Chapter 3

P 46- 72

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USING • To write academic texts, you need to
OUTSIDE master certain skills.
• In this chapter, you will learn to:
SOURCES • Cite sources of outside information used
for reference Use direct and indirect
quotations as supporting details Correctly
OBJECTIVES paraphrase information from outside
sources
• Summarize outside sources used as
support
• Write, revise, and edit a summary of an
article about language

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INTRODUCTION
In this chapter, you will practice using information from outside sources to
support your ideas. Outside sources are materials you refer to other than
your own knowledge and experience. Outside sources can include
information you gain from reliable online websites, books, other print
materials such as newspapers, or interviews.
There are three ways to insert outside information into your own writing:
You can quote it; you can paraphrase it; or you can summarize it. Whichever
way you choose, you must tell your readers where you found the information
you use. In this chapter, you will learn more about each method. Your final
assignment will be to write an academic summary on the topic of language.

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ANALYZING THE MODEL Ghalia Al mubarak

The writing model discusses an Alaskan language that is on the edge of

extinction. Read the model. Then answer the questions.

Hope for Dying Languages

1 Inupiaq, an Alaskan language, has been threatened with extinction, but new educational initiatives may
bring it back to life. 2 The threat to Inupiaq is very serious. 3 According to the National Geographic "Enduring
Voice" project, a language dies every two weeks ("Disappearing Languages"). 4 Since Inupiaq has only 1,500
remaining speakers, it is in grave danger of following this trend (Hopkins). 5 The decline began under a harsh
policy of assimilation in the last century. 8 This directive forced Native Americans to attend English language
schools. 7 At these schools, they were discouraged from speaking their native tongues. 8 Now, however, that
policy has been changed. 9 Inupiaq is currently taught at the University of Alaska. 10 Similarly, software
developers are writing computer programs to help children learn Inupiaq and other endangered languages. 11
These efforts may increase Inupiaq use in the younger generation. 12 As Henry Goodman, a young Inupiat man,
comments, "Listening to the elders ... speak the language, I couldn't understand; it's part of our culture, and I
never did learn (the) language growing up" (qtd. in Woodroof). 13 Happily, the new Inupiaq language projects
will give him a chance to learn it now.

Sources: 1. "Disappearing Languages." National Geographic. 2. Hopkins, Kyle. "Alaska Natives Team with Rosetta Stone." 3. Woodroof, Martha. "Endangered Alaskan Language Goes Digital."
ANALYZING THE MODEL
The writing model discusses an Alaskan language that is on the edge of
extinction. Read the model. Then answer the questions.

Questions about the Model:

1. What is the topic sentence? Underline it.
2. How do sentences 2 and 11 develop the topic sentence?
3. What key supporting fact is included in sentence 3? Where did the author of this paragraph find this
information?
4. How do you think this paragraph might have been different if the author had relied only on information
from his or her personal experience?

Noticing Vocabulary:
In Chapter 2, you learned about using synonyms to avoid repetition. Using synonyms can also add interest,
specificity, and nuance to your writing. When you are looking for a synonym, remember that you can use a
thesaurus.

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ANALYZING THE MODEL
The writing model discusses an Alaskan language that is on the edge of
extinction. Read the model. Then answer the questions.

Questions about the Model:

1. What is the topic sentence? Underline it.

Inupiaq, an Alaskan language, has been threatened with extinction, but new
educational initiatives may bring it back to life.
2. How do sentences 2 and 11 develop the topic sentence?
Sentence 2 emphasizes that the threat to Inupiaq is very serious. Sentence 11
stresses that new educational efforts may increase Inupiaq use in the younger
generation.

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ANALYZING THE MODEL
The writing model discusses an Alaskan language that is on the edge of
extinction. Read the model. Then answer the questions.

Questions about the Model:

3. What key supporting fact is included in sentence 3? Where did the author of this
paragraph find this information?
The point is that a language dies every two weeks. “Disappearing Languages:
Enduring Voices: Documenting the World's Endangered Languages.” National
Geographic. Nationalgeographic.com. 2012. Web. 14 Jun. 2012.

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ANALYZING THE MODEL
The writing model discusses an Alaskan language that is on the edge of
extinction. Read the model. Then answer the questions.

Questions about the Model:

4. How do you think this paragraph might have been different if the author had
relied only on information from his or her personal experience?
Even if the author did have relevant experience, the information from outside
sources gives the paragraph authority.

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 Find these words and their synonyms
Identifying in the model. Write the synonyms
Synonyms 1. threat
‫ـــــــــــــــــــــ‬

‫ـــــــــــــــــــــ‬
2. initiatives
3. serious ‫ـــــــــــــــــــــ‬

4. languages ‫ـــــــــــــــــــــ‬

Find the word happily in the last sentence of the

writing model. Circle the synonym that best fits the
meaning of happily as it is used in the model.

1. cheerfully 2. joyfully 3. gladly 4. luckily

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 Find these words and their synonyms
Identifying in the model. Write the synonyms
Synonyms 1. threat
Danger

2. initiatives projects
3. serious grave
4. languages tongues

Find the word happily in the last sentence of the

writing model. Circle the synonym that best fits the
meaning of happily as it is used in the model.

1. cheerfully 2. joyfully 3. gladly 4. luckily

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USING AND CITING SOURCES

Using reliable outside sources can help your writing, but there
are many things you need to know before you start using the
words and ideas of others to support and expand your ideas.

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PLAGIARISM
When you use information from an outside source without acknowledging
that source, you are guilty of plagiarism. Plagiarism is using someone else's
words or ideas as if they were your own, and it is a serious offense. Students
who plagiarize may fail a class or even be expelled from school.
To avoid plagiarism, you should always put quotation marks around words
that you copy exactly. You do not need to use quotation marks if you change
the words. However, whether you copy the words exactly or state an idea in
your own words, you must cite the source. To cite a source means to tell
where you got the information.

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 CORRECT CITATIONS
The purpose of a citation is not only to avoid plagiarism, but also to refer your readers
to the source of your information. That way, they can read the original source if they want
to learn more about the topic. It is important to be accurate in your citations.
There are a number of different ways of citing information. In general, you will want to follow
whatever guidelines your instructor gives you to complete an assignment. However, for most
of your academic work, you will find this two-stage process useful and sufficient for citing
your sources:
1. Insert a short reference in parentheses at the end of each piece of borrowed
information. This short reference is called an in-text citation.
2. Prepare a list describing all your sources completely. This list is titled "Works Cited"
and appears as the last page of your paper.

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 In-Text Citations
Here are three examples of in-text citations and of their corresponding entries in a works-cited
list. In the first example, notice the position and punctuation of the citation at the end of the
last sentence of the borrowed information, before the final period.
According to the National Geographic "Enduring Voices" project, a language dies every
two weeks ("Disappearing Languages").
The phrase "Disappearing Languages" in quotation marks and parentheses at the end of this
sentence is the first element of the title of an article from which the preceding information was
taken. There was no author. If there had been an author, the author's last namerather than part
of a title would have appeared inside the parentheses, with no quotation marks. Because the
article was found on the Internet, it did not have a page number.

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In-Text Citations

Here is an example of an in-text citation for an article with an author

and page number:
(Bryson 17)
If you include a quotation in your writing that you found in someone
else's work, indicate the source of that quotation. Your in-text citation
will say atd. in, which is an abbreviation for quoted in:
(qtd. in Bryson 17)

Writing Tip
It's good to keep in-text citations short. If the body of your text includes an author's
name or work's title, then your in-text citation only needs to include a page number.
In his exciting work Language and Revolution, Joe Smith explains that the
beginnings of this upheaval lie entirely in the imagination (14).

