesandcontraststhethreeterms,givessomepointers,andincludesashortexcerptthatyoucanusetopracticetheseskills.
Whatarethedifferencesamongquoting,paraphrasing,andsummarizing?
Thesethreewaysofincorporatingotherwriters'workintoyourownwritingdifferaccordingtotheclosenessofyourwritingtothesourcewriting.
Quotationsmustbeidenticaltotheoriginal,usinganarrowsegmentofthesource.Theymustmatchthesourcedocumentwordforwordandmustbeattributedtotheoriginalauthor.
Paraphrasinginvolvesputtingapassagefromsourcematerialintoyourownwords.Aparaphrasemustalsobeattributedtotheoriginalsource.Paraphrasedmaterialisusuallyshorterthantheoriginalpassage,takingasomewhatbroadersegmentofthesourceandcondensingitslightly.
Summarizinginvolvesputtingthemainidea(s)intoyourownwords,includingonlythemainpoint(s).Onceagain,itisnecessarytoattributesummarizedideastotheoriginalsource.Summariesaresignificantlyshorterthantheoriginalandtakeabroadoverviewofthesourcematerial.
Whyusequotations,paraphrases,andsummaries?
Quotations,paraphrases,andsummariesservemanypurposes.Youmightusethemto...
·Providesupportforclaimsoraddcredibilitytoyourwriting
·Refertoworkthatleadsuptotheworkyouarenowdoing
·Giveexamplesofseveralpointsofviewonasubject
·Callattentiontoapositionthatyouwishtoagreeordisagreewith
·Highlightaparticularlystrikingphrase,sentence,orpassagebyquotingtheoriginal
·Distanceyourselffromtheoriginalbyquotingitinordertocuereadersthatthewordsarenotyourown
·Expandthebreadthordepthofyourwriting
Writersfrequentlyintertwinesummaries,paraphrases,andquotations.Aspartofasummaryofanarticle,achapter,orabook,awritermightincludeparaphrasesofvariouskeypointsblendedwithquotationsofstrikingorsuggestivephrasesasinthefollowingexample:
InhisfamousandinfluentialworktheInterpretationofDreams,SigmundFreudarguesthatdreamsarethe"royalroadtotheunconscious"(page#),expressingincodedimagerythedreamer'sunfulfilledwishesthroughaprocessknownasthe"dream-work"(page#).AccordingtoFreud,actualbutunacceptabledesiresarecensoredinternallyandsubjectedtocodingthroughlayersofcondensationanddisplacementbeforeemerginginakindofrebuspuzzleinthedreamitself(page#).
Howtousequotations,paraphrases,andsummaries
Practicesummarizingtheessaybelow,usingparaphrasesandquotationsasyougo.Itmightbehelpfultofollowthesesteps:
·Readtheentiretext,notingthekeypointsandmainideas.
·Summarizeinyourownwordswhatthesinglemainideaoftheessayis.
·Paraphraseimportantsupportingpointsthatcomeupintheessay.
·Consideranywords,phrases,orbriefpassagesthatyoubelieveshouldbequoteddirectly.
Thereareseveralwaystointegratequotationsintoyourtext.Often,ashortquotationworkswellwhenintegratedintoasentence.Longerquotationscanstandalone.Rememberthatquotingshouldbedoneonlysparingly;besurethatyouhaveagoodreasontoincludeadirectquotationwhenyoudecidetodoso.
Thefollowingisasampleessayyoucanpracticequoting,paraphrasing,andsummarizing.Examplesofeachtaskareprovidedattheendoftheessayforfurtherreference.
HereisthecitationforSipher'sessay:
Sipher,Roger.“SoThatNobodyHastoGotoSchoolIfTheyDon'tWantTo.”TheNewYorkTimes. 19 December1977.Page31.Print.
SoThatNobodyHasToGoToSchoolIfTheyDon'tWantTo
byRogerSipher
AdeclineinstandardizedtestscoresisbutthemostrecentindicatorthatAmericaneducationisintrouble.
Onereasonforthecrisisisthatpresentmandatory-attendancelawsforcemanytoattendschoolwhohavenowishtobethere.SuchchildrenhavelittledesiretolearnandaresoantagonistictoschoolthatneithertheynormorehighlymotivatedstudentsreceivethequalityeducationthatisthebirthrightofeveryAmerican.
Thesolutiontothisproblemissimple:
Abolishcompulsory-attendancelawsandallowonlythosewhoarecommittedtogettinganeducationtoattend.
Thiswillnotendpubliceducation.Contrarytoconventionalbelief,legislatorsenactedcompulsory-attendancelawstolegalizewhatalreadyexisted.WilliamLandesandLewisSolomon,economists,foundlittleevidencethatmandatory-attendancelawsincreasedthenumberofchildreninschool.Theyfound,too,thatschoolsystemshavenevereffectivelyenforcedsuchlaws,usuallybecauseoftheexpenseinvolved.
