{"id":491,"date":"2017-10-21T23:25:18","date_gmt":"2017-10-21T23:25:18","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-americanlit2\/?post_type=chapter&#038;p=491"},"modified":"2017-11-20T17:47:29","modified_gmt":"2017-11-20T17:47:29","slug":"how-might-i-avoid-letting-source-use-take-over","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/chapter\/how-might-i-avoid-letting-source-use-take-over\/","title":{"raw":"How Might I Avoid Letting Source Use Take Over?","rendered":"How Might I Avoid Letting Source Use Take Over?"},"content":{"raw":"Q: How can I Avoid Letting the Paper get Taken over by Sources?\r\n\r\nA: This is a common issue. \u00a0We think we know what we are classifying or writing about, but once we begin drafting and using others' ideas, the focus seems to get lost.\r\n\r\nQ: In the typical body paragraph, how much should I write?\r\n\r\nA: Over 75% should be from you. \u00a0Realize that summaries and paraphrases, though in your words, aren't yours. \u00a0They're from the sources. \u00a0So, we have this tough standard of having to write a lot of commentary.\u00a0 Without using \"you\" or \"I,\" you should be able to handle this at the ENG 101 level. \u00a0Read on!\r\n<ul>\r\n \t<li>Integrating supporting sources without offering them chances to take over the paper is a huge issue. \u00a0We'll confront it for the rest of our writing lives. \u00a0I can offer you some suggestions. \u00a0They are in no particular order. Please read this carefully, though, as it might help you avoid either plagiarism or an extremely low grade. \u00a0I'll follow up on this with other postings, too.<\/li>\r\n \t<li>Freewrite what you think about the <b>topic<\/b> as soon as you decide on it. \u00a0When you outline the paper's reasons, be sure to write out what you think. \u00a0(I like to hand write what I think and then type it. \u00a0Typing allows me to add things and to think about them. \u00a0At this point, at least I have something of my own, though I know it'll change significantly.)<\/li>\r\n \t<li>Force yourself to write out <b>topic sentences<\/b> that are directly related to the thesis.<\/li>\r\n \t<li>Let your <b>thesis<\/b> change after you're in the midpoint of the essay. \u00a0It's smart not to try and fit the paper to one sentence; it's easier by far to fit one sentence to the paper you write than <i>vice versa<\/i>! \u00a0Refine your working thesis repeatedly. \u00a0It's a messy process and it should be!<\/li>\r\n \t<li>Support needs to remain in support. \u00a0Condition yourself to write two or more sentences of commentary for every piece of source information. \u00a0You know you must cite summaries, paraphrases, and quotes, right? \u00a0To do less would be to plagiarize. \u00a0But, once we do this so carefully, we end up with paragraphs taken over by sources. \u00a0Unless you provide commentary on these summaries, paraphrases, or quotes, you are not writing actively. \u00a0You can create integrated paragraphs by handling the material, saying things about it.<\/li>\r\n<\/ul>\r\nQ: <strong>What<\/strong><b> might I do after the citation<\/b>?\r\n\r\nA: Question the source information, extend it, offer examples examples, respond by adopting any of various tones toward it, relate it to the topic sentence, relate to thesis, or relate it to what happens next. \u00a0A power move is to show another example and then compare\/contrast, discuss the examples (analysis, synthesis, evaluation skills). \u00a0If you take a tone toward the material, you might be \"accepting,\" \"skeptical,\" \"in agreement with\" it.\u00a0 These are attitude words. \u00a0It's okay to have attitude as long as you don't sound as if you are speaking or writing a newspaper editorial!\u00a0 In fact, avoid sounding like you're chatting (which is something I am doing here.)\r\n<ul>\r\n \t<li><b>Treat the citations as excuses for you to argue something<\/b>. \u00a0That \"something\" is up to you, but realize that readers expect your commentary to matter more than the cited information. \u00a0Play the game, but realize that in college, these rules are radically different from what one could get away with in high school. \u00a0(You are doing well with responses to the photos and essays, so do that some sort of logical, detailed thinking after citations.)<\/li>\r\n \t<li>If good things must occur after citations, they also must happen before the citations. \u00a0Review the handbook and my information about signal phrases. \u00a0Your job is to establish the context of what's being said and why it matters. \u00a0You handle this with exact verbs like \"contends,\" \"refutes,\" \"suggests,\" \"defends,\" rather than blah verbs like \"is\" or \"says.\" \u00a0We call this setup a <b>signal phrase<\/b>. The signal phrase introduces a source. \u00a0Use signal phrases to signal a shift from your words to theirs. \u00a0This is part of a well-integrated paragraph.<\/li>\r\n \t<li>Where? \u00a0Why should I care? \u00a0When? \u00a0Writer's credentials? \u00a0Why does it matter? \u00a0Establish that credibility.