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Teaching Students to Engage with and Incorporate their Sourc

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Deaver Traywick

on 16 April 2015

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Transcript of Teaching Students to Engage with and Incorporate their Sourc

Teaching Writers to Engage with their Sources
"Yes, but . . ."
The Problem:
Sources inserted as a patchwork of direct quotations or block quotations
Sentences pasted directly from a source with little original prose
Authentic, effective paraphrases are absent because students
don’t understand the source
lack the vocabulary to rephrase the source
don’t trust their own voice.
They Say, I Say
:
Academic writing is a conversation (Kenneth Burke's Parlor metaphor)
We frame our ideas as responses to others
Our argument motivates our writing,
but so do the responses
“They Say"
representing standard views:
"It's often said . . . "
"Astronomers tend to agree . . ."
representing implied or assumed views
"One implication of this argument is . . . "
"Readers often assume that . . ."
representing ongoing debates
"On one hand, evidence indicates that _____. On the other hand . . ."
While casual observers see ________, trained researchers . . ."

“I say”:
Agree, but with a difference or addition
"Yes, but . . ." or "Yes, and . . ."
Disagree and explain why
"This argument is incomplete . . .
"The author misrepresents . . . "
Plant a Naysayer/Anticipate Counterarguments

(“Skeptics may object that ___, but I find that . . .”)
Frame quotations by
1) attributing the words to someone
2) quoting only the most significant phrases or sentences
3) interpreting or contextualizing the words

Betty Garcia, President of Mothers Against Drunk Driving, argues that over half of alcohol-related traffic fatalities are "completely preventable by the wholly reasonable use of breathalyzer switches" in the cars of first-time offenders. Her rhetoric, however, sharply contrasts with statutes in most states, which reserve breathalyzer switches for serial offenders.
All of these responses require a rich vocabulary of
attributive verbs
, which many students don't have.
Full transcript