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Entries in Works-Cited List
If readers want more information about your sources, they can turn to the works-
cited list at the end of the essay, report, or paper and find these entries:

"Disappearing Languages: Enduring Voices-Documenting the

World's Endangered Languages." National Geographic.
Nationalgeographic.com. 2012. Web. 14 Jun. 2012.
<http://travel.nationalgeographic.com/travel/ enduring-
voices/>
This entry tells us that the complete title of the article is "Disappearing Languages:
Enduring Voices Documenting the World's Endangered Languages." It was published
online in 2012 by National Geographic. Nationalgeographic.com is the name of the
website on which it was published. The date 14 Jun 2012 is the date the writer found
the article while researching the topic. The information in angle brackets (<>) is the
website address (URL) where the article can be found. The URL is not required, but it
can be helpful to provide it.

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Entries in Works-Cited List

Entries for print publications are a little different. At the end of the
reference, give the city of publication, the publisher's name, the date of
publication, and the word Print. This shows that this is not an online
source.
Bryson, Bill. The Mother Tongue: English and How
It Got That Way. New York: Avon, 1991. Print.
See Appendix E: Research and Documentation of Sources, page 312, for
more information on strategies for doing and citing research.

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 ‫‪Using Citations‬‬
‫‪For each source, write a parenthetical in-text citation and the‬‬
‫‪information that you would include in a works-cited list.‬‬

‫‪1‬‬
‫‪A quote from page 152 of the book Go Tell It on the Mountain, by James Baldwin,‬‬
‫‪published in 1953, in New York, by Dell Publishing, in print.‬‬
‫ـــــــــــــــــــــــــــــــــــــــــ ‪In-text citation:‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪Works Cited:‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫"?‪A paraphrase from page 33 of the article "Can Minority Languages Be Saved‬‬

‫‪2‬‬ ‫‪by Eric Garland, published on pages 31-36 in the July-August 2006 edition of the magazine The‬‬
‫‪Futurist.‬‬
‫ـــــــــــــــــــــــــــــــــــــــــ ‪In-text citation:‬‬
‫‪Works Cited:‬‬ ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
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 Using Citations
For each source, write a parenthetical in-text citation and the
information that you would include in a works-cited list.

1
A quote from page 152 of the book Go Tell It on the Mountain, by James Baldwin,
published in 1953, in New York, by Dell Publishing, in print.
In-text citation:
Works Cited:

A paraphrase from page 33 of the article "Can Minority Languages Be Saved?"

2 by Eric Garland, published on pages 31-36 in the July-August 2006 edition of the magazine The
Futurist.
In-text citation: (Garland 33)
Works Cited: Garland, Eric. “Can Minority Languages Be Saved?” The Futurist Jul.-Aug. 2006:
31–36. Print.
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‫‪3‬‬
‫‪Information from the article "Olympic Table Tennis Grunts Are Athlete's Universal‬‬

‫‪Language" by Jodi Jill, published in 2012 on the website examiner.com and retrieved on August 15,‬‬
‫>‪2012.<www.examiner.com/article/olympic-table-tennis grunts-are-athlete-s-universal-language‬‬
‫ـــــــــــــــــــــــــــــــــــــــــ ‪In-text citation:‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪Works Cited:‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

‫‪4‬‬
‫‪A quote from page 152 of the book The Argument Culture: Stopping America's War of‬‬

‫‪Words, by Deborah Tannen, published in 1999 by Ballantine Books in New York.‬‬

‫ـــــــــــــــــــــــــــــــــــــــــ ‪In-text citation:‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ ‪Works Cited:‬‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

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3
Information from the article "Olympic Table Tennis Grunts Are Athlete's Universal

Language" by Jodi Jill, published in 2012 on the website examiner.com and retrieved on August 15,
2012.<www.examiner.com/article/olympic-table-tennis grunts-are-athlete-s-universal-language>
In-text citation: (Jill)
Works Cited: Jill, Jodi. “Olympic Table Tennis Grunts Are Athlete's Universal Language."
Examiner.com. 2012. Web. 15 Aug. 2012. <www.examiner.com/article/olympic-
table tennisgrunts-are-athlete-s-universal-language>

4
A quote from page 152 of the book The Argument Culture: Stopping America's War of

Words, by Deborah Tannen, published in 1999 by Ballantine Books in New York.

In-text citation: (Tannen 152)
Works Cited: Tannen, Deborah. The Argument Culture: Stopping America's War of Words. New
York: Ballantine Books, 1999. Print.

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5
Information from the article “Becoming an Independent Language Learner"

by Aaron G. Myers, published on July 25, 2012, on the website The Everyday Language Learner and
accessed on October 15, 2012. <www.everydaylanguage learner.com/2012/07/25/becoming-
indpendent-language-learner/>
In-text citation: ‫ـــــــــــــــــــــــــــــــــــــــــ‬
Works Cited: ‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــــ‬
‫ـــــــــــــــــــــــــــــــــــــــــــــــــــــ‬

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5
Information from the article “Becoming an Independent Language Learner"

by Aaron G. Myers, published on July 25, 2012, on the website The Everyday Language Learner and
accessed on October 15, 2012. <www.everydaylanguage learner.com/2012/07/25/becoming-
indpendent-language-learner/>
In-text citation: (Myers)
Works Cited: Myers, Aaron. “Becoming an Independent Language Learner.” The Everyday
Language Learner. 25 Jul. 2012. Web. 15 Oct. 2012.

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 Quotations
from reliable and knowledgeable sources are good supporting details.
There are two different types of quotations: direct and indirect. When
you use a direct quotation in academic writing, you copy another
person's exact words (spoken or written) and enclose them in
quotation marks. When you use an indirect quotation, the speaker's
or writer's words are reported indirectly, without quotation marks. For
this reason, indirect quotations are sometimes called reported speech.
In academic writing, you should never use an indirect quotation
without paraphrasing, or rephrasing information in your own words. In
this chapter, you will learn more about paraphrasing on pages 58-65.

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 Work with a partner. Reread the writing model "Hope for Dying
Analyzing Direct Quotations Languages," on page 47. Then answer the questions.

1. Who spoke 2. What verb

the words in introduces
quotation the
marks? quotation?

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 Work with a partner. Reread the writing model "Hope for Dying
Analyzing Direct Quotations Languages," on page 47. Then answer the questions.

Who spoke the

What verb introduces
words in quotation
the quotation?
marks?
Henry Goodman comments

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 Work with a partner. Reread the writing model "Hope for Dying
Analyzing Direct Quotations Languages," on page 47. Then answer the questions.

• Who wrote the article in which the

quotation originally appeared?
3. What information • Is the source a printed article or an
is provided by the in- online article? How do you know?
text citation at the • Why do you think the author of the
paragraph included the quotation?
end of the quotation? How does the quotation support
the main idea?

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 Work with a partner. Reread the writing model "Hope for Dying
Analyzing Direct Quotations Languages," on page 47. Then answer the questions.

Martha Woodruff; from the

source information
3. What information
provided, we don't know if
is provided by the in- it is print or online; It gives
text citation at the a specific example of the
end of the quotation? frustrations of language
loss (answers will vary).

