Writing from Sources Direct Quotation What is direct

Writing from Sources

Direct Quotation What is direct quotation? § Using original words from a text (without changing) When to use direct quotaion? § When the message might not be clear if the wording is changed § When we struggle to give the same meaning

The quotation is placed within quotation marks • e. g. : Illness was rarely a routine matter in the nineteenth century. As Ross (2001) observes , “maternal thinking about children’s health revolved around the possibility of a child’s maiming or death” (p. 166).

Indirect Quotation / Paraphrasing • Paraphrasing/Rewriting the author’s statements without using her/his words.

E. g. (this is how it looks in the article) • According to Baker and Brown (1984), effective readers are aware of and have control of the cognitive activities they are engaged in while reading; that is, effective reading commonly involves metacognition. Source: Yu-Fen Yang (2006) Reading Strategies or Comprehension Monitoring Strategies? , Reading Psychology, 27: 4, 313 -343, DOI: 10. 1080/02702710600846852

An Example: Original Text: To the extent that a woman's self-image is challenged or threatened by an unattainable ideal of an impossibly thin female physique, she may well become susceptible to disruption of her selfregard, and may be more likely to develop an eating disorder. Paraphrased version: If a woman interprets the media's representation of thinness as the ideal she must achieve, her sense of self-esteem might be threatened and even damaged, making her more likely to exhibit disordered eating patterns (Polivy & Herman, 2004, p. 2).

• While paraphrasing – Digest the meaning of the original text and use your own words. – You can use direct quotations of phrases (1 -2 words) from the original within your paraphrase.

Paraphrasing Exercise • Digital storytelling not only brings audio-visuals into the classrooms but also puts the learners to the center of material development process. • Along with the motivation that they bring, digital stories give the members of a culturally diverse classroom to share and reflect their cultures in class. • Teachers can use digital storytelling as a group work activity in which each group member belongs to different cultural background. Source: Hesar, M. , Konca, M. Y. , & Zarfsaz, E. (2012). Why and how to apply culture in an EFL classroom. In International Conferences on Language, Media, and Culture IPEDR (Vol. 33, No. 12, pp. 68 -72).

Summarising When to? § Summaries are made when there is a need to condense large units of texts or other forms of data. In summarising, the main ideas of the whole text (or a large part of it) are thus reformulated and condensed. A good summary: ØIdentifies the writer of the original text. ØSynthesizes the writer’s key ideas. ØPresents the information neutrally.

Original Text: America has changed dramatically during recent years. Not only has the number of graduates in traditional engineering disciplines such as mechanical, civil, electrical, chemical, and aeronautical engineering declined, but in most of the premier American universities engineering curricula now concentrate on and encourage largely the study of engineering science. As a result, there are declining offerings in engineering subjects dealing with infrastructure, the environment, and related issues, and greater concentration on high technology subjects, largely supporting increasingly complex scientific developments. While the latter is important, it should not be at the expense of more traditional engineering. Rapidly developing economies such as China and India, as well as other industrial countries in Europe and Asia, continue to encourage and advance the teaching of engineering. Both China and India, respectively, graduate six and eight times as many traditional engineers as does the United States. Other industrial countries at minimum maintain their output, while America suffers an increasingly serious decline in the number of engineering graduates and a lack of well-educated engineers. (Source: Excerpted from Frankel, E. G. (2008, May/June) Change in education: The cost of sacrificing fundamentals. MIT Faculty Newsletter, XX, 5, 13. )

Summary I • In a 2008 Faculty Newsletter article, “Change in Education: The cost of sacrificing fundamentals, ” MIT Professor Emeritus Ernst G. Frankel expresses his concerns regarding the current state of American engineering education. He notes that the number of students focusing on traditional areas of engineering has decreased while the number interested in the high-technology end of the field has increased. Frankel points out that other industrial nations produce far more traditionally-trained engineers than we do, and believes we have fallen seriously behind.

Summary II • MIT Professor Emeritus Ernst G. Frankel (2008) has called for a return to a course of study that emphasizes the traditional skills of engineering, noting that the number of American engineering graduates with these skills has fallen sharply when compared to the number coming from other countries.

• In the study presented in this chapter, the aim was not to provide the teachers with fixed directions to implement these practices. Rather, the goal has been for them to develop an awareness and understanding of various features of formative assessment through conceptual framework enabling them to achieve various policy goals of the institutions for whom they were working: to educate students who have a positive attitude to language learning, who are aware of their weaknesses and strengths, and who are lifelong learners. Achieving these goals is a new approach in the context where this study took place, where an ‘exam culture’, in which “classroom assessment is seen as simply preparation for an externally set and assessed examination”, is still more dominant than a ‘learning culture’, which primarily shapes assessment “by considerations of learning and teaching” (Hamp-Lyons, 2007: 488). In such cultures, it is highly difficult to move from the convergent approach, which “aims to discover whether the learner knows, understands or can do a predetermined thing” to the divergent approach which focuses on “what the learner knows, understands, and can do” (Torrance & Pryor, 1998: 153). For formative assessment practices to function effectively, Torrance and Pryor suggest that teachers need to balance the use of both of these approaches but they also indicate that divergent assessment offers the most potential for learning. This is not an easy task for teachers to accomplish: they need to be prepared for alternative assessment practices and they need to raise awareness about the important role students can play in formative assessment and how it can be incorporated into teaching.