Quote of the day: why?...and how do I respond the statement?

“You miss 100 percent of the shots you never take.” Wayne Gretzky, Canadian athlete, b. 1961

“You must be the change you wish to see in the world.” Gandhi, Mohandas Karamchand Gandhi (1869 - 1948), known as Mahatma Gandhi, was the preeminent leader of Indian nationalism in British-ruled India.

“Do not seek to follow in the footsteps of the men of old; seek what they sought.” Basho, (1644 – 1694), the most famous poet of the Edo period in Japan.

“Even if you’re on the right track, you’ll get run over if you just sit there.” Will Rogers, (1879 - 1935), an American cowboy, vaudeville performer, humorist, social commentator and motion picture actor.

The following presentation offers an explanation of why daily quotes are used in class with examples. (Take out paper and pen)

Take notes and summarize this idea of restating quotes daily in a single well-written paragraph that includes three different examples.

Due at the beginning of the period tomorrow.

Rhetorical Questions: Why pick a specific quote? Why would someone respond to a quote one way while someone else might respond in a completely different way? Does background knowledge play a role in understanding the quote? Does knowing who the writer is or was help someone understand the meaning?

Why are quotes used in daily lessons?

Restating someone's words is a fundamental research skill that must be developed by every student.

    A. Students must be able to read a statement and quickly ask themselves, "What is being said?"

    B. Then, students must be able to put the idea into their own words.

    C. Students must ask, "What is the underlying idea?" and "How does what is being offered or stated relate to a bigger picture of life or address the human condition?

D. Students must be able to state well-crafted conclusions.

E. Students should be able to respond, following the instructions, with either a simple restatement sentence or an effective paragraph.

Quotations, used as a class starter, should engage a student's mind in:language, logic, comparison and contrast, elevated vocabulary, the need for an internal historical timeline, writing techniques, and ideas within a specific context, ......while also introducing the student to words spoken or written by other individuals.

A motivated student, who wants to develop effective writing and thinking skills, should be able take an idea apart and respond to that idea in his or her original language...and offer examples, personal or general, that bring the abstract idea to life in concrete images.

Why would students be asked to respond in writing to a quote in a sentence or paragraph daily?

Read the quote on the board along with the author's name, who the person is/was (author, playwright, athlete, politician, etc.), and when the statement was written. Respond by addressing these kinds of questions:

•Fundamentally, what does the quote mean?

•Why would someone agree or disagree with the statement?

•How can this idea be applied to an individual's life or the human condition in general?

• If one is give, what is the historical context of the quote? (Evaluate what was going on during the time period in history.)

•Rewrite or restate the quote in different, effective language.

How should students respond to a quote?

What does the quote mean literally? (dictionary definitions of words)

Is there a metaphoric meaning? (What is suggested beyond the actual meanings of the words?)

Is the quote stating an idea in very general terms?

Is the idea captured very specifically to an individual situation?

In what other ways should students respond to a quote?

In what ways can a student respond to a quote in a paragraph?

• Restate ideas in different language.

• Use synonyms for all major words.

• Give a concrete example or two to illustrate the point (Typically, the idea offered is abstract).

• Explain writing techniques used (metaphor, simile, hyperbole, imagery, etc.).

• Try to use comparison and contrast in the explanation.

• Use vivid details/sensory details (sight, sound, touch, taste, and/or smell).

• Address the historical context if one is given.

• Offer an effective conclusion.

• Create a 5-step paragraph: lead, clarify, elaborate, offer an example,and conclude.

“You miss 100 percent of the shots you never take.” Wayne Gretzky, Canadian athlete, b. 1961

Step 2 and 3:Clarify whatyou said and,then, elaborate!

Step 1: Create a lead by restating the quote in different words (synonyms!).

Step 4:Offer an example

or examples to

illustrate yourpoint.

Step 5: Create an effectiveconclusion that does not repeat and offersan impact statement.

When a person does not try to score in an athletic competition, he will never be credited with a single point. Some people lack confidence in their skills, so they do not try to shoot at the basket, swing at a softball, or put a puck in the back of the net. The person who wants to develop abilities must work and put forth many unsuccessful efforts before superior results come. Hundreds of shots at a basket, swings at pitches, or slaps at a puck may occur before that smile of satisfaction is evident after a swish, a crack, or a goal horn blares. In a larger context, the person who keeps himself on the sidelines of life will never know the joy that comes from an individual accomplishment.

“In youth we learn; in age we understand.” Marie Von Ebner-Eschenbach (Austrian novelist, 1830-1916)

When we are young, we take in information; as we get older, we recognize the value of what we know.