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 CORRECT CITATIONS
The purpose of a citation is not only to avoid plagiarism, but also to refer your readers
to the source of your information. That way, they can read the original source if they want
to learn more about the topic. It is important to be accurate in your citations.
There are a number of different ways of citing information. In general, you will want to follow
whatever guidelines your instructor gives you to complete an assignment. However, for most
of your academic work, you will find this two-stage process useful and sufficient for citing
your sources:
1. Insert a short reference in parentheses at the end of each piece of borrowed
information. This short reference is called an in-text citation.
2. Prepare a list describing all your sources completely. This list is titled "Works Cited"
and appears as the last page of your paper.

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 REPORTING VERBS AND PHRASES
assert insist note state claim
As you probably noticed, the verb comments maintain report suggest declare
introduced the quotation in the writing model on mention say write
page 47. To introduce borrowed information-direct
Here are some rules for their use.
quotations, indirect quotations, or specific facts or
ideas-from someone else's work,
use the phrase according to
or a reporting verb such as
Rules EXAMPLES
comment or one of these One instructor says, "It is impossible
verbs: to teach language without teaching
grammar" (Jones 12).
1. Reporting verbs can appear "It is impossible to teach a
before, in the middle of, or after a language," says one instructor,"
quotation. without teaching grammar" (Jones
12).
"It is impossible to teach language
without teaching grammar," says
one instructor (ones 12).
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QUOTATION MARKSREPORTING VERBS AND PHRASES

Rules EXAMPLES
According to one instructor, teaching
2. The reporting phrase according to language without teaching grammar is
usually appears at the beginning or end, impossible (Jones 12).
but not in the middle of a sentence. Teaching language without teaching
grammar is impossible, according to one
instructor (Jones 12).
According to linguist Deborah Tannen,
3. Use according to with a reporting verb journalist David Broder claims that more
only when two separate people are saying news coverage is devoted to political
two separate things. analysis of events than to the events
themselves (Tannen 34).
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QUOTATION MARKSREPORTING VERBS AND PHRASES

Rules EXAMPLES
As one middle school teacher says,
when discussing the teaching of
grammar, "When you learn your first
language, your mind automatically
4. Reporting verbs can be used understands the grammar" (Jones 15).
either with or without the subordinator as. One middle school teacher says, when
discussing the teaching of grammar,
"When you learn your first language,
your mind automatically understands
the grammar" (Jones 15).

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QUOTATION MARKSREPORTING VERBS AND PHRASES

Rules EXAMPLES
Some critics claim / have claimed that
certain programs have not provided
5. Reporting verbs can be in any
enough grammar teaching in ESL classes
tenise. However, a past tense reporting
for young children ("English for Tots Not
verb may cause changes in verbs,
So Hot").
pronouns, and time expressions in an
Some critics claimed that certain
indirect quotation. See Sequence of Tenses
programs had not provided enough
Rules, page 56, for more information on
grammar teaching in ESL classes for
these types of changes.
young children ("English for Tots Not So
Hot").

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 Including the source of the borrowed
information with the reporting expression
Writing Tip
gives authority to your writing because it lets
your reader know immediately that your
information is from a credible source.

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PUNCTUATING DIRECT QUOTATIONS

Follow these general rules for

punctuating direct quotations

Rules EXAMPLES

1. Put quotation marks around According to Language / Brain

information that you copy word Magazine, "Many people believe
for-word from a source. Do not use that some people have more
quotation marks with paraphrases, talent for learning language than
summaries, or indirect quotations. others."

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QUOTATION MARKS
PUNCTUATING DIRECT QUOTATIONS

Rules EXAMPLES
"Many people believe that some people have
2. Normally, place commas (and more talent for learning language than others,
periods) before the first mark and also according to Language / Brain Magazine.
before the second mark in a Susanna Wong, a professor at Upper Midwest
pair of quotation marks. State University, argues that "a large
Exceptions: If you insert only a few quoted percentage" of language learners never fully
words into your own sentence, do not use acquire proficiency (128). The Association for
commas. Childhood English Learning warns, "A solely
grammatical curriculum can prevent the children
When you add an in-text citation after a from learning how to communicate, yet
quotation, put the period after the closing grammar in some amount is required for a
parenthesis mark. learner to become highly proficient" (qtd. in
Torralba 26).
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QUOTATION MARKSPUNCTUATING DIRECT QUOTATIONS
Rules EXAMPLES
The Association for Childhood English Learning
3. When quoting a complete
warns, "A solely grammatical curriculum can prevent
sentence, capitalize the first
the children from learning how to communicate, yet
word of the quotation as well as
grammar in some amount is required for a learner to
the first word of your sentence.
become highly proficient" (qtd. in Torralba 26).
4. If you break a quoted
"A solely grammatical curriculum can prevent the
sentence into two parts,
children from learning how to communicate," warns
enclose both parts in quotation
The Association for Childhood English Learning, "yet
marks and separate the parts
grammar in some amount is required for a learner to
with commas. Capitalize only
become highly proficient" (qtd. in Torralba 26).
the first word of the sentence.

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QUOTATION MARKSPUNCTUATING DIRECT QUOTATIONS
Rules EXAMPLES
As Henry Goodman, a young Inupiat man, comments,
5. If you omit words, use an
"Listening to the elders ... speak the language, I
ellipsis (three spaced periods).
couldn't understand."
6. If you add words, put square
He added, "It's part of our culture and I never did
brackets around the words you
learn [the] language growing up" (qtd. in Woodroof)
have added.

7. Use single quotation marks A student said, "When I first started learning English,
to enclose a quotation within a I would say things like 'he go' or 'I no have."" (qtd. in
quotation. Jones 14).

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QUOTATION MARKS
PUNCTUATING DIRECT QUOTATIONS

Rules EXAMPLES
A national news agency reported these survey
results:
8. If your quotation is four lines or Several years ago (when) 198 teachers in the city
longer, do not use quotation were asked how much time they spend on
marks. Introduce this type of grammar teaching in the classroom, 75 teachers
quotation with a colon and indent said they spent more than 90% of their time on
it one inch from the left-hand grammar, 90 said they spent less than 10% of
margin. their time on grammar, and only 10 said they
spent about 50% of their time on grammar (qtd.
in Torralba 34).

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 1. Dr. Yixuan Ma, a well-known astrophysicist who has been
Punctuating studying black holes, said they are the most interesting
phenomena we astrophysicists have ever studied.
Direct
Quotations
2. As she explained in black holes the laws of nature do
Add punctuation to the not seem to apply.
direct quotations, and change
the capitalization as necessary.
3. A black hole is a tiny point with the mass 25 times
the mass of our sun explained Ma's associate, Chun-Yi
Su. Black holes are created by the death of a very large
star she stated.
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 Dr. Yixuan Ma, a well-known astrophysicist who has been
Punctuating studying black holes, said, “They are the most interesting
phenomena we astrophysicists have ever studied.”
Direct
Quotations
As she explained, “In black holes the laws of nature do
Add punctuation to the not seem to apply.”
direct quotations, and change
the capitalization as necessary.
“A black hole is a tiny point with the mass 25 times the
mass of our sun," explained Ma's associate, Chun-Yi Su.
“Black holes are created by the death of a very large
star," she stated.

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 4. It is an invisible vacuum cleaner in space she added
Punctuating with tremendous gravitational pull.
Direct
Quotations 5. According to Dr. Su, if a person falls into a black hole,
he will eventually be crushed due to the tremendous
Add punctuation to the gravitational forces.
direct quotations, and change
the capitalization as necessary.
6. Time will slow down for him as he approaches the
point of no return she said and when he reaches the
point of no return, time will stand still for him.

