Heidi Wright
Ohio State University
Ohio TESOL 2010
How to put a quotation, a paraphrase or a summary into your paragraph.
1. Write your idea first.
2. Put a lead-in or signal phrase to announce that you took some
information from an outside source. --- Author (date) or “Article Title”
3.Write the quotation, paraphrase or summary.
It should- add an example,
- give extra information about your idea,
- give an important fact, example or statistic that makes your idea stronger
- show that someone important agrees with you.
4. Add the page (p.) or paragraph number (para. ) if you need it.
It is needed for “Quotations” , but not for Summary and Paraphrase.
Remember to add the date, too, if you didn’t use it in the lead-in.
5. Explain the importance of the outside information or comment on it.
-The author makes it clear that…/ This shows that.../ This means that…
-This is surprising / important / unfortunate / beneficial ---- because….
6. Continue writing using your ideas.
IF YOU PUT YOUR “Q” WHERE THE EXAMPLES USUALLY GO, IT WILL HELP YOU
MAKE THE SANDWICH.
IMPORTANT REMINDERS:
1. The more specific or vivid your info is the more believable/convincing/powerful it is. If
the quotation doesn’t make you say “wow,” paraphrase it.
2. Make sure you don’t use too many quotations, summaries, paraphrases and facts.
This is boring, and teachers want your ideas and words.
***************Remember the 20% them/ 80% you rule.******************************
3. Generally it is not a good idea to end a paragraph (except for the conclusion) with a
quotation, fact or example. You need a concluding sentence to end each paragraph.
REMEMBER: THE “THREE WORD RULE”: if you take three words that are next to
each other from a source you must put “quotation marks” around them.
1
Heidi Wright
Ohio State University
Ohio TESOL 2010
2
More information about how to put a paragraph with sources together
1. Relevant / Related- your quotation, paraphrase or summary must be clearly related
to your topic sentence and the supporting idea that comes before it.
EX: supporting idea: China has a huge population.
Quotation: “In Beijing alone there are 22 million people” (Wang, 2009, p. 2)
2. Logical flow- all the ideas in your paragraph should be in logical order. When
ideas and sources are not organized, it makes it very difficult for the reader to
understand.
3. Necessary- take only as much from the source as you need.
A. Use ellipsis (.../ ....) to cut out sentences or parts of sentences that are not related.
EX: Smith (2005) comments, “Seventy-five percent of students do not eat properly....
They cannot concentrate properly in class” (p. 45).
B. Use brackets [ ] to add important information to sentences or parts of sentences
to make them more clear/ more related.
EX: Jones (2001) explains how “They [international students] must work hard to
meet the challenges posed by the American educational system” (p. 35).
****BE CAREFUL not to change the meaning of the sentence.
Do not change subjects of sentences or add/ remove words like not.
4. 20/ 80 RULE- your paragraph should be 20 percent outside sources and 80 your own
ideas. (Exceptions: background paragraph and literature review paragraph: 90/10).
5. SandwichBefore the source: put your idea and then put the LEAD-IN or SIGNAL
PHRASE- author or title and date and reporting verb. EX: Smith (2005) claims....
After the source: put more APA if you need it and a comment on or an explanation of
the information in the source.
6. Authority- information and opinions from well-known professors from famous
universities, doctors, and scientists can make your paper very powerful. If they are not
extremely well known (like Einstein or Bill Gates) put their place of work next to their
names to make the source seem even stronger.
EX: Pinker (2007), a professor of psychology at Harvard University, writes,…..
Heidi Wright
Ohio State University
Ohio TESOL 2010
3
Synthesis
This word means putting ideas from different places together to create something new.
In writing this means combining other authors’ ideas with your ideas to make you
paragraph more interesting. This paragraph about seatbelts contains one quotation and
one paraphrase.
Driving or riding in a car without using seatbelts can lead to auto accidents. This
is partially because without a seatbelt passengers and animals can move around too
much inside the vehicle. All this movement is very distracting for the driver. According to
National Insurance Agency (2001) “about one fourth of all auto accidents are indirectly
caused by passengers who distract the driver from the task of driving” (para. 10). In
other words, children climbing over the seats and dogs running around in the car can be
a danger to others on the road. Furthermore, when the driver does not wear a seatbelt,
the possibility of having an accident also increases. A seatbelt holds drivers in place so
that they can drive well even during bad conditions like heavy rain or snow. Smith
(2005) explains that without a seatbelt the drivers can fall over, or hit their heads on the
steering wheel or doors. This means that they will be unable to brake or steer properly,
which can result in accidents. Therefore, since a lack of control clearly causes
accidents, seatbelts should be worn to help prevent them.
Heidi Wright
Ohio State University
Ohio TESOL 2010
An Argument Essay with 2-3 sources:
You need at least 2 quotations or paraphrases.
This is an argument essay like our first essay.
A. Introduction paragraph with:
 a hook
 a statement of the topic
 a thesis
 a plan of development
C. 3 body paragraphs (arguments) with:
 A different main idea/topic sentence in each paragraph
 2 different supporting ideas in each paragraph
 2 or more details in each paragraph: explanations, examples, quotations, or
paraphrases
 Concluding sentences
D. Counterargumentrefutation paragraph with:
 The other side’s idea
 A statement that says they are wrong in some way
 A statement that tells why they are wrong
 A Truth statement (This is your real topic sentence)
 2 supporting ideas for your real topic sentence
 At least one example for each sporting idea
 A concluding sentence
E. Conclusion paragraph with:
 A restatement of the thesis
 A brief summary of your main ideas
 A discussion/analysis of the issue (advice/ prediction/ importance of the issue in
society/ request for action)
F. 2 outside sources: Must have 1 “quote” or paraphrase from each source.
 Academic websites, database sources or books
 Sandwich:
o Lead-in/signal phrase before
According to Jones (2008)
o Comment or explanation after This shows…
SEE BACK FOR IMPORTANT APA INFORMATION
4
Heidi Wright
Ohio State University
Ohio TESOL 2010
APA for Argument Essay with 2 sources
A. FORMATTING:
 1 inch margins
 Double spacing
 Arial font -12 point size (my choice)
B. (In-text) citations with:
 Author’s last name (or shortened title if there is no author given)
 Year of publication date (or n.d.)
 Page or paragraph number for quotations, and for paraphrases and summaries
that borrow “three words in a row”
C. References (centered at top of new page)
APA format -choose the best example to fit your source
Alphabetized by author’s last (or title if no author)
Hanging indent
Double spaced
5
Heidi Wright
Ohio State University
Ohio TESOL 2010
6
Student Name
Ms. Wright
Argument Essay #2
Date
Draft 1
Driving our Miss Daisy’s
According to recent statistics the average age of Americans is increasing every
year. By the year 2010, 3.7 percent of the United States population will be eighty years
of age or older (United Nations, n.d.). This may not sound like a lot, but the current
population is about 300 million people (Tolbert, 2006). Three and a half percent of 300
million is 11.1 million people. The advancing age of our population creates a dilemma
for our society: should aged citizens be allowed to drive cars and specifically, what
should be done about people over the age of eighty? Certainly, they are an increasingly
important part of our society, but should they be driving? The answer to this question is
negative. Unless their health and driving skills are checked regularly, people over the
age of eighty should not be permitted to drive themselves because of common agerelated physical, mental and medical problems.
The primary reason that people over the age of eighty should not be permitted to
drive is physical deterioration due to aging. As humans age their bodies begin to slow
down. Their reflexes are not as quick as when they were teenagers and middle aged
adults. This can lead to tragic accidents when drivers fail to use their brakes in time at
crosswalks and red lights or during times of bad weather. In addition, elderly adult’s
limited side vision can cause accidents when older drivers fail to notice drivers wanting
to change lanes on either side of them or children who run into the street. The possibility
for accidents due to physical factors alone should be enough to make us create stricter
laws about who may drive.
Moreover, there are a number of psychological reasons why people aged eighty
and over should not drive. The most serious reason is that many people over this age
are forgetful. According to an article in The Practitioner, “The prevalence of dementia
[forgetfulness] increases exponentially with age, at least until the late eighties, … and so
one should have greater concerns about an octogenarian [80-89 year-old person] than
a young adult” (Fisher & Larner, 2006, p.14). This means that those eighty and over
Heidi Wright
Ohio State University
Ohio TESOL 2010
7
may no longer simply forget where they left the car keys; they forget how to get home
from the local supermarket and may even forget where they live. In addition to the
confusion and fear this causes for the drivers themselves, this loss of memory also
causes unnecessary worry for their family members and police officers who must try to
locate them and bring them home safely. It also angers other drivers who must wait
more or less patiently while elderly drivers drive slowly toward intersections trying to
decide whether to turn or not. Because of the dangers and frustrations associated with
memory problems, we must protect octogenarians by not automatically renewing their
driver’s licenses.
In addition to all the problems caused by the normal aging process, people who
have reached the age of eighty often have medical problems. Problems with the heart
and other organs are typical. The Yale School of Medicine Heart Book reports
“Cardiovascular disease—including coronary heart disease, hypertension, heart valve
disease, and rhythm disorders-[become] increasingly common with advancing age
(Young, 1992, p.264). These illnesses make drivers less able to deal with the stress of
driving. For instance, the shock of seeing a child run out in front of the car to chase a
ball could cause a driver with a heart condition to have a heart attack. Furthermore, the
medications that people take for these health problems can have side effects like
drowsiness and hallucinations. Everyone is in danger when citizens drive under these
circumstances.
Opponents of driving age restrictions claim that it is unfair to take away geriatric
drivers’ licenses because it limits their independence and makes them dependent on
family and friends. However, this argument does not give a complete picture of the
elderly’s needs. In fact, people in this age group often complain that they are lonely and
neglected. The truth is that although they want to be independent, they want love and
companionship more. If these people’s licenses are removed, it will encourage people
to take the time to help older relatives and friends get where they need to go advancing
family relationships and friendships. A drive to the doctor’s office can become an
opportunity to share news about community activities and family gatherings. Moreover,
in other countries, the elderly are cared for and respected. In India for example,
relatives see it as a responsibility and a privilege to care for older members of the
family. Our elders in America should not have to seek independence because they feel
Heidi Wright
Ohio State University
Ohio TESOL 2010
8
like they are an annoyance to those people who are closest to them or have to become
independent in order to survive. Instead, we as citizens must do our best to care for
them, which will create better relationships between people and a safer driving
experience for all.
Citizens over the age of eighty possess wisdom and life lessons that are
necessary to help guide our society. However, the physical problems, limited mental
awareness and medical conditions that often accompany the aging process make
driving dangerous for many of them and for others around them. Therefore, there must
be an upper age limit of eighty on driver’s licenses in the United States. After that it
would be wise to test drivers every two years to determine if they still have the skills and
health necessary to drive a vehicle safely. Furthermore, we as a society must learn to
think about this issue and the elderly differently. This is not simply about protecting
pedestrians and other drivers from elderly drivers, or protecting elderly drivers from
themselves. The real problem is the low status that the elderly have in our society.
Truly, these people should not have to drive. If the elderly were given the respect and
care they deserve, they would not need to drive because other members of society
would be happy to drive them.
References
Fisher, C.A.H. & Larner, A.J. (2006, June 29) The care of the elderly-FAQs: Memory
loss. The Practitioner. Retrieved from http://www.lexisnexis.com
Tolbert, M. (2006, December 11). Nation’s population to reach 300 million. U.S.
Census Bureau News. Retrieved January 16, 2006 from
http://www.census.gov/Press-Release/www/releases/archives/population/
007616.html.
United Nations (2003) World Population Prospects: The 2002 Revision Population
Database. (n.d.). Economic and social data ratings: Population and family.
Retrieved January 16, 2007 from http://dataranking.com/
table.cgi?LG=e&TP=po01-2&RG=6
Young, L. H. (1992). Heart disease in the elderly. In B. L. Zaret, M. Moser, and
L. S. Cohen, (Eds). The Yale University School of Medicine Heart Book.
(pp. 263-272). Retrieved from http://www.med.yale.edu/library/heartbk/
Heidi Wright
Ohio State University
Ohio TESOL 2010
The Research Paper
*** The research proposal will be due
***The first draft of the paper will be due
***The final draft of the paper will be due
The topic for this term is ALTERNATIVES. Consider…
 Alternative sources of energy to make electricity
 Alternative sources of fuel for transportation
 Alternative sources of food or ways to produce / protect food
 Alternative sources of raw materials needed to make common products (ex.
paper goods)
 Some ideas:
o nuclear power, hydroelectric power, wind power, solar energy, biodiesel,
ethanol
o electric or hybrid cars
o raising iguanas, insects and/or ostriches for food
o herbal or homeopathic medicine
o organic farming or organic pesticides
1. It will be an argument essay like the other essays we have written.
A. You will have an introduction paragraph with:
 a hook
 a brief discussion of the topic
 an argumentative thesis
 a plan of development
B. You will have a background paragraph that contains: Facts Only.
 Definitions – what is it?
 How does it work? What elements is it composed of?
 What is its history? (When did it begin? Who invented it? Where did it come
from? How has it changed over time?)
 When did the topic become part of a controversy? Why?
 Who is involved? (Which governments or groups of people?)
 What do the two sides think should be done about the controversy?
PUT THE SIDE THAT AGREES WITH YOUR THESIS LAST.
C. You will have 4-5 body paragraphs (arguments) with:
 A different main idea in each paragraph
 At least 2 supporting ideas in each paragraph
 Details: explanations, examples, quotations, paraphrases/summaries and/or
 Concluding sentences
 One body paragraph must use counterargumentrefutation
9
Heidi Wright
Ohio State University
Ohio TESOL 2010
D. You will have a conclusion paragraph with:
 A restatement of the thesis
 A brief summary of your main ideas
 A discussion/analysis of the issue with: (choose 2 or more)
o advice/ prediction/ importance of the issue in society/ request for action
The research paper must use APA format
2. PARTS OF AN APA TERM PAPER
The paper must contain:
 A title page
 An abstract
 An outline
 5 to 7 pages of written text (Not 4.5 pages and not over 9 