<\/li>\r\n \t<li><b>Save author for signal phrase<\/b><b>\u00a0<\/b>if you have no page to cite. \u00a0For website and database sources, no page number goes into parentheses, so you'd better save the author for the signal phrase.<\/li>\r\n \t<li>Offer enough examples and logical discussion to take over those paragraphs that are in danger of being run by sources.<\/li>\r\n \t<li>Don't start or end paragraphs with source material. \u00a0I say this because sources take over if they begin or end. \u00a0(That's not an absolute rule, but you recognize its practicality.<\/li>\r\n \t<li>Readers are easily distracted. \u00a0After a citation, it is okay to restate the paraphrase's meaning.<\/li>\r\n \t<li>Writers hurt their chances at success with topic sentences that don't get followed, paragraph endings that are vague, and a lack of transitions. \u00a0You know that people notice the beginnings and endings the most, so be sure these are excellent. \u00a0Transition smoothly from idea to idea, both within sentences and between paragraphs. \u00a0(Many writers think well but cannot start sentences at all well. \u00a0Be sure you don't fit that category.)<\/li>\r\n \t<li>Read your work aloud with an \"ear toward\" hearing the transitions from you to the source and back. \u00a0If there are big chunks of source use, you must break up those and provide sufficient commentary. \u00a0That's where that general \"25% or more yours\" rule fits in, since you can break up paragraphs and offer sufficient commentary to regain control.<\/li>\r\n<\/ul>\r\nRemember that good readers want to be able to appreciate what you bring to the discussion.","rendered":"<p>Q: How can I Avoid Letting the Paper get Taken over by Sources?<\/p>\n<p>A: This is a common issue. \u00a0We think we know what we are classifying or writing about, but once we begin drafting and using others&#8217; ideas, the focus seems to get lost.<\/p>\n<p>Q: In the typical body paragraph, how much should I write?<\/p>\n<p>A: Over 75% should be from you. \u00a0Realize that summaries and paraphrases, though in your words, aren&#8217;t yours. \u00a0They&#8217;re from the sources. \u00a0So, we have this tough standard of having to write a lot of commentary.\u00a0 Without using &#8220;you&#8221; or &#8220;I,&#8221; you should be able to handle this at the ENG 101 level. \u00a0Read on!<\/p>\n<ul>\n<li>Integrating supporting sources without offering them chances to take over the paper is a huge issue. \u00a0We&#8217;ll confront it for the rest of our writing lives. \u00a0I can offer you some suggestions. \u00a0They are in no particular order. Please read this carefully, though, as it might help you avoid either plagiarism or an extremely low grade. \u00a0I&#8217;ll follow up on this with other postings, too.<\/li>\n<li>Freewrite what you think about the <b>topic<\/b> as soon as you decide on it. \u00a0When you outline the paper&#8217;s reasons, be sure to write out what you think. \u00a0(I like to hand write what I think and then type it. \u00a0Typing allows me to add things and to think about them. \u00a0At this point, at least I have something of my own, though I know it&#8217;ll change significantly.)<\/li>\n<li>Force yourself to write out <b>topic sentences<\/b> that are directly related to the thesis.<\/li>\n<li>Let your <b>thesis<\/b> change after you&#8217;re in the midpoint of the essay. \u00a0It&#8217;s smart not to try and fit the paper to one sentence; it&#8217;s easier by far to fit one sentence to the paper you write than <i>vice versa<\/i>! \u00a0Refine your working thesis repeatedly. \u00a0It&#8217;s a messy process and it should be!<\/li>\n<li>Support needs to remain in support. \u00a0Condition yourself to write two or more sentences of commentary for every piece of source information. \u00a0You know you must cite summaries, paraphrases, and quotes, right? \u00a0To do less would be to plagiarize. \u00a0But, once we do this so carefully, we end up with paragraphs taken over by sources. \u00a0Unless you provide commentary on these summaries, paraphrases, or quotes, you are not writing actively. \u00a0You can create integrated paragraphs by handling the material, saying things about it.<\/li>\n<\/ul>\n<p>Q: <strong>What<\/strong><b> might I do after the citation<\/b>?<\/p>\n<p>A: Question the source information, extend it, offer examples examples, respond by adopting any of various tones toward it, relate it to the topic sentence, relate to thesis, or relate it to what happens next. \u00a0A power move is to show another example and then compare\/contrast, discuss the examples (analysis, synthesis, evaluation skills). \u00a0If you take a tone toward the material, you might be &#8220;accepting,&#8221; &#8220;skeptical,&#8221; &#8220;in agreement with&#8221; it.\u00a0 These are attitude words. \u00a0It&#8217;s okay to have attitude as long as you don&#8217;t sound as if you are speaking or writing a newspaper editorial!\u00a0 In fact, avoid sounding like you&#8217;re chatting (which is something I am doing here.)