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 It is an invisible vacuum cleaner in space," she added,
Punctuating “with tremendous gravitational pull.”
Direct
Quotations According to Dr. Su, “If a person falls into a black hole, he
will eventually be crushed due to the tremendous
Add punctuation to the gravitational forces."
direct quotations, and change
the capitalization as necessary.
“Time will slow down for him as he approaches
the point of no return,” she said, “and when he reaches
the point of no return, time will stand still for him."

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USING DIRECT QUOTATIONS AS SUPPORT TRY IT OUT!
The purpose of learning to write quotations is to be On a separate sheet of paper, write a short
able to use them as supporting material in your
paragraph using the material presented here
writing. Quotations from experts in a field or people
with particular comparing computers with the human brain. Follow
experience can serve as useful details and examples the instructions.
when explaining a point. 1.Copy the topic sentence exactly as it is
given.
2.Write several supporting sentences,
using the main points and quotations
supplied. Add supporting details such as
examples if you can. Use the techniques
and rules you have learned for
quotations.

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USING DIRECT QUOTATIONS AS SUPPORT
TRY IT OUT!
3. Add an in-text citation in the proper format after each
The purpose of learning to write quotations is to be
able to use them as supporting material in your quotation.
writing. Quotations from experts in a field or people TOPIC SENTENCE Computers cannot be
with particular compared to human brains.
experience can serve as useful details and examples
when explaining a point. MAIN POINT A The human brain is more
powerful than any computer.
QUOTATION "The human brain has information
processing capabilities that are infinitely
beyond anything that can be conceived of
by a computer."
MAIN POINT 8 The kinds of processing in a
human brain and a computer are different, too.

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USING DIRECT QUOTATIONS AS SUPPORT
TRY IT OUT!
The purpose of learning to write quotations is to be
able to use them as supporting material in your QUOTATION "A computer can easily calculate
writing. Quotations from experts in a field or people
with particular
complicated numerical equations, which is
experience can serve as useful details and examples difficult for a human being to do
when explaining a point. independently. On the other hand, human
easily discuss the relationships among ideas in
a text and summarize stories. These are
exceedingly difficult tasks for a computer."
SOURCE Both quotations are from an article
entitled "Computers and the Human Brain" by
Sasha Moskovski. The article was published on
the website topictalk.com on May 3, 2009.

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 CHANGING DIRECT QUOTATIONS
TO INDIRECT QUOTATIONS
When you change a direct quotation
to an indirect quotation, use this method:
• Omit the quotation marks.
• Add the subordinator that."
• Change the verb tense if necessary. Follow the sequence of
tenses rules.
• Change pronouns (and time expressions if necessary) to
keep the sense of the original.
*The subordinator that is often omitted in reported speech, especially in spoken language.
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Sequence of Tenses Rules
If the reporting verb is in
a past tense, the verbs in Tense changes
an indirect quotation may
change tense according to Rules Direct Quotations Indirect Quotations
the rules. Also, pronouns
(and sometimes time 1. Simple present Susan said, "The Susan said (that) the
changes to simple exam is at eight exam was at eight
expressions) may change.
past o'clock." o'clock.

She said, "We didn't She said (that) they

2. Simple past and have time to eat hadn't had time to
present perfect breakfast." He said, eat breakfast. He
change to past perfect "The exam has just said (that) the exam
started." had just started.

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QUOTATION MARKS Sequence of Tenses Rules

Tense changes
Rules Direct Quotations Indirect Quotations

Sam mentioned that today he

Sam mentioned, "Today I will eat
3. Will changes to would, would eat Chinese food and
Chinese food, and tomorrow I'll eat
can to could, may to might, that tomorrow he'd eat French
French food if I can find a good
and must to had to. food if he could find a good
restaurant."
restaurant

4. Time expressions may

The teacher said, "You must finish The teacher said (that) we had
change if the meaning
the test right now." to finish the test right then.
requires it.

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 These are a few additional points about indirect quotations.

• When the reporting verb is • When the reporting phrase

simple present, present is according to the verb
perfect, or future, the verb
tense does not change.
tense in the quotation does
not change. The lawyer said, "My client
He says, "I can finish it today." is innocent."
He says that he can finish it According to the lawyer, his
today. client is innocent.

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 These are a few additional points about indirect quotations.

• When the quoted information is a fact or general truth, the

verb tense in the quotation does not change.
He said, "Water boils at a lower temperature in the mountains."
He said that water boils at a lower temperature in the mountains.

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 Changing Direct Quotations to Indirect Quotations On a
separate sheet of paper, rewrite the direct quotations
as indirect quotations.

1. Online Ed, Inc., General Manager Jim Burns said, "Not everyone can
attend college in the traditional way; therefore, taking courses via the
Internet will offer many more students the chance to earn a college
degree.“

2. Premed student Alma Rodriguez commented, "I miss being on

campus, but I have to work and take care of my family."

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 Changing Direct Quotations to Indirect Quotations On a
separate sheet of paper, rewrite the direct quotations
as indirect quotations.

1. OnlineEd, Inc., General Manager Jim Burns said that not everyone
could attend college in the traditional way; therefore, taking courses
via the Internet would offer many more students the chance to earn a
college degree.

2. Premed student Alma Rodriguez said that she missed being on

campus, but that she had to work and take care of her family.

Ghalia Al mubarak
 Changing Direct Quotations to Indirect Quotations On a
separate sheet of paper, rewrite the direct quotations
as indirect quotations.

3. Other students noted, "Last year, we spent several hours a day

commuting to and from school. Now, we don't have to do that."

4. Computer engineering student Amir Mehdizadeh stated, “I can

choose when to study and how to study without pressure." He also
said, "I will take two more online classes in the fall."

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 Changing Direct Quotations to Indirect Quotations On a
separate sheet of paper, rewrite the direct quotations
as indirect quotations.

3. Other students noted that last year, they spent several hours a day
commuting to and from school, but that now, they don't have to do
that.

4. Computer engineering student Amir Mehdizadeh stated that he

could choose when to study and how to study without pressure. He
also said that he would take two more online classes in the fall.

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 Notice that all the examples of indirect
quotation are from conversation. This is
because Indirect quotation is forbidden in
academic writing. If you use the same words as
a source, changing only the verb tense, it is
Writing Tip considered plagiarism and can be cause for
serious punishment. Instead of indirect
quotation, in academic writing use paraphrase,
an important strategy that you will learn about
in the next section.

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PARAPHRASING

When you paraphrase, you rewrite information from an outside source in your
own words without changing the meaning. Unlike when you use indirect quotation
or reported speech, you do not simply change verb tense. In addition, when you
paraphrase, you convey the author's idea but change the author's words and
sentence structure. You think about the message the author is trying to send in the
text, and then try to express that idea in your own way. A paraphrase may be
shorter and more concise than the original, but only slightly. Because you include in
your rewrite all or nearly all of the content of the original passage including many of
the details—a paraphrase is almost as long as the original.

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 ANALYZING THE MODEL

The writing model consists of two passages about language. One is an

excerpt from an encyclopedia entry about language by an author named
Robert Kispert. The other is a paraphrase of the excerpt.
Read the models. Then answer the questions.

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 Writing Model | ORIGINAL PASSAGE

1 Language is the main means of communication between peoples. 2 But

so many different languages have developed that language has often
been a barrier rather than an aid to understanding among peoples. 3 For
many years, people have dreamed of setting up an international
universal language which all people could speak and understand. 4 The
arguments in favor of a universal language are simple and obvious. 5 If all
peoples spoke the same tongue, cultural and economic ties might be
much closer, and good will might increase between countries (Kispert).
Source: Kispert, Robert J. "Universal Language."