“In youth we learn; in age we understand.” Marie Von Ebner-Eschenbach (Austrian novelist, 1830-1916)

When we are young, we take in information; as we get older, we recognize the value of what we know. Young people, particularly teens, quickly reach a stage when they think they know everything, which hinders learning. Why would a young person listen to anyone else, if he believes his view of the world or a given subject is the truth or the only reality? If a teenager’s parents tell him he should be in bed by ten o’clock, he could easily argue he knows what time he should go to bed. However, a parent may have observed growth spurts, body language, and other indicators that suggest the son or daughter is frequently tired. The parent’s knowledge of older siblings' habits and his or her own teen years may offer a little more common sense than the teenager has. Sometimes the advantage of being older is in having a greater depth of knowledge due to experience.

Example - simple restatement of the quote:

Example - restatement of the quote in an effective parargraph:

Lead

Clarify

Elaborate

Give examples

Conclude

“The fact of knowing how to read is nothing; the whole point is knowing what to read.” Jacques Ellul (1912-1994) French resistance leader in World War II, law professor, sociologist, and theologian

Being literate, in a world where knowing how to read is expected, is not as important as is choosing the right text.

"The fact of knowing how to read is nothing; the whole point is knowing what to read.” Jacques Ellul (1912-1994) French resistance leader in World War II, law professor, sociologist, and theologian

Being literate, in a world where knowing how to read is expected, is not as important as is choosing the right text. In a modern world, citizens have a duty to read signs, laws, tax documents, and menus. Ignorance of society’s laws is not accepted as a valid excuse for illegal or poor behavior. So, once a person has been given the opportunity to learn to read, he or she has a responsibility to make the best use of that skill. Rather than just read a TV listing or an exit sign, people should read material that will keep them informed about what has happened and is happening in the world. For example, the most informed citizens in this election year will likely vote for the best candidate to run this country for the next four years; in contrast, the poor reader may not know the candidates well enough to make a good choice. Literacy is a survival skill in the complex, modern world.

Example - simple restatement of the quote:

Example - restatement of the quote in an effective parargraph:

Lead

Clarify

Elaborate

Give examples

Conclude

“The investigation of the meaning of words is the beginning of education.” Antisthenes (Greek philosopher of Athens, disciple of Socrates, 445-365bc)

“The investigation of the meaning of words is the beginning of education.” Antisthenes (Greek philosopher of Athens, disciple of Socrates, 445-365bc)

Example - simple restatement of the quote:

Example - restatement of the quote in an effective parargraph:

Developing an expanded, useful vocabulary is the first step of a literate life.

Developing an expanded, useful vocabulary is the first step of a literate life. If a person really wants to learn, having a foundation in language becomes important. The greater the number of words an individual understands usually means that person can explore a wider range of subjects. Every area of study has a unique vocabulary. There are specialized languages for the fashion world, football, cheer leading, cooking, and sailing. Ancient Greek scholars argued that anyone who wishes to have a well-rounded education must be willing to constantly expand his or her vocabulary. As our world and language become more complex, literate people must keep pace.

Lead

Clarify

Elaborate

Give examples

Conclude

There is a difference between paraphrasing and simply explaining.  

When a student uses a quote in an essay or research paper, he or she has a responsibility to the reader to explain what the quote is saying as the idea relates to his or her point. However, if the student has read a number of related ideas on a topic and come to some conclusions combining those ideas (the main substance of most research), the student can effectively paraphrase the information in an essay.

How to Paraphrase to Avoid Plagiarism

Most unintentional plagiarism occurs because writers aren't sure how to paraphrase. They assume that because they have changed a few words from the original, a citation will be enough. Avoiding plagiarism in a paraphrase takes more than that; a paraphrase must be in the student's own words and sentence structure. Otherwise, the writer should put the author's statement in quotation marks, cite the quote properly, and, then, explain what the quote means and tie that idea to the writer's discussion.Though writing paraphrases takes some practice, using a systematic approach will help students avoid unintentional plagiarism.

How to Paraphrase to Avoid Plagiarism

Instructions1. Read the passages you want to paraphrase until you're sure you understand what the author is saying.

2. Put the source away. Close books, turn over photocopies, or minimize electronic sources. When the original source is in sight, you'll be tempted to look back, and you'll end up with plagiarism in your paraphrase.

3. Record the idea of the passage by writing notes in your own language. Rework your notes into sentences until you are satisfied that you have fully and clearly captured the author's idea as you understand the idea.

