As we head into the final stretch, we have a lot of ground to cover! Today, class will be divided into three different lessons.
Activity I: paraphrase continued “Cop Out”
Two handouts are required: Jefferson’s Cop-out[1] Writing From Sources
The first hour or so, we’ll work to create a new understanding of paraphrasing. The goal is not just to avoid plagiarism but to use passages to add value to your paper. What is so unique about the material you’re reading that you want to incorporate it within your own research paper? We’ll review the 9-point criteria for effectively paraphrasing passages and then match up the definitions to corresponding passages. Extra credit for groups who have the most correct answers within the 30-minute time frame.
Activity II Working with research
From the piece you have chosen, select the best line, idea, or passage. Write it down. Now, we’ll follow the basic steps for using outside information in a paper:
Introduce: Where did your quote/paraphrased idea come from? Who said it? A doctor? A lawyer? A love expert? A magazine editor? Your bff? And in what context? What is the conversation surrounding this idea?
Quote/Paraphrase: I think this is self-explanatory. Don’t forget to use proper MLA citations! Even if it’s a letter, you can always edit them out of your real copy, but for class purposes, I will need to know that you know how to do them.
Interpret: What does this quote/paraphrased idea mean to you?
Analyze and Connect the Dots: What does this quote mean to your argument or inquiry? What does it add to your discussion? Why is it important? Why does it matter?
You should have one full paragraph that you will be able to incorporate within your paper. (Since it is for your paper, remember no first person pronouns.) submit your paragraph before you leave today.
Activity III: Analysis of Student paper
For our final activity, pick someone you have not worked with yet. We’ll work in groups and review a student paper from last year.
- What claims does the author make in the introduction?
- What types of evidence does the author provide to support her claims?
- Select one paragraph and analyze the source according to our text (recent, relevant, accurate, and reliable)? Explain.
- Now analyze a paragraph in light of what we learned about paraphrasing. (This could be the same paragraph or a different one.) We cannot really judge how effectively she used her own words, but how effectively does she interpret the source within her own argument?
Post one response per group to this blog.
ENG 1510 2013 Royal Oak 
Michaella
Mehon
1.The author claims that schools are segregated based on income and that low income school districts have a higher percentage of minority students. She also claims that the low-income schools don’t have the capability to successfully prepare students for college.
2.She narrates the situation in Illinois and Mississippi, however does not relate that information to anything important. She uses a scholarly article that describes the four unachieved goals of No Child Left Behind; however she only describes one of the goals in the paragraph and neglects to link it to anything in the paragraph. She also uses a description as evidence; she refers to a book that describes the horrible conditions of a low-income school in East St. Louis.
3.She describes how No Child Left Behind bill was unable to achieve the goals that were set forth when it was initially implemented. The source is relatively recent as it was published in 2010. It however is irrelevant, because she does not make any claim within this paragraph.
4.Using the same paragraph: it is still recent and reliable. However it is not relevant because the author does not thoroughly develop her own ideas nor does she explain how the quote/paraphrase relates to her general statement. It is accurate as well.
you got it all!
Chris McGinnis
Melissa Green
Alex
Introductory Claims: Schools in high income areas receive more tax dollars than schools in low income areas.
Types of Evidence to Support Claims: She mentions how No Child Left Behind made things worse. She offers descriptions of East St. Louis schools as well as differences between them and the schools in Texas. Also, she uses statistics proving that our nation’s education isn’t at the top and that there’s a clear distinction between minorities and whites within our own country. She uses statistical evidence of test scores to prove this.
One paragraph and analysis of sources: On the top of page 3 in paragraph 1, the source is from Horan. That’s the only source she seems to use. The source is from 2010 so it’s definitely fairly recent. It’s relevant because it applies and adds to the topic. It’s an accurate and reliable scholarly source.
One paragraph and analysis of paraphrasing: The problem with this paragraph is that she has an overreliance on quoted material and isn’t properly paraphrased and put into her own words.
Nice job on describing the evidence, yet I’m unsure of your criteria regarding your analysis of paraphrasing (e.g. please provide an example of the passage that is not properly paraphrased). The claim is also a bit underdeveloped because the premise of the paper regards unequal education and the income taxes are a minor claim.