Chapter 1 Linking Reading and Writing

 Begins as response to reading  Includes some content from reading  Shows some knowledge of the reading

1. Reading effectively 1. Underlining/highlighting 2. Annotating 3. Outlining 2. Summarizing in your own words 3. Writing a reaction 4. Writing a two-part response 1. Summary 2. Reaction

1. Underlining/Highlighting 2. Annotating 3. Outlining

 Helps with concentration & focus  Four rules of underlining: › The main idea (topic sentence) in paragraphs › The support for those main ideas › The answers to your questions › Only the key words

 Often not possible to read word for word  What do you already know about topic?  What do you need to/want to know?  Learn to focus on key features › Titles and subtitles › Section introductory paragraphs › Bulleted and numbered portions › Highlighted or boxed material › Illustrations, graphics, charts › Chapter/section summaries

 Related to underlining  Often appears along with underlining  Represents intense involvement › turns a reader into a writer

 Echo the author’s ideas  Critically question the author’s ideas  Relate author’s ideas to something else  Add to the author’s ideas

1. Outlines 2. Summaries 3. Reactions

 Write only about 1/3 as much as original  Concentrate on main ideas, not details  Use your own words ( paraphrase ) › But don’t change the author’s ideas

 Seldom use direct quotations  Cite the author and title of text  Use author tags to indicate summary › “..., says York.” › “According to York,... ” › As York explains,... ”

... add ideas ... include personal comments

 Require evaluation › with critical-thinking emphasis  Include summary and discussion  Bring in the writer’s experiences  Include opinionated comments

 Are used for: › critical examination of text › problem-solving analytical assignments  Help avoid common problem of: › Students’ writing only a summary › Not writing a thoughtful evaluation

“The Jacket,” by Jack Soto In-class reading, followed by a two-part response of a summary + reaction Read the short story and then write words of a summary and words of a reaction No more than half a page total Include your name and turn this in!

 Explanations › Cause and effect › Contrast and compare  References › Author tags  Quotations › Taking words directly from a source and then properly citing (crediting) the source

 Handbook of Student Rights and Responsibilities › ( rights/student-rights.pdf) ( rights/student-rights.pdf)  See p. 9 on Academic Integrity Policy

 Informal documentation  Formal documentation: MLA › Modern Language Association

 Identify the source whose material you use  Document any borrowed original idea: › Quoted › Paraphrased  written in your words but not shorter › Summarized  written in your words and shorter

 Direct quote or borrowed idea: give author’s last name and page number 1. It has been said that “neat people are bums and clods at heart” (Britt 255). 2. Some believe that neat people are weak in character (Britt 255).

 Author’s name used in introducing an idea or direct quote: page number only 1. Suzanne Britt says that “neat people are bums and clods at heart” (255). 2. Suzanne Britt believes that neat people are weak in character (255).

 Author’s name  Editor’s name, if applicable  Title (both chapter and book, if applicable)  Edition, publisher, date  Page number(s) Burns, Tyson M. “My First Real Fire.” Sentences, Paragraphs and Beyond with Integrated Readings. 5 th ed. Ed. Lee Brandon and Kelly Brandon. Boston: Houghton Mifflin Company,

 Important : › Don’t forget to check MyPCC by the end of the day today (or sometime tomorrow).