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 1 Humans communicate through language. 2
Because there are so many different
languages, however, people around the
world have a difficult time understanding
one another. 3 Some people have wished for
a universal international language that
PARAPHRASE speakers all over the world could
understand. 4 Their reasons are
straightforward and clear. 5 A universal
language would build cultural and economic
bonds. 6 It would also create better feelings
among countries (Kispert),

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 Questions about the Model
1. How many sentences are there in the original passage? In the
paraphrase?
2. How do the original passage and the paraphrase differ sentence by
sentence? What are the differences between them in sentence
structure and words?
a. What is the first word of the first sentence in the original passage?
Where does this word appear in the first sentence of the paraphrase?
b. What is the first word of the second sentence in the original
passage? What word replaces it in the second sentence of the
paraphrase?
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 Questions about the Model
1. How many sentences are there in the original passage? In the
paraphrase?
5 in the original, 6 in the paraphrase.
2. How do the original passage and the paraphrase differ sentence by
sentence? What are the differences between them in sentence
structure and words?
a. Language, at the end
b. But, Because

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 Questions about the Model

c. What words replace have dreamed of in the third sentence?

What word replaces arguments in favor of in the fourth sentence?
d. Which sentence in the original becomes two sentences in the
paraphrase?

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 Questions about the Model

c. What words replace have dreamed of in the third sentence?

What word replaces arguments in favor of in the fourth sentence?
wished for, reasons
d. Which sentence in the original becomes two sentences in the
paraphrase?
sentence 5

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PLAGIARISM AND PARAPHRASING

Learning to paraphrase properly can help you use information from outside sources
accurately and ethically. It is essential to avoid committing plagiarism.
There are two kinds of plagiarism that you need to consider when paraphrasing.
1. When you use information from an outside source without citing the source
(telling where you got the information), you are guilty of plagiarism. 2. Even when
you cite your source, if your paraphrase is too similar to the original, you are guilty
of plagiarism.
Reread the model on pages 58-59. Pay attention to the paraphrase. Then read these
two paraphrases and decide which kind of plagiarism each example is guilty of

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 UNACCEPTABLE PARAPHRASE 1

Humans communicate through language. However, because

there are so many languages in the world, language acts as an
obstacle instead of as an aid to understanding. People have
long wished for a universal international language that
speakers all over the world could understand. A universal
language would certainly build cultural and economic bonds. It
would also create better feelings among countries.

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 UNACCEPTABLE PARAPHRASE 2

Language is the principle means of communication between peoples.

However, because there are numerous languages, language itself has
frequently been a barrier rather than an aid to understanding among the
world population. For many years, people have envisioned a common
universal language that everyone in the world could communicate in. The
reasons for having a universal language are clearly understandable. If the
same tongue were spoken by all countries, they would undoubtedly
become closer culturally and economically. It would probably also create
good will among nations (Kispert).

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Paraphrase 1 is plagiarism because the source is not
cited. Paraphrase 2 is plagiarism because it is too similar
to the original passage. For example, in the first
sentence, only one word has been changed: principle
replaces main. In the second sentence, only a few words
have been changed. You can avoid the first kind of
plagiarism by always citing your sources. You can avoid
the second kind of plagiarism by learning to paraphrase
correctly.

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 WRITING A SUCCESSFUL PARAPHRASE
To paraphrase correctly, you first need to
make sure that you fully understand the
original passage. Use this method to write a
good paraphrase.
• Read the original passage several times
until you understand it fully. Underline the language-people use to communicate-
key words. Look up unfamiliar words and find
synonyms for them. It is not always possible
but so many -difficult to understand one
to find synonyms for every word, especially another -people wish -universal
technical vocabulary. In this case, use the
original word.
international language-reasons: cultural,
• Take notes while you read. Write down only economic bonds, better feelings
a few words for each idea-not complete between countries
sentences. Here are one writer's notes on the
original passage about universal language:

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WRITING A SUCCESSFUL PARAPHRASE

A. Language -people use to communicate

• Make a brief outline: 1. So many languages make it difficult to
understand one another.
2. People wish for one universal
international language.
B. Reasons
1. Cultural, economic bonds
2. Better feelings between countries
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 WRITING A SUCCESSFUL PARAPHRASE

• Write your paraphrase from your notes. Don't look at the

original while you are writing.
• Check your paraphrase against the original to make sure you
have not copied vocabulary or sentence structure too closely.
Above all, make sure that you have not changed the meaning of
the original or given any wrong information.
• Add in-text citations. Also add a works-cited list if appropriate.

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 Read each original passage. Then read the paraphrases in each group
Choosing and decide which is the best. Label it Best. Label the others Too sim.
(too similar), No cit. (no in-text citation), or Inc. / Inacc. (incomplete
the Best and / or inaccurate information).

Paraphrase ORIGINAL PASSAGE 1

Source: A passage titled "Late-blooming or Language Problem," published in 2012
on the website of the American Speech-Language-Hearing Association. There are no
authors listed.

The stages that children pass through in the development of

language are very consistent. However the exact age when they hit
these milestones varies a lot.

a . As children develop language skills, they

usually go through the same stages, but they
‫ـــــــــــــــــــــ‬ may reach the stages at different ages ("Late-
blooming").
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 Read each original passage. Then read the paraphrases in each group
Choosing and decide which is the best. Label it Best. Label the others Too sim.
(too similar), No cit. (no in-text citation), or Inc. / Inacc. (incomplete
the Best and / or inaccurate information).

Paraphrase ORIGINAL PASSAGE 1

Source: A passage titled "Late-blooming or Language Problem," published in 2012
on the website of the American Speech-Language-Hearing Association. There are no
authors listed.

The stages that children pass through in the development of

language are very consistent. However the exact age when they hit
these milestones varies a lot.

a . As children develop language skills, they

usually go through the same stages, but they
may reach the stages at different ages ("Late-
blooming").
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 The stages that children pass through in the development
Choosing of language are very consistent. However the exact age when
they hit these milestones varies a lot.
the Best
Paraphrase b. Developing children may pass through
‫ـــــــــــــــــــــ‬ linguistic stages at different ages although they
will generally pass through each stage at some
point. Too sim.

c. The stages that are passed through by

children in language development are very
‫ـــــــــــــــــــــ‬ consistent. However the exact time when they
hit these milestones can be different ("Late-
blooming").

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 The stages that children pass through in the development
Choosing of language are very consistent. However the exact age when
they hit these milestones varies a lot.
the Best
Paraphrase b. Developing children may pass through
linguistic stages at different ages although they
will generally pass through each stage at some
point. Too sim.

c. The stages that are passed through by

children in language development are very
consistent. However the exact time when they
hit these milestones can be different ("Late-
blooming").

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Choosing
the Best The stages that children pass through in the development
of language are very consistent. However the exact age when
Paraphrase they hit these milestones varies a lot.

d. Language development is very different for

‫ـــــــــــــــــــــ‬ different children, and there can be variation in
the stages they go through ("Late-blooming").

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Choosing
the Best The stages that children pass through in the development
of language are very consistent. However the exact age when
Paraphrase they hit these milestones varies a lot.

d. Language development is very different for

different children, and there can be variation in
the stages they go through ("Late-blooming").

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Choosing ORIGINAL PASSAGE 2

Source: The same as Passage 1.

the Best
The kind of language the child hears and how people respond
Paraphrase to the child can affect the speed of language development.

‫ـــــــــــــــــــــ‬ a. People's response to the child and the kind

of language the child hears can affect his rate
of language development ("Late-bloomer").

‫ـــــــــــــــــــــ‬ b. Language can develop at different rates

depending on the child's exposure to
language and the response he or she gets
when using it ("Late-bloomer").

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Choosing ORIGINAL PASSAGE 2

Source: The same as Passage 1.

the Best
The kind of language the child hears and how people respond
Paraphrase to the child can affect the speed of language development.

a. People's response to the child and the kind

Too sim. of language the child hears can affect his rate
of language development ("Late-bloomer").

b. Language can develop at different rates

depending on the child's exposure to
Best language and the response he or she gets
when using it ("Late-bloomer").

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Choosing ORIGINAL PASSAGE 2

the Best Source: The same as Passage 1.

Paraphrase The kind of language the child hears and how people respond
to the child can affect the speed of language development.

‫ـــــــــــــــــــــ‬ c. Rate of language development can be

influenced by children's exposure to language
and response to their language use.

‫ـــــــــــــــــــــ‬ d. Language develops more quickly if children

are exposed to different languages and if they
receive a response ("Late-bloomer").

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Choosing ORIGINAL PASSAGE 2

the Best Source: The same as Passage 1.

Paraphrase The kind of language the child hears and how people respond
to the child can affect the speed of language development.

No cit. c. Rate of language development can be

influenced by children's exposure to language
and response to their language use.

d. Language develops more quickly if children

Inc. / are exposed to different languages and if they
Innac. receive a response ("Late-bloomer").

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 ORIGINAL PASSAGE 3
Choosing Source: A passage titled, "Speech and Language Disorders in the School
Setting" from the same website as Passages 1 and 2.
the Best
Paraphrase Children with communication disorders frequently do not
perform at grade level. They may struggle with reading.
Similarly, they may have difficulty understanding and
expressing spoken language. Individuals with reading and
writing problems also may have trouble using language to
think and learn.

a. Communication disorders prevent children

‫ـــــــــــــــــــــ‬ from learning and are evidence of low
intelligence ("Speech and Language Disorders").

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 ORIGINAL PASSAGE 3
Choosing Source: A passage titled, "Speech and Language Disorders in the School
Setting" from the same website as Passages 1 and 2.
the Best
Paraphrase Children with communication disorders frequently do not
perform at grade level. They may struggle with reading.
Similarly, they may have difficulty understanding and
expressing spoken language. Individuals with reading and
writing problems also may have trouble using language to
think and learn.

Inc. / a. Communication disorders prevent children

from learning and are evidence of low
Innac.
intelligence ("Speech and Language Disorders").

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Choosing
Children with communication disorders frequently do not
the Best perform at grade level. They may struggle with reading.
Similarly, they may have difficulty understanding and
Paraphrase expressing spoken language. Individuals with reading and
writing problems also may have trouble using language to
think and learn.

b. Children with speech and language challenges

can fall behind in school because of trouble
‫ـــــــــــــــــــــ‬ processing text or comprehending and using
speech. Difficulty reading and writing can lead to
problems with thinking and learning.

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Choosing
Children with communication disorders frequently do not
the Best perform at grade level. They may struggle with reading.
Similarly, they may have difficulty understanding and
Paraphrase expressing spoken language. Individuals with reading and
writing problems also may have trouble using language to
think and learn.

b. Children with speech and language challenges

can fall behind in school because of trouble
No cit. processing text or comprehending and using
speech. Difficulty reading and writing can lead to
problems with thinking and learning.

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Choosing Children with communication disorders frequently do not
perform at grade level. They may struggle with reading.
the Best Similarly, they may have difficulty understanding and
expressing spoken language. Individuals with reading and
Paraphrase writing problems also may have trouble using language to
think and learn.

c. Children with communication disabilities often

do not work at grade level. They may have
challenges with reading or have trouble
comprehending and using spoken language.
‫ـــــــــــــــــــــ‬ People with reading and writing problems also
may have trouble using language to process
ideas ("Speech and Language Disorders").

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Choosing Children with communication disorders frequently do not
perform at grade level. They may struggle with reading.
the Best Similarly, they may have difficulty understanding and
expressing spoken language. Individuals with reading and
Paraphrase writing problems also may have trouble using language to
think and learn.

c. Children with communication disabilities often

do not work at grade level. They may have
challenges with reading or have trouble
Too sim. comprehending and using spoken language.
People with reading and writing problems also
may have trouble using language to process
ideas ("Speech and Language Disorders").

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Choosing
Children with communication disorders frequently do not
the Best perform at grade level. They may struggle with reading.
Similarly, they may have difficulty understanding and
Paraphrase expressing spoken language. Individuals with reading and
writing problems also may have trouble using language to
think and learn.

d. Communication disabilities can cause

problems for children in the areas of reading,
writing, speaking, listening, thinking, and
‫ـــــــــــــــــــــ‬ learning, which can result in poor performance
in school ("Speech and Language Disorders").

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Choosing
Children with communication disorders frequently do not
the Best perform at grade level. They may struggle with reading.
Similarly, they may have difficulty understanding and
Paraphrase expressing spoken language. Individuals with reading and
writing problems also may have trouble using language to
think and learn.

d. Communication disabilities can cause

problems for children in the areas of reading,
Best writing, speaking, listening, thinking, and
learning, which can result in poor performance
in school ("Speech and Language Disorders").

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 ORIGINAL PASSAGE
Writing a Paraphrase
Read the passage from an article that supports Source: An editorial in the Houston Chronicle, published
bilingual education. Write a paraphrase on a Thursday, February 16, 2012, and accessed online August
separate sheet of paper. Follow the method for 5, 2012. The title of the article is "Editorial: Children can,
writing a paraphrase described on page 61. and should, learn more than one language." There is no
author listed.

A powerful body of data shows that speaking more

than one language arms kids with crucial real-world
abilities. People who master two or more languages in
childhood enjoy better cognitive development, leading
to better academic performance across the board.
Learning languages at a young age is also associated
with better problem-solving, heightened verbal skills,
and mental agility.
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 USING PARAPHRASES AS SUPPORT
You previously learned how to use quotations
as support for your ideas. Similarly, the
purpose of learning to paraphrase is to be
able to use paraphrases as supporting
material in your writing. In fact, paraphrase is
usually preferred over quotation in ORIGINAL PASSAGE
academic writing because it shows that the
writer truly understands the information, and Wequetrumao village hosts a kindergarten that
it is often easier to understand how the teaches children elements of the language and
information relates to the writer's points.
culture. Ethnic and linguistic pride are extremely
Thus, whenever the exact words of your
source are not important, you should use strong in this community, as evidenced by two
paraphrase. Notice how a student in a young music performers who composed
sociolinguistics class used a paraphrase of a
indigenous protest lyrics including words in
passage from an online article about a dying
language in Chile called Huilliche or Huillichesungun ("Disappearing Languages").
Huillichesungun to support her idea.
Source: "Disappearing Languages." National Geographic,
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 PARAPHRASE

According to research by National Geographic,

many people in the community find the language
to be an important part of their identity. Some
members of the younger generation actually use
Muilliche in music. One village has a kindergarten
Where children can learn about their linguistic
and cultural heritage ("Disappearing
Languages").

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Revitalizing dying languages is important for several reasons. First of all,
language diversity makes life on earth more interesting. Just as it would
be boring to have only few kinds of trees or flowers, a world with few
languages would feel empty. Secondly, revitalizing dying languages is
important to the communities who speak (or spoke) those languages.
One example of this is Huilliche, the language of a native community in
Chile. According to research by National Geographic, it has only a few
remaining fluent speakers, most of whom are over 70. However, many
people in the community find the language to be an important part of
their identity. Some members of the younger generation actually use
Huilliche in music. One village has a kindergarten where children can
learn about their linguistic and cultural heritage ("Disappearing
Languages"). Clearly, it would be a mistake to deprive the world, and
individual communities, of the beauty of these languages
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 TRY IT OUT!
Write a paragraph in which you agree with
this statement.

Some people feel that children who immigrate to a new

country should not be taught only the language of the new
country. They believe these children should be educated
bilingually, that is, both in their first language and in the
language of their new country.

1. Write a topic sentence that states your opinion.

2. Include all or part of your paraphrase from Practice 7: Writing a Paraphrase on page 63 as one
of your supporting points. Make sure to add an in-text citation at the end of the paraphrase.
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 TRY IT OUT!
Write a paragraph in which you agree with
this statement.

Some people feel that children who immigrate to a new

country should not be taught only the language of the
new country. They believe these children should be
educated bilingually, that is, both in their first language
and in the language of their new country.

3. Include additional supporting sentences using your own ideas and personal supporting
example, if possible.
4. Use transition signals to connect the ideas and make your paragraph flow smoothly.
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 SUMMARIZING

Another way to use borrowed information from an outside source is to

summarize the material. What is the difference between a paraphrase
and a summary? When you retell a story that someone has told you, you
repeat the story in your own words. If your retelling is about the same
length as the original and includes many of the details, it is a paraphrase.
If you shorten the story-retelling only the most important points and
leaving out the details it is a summary.

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 SUMMARIZING

Summaries have many uses in academic writing. Like paraphrases, they

can be used to support a point. They can also be part of a longer piece of
writing, such as a book report. You might summarize a book before going
on to write a response to it. Writing a summary can also be a good
strategy for remembering things that you've read. For example, your
teacher may ask you to summarize a textbook chapter.

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 ANALYZING THE MODEL You previously read these writing models on pages 58–59. Here
you will also read a summary of the same material.

Read the model. Then answer the questions. Writing Model

ORIGINAL PASSAGE (85 WORDS) Source: Kispert, Robert] "Universal Language.

Language is the main means of communication between peoples. But so

many different languages have developed that language has often been a
barrier rather than an aid to understanding among peoples. For many years,
people have dreamed of setting up an international universal language
which all people could speak and understand. The arguments in favor of a
universal language are simple and obvious. If all peoples spoke the same
tongue, cultural and economic ties might be much closer, and good will
might increase between countries (Kispert).

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 Humans communicate through language. Because there
PARAPHRASE are so many different languages, however, people around
(63 WORDS, ABOUT THE the world have a difficult time understanding one another.
SAME LENGTH AS THE Some people have wished for a universal international
ORIGINAL) language that speakers all over the world could
understand. Their reasons are straightforward and clear. A
universal language would build cultural and economic
bonds. It would also create better feelings among
countries (Kispert).

SUMMARY (28 WORDS, MUCH SHORTER)

People communicate through language; however, having

different languages creates communication barriers. A
universal language could bring countries together
culturally and economically as well as increase good
feelings among them (Kispert).

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Questions
1. How many sentences are there in the
about the original passage?
Model In the paraphrase?

In the summary?

2. What are some other differences

between the paraphrase and the summary?

What two details were left out of the

summary?

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Questions
about the
1. How many sentences are there in the
Model
original passage?

In the paraphrase?

In the summary?

1. 5, 6,2

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Questions
2. What are some other differences between
about the the paraphrase and the summary?
Model What two details were left out of the
summary?

There are more ideas in the paraphrase. The

points that are left out in the summary are
that many different languages have
developed and that people have dreamed of
an international universal language.

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WRITING A SUCCESSFUL SUMMARY

To write a successful summary, you must focus on the

most important points of the original passage. These are
strategies for writing a good summary
• Use your own words and your own sentence structure.
• Remember that a summary is much shorter than a
paraphrase. Include only the main points and main
supporting points, leaving out most details.
• Do not change the meaning of the original. The method
for writing a summary is similar to the one for writing a
paraphrase.

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WRITING A SUCCESSFUL SUMMARY

• Read the original passage several times until you

understand it fully. Look up any words that you don't
understand.
• Decide what the most important points are. It helps to
underline them. It also helps to take notes on the passage.
Write down only a few words for each idea-not complete
sentences.
• Write your summary from your notes. Don't look at the
original while you are writing. Include a sentence that
sums up the main idea of the article.

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WRITING A SUCCESSFUL SUMMARY

• Use transition signals between sentences as needed.

• Check your summary against the original to make sure
you have used different words but have not changed the
meaning.
• Add an in-text citation at the end of the summary

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Choosing the Best Summary ORIGINAL PASSAGE

Read the original passage and the two

summaries. Then answer the questions.
Bilingualism and Its Advantages
It was once believed that learning to speak two
languages at an early age could create confusion
between them. However, research today indicates
that bilingualism, or speaking two or more
languages, has many advantages. One very
obvious benefit is that individuals who speak
several languages can communicate with more
people.

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Choosing the Best Summary ORIGINAL PASSAGE

Being bilingual also can have a deep impact on how

the brain functions. Research shows that bilingual
children are often better able to learn words, form
rhymes, and solve problems than monolingual
children. Children who are bilingual are adept as
well at categorizing words ("The Advantages of
Being Bilingual"). This is because the brains of
bilingual children, according to experts, are able to
process information with great efficiency. Having to
switch between two languages on a constant basis
seems to help these children develop a capacity to
focus and ignore distractions. At the same time,
they are able to retain information (Cuda-Kroen).
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Choosing the Best Summary ORIGINAL PASSAGE

Sources: Bilingualism has been shown to have advantages for

1. "The Advantages of Being Bilingual." American Speech-Language-
Hearing Association. 2. Bhattacharjee, Yudhijit. "The Benefits of adults as well as children. At St. Michael's Hospital
Bilingualism"-NYTimes.com. 3. Cuda-Kroen, Gretchen. "Being
Bilingual May Boost Your Brain Power": NPR. in Toronto, researchers found that being bilingual
can delay the onset of Alzheimer's symptoms.
Alzheimer's disease, an illness that affects the brain
and memory, seems to progress more slowly in
bilingual adults. This may be because their brains
are better prepared to compensate for changes in
brain function (Bhattacharjee). Based on these and
other findings, it seems clear that being bilingual is
not only beneficial for children. It may also be vital
to a person's health and wellness later in life.

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SUMMARY A

Research suggests that speaking more than one language has many benefits.
First, a person who speaks another language can communicate with more
people. Also, learning another language can help brain development. Bilingual
children are better at learning vocabulary, rhyming, problem solving, and
analyzing words. Experts think bilingual children's brains are better at these tasks
because changing from one language to another helps the brain become better
at focusing. Being bilingual also has an advantage when a person is older.
Researchers in Toronto found that Alzheimer's disease progressed more slowly in
bilingual adults. In conclusion, bilingualism is great for both children and adults.

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SUMMARY B

Being bilingual is advantageous in many ways. Bilingual people can speak to more
people around the world. Children that are bilingual are smarter, too. They can
learn words, rhyme, and problem solve better than monolingual children. Their
brains process information better because they have to go back and forth
between languages. Being bilingual is also good for adults and helps stop
diseases such as Alzheimer's.

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Questions
about the
Summaries
1. Which summary is better? Why?

2. Which summary contains an idea that

was not in the original passage?

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Questions
about the 1. Which summary is better? Why?
Summaries Summary A because it has all the important

ideas and nothing extra

2. Which summary contains an idea that was

not in the original passage?

Summary B

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 You have learned that knowing and using a variety of synonyms can help you
to avoid repetition in your writing and to add interest and nuance to it. You
Applying Vocabulary: have also learned that synonyms can have slight variations in meaning or
connotation, and that you therefore need to be careful about which synonyms
Using Synonyms you choose to include in a particular passage. Reference works such as a
dictionary and thesaurus can be helpful guides when you need to find a
synonym or to confirm a synonym's precise meaning.
Using Synonyms

Write synonyms for the words. You will see these words again in your Chapter 3
Writing Assignment. Use a dictionary or thesaurus as needed.

‫ـــــــــــــــــــــ‬ 1. technology
‫ـــــــــــــــــــــ‬ 2. software
‫ـــــــــــــــــــــ‬ 3. languages
‫ـــــــــــــــــــــ‬ 4. communicate
‫ـــــــــــــــــــــ‬ 5. revive

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 You have learned that knowing and using a variety of synonyms can help you
to avoid repetition in your writing and to add interest and nuance to it. You
Applying Vocabulary: have also learned that synonyms can have slight variations in meaning or
connotation, and that you therefore need to be careful about which synonyms
Using Synonyms you choose to include in a particular passage. Reference works such as a
dictionary and thesaurus can be helpful guides when you need to find a
synonym or to confirm a synonym's precise meaning.
Using Synonyms

Write synonyms for the words. You will see these words again in your Chapter 3
Writing Assignment. Use a dictionary or thesaurus as needed.

electronic tools 1. technology

programs 2. software
tongues 3. languages
speak 4. communicate
reawaken 5. revive

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Applying Vocabulary:
Using Synonyms

On a separate sheet of paper, write four pairs of

sentences with the words from Part A. Include
one of the given words in the first sentence of
each pair and its synonym in the second sentence.

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 WRITING ASSIGNMENT
Your assignment for this chapter is to write a one-paragraph summary of an article entitled "How Technology Aids Language."
Use the summary models on pages 66-67 to help you.
The reading that you will summarize for this assignment can be found in Appendix A: Chapter Readings, on page 279. To
complete the assignment, first read the article. Then follow the steps in the writing process.

Prewrite STEP 1: Prewrite to get ideas.

After you have read the article on page 279 in Appendix A once, reread it several times
until you are sure that you fully understand its meaning. Underline important points.
• Make notes on a separate sheet of paper. Summarize the author's
main idea in your own words at the top.
• Then list the other important points, changing vocabulary words
wherever possible. Write down only a few words for each point.
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 WRITING ASSIGNMENT

Organize STEP 2: Organize your ideas.

• Review your list of important points. Arrange them in a logical order. Which point will you
discuss first in your summary? Which will you discuss second? Ask yourself whether each
point on your list is essential to understanding the article. If a reader could understand your
summary without that point, then it may be a detail that you could leave out.

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WRITING ASSIGNMENT

Write STEP 3: Write the first draft.

• Write your summary from your notes. Don't look at the original while you are
writing. . Sum up the main idea of the article in your paragraph's topic sentence, using
your own words.
• Use transition signals between sentences as needed.
• Check your summary against the original to make sure you have used different
words but have not changed the meaning. Add an in-text citation at the end of the
summary.
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 WRITING ASSIGNMENT

Revise STEP 4: Revise the draft

• Ask yourself whether someone who has not read the original text could understand your
summary. Remember that a summary should be brief and focus only on the most important
points. Is there anything you want to leave out of your summary? If so, delete that word,
detail, or sentence.
• Make notes in the margin about anything you want to improve.
• Ask a classmate to read and give you feedback on your first draft using the Chapter 3 Peer
Review on page 325. Discuss your classmate's suggestions and decide which ones to take.
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 WRITING ASSIGNMENT

Proofread STEP 5: Edit and proofread the draft.

• Make sure that you have identified all of the changes you want to make in content and
organization. Then review your summary for errors in format, mechanics (capitalization,
punctuation, and spelling), grammar, and sentence structure. Use the Chapter 3 Writer's
Self-Check on page 326 to help you. When you find an error, make a note on your paper
using the correction symbols from Appendix D on pages 309–311.

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WRITING ASSIGNMENT

Write STEP 6: Write a new draft.

. In your new draft, include the changes you identified in Steps 4 and 5.
• Proofread your new draft again carefully. Make sure it is neat and error free.
• Hand in your summary to your teacher.

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 SELF-ASSESSMENT

In this chapter, you learned to:

 Cite sources of outside information used for reference o Use direct
and indirect quotations as supporting details
 Correctly paraphrase information from outside sources
 Summarize outside sources used as support
 Write, revise, and edit a summary of an article about language
Which ones can you do well? Mark them ✓
Which ones do you need to practice more? Mark them 

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EXPANSION TIMED WRITING

In this expansion, you will write a one-paragraph summary of a

reading. You will have 45 minutes to complete the expansion in
class. You will need to budget your time accordingly. Follow this
procedure.
1. Read the passage "The Challenge of Many Languages" on page
280 in Appendix A. Underline the points that you think will be
most important to use in your summary
(15 minutes)

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EXPANSION TIMED WRITING

1. Read the passage "The Challenge of Many Languages" on page

280 in Appendix A. Underline the points that you think will be
most important to use in your summary
(15 minutes)
When multiple languages are spoken within one political boundary,
there are inevitably political and social consequences.

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EXPANSION TIMED WRITING
2. Write a topic sentence for your summary that includes the main
idea of the passage. Make sure to paraphrase. (5 minutes)
3. Write your summary. Be sure to include only the most
important points, use paraphrase, connect ideas with appropriate
transition signals, and include a citation. (20 minutes)
4. Check your paragraph for errors. Correct any mistakes. (5
minutes)
5. Give your paper to your teacher.

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EXPANSION TIMED WRITING
2. Write a topic sentence for your summary that includes the main idea of the
passage. Make sure to paraphrase. (5 minutes)
The children of immigrants lost the ability to speak their parents'
language fluently.
3. Write your summary. Be sure to include only the most important points, use
paraphrase, connect ideas with appropriate transition signals, and include a
citation. (20 minutes)
Hindi is spoken by more people than any other language, but no
language in India is spoken by a majority of the population. Non-
Hindi speakers don't want the Hindi language to become the
national language.

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RESPONDING TO A READING

In Chapter 2. you learned to respond to a reading using your

opinion. Now, you will again respond to a reading, but this time
you will use your skills at quoting, paraphrasing, and summarizing
to make sure that your ideas are closely connected to the ideas in
the reading.

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RESPONDING TO A READING
Reread "The Challenge of Many Languages" on page 280 in Appendix
A, a passage that you previously summarized in your Chapter 3 Timed
Writing. Your assignment is to write a response to the text. Explain
whether you believe that an ideal society should be monolingual (in
which everyone speaks only one language) or multilingual (in which
people speak more than one language). Use information from the
reading to discuss your view. You can use quotes, paraphrases, and a
summary of ideas from the reading to support your ideas.

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