Thereisnocontradictionbetweentheassertionthatcompulsoryattendancehashadlittleeffectonthenumberofchildrenattendingschoolandtheargumentthatrepealwouldbeapositivesteptowardimprovingeducation.Mostparentswantahighschooleducationfortheirchildren.Unfortunately,compulsoryattendancehamperstheabilityofpublicschoolofficialstoenforcelegitimateeducationalanddisciplinarypoliciesandtherebymaketheeducationagoodone.
Privateschoolshavenosuchproblem.Theycanfailordismissstudents,knowingsuchstudentscanattendpublicschool.Withoutcompulsoryattendance,publicschoolswouldbefreertoouststudentswhoseacademicorpersonalbehaviorunderminestheeducationalmissionoftheinstitution.
Hasnotthenobleexperimentofaformaleducationforeveryonefailed?
Whilewepayhomagetothehomily,"Youcanleadahorsetowaterbutyoucan'tmakehimdrink,"wehavepretendeditisnottrueineducation.
Askhighschoolteachersifrecalcitrantstudentslearnanythingofvalue.Askteachersifthesestudentsdoanyhomework.Quitethecontrary,thesestudentsknowtheywillbepassedfromgradetogradeuntiltheyareoldenoughtoquitoruntil,asismorelikely,theyreceiveahighschooldiploma.Atthepointwhenstudentscouldlegallyquit,mostchoosetoremainsincetheyknowtheyarelikelytobeallowedtograduatewhethertheydoacceptableworkornot.
Abolitionofarchaicattendancelawswouldproduceenormousdividends.
First,itwouldalerteveryonethatschoolisaseriousplacewhereonegoestolearn.Schoolsareneitherday-carecentersnorindoorstreetcorners.Youngpeoplewhoresistlearningshouldstayaway;indeed,anendtocompulsoryschoolingwouldrequirethemtostayaway.
Second,studentsopposedtolearningwouldnotbeabletopollutetheeducationalatmosphereforthosewhowanttolearn.Teacherscouldstoppolicingrecalcitrantstudentsandstarteducating.
Third,gradeswouldshowwhattheyaresupposedto:
howwellastudentislearning.Parentscouldagainreadreportcardsandknowiftheirchildrenweremakingprogress.
Fourth,publicesteemforschoolswouldincrease.PeoplewouldstopregardingthemaswaystationsforadolescentsandstartthinkingofthemasinstitutionsforeducatingAmerica'syouth.
Fifth,elementaryschoolswouldchangebecausestudentswouldfindoutearlytheyhadbetterlearnsomethingorriskflunkingoutlater.Elementaryteacherswouldnolongerhavetopasstheirfailuresontojuniorhighandhighschool.
Sixth,thecostofenforcingcompulsoryeducationwouldbeeliminated.Despiteenforcementefforts,nearly15percentoftheschool-agechildreninourlargestcitiesarealmostpermanentlyabsentfromschool.
Communitiescouldusethesesavingstosupportinstitutionstodealwithyoungpeoplenotinschool.If,inthelongrun,theseinstitutionsprovemorecostly,atleastwewouldnotconfusetheirmissionwiththatofschools.
Schoolsshouldbeforeducation.Atpresent,theyareonlytangentiallyso.Theyhaveattemptedtoserveanall-encompassingsocialfunction,tryingtobeallthingstoallpeople.Intheprocesstheyhavefailedmiserablyatwhattheywereoriginallyformedtoaccomplish.
ExampleSummary,Paraphrase,andQuotationfromtheEssay:
Examplesummary:
RogerSiphermakeshiscaseforgettingridofcompulsory-attendancelawsinprimaryandsecondaryschoolswithsixarguments.Thesefallintothreegroups—firstthateducationisforthosewhowanttolearnandbyincludingthosethatdon'twanttolearn,everyonesuffers.Second,thatgradeswouldbereflectiveofeffortandelementaryschoolteacherswouldn'tfeelcompelledtopassfailingstudents.Third,thatschoolswouldbothsavemoneyandsavefacewiththeeliminationofcompulsory-attendancelaws.
Exampleparaphraseoftheessay'sconclusion:
RogerSipherconcludeshisessaybyinsistingthatschoolshavefailedtofulfilltheirprimarydutyofeducationbecausetheytrytofillmultiplesocialfunctions(para.17).
Examplequotation:
AccordingtoRogerSipher,asolutiontotheperceivedcrisisofAmericaneducationisto"Abolishcompulsory-attendancelawsandallowonlythosewhoarecommittedtogettinganeducationtoattend"(para.3).
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- 关 键 词:
- Quoting paraphrasing and summarizing