...How to Paraphrase to Avoid Plagiarism

4. Compare your paraphrase against the original passage. Check to see that you have used your own words and sentence structure, and also make sure that you have captured the meaning. Start the process again if you unintentionally plagiarized or if you have not captured the meaning.

5. Type your paraphrase into your essay once you are satisfied. Cite the source fully before writing more.

6. Realize the plagiarism detection software and simple Google searches of suspect phrases or sentences are easily used by instructors.

7. Realize that paraphrasing requires work, thought, and energy.

“Nothing Gold Can Stay,” by Robert Frost

Nature’s first green is gold, Her hardest hue to hold. Her early leaf’s a flower; But only so an hour. Then leaf subsides to leaf. So Eden sank to grief, So dawn goes down to day. Nothing gold can stay.

A paraphrase of Frost’s poem, line by line:

(1) The first growths in spring are more golden in color than green, (2) but this golden shade doesn’t last very long. (3) The first sprouts on the branches are actually flower blossoms, (4) but they remain only for a very short time. (5) Soon, the buds and blossoms give way to green leaves. (6) The beauty of Eden (the symbolic Heaven or the idea of perfection) eventually fades away, (7) and the golden rays of dawn are replaced by harsher tones of daylight (reality?). (8) Nothing in nature, even objects that are most beautiful, lasts forever.

Example: paraphrasing a poem.

Exercise in ACCEPTABLE Paraphrasing:

The following is the ORIGINAL text is from Linda Flower’s essay, “Writing for an Audience” in Exploring Language, 10th edition edited by Gary Goshgarian (Pearson Longman, 2004), page 117:

Whether your purpose is to persuade or simply to present your perspective, it helps to know the image and attitudes your reader finally holds. The more these differ from your own, the more you will have to do to make him or see her see what you mean.

Now, following the example above, discern or figure out which of the following paraphrases is acceptable and which is plagiarism. Why?

Example 1:No matter what your objective or viewpoint is when writing, making conclusions about the audience’s ideas and feelings on the subject is helpful. If these responses are in contrast to your own, you face the work of making the audience see ideas from your perspective (Flower 117).Example 2:Whether you plan to persuade or only state your perspective, it’s good to know the picture and attitudes your audience already has. The more they are different from your own, the more you will have to do to make the audience see things your way.

Original Version

The craft of hurricane forecasting advanced rapidly in the sixties and early seventies, thanks to fast computers and new atmospheric modeling techniques. Now there is a lull in the progress, strangely parallel to the lull in the storm cycle. The National Hurricane Warning Center shoots for a 24-hour warning period, with 12 daylight hours for evacuation. At that remove, it can usually predict landfall within 100 miles either way. Longer lead times mean much larger landfall error, and that is counterproductive. He who misses his predictions cries wolf.

(From "Our Barrier Islands," by William H. MacLeish, Smithsonian, Sept. 1980, p. 54.)

Unacceptable Paraphrase

(Plagiarized sections are in bold type.)Hurricane forecasting made rapid progress in the 60s and 70s due to fast computers and new atmospheric techniques, but there is now a lull in the progress. The Warning Center tries for a 24-hour warning period, including 12 hours of daylight. That close to the storm's arrival, the Warning Center can usually predict landfall within 100 miles either way. If lead times are longer, there will be a much larger error, which will be counter-productive (MacLeish 54).

Acceptable Paraphrase During the past thirty years, powerful computers and new techniques which allow modeling of the atmosphere have significantly increased the accuracy of hurricane forecasting, though there have been no actual improvements in forecasting during the past few years. However, now forecasters can decide where a hurricane might hit land with an error of not more than 100 miles if a warning of 24 hours is allowed. If more than 24 hours is required, the error will be greater. Repeated forecasting errors will cause the public to ignore the warnings (MacLeish 54).

"Even the best writer has to erase." Spanish proverb

      “Most of the basic material a writer works with is acquired before the age of fifteen.”  Willa Cather quotes (American author, winner of the Pulitzer Prize, 1873-1947)

What is the basic meaning or message in the following quotes?

Do you agree or disagree?

“Good writers define reality; bad ones merely restate it. A good writer turns fact into truth; a bad writer will, more

often than not, accomplish the opposite.” Edward Albee III is an American playwright of Who's Afraid of Virginia Woolf

in Saturday Review (4 May 1966)

         “Writing and rewriting are a constant search for what it

is one is saying.”  John Updike quotes (American writer, b.1932)

 

      “If it sounds like writing, I rewrite it.” Elmore Leonard quotes (American Novelist, b.1925)