Quoting-paraphrasing--and-summarizingWord格式.doc

1、 work into your own writing differ according to the closeness of your writing to the source writing. Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author.Paraphrasing involv

2、es putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly.Summarizing involves putting the m

3、ain idea（s） into your own words, including only the main point（s）. Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material.Why use quotations, paraphrases, and summaries?Q

4、uotations, paraphrases, and summaries serve many purposes. You might use them to . . . Provide support for claims or add credibility to your writing Refer to work that leads up to the work you are now doing Give examples of several points of view on a subject Call attention to a position that you wi

5、sh to agree or disagree with Highlight a particularly striking phrase, sentence, or passage by quoting the original Distance yourself from the original by quoting it in order to cue readers that the words are not your own Expand the breadth or depth of your writingWriters frequently intertwine summa

6、ries, paraphrases, and quotations. As part of a summary of an article, a chapter, or a book, a writer might include paraphrases of various key points blended with quotations of striking or suggestive phrases as in the following example:In his famous and influential work the Interpretation of Dreams,

7、 Sigmund Freud argues that dreams are the royal road to the unconscious （page #）, expressing in coded imagery the dreamers unfulfilled wishes through a process known as the dream-work （page #）. According to Freud, actual but unacceptable desires are censored internally and subjected to coding throug

8、h layers of condensation and displacement before emerging in a kind of rebus puzzle in the dream itself （page #）.How to use quotations, paraphrases, and summariesPractice summarizing the essay below, using paraphrases and quotations as you go. It might be helpful to follow these steps: Read the enti

9、re text, noting the key points and main ideas. Summarize in your own words what the single main idea of the essay is. Paraphrase important supporting points that come up in the essay. Consider any words, phrases, or brief passages that you believe should be quoted directly.There are several ways to

10、integrate quotations into your text. Often, a short quotation works well when integrated into a sentence. Longer quotations can stand alone. Remember that quoting should be done only sparingly; be sure that you have a good reason to include a direct quotation when you decide to do so. The following

11、is a sample essay you can practice quoting, paraphrasing, and summarizing. Examples of each task are provided at the end of the essay for further reference.Here is the citation for Siphers essay: Sipher, Roger. “So That Nobody Has to Go to School If They Dont Want To.” The New York Times.19December

12、1977. Page 31. Print.So That Nobody Has To Go To School If They Dont Want Toby Roger SipherA decline in standardized test scores is but the most recent indicator that American education is in trouble.One reason for the crisis is that present mandatory-attendance laws force many to attend school who

13、have no wish to be there. Such children have little desire to learn and are so antagonistic to school that neither they nor more highly motivated students receive the quality education that is the birthright of every American.The solution to this problem is simple: Abolish compulsory-attendance laws

14、 and allow only those who are committed to getting an education to attend.This will not end public education. Contrary to conventional belief, legislators enacted compulsory-attendance laws to legalize what already existed. William Landes and Lewis Solomon, economists, found little evidence that mandatory-attendance laws increased the number of children in school. They found, too, that school systems have never effectively enforced such laws, usually because of the expense involved.There is no contradiction between the assertion that compulsory attendance h