![]() ![]() they cannot tell how the dropped quotes relate to one another or the writer’s thesis/research question.ĭropped quotes disrupt the flow of thought, create an abrupt change in voice, and/or leave the reader wondering why the quote is included.they cannot distinguish between what the writer is saying and what the sources are saying–i.e., who is speaking, who is driving the argument.they don’t know enough about the source to determine if its authentic, reliable, timely.Readers are confused by dropped quotes, particularly when numerous quotes are dropped, because Use Punctuation to Set off Sources from Your Prose.ĭropped Quotes are quotes that are dropped into a text without being introduced.Repeat the Author’s Name to Aid Cohesion & Comprehension When You Continue to Reference that Author.Use an informative sentence to introduce the quotation.Use a signal phrase at the beginning or end of the quotation.Introduce the Author’s Name and Publication.When citing outside research, writers want to Further research on this topic is necessary it could be significant to many other fields of study if other varieties of birds also rest on Sundays.įive Strategies for Integrating Textual Evidence This finding is significant because it supports my hypothesis that Sunday is the official day of rest for parrots. Here is an example of this process:Įxample: The latest study from Bird University found that “parrots tend to sleep all day on Sundays” (1). Discussing: Finally, discuss the implications of your response.Engaging: The second step, engage, requires you to talk back to the source. ![]() Do not take it for granted that readers will know why the source material you use is important or significant. Explaining: Explaining requires that you explain what the author in the source is talking about and why it is important.Another way of thinking about source engagement is a three-step process: explain, engage, and discuss. Simply agreeing or disagreeing does not continue the conversation, nor does it highlight the importance of your findings. If the writer and Tom Smith were talking at a party, it would be a boring conversation that does not go anywhere. In this example, we see no engagement with the source material. Tom Smith writes, “Most ponies enjoy skateboarding on Saturday nights” (8). Here is one example of unsuccessful source engagement: If the writer and Tom Smith were at a party together, their conversation would be interesting and vibrant. This sentence comes from page 8 of Tom Smith’s book this is indicated by the number 8 that appears between the parentheses. The source material is the section of the sentence that appears between the quotation marks. In this example, the writer responds to the source material by comparing and contrasting the source’s ideas with his or her own. The differences in our findings may come from the recent changes in skateboarding laws, which are not applicable on Sundays because skateboarding officials have the day off. Though my findings support Smith’s claims that most ponies do enjoy skateboarding, however, my research shows that ponies tend to skate on Sunday afternoons. Here is one example of engaging with source material in an engaging, conversational mode: When working to integrate textual research into your text, you want your readers to understand how the new information relates to your ideas and arguments. In workplace and school settings, texts that are judged to be substantive are typically informed by textual research. Using these tactics to segue from the writer’s voice to the source’s voice can add agency and authority to the writer’s ideas. When quotations are smoothly integrated, writers can strategically introduce their readers to the new speaker, connect their point to the quotation’s theme, and provide their audience with a clear sense of how the quote supports the paper’s argument. The ability to Integrate Textual Evidence is a core 21st century literacy, whether you’re writing for the workplace or school. your professionalism in terms of providing the details others need to locate the sources you’re citing and affirmation that information has value.your ability to introduce and clarify the ethos of the quoted, paraphrased, or summarized information.your ability to weave citations into a text, to synthesize all available information, in ways that support and substantiate the text–its thesis/research question, rhetorical stance, tone.27 Flow: Integrate Textual Evidence (Quotes, Paraphrases, Summaries) Flow: Integrate Textual Evidence (Quotes, Paraphrases, Summaries) Integrate Textual Evidence (Quotes, Paraphrases, Summaries) concerns ![]()
0 Comments
Leave a Reply. |