1. Summarizing, Paraphrasing, and Quoting

2. Summarizing, Paraphrasing, and Quoting
You can borrow from the works of other writers as you research.
As a good writer, you should summarize, paraphrase and quote to blend source materials in with your own.
But you should make sure your own voice is heard!

3. Summarizing
Using Your Own Words…

4. Summarizing Why do it? Comprehension:
To reduce information to essential ideas in order to:
Understand and learn important information
Communication:
Expand the breadth or depth of your writing

5. Using the “MIDAS Touch!”
The Process…
Using the “MIDAS Touch!”

6. I Identify SUPPORTING DETAILS D Disregard unimportant information
M Main idea:
Identify main idea from TOPIC SENTENCE (if there is one) or use BASIC SIGNAL WORDS
I Identify SUPPORTING DETAILS
D Disregard unimportant information
A Analyze redundant information
S Simplify, categorize, and label important information

7. Establishing a focus…
The main idea is the most important information or concept in a text or statement.
Sometimes the main idea is explicit; sometimes it is implied.
Not all information is equal: some of it clearly is more important than the rest.
Templeton, 1997

8. Using basic signal words…
WHO? (subject)
WHAT? (action)
WHERE? (location)
WHEN?
(time)
WHY?
(reason)
HOW?
(process)

9. Main Idea
Supporting
Detail

10. Topic Sentences…
The TOPIC SENTENCE is usually the first sentence of the paragraph. It gives the reader an idea of what the paragraph is going to be about. 

11. Topic Sentences cont.
However, the TOPIC SENTENCE may not always be so clearly stated, and it can come in the middle or end of a paragraph, not just its beginning.
Regardless, all TOPIC SENTENCES are supported by sentences that give details to develop the MAIN IDEA.

12. Let’s practice One paragraph at a time…
Summarizing
Let’s practice
One paragraph at a time…

13. Example paragraphs…
A tornado is a powerful, twisting windstorm. It begins high in the air, among the winds of a giant storm cloud. People who have watched a tornado’s howling winds reach down from the sky have said it’s the most frightening thing they have ever seen. In some parts of the United States, these windstorms are called twisters or cyclones.

14. Main idea and supporting details
Tornado is
powerful, twisting
windstorm
Part of giant
storm cloud
Frightening
Also called
twister
or cyclone

15. Sentence Summary…
Tornadoes are frightening, powerful, twisting windstorms sometimes called twisters or cyclones that start in giant storm clouds.

16. Tornadoes cont…
Tornadoes are not the only whirling windstorms that move through the earth’s air. Dust devils, hurricanes and typhoons all have twisting winds. But these windstorms differ from tornadoes in important ways.

17. Main idea and supporting details
Dust devils, hurricanes,
and typhoons have
twisting winds
Whirling windstorms
Differ from tornadoes

18. Sentence Summary…
Dust devils, hurricanes and typhoons also have twisting winds, but they are different from tornadoes.

19. Tornadoes cont…
Dust devils are the weakest of the swirling windstorms. Their winds usually spin between 12 and 30 miles per hour. Most dust devils are less than five feet across, and few last more than a minute or two. They are often seen in the desert under clear skies. Dust devils form near ground when certain kinds of winds make hot, rising air start to spin.

20. Main idea and supporting details
Dust devils are
weakest of
swirling windstorms
Less than 30 mph
Five ft. across
Last minute or two

21. Sentence summary…
Compared to other wind storms, dust devils are the weakest and least severe.

22. Hurricanes and typhoons are the largest of the swirling windstorms
Hurricanes and typhoons are the largest of the swirling windstorms. The winds of these storms blow about 75 to 150 miles per hour. They form over warm, tropical oceans and cause heavy rains as well as strong winds. When a tropical storm like this begins over the Atlantic Ocean or the eastern Pacific Ocean, it is called a hurricane. The same kind of storm in the western Pacific Ocean or Indian Ocean is called a typhoon. Hurricanes and typhoons may be several hundred miles wide, travel thousands of miles and last for days.

23. Main idea and supporting details
Hurricanes and
typhoons are largest
Winds of mph
Several hundred
miles wide
Travel thousands of
miles, last for days

24. Sentence Summary…
In contrast, hurricanes and typhoons are the largest windstorms since they may be hundreds of miles wide, travel very fast for thousands of miles and can last for days.
Although the facts that hurricanes are initiated over the Atlantic Ocean or eastern Pacific Ocean and typhoons initiate over the Pacific Ocean or Indian Ocean are important, they do not support the main idea that these windstorms differ from tornadoes in important ways.

25. Tornadoes are not as large as hurricanes and typhoons and they don’t travel as far. In fact, many tornadoes last only a few minutes. But the spinning winds of a tornado can rip through the air at up to 300 miles per hour. The winds of a large tornado are the fastest, most dangerous winds on earth.