<\/p>\n<ul>\n<li><b>Treat the citations as excuses for you to argue something<\/b>. \u00a0That &#8220;something&#8221; is up to you, but realize that readers expect your commentary to matter more than the cited information. \u00a0Play the game, but realize that in college, these rules are radically different from what one could get away with in high school. \u00a0(You are doing well with responses to the photos and essays, so do that some sort of logical, detailed thinking after citations.)<\/li>\n<li>If good things must occur after citations, they also must happen before the citations. \u00a0Review the handbook and my information about signal phrases. \u00a0Your job is to establish the context of what&#8217;s being said and why it matters. \u00a0You handle this with exact verbs like &#8220;contends,&#8221; &#8220;refutes,&#8221; &#8220;suggests,&#8221; &#8220;defends,&#8221; rather than blah verbs like &#8220;is&#8221; or &#8220;says.&#8221; \u00a0We call this setup a <b>signal phrase<\/b>. The signal phrase introduces a source. \u00a0Use signal phrases to signal a shift from your words to theirs. \u00a0This is part of a well-integrated paragraph.<\/li>\n<li>Where? \u00a0Why should I care? \u00a0When? \u00a0Writer&#8217;s credentials? \u00a0Why does it matter? \u00a0Establish that credibility.<\/li>\n<li><b>Save author for signal phrase<\/b><b>\u00a0<\/b>if you have no page to cite. \u00a0For website and database sources, no page number goes into parentheses, so you&#8217;d better save the author for the signal phrase.<\/li>\n<li>Offer enough examples and logical discussion to take over those paragraphs that are in danger of being run by sources.<\/li>\n<li>Don&#8217;t start or end paragraphs with source material. \u00a0I say this because sources take over if they begin or end. \u00a0(That&#8217;s not an absolute rule, but you recognize its practicality.<\/li>\n<li>Readers are easily distracted. \u00a0After a citation, it is okay to restate the paraphrase&#8217;s meaning.<\/li>\n<li>Writers hurt their chances at success with topic sentences that don&#8217;t get followed, paragraph endings that are vague, and a lack of transitions. \u00a0You know that people notice the beginnings and endings the most, so be sure these are excellent. \u00a0Transition smoothly from idea to idea, both within sentences and between paragraphs. \u00a0(Many writers think well but cannot start sentences at all well. \u00a0Be sure you don&#8217;t fit that category.)<\/li>\n<li>Read your work aloud with an &#8220;ear toward&#8221; hearing the transitions from you to the source and back. \u00a0If there are big chunks of source use, you must break up those and provide sufficient commentary. \u00a0That&#8217;s where that general &#8220;25% or more yours&#8221; rule fits in, since you can break up paragraphs and offer sufficient commentary to regain control.<\/li>\n<\/ul>\n<p>Remember that good readers want to be able to appreciate what you bring to the discussion.<\/p>\n\n\t\t\t <section class=\"citations-section\" role=\"contentinfo\">\n\t\t\t <h3>Candela Citations<\/h3>\n\t\t\t\t\t <div>\n\t\t\t\t\t\t <div id=\"citation-list-491\">\n\t\t\t\t\t\t\t <div class=\"licensing\"><div class=\"license-attribution-dropdown-subheading\">CC licensed content, Original<\/div><ul class=\"citation-list\"><li>How Might I Avoid Letting Source Use Take Over?. <strong>Authored by<\/strong>: Joshua Dickinson. <strong>Provided by<\/strong>: Jefferson Community College. <strong>Located at<\/strong>: <a target=\"_blank\" href=\"http:\/\/www.sunyjefferson.edu\">http:\/\/www.sunyjefferson.edu<\/a>. <strong>Project<\/strong>: American Lit 2. <strong>License<\/strong>: <em><a target=\"_blank\" rel=\"license\" href=\"https:\/\/creativecommons.org\/licenses\/by-sa\/4.0\/\">CC BY-SA: Attribution-ShareAlike<\/a><\/em><\/li><\/ul><\/div>\n\t\t\t\t\t\t <\/div>\n\t\t\t\t\t <\/div>\n\t\t\t <\/section>","protected":false},"author":53936,"menu_order":15,"template":"","meta":{"_candela_citation":"[{\"type\":\"original\",\"description\":\"How Might I Avoid Letting Source Use Take Over?\",\"author\":\"Joshua Dickinson\",\"organization\":\"Jefferson Community College\",\"url\":\"www.sunyjefferson.edu\",\"project\":\"American Lit 2\",\"license\":\"cc-by-sa\",\"license_terms\":\"\"}]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-491","chapter","type-chapter","status-publish","hentry"],"part":437,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/pressbooks\/v2\/chapters\/491","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/wp\/v2\/users\/53936"}],"version-history":[{"count":2,"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/pressbooks\/v2\/chapters\/491\/revisions"}],"predecessor-version":[{"id":552,"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/pressbooks\/v2\/chapters\/491\/revisions\/552"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/pressbooks\/v2\/parts\/437"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/pressbooks\/v2\/chapters\/491\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/wp\/v2\/media?parent=491"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/pressbooks\/v2\/chapter-type?post=491"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/wp\/v2\/contributor?post=491"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-mythology\/wp-json\/wp\/v2\/license?post=491"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}