There are three ways to integrate sources into a research paper – summarizing, paraphrasing and
quoting.
Summary – A brief objective account, in your own words, of the main ideas in a source or a source
passage. Summaries are shorter than the original text and highlight the most important information/main
ideas.
Paraphrase – A restatement, in your own words, of a passage of text. It is different from a summary as
a paraphrase it taking a specific line from a passage and conveying the same information but in your own
words.
Quote – Using the exact words of a source. This will be your evidence. Use direct quotes when words
are important to maintain or when language is specific.
Short Quotes: Are part of a larger sentence structure and shouldn’t just be dropped but rather
integrated so that your reader doesn’t know where your words end and the quote began.
For Example: Romeo Garcia argues. “Texas A&M football is the best” (63). (floating
or dropped quote)
Long Quotes: For quotes that are more than 3-4 lines long, please indent the quote without
speech marks. However, for this assignment, it will not be necessary to include long quotes.
Introducing Quotes: Signal verbs will allow the reader to acknowledge which information is
coming from who. For example: suggest, assert, argue, indicate, reply, maintain, claims, states,
etc.
Tips for Using Direct Quotes
1. Use direct quotes when you cannot express what your source is stating effectively.
2.
Do not let your quotes to speak for themselves. You do need to explain your quotes and expand on
the discussion. Do not string quotes together. Instead, introduce one source and their
perspective/argument/stance and then introduce another. Explain their significance.
5. Extract those parts of the passage that need quoting, and integrate quotes effectively into your
text.
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Avoid wordy or awkward introductions to a quote:
Choose introductory verbs carefully: Neutral verbs: states, suggests, etc.; Attitude verbs:
argues, claims, etc.
Combine quotes with a paraphrase or analysis:
Things to Remember
Exigence: The Matter and Motivation of the Discourse
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What is the discourse about?
Why is the discourse needed?
What should it accomplish?
Rhetor(s): Those People, Real or Imagined, Responsible for the Discourse and Its Authorial Voice
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Situations can involve multiple rhetors.
Audience can influence the rhetor - think about when you sit down to write for different
audiences.
Audience: Those People, Real or Imagined, with Whom Rhetors Negotiate through Discourse to
Achieve the Rhetorical Objectives
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Many levels, many identities,
Audience is dynamic
Primary audience / Secondary audience
Constraints (+) (-): Factors in the Situation's Context that May Affect the Achievement of the
Rhetorical Objectives
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CONTEXT
Working either for or against the rhetor's objectives
"all factors in the situation, aside from the rhetor and the audience, that may lead the audience to
be either more or less sympathetic to the discourse, and that may therefore influence the rhetor's
response to the situation" (Grant-Davie, p. 112).
Direct Quotes:
Introduce Source the first time around:
Frederick Williams (1987) wrote, Technology and Communication Behavior, and argued that
technology and communication influence and motivate individual behavior amongst society
members (summary).
Second time around:
Beginning with the first word of the sentence: According to (signal phrase) Williams (1987),
“The nature of work is changing as many types of employment involve more information work”
(p. 38).
Beginning with the second and on word of the sentence: According to (signal phrase) Williams
(1987), “…the nature of work is changing as many types of employment involve more
information work” (p. 38).
Direct Quotes: No Signal Phrase
No authors name: Modern society is ever evolving due to advancements in technology that have
effectively improved the way we communicate, and, “The nature of work is changing as many
types of employment involve more information work” (Williams, 1987, p. 38).
Paraphrases: Your Own Words
Modern society is ever evolving due to advancements in technology and has effectively improve
the way we communicate and exchange information, and has also influence the work
environment today (Williams, 1987).
Introducing formally (first time): One member of the NRA, Robert Freeman (2006)
wrote, “Was the Atomic Bombing of Japan Necessary,” and argues (signal verb) as
a whole that the bombing was necessary to maintain the dominant image of the U.S.
(summary of the text)
Direct Quote: According to (signal phrase) Freeman (2006), he argues, “…atombic
bombs are necessary to ensure safety of the U.S.” (p. 38)/ (para. 4).
Indirect Quote: To ensure the safety of the U.S. atomic bombs uphold dominance
because, “…it scares other nations and threatens their own safety” (Freeman, 2006,
p. 38).
Paraphrases: To ensure the safety of the U.S. atomic bombs uphold dominance
because it reminds other nations and countries who is dominant in the world
(Fremman, 2006).
Navigating Sources
Introduction:
Introduce the idea that debates occur on a national, state, local, and even person level (broadly)
Introduce how some of these debates take place on a sustainability level of either being political,
social, and/or economic.
Define sustainability briefly and what it means to have debates
Provide some examples (briefly)—you will introduce your topics (on the four levels)
Introduce the idea that “texts” disagree with each other on various topics
Introduce how and why “texts” disagree with each other (evidence, ethos, pathos, logos,
rhetorical situations and constituents)
Do not focus entirely on what they are saying but how they are saying it
(statistics/evidence/reason/logic)—use evidence for how they back up statements
How persuasive and/or effective are they
Thesis/Argument: that texts disagree with each other on debatable arguments, and they
incorporate various strategies to effectively convey various messages/arguments
Context: sustainability; levels; political, social, and/or economic; personal interests
Define sustainability according to you
Define sustainability according to two sources
Introduce the four levels, topics, and ties to sustainability
Why are interested in all these topics
National: Tell me your topic
FYI: 4 paragraphs per level; 2 sources per level; 2 sources are making 2 arguments
1st paragraph argument (Source #1—same source) “For”
Topic Sentence: main idea, level, sustainability level, and why its significant
Establish the sources credibility/non-credibility
2nd paragraph argument (Source #1—same) “For”
Topic sentence: introducing the second main idea/argument
3rd paragraph argument (Source #2—same source) “against”
Topic sentence: main idea, level, sustainability level, and why its significant
4th paragraph argument (Source #2—same source) “against”
Topic sentence: introducing the second main idea/argument
State: Tell me your topic
Local: Tell me your topic
Personal: Tell me your topic
Reflection: Make 4 arguments based on the four levels (you can use the “I” here)
Take a side on each level: are you for or against (you do not need any evidence just logic
and reasoning)
Conclusion:
Thesis/argument: That text disagree with each other on debatable arguments, and they incorporate
various strategies to effectively convey various messages/arguments
Provide your examples as discussed in the four levels
Tell me the importance of understanding how sources use different rhetorical strategies
Tell me what you learned from this experience; tell me how this has informed your perspective of
sustainability in writing and as a student