26. Main idea and supporting details
Winds of large
tornado are
fastest, most dangerous
winds on earth
Last few minutes
300 mph

27. Sentence Summary… The bottom line is this:
although they are not as large as hurricanes and typhoons, tornadoes are the fastest, most dangerous windstorms.

28. Summarizing Summarize when:
You want to establish background or offer an overview of a topic
You want to describe common knowledge (from several sources) about a topic
You want to determine the main ideas of a single source

29. Summary
At the end of your Cornell Notes, summarize the information you have learned so far about Summarizing.

30. Paraphrasing

31. Paraphrasing… Paraphrase when:
You plan to use information on your note cards and wish to avoid plagiarizing
You want to avoid overusing quotations
You want to use your own voice to present information

32. What is Paraphrasing??? PARAPHRASING IS…
Used to rewrite the text in your own words
Used to clarify meaning
Used to shorten a longer statement but keep the main ideas
Used to avoid PLAGIARISM (still cite your source).

33. What is NOT Paraphrasing
-Changing a couple of words.
-Deleting a couple words or phrases.
-Rearranging the order of the words.

34. So How Do We Do It? Read the passage carefully
Decide the main ideas of the passage
Identify important words or phrases
Put the main points in your own words
PARAPHRASE ME!
Great graphic! Again, I would use highlights.

35. Example 1: Option A ORIGINAL PASSAGE
They have become part of our imaginations' landscape: the crusty Grinch who stole Christmas, gentle Horton the elephant, the Cat in the Hat, and the persistent Sam-I-Am with his green eggs and ham. All these and many more are the creations of Theodor Seuss Geisel, better known to generations of readers as Dr. Seuss. Since publishing his first children's book over fifty years ago, Geisel became perhaps the most successful writer in the whole field of children's literature.
Theodor Geissel, known by everyone as Dr. Seuss, has been publishing children’s books for over half a century. Because of characters Horton and Sam I Am, Dr. Seuss is the quintessential author in American children’s literature.

36. Example 1: Option B Original Passage
They have become part of our imaginations' landscape: the crusty Grinch who stole Christmas, gentle Horton the elephant, the Cat in the Hat, and the persistent Sam-I-Am with his green eggs and ham. All these and many more are the creations of Theodor Seuss Geisel, better known to generations of readers as Dr. Seuss. Since publishing his first children's book over fifty years ago, Geisel became perhaps the most successful writer in the whole field of children's literature.
They have become part of our imaginations: the crusty Grinch who stole Christmas, gentle Horton the elephant, the Cat in the Hat, and the persistent Sam-I-Am. All these and many more are the creations of Theodor Seuss Geisel, better known as Dr. Seuss. Since writing his first children's book over fifty years ago, Geisel became perhaps the best writer in the whole field of children's literature.

37. Example 2: Option A Original Passage .
The adventuresome Cat in the Hat runs amok while Mother is away, leaving a horrible mess for the two astonished children who are so well behaved. The remarkable qualities of the story are its rhyme--done with only 223 words--and its quirky illustrations that are as silly as the tale itself. .
The Cat in the Hat has many qualities that appeal to children. Using only 223 words and a catchy rhyme scheme, Dr. Seuss wrote the story of the naughty Cat in the Hat who gets himself into trouble. Children enjoy the adventurous story, and they can also learn to read because of the rhyming words.
I like the noise that you added here for the paraphrased passage. Could you do that for the others?

38. Example 2: Option B Highlighted Passage
The adventuresome Cat in the Hat runs amok while Mother is away, leaving a horrible mess for the two astonished children who are so well behaved. The remarkable qualities of the story are its rhyme--done with only 223 words--and its quirky illustrations that are as silly as the tale itself.
The crazy Cat in the Hat runs wild while Mother is away, leaving a mess for the two surprised children who are so well behaved. The remarkable qualities of the story are its rhyme--done with only 223 words--and its illustrations that are as silly as the tale itself.

39. Summary
At the end of your Cornell Notes, summarize the information you have learned so far about paraphrasing.

40. Blending Quotations ________________________________________________________________

41. Quotations… Use quotations when:
Use quotations when another writer’s words are memorable and will make your paper more interesting.
Use quotations when another writer’s words can say something better than you.
Use quotations when you want to add authority to your paper. Basically, you are providing proof that what you are arguing is true.

42. The Basics Always integrate quotations into your text.
NEVER just “drop” a quotation in your writing!
In other words, don’t let a piece of textual evidence stand alone as its own sentence (unless it’s multiple sentences long).
Use your own words to introduce a quotation.

43. The Basics
Use ellipsis (…) marks when you want to quote the beginning and end of a passage but not its middle.
If you begin your quotation in the middle of a sentence you need not indicate deleted words with an ellipsis.
Example: Proclaiming the friendship “wonderful,” Gene was confident it would continue (40).

44. How To Improve Blending Quotes
Use only the most effective part of the quotation.
Maintain a smooth sentence style.
Remember to use ellipses if necessary.
Remember to use brackets [ ] if you add or change a word.
Use signal phrases which precede the quote.

45. Three Types of Quote Integration
Begin with explanation: Even though Mrs. Wilmot appears to love her children to the rest of the world, “when her children were present, she always felt the center of her go hard” (120)
Begin with quote: “She always felt the center of her heart go hard” demonstrates how Mrs. Wilmot appears a loving mother to the rest of the world, while inwardly feeling little for her children (120).
Quote is inserted in the middle: Mrs. Wilmot “always felt the center of her heart go hard” when her children were present, but to the rest of the world, she appears to be a loving mother.

46. Example from TKAM Original example: Bad example! Why?
Mr. Radley is an unattractive man. “He was a thin leathery man with colorless eyes, so colorless they did not reflect light” (Lee 32).
Bad example!
Why?
The quote is just “dropped in.”

47. Example from TKAM (cont’d)
Original — unblended:
Mr. Radley is an unattractive man. “He was a thin leathery man with colorless eyes, so colorless they did not reflect light” (Lee 32).
Smoother integration — well blended:
Mr. Radley is unattractive, a “thin leathery man with colorless eyes” (Lee 32).
The part about his eyes is omitted.
Even smoother integration:
Harper Lee describes Mr. Radley as “a thin leathery man with colorless eyes…[that] did not reflect light” (32).

48. Another Example Original: Smoothly blended into sentence:
Hemingway hints of a storm on the move. “The shadow of a cloud moved across the field of grain” (Hemingway 179).
Smoothly blended into sentence:
A storm approaches the town as “the shadow of a cloud [moves] across the field of grain” (Hemingway 179) and Maggie turns back to the forest.

49. Using Signal Phrases Ineffective:
T.S. Eliot, in his “Talent and the Individual,” uses gender-specific language. “No poet, no artist of any art, has his meaning alone. His significance, his appreciation is the appreciation of his relation to the dead poets and artists” (Eliot 29).
Why ineffective? the quote is “dropped in.”

50. Using Signal Phrases
Use signal phrases to blend the quote into the sentence, making it read smoothly:
T.S. Eliot, in his “Talent and the Individual,” uses gender-specific language. He argues, for instance, that “no poet, no artist of any art, has his complete meaning alone. [Indeed,] his significance, his appreciation is the appreciation of his relation to the dead poets and artists” (Eliot 29).
See how the signal phrase makes the sentence read smoother?

51. Student Examples from Night Timed Writing
Original:
Now, as Rabbi Eliahu searches hopelessly for a son of his whom had abandoned him, Elie renounces his faith completely. “And in spite of myself, a prayer formed inside of me, a prayer to this God in whom I no longer believed” (Wiesel 91).
A suggested revision:
Now, as Rabbi Eliahu searches hopelessly for a son of his whom had abandoned him, “a prayer formed inside [Elie]…to this God…[he] no longer believed” and he renounces his faith completely (Wiesel 91).

52. Your Turn… 

53. More Examples Original:
Night also represents the fire that killed so many people. “And just as the train stopped, this time we saw flames rising from a chimney into a dark sky” (Wiesel 28).

54. More Examples Original: A suggested revision:
Night also represents the fire that killed so many people. “And just as the train stopped, this time we saw flames rising from a chimney into a dark sky” (Wiesel 28).
A suggested revision:
Wiesel suggests night represents death by fire as he and other passengers witness “flames rising from a chimney into a dark sky” which are no doubt burning people alive (Wiesel 28).

55. More Student Examples Original:
You start to see this fairly early in the book. “What had happened to me? My father had been struck in front of me, and I had not even blinked” (Wiesel 39).

56. More Examples Original: A suggested revision:
You start to see this fairly early in the book. “What had happened to me? My father had been struck in front of me, and I had not even blinked” (Wiesel 39).
A suggested revision:
Elie is disgusted with himself when his father is beaten right “in front of [him], and [he] had not even blinked” (Wiesel 39). He begins to question his own values as his concern for his father appears to decrease.

57. More Examples Original:
Through out the book, most of the killings or horrible events, including Elie, occur during the night. “They must of taken him away before daybreak and taken him to the crematorium” (Wiesel 112).

58. More Examples Original: A suggested revision:
Through out the book, most of the killings or horrible events, including Elie, occur during the night. “They must of taken him away before daybreak and taken him to the crematorium” (Wiesel 112).
A suggested revision:
Throughout the book, many horrible events including the killings occur during the night. Indeed, Wiesel tells of a man “taken…away before daybreak… to the crematorium” (Wiesel 112).

59. Summary
At the end of your Cornell Notes, summarize the information you have learned so far about quoting.

60. Resources Purdue Online Writing Lab: http://owl.english.purdue.edu/
Summarizing, Paraphrasing, and Quoting:
English Language Center Study Zone: