1. English 1A November 2, 2015

2. Who told you that?

3. We ask, “Who told you that?” every day To confirm accuracy—“Starbucks is giving away free frappuccinos today? Who told you that?” To investigate further—“I’d like to know more about that internship at JPL. Who told you about that?” To question—“That’s not the way my GPS says to get there. Who told you that’s the best route?” To establish credibility—“Who told you about that restaurant? Have they ever been there?”

4. Academic conversation is no different Academic readers also want to confirm accuracy, investigate further, question, and establish credibility. That is where in-text citations come in. They answer the question “Who told you that?” In-text citations help your readers identify the sources of your information.

5. What do you need to cite? Whenever you use materials from outside sources, you need to cite this information. You need to give your readers the information they need to find the source themselves. Direct quotes Paraphrases Summaries

6. How are outside sources integrated into academic writing? Just putting quotes around words isn’t enough because that doesn’t tell who wrote those words, where they came from, and how they relate to the point you are making.

7. Use ICE Introduce Cite Explain

8. Introduce Here are examples of the three basic ways to introduce source material: 1. In his article “Is Google Making Us Stupid?” Nicholas Carr declares that “my mind expects to take in information the way the Net distributes it: in a swiftly moving stream of particles” (92). 2. As Carr observes about his reading habits, “Once I was a scuba diver in the sea of words. Now I zip along the surface like a guy on a Jet Ski” (92). 3. The Internet does not invite contemplation: “The last thing these [Internet] companies want is to encourage leisurely reading or slow, concentrated thought. It’s in their economic interest to drive us to distraction” (Carr 99-100).

9. Words to use in introductions acknowledges adds admits agrees argues asserts believes claims comments compares confirms contends declares denies disputes emphasizes endorses grants illustrates implies notes observes points out reasons refutes rejects reports responds suggests thinks writes

10. Cite How you introduce source material determines how you cite it. As Nicholas Carr observes about his reading habits, “Once I was a scuba diver in a sea of words. Now I zip along the surface like a guy on a Jet Ski” (92). The Internet does not invite contemplation: “The last thing these [Internet] companies want is to encourage leisurely or slow, concentrated thought. It’s in their economic interest to drive us to distraction” (Carr 99-100). The main point is that the parenthetical citation directs your readers to the source in your Works Cited so that they can find the material for themselves. They can find out “who told you that.”

11. Explain After you use a quote, you must explain its significance. How does it relate to the point you want to make? “When we read online, [Wolf] says, we tend to become ‘mere decoders of information.’ Our ability to interpret text, to make the rich mental connections that form when we read deeply and without distraction, remains largely disengaged” (Carr 94). Remember that your reader can’t read your mind. You need to explain why you chose to quote (or paraphrase, or summarize) a particular author’s words and how these words relate to your thesis.

12. Phrases to use for explanations “Basically, X [the author] is arguing…” “In other words, X believes…” “In making this comment, X urges us to…” “X is corroborating the age-old adage / common-sense principle / observation etc. that…” “X’s point is that…” “The essence of X’s argument is that…” From Graff, Gerald, and Cathy Birkenstein. They Say, I Say: The Moves That Matter in Academic Writing, 2 nd ed. New York: Norton, 2010. Print.