English Language and Culture Summary
you’ll need to open up module two on Canvas, and you’ll find two items to use as resources and instructions: “How to Write a Summary” will give you general guidelines, and “Templates for introducing quotations and summaries” will give you ways to integrate summaries into your own essays. Once you have looked over these items, open up the “Summary Exercise” page, which contains your assignment. There you will find three short paragraphs that you should summarize. When you complete your summaries, submit them to the “Summary Exercise” assignment, and your work for today’s class will be finished.
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Templates for Introducing Quotations and Summaries
“They Say, I Say” templates
Adapted from They Say, I Say: The Moves that Matter in Academic Writing, by Gerald Graff and Cathy Birkenstein.
Introducing what “They Say”
A number of ______________ have recently suggested that _______________.
It has become common today to dismiss _____________________.
In their recent work, Y and Z have offered harsh critiques of _______________.
Introducing “Standard Views”
Americans today tend to believe that __________________.
Conventional wisdom has it that _______________________.
Common sense seems to dictate that _____________________.
It is often said that ________________________.
Many people assume that ____________________.
Making What “The Say” Something You Say
I’ve always believed that _____________.
When I was a child, I used to think that _________________.
Although I should know better by now, I cannot help thinking that ____________.
Introducing Something Implied or Assumed
Although X does not say so directly, she apparently assumes that ________________.
While they rarely admit as much, _______________ often take for granted that ________________.
Introducing an Ongoing Debate
In discussions of X, one controversial issue has been _______________. One the one hand, __________ argues ___________________. On the other hand, _______________ contends ____________. Others even maintain _____________________. My own view is ______________.
When it comes to the topic of ____________________, most of us will readily agree that ______________. Where this agreement usually ends, however, is on the question of _____________. Whereas some are convinced that ___________, others maintain that _______________.
Capturing Authorial Action:
X acknowledges that ___________. X agrees that ______________.
X argues that ___________. X claims that ________________.
X denies / does not deny that _______________.
X complains that ___________________. X concedes that _____________.
X demonstrates that ________________. X emphasizes that ______________.
X insists that _________________. X suggests that _____________________.
X urges us to ____________________.
Introducing quotations:
X states, “_____________.” In X-s view, “____________.”
According to X. “_________________.”
In her book, _________________, X maintains that “___________________.”
X complicates things further when he writes, “__________________,”
Explaining Quotations:
Basically, X is saying ___________________.
In other words, X believes _________________.
In making his comment,, X urges us to ________________.
X’s point is that _____________.
The essence of X’s argument is that __________________.
Disagreeing, with Reasons:
I think X is mistaken because he overlooks ____________.
I disagree with X’s view that _____________, because, as recent research has shown, _________________.
By focusing on __________________, X overlooks the deeper problem of ______________.
Agreeing, with Reasons:
I agree that __________ because my experience _________ confirms it.
X’s theory of ____________ is extremely useful because it sheds insight on the difficult problem of ____________.
Signaling Who is Saying What:
X argues _________.
According to both X and Y, ______________.
Politicians ____________________, X argues, should ___________________.
Most athletes will tell you that ________________.
My own view, however, is _________________.
But X is wrong that __________________.
However, it is simply not true that __________________.
Nevertheless, new research shows ___________________.
Anyone familiar with _____________ should agree that ______________.
Introducing Possible Objections:
Here, many feminists would probably object that ________________.
Biologists, of course, may want to question whether _____________.
Some Christians are likely to object on the grounds that ______________.
Introducing Summaries and Paraphrase:
Verbs expressing agreement:
Acknowledge
Admire
Agree
Endorse
Praise
Verbs for making a claim:
Argue
Assert
Believe
Claim
Emphasize
Insist
Observe
Remind
Suggest
Report
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Summary exercise
Note on documentation from The MLA Style Manual:
Everything derived from an outside source requires documentation—not only direct quotations and paraphrases, but also information and ideas. Of course, good judgment as well as ethics should guide you in interpreting this rule. Although you rarely need, for example, to give sources for familiar proverbs (‘You can’t judge a book by its cover’), or common knowledge (‘George Washington was the first president of the United States’), you must indicate the origin of any appropriated material that readers might mistake for your own. (163).
SUMMARY: A summary restates the essence of the original in as few words as
possible.
PARAPHRASE: A paraphrase restates the original in the writer’s own words; the length
of the paraphrase might be close to the length of the original. HOWEVER, the
phrasing and vocabulary should be that of the writer, not that of the quoted source.
Summarize or paraphrase the following passages. Be sure to introduce the source with the author’s name and title of the work.
One might wonder why, after the Norman Conquest, French did not become thenational language, replacing English entirely. The reason is that the Conquest was not a national migration, as the earlier Anglo-Saxon invasion had been. Great numbers of Normans came to England, but they came as rulers and landlords. French became the language of polite society, the language of literature. But it did not replace English as the language of the people. There must always have been hundreds of towns and villages in which French was never heard except when visitors of high station passed through,.
–Ifor Evans, A Short History of English Literature
These are the times that try men’s souls. The summer soldier and the sunshine patriot will, in this crisis, shrink from the service of his country: but he that stands it now, deserves the love and thanks of men and women. Tyranny, like hell, is not easily conquered: yet we have this consolation with us, that the harder the conflict, the more glorious the triumph. What we obtain too cheap, we esteem too lightly: ‘tis dearness only that gives everything its value. Heaven knows how to set a proper price upon its goods and it would be strange indeed if so celestial an article as freedom should not be highly rated.
–Thomas Paine, The Crisis
In supposedly staid and sensible England the fear of owls—especially the Barn Owls—as Death Bringer endures to the present century. It might be the strongest among countryfolk, but the fear was equally prevalent among city sophisticates and scholars only a few centuries ago. Among those who shivered when owls called from nearby post was the famous poet Geoffrey Chaucer, who wrote in 1385 that they were prophets of ‘wo and myschance’ . . . . Two centuries later, another English poet, Edmund Spencer, would name the owl ‘death’s dread messenger.’ Shakespeare set the same ominous tone with the phrase ‘the fatal bellman.’
–Virginia C. Homgren, Owls in Folklore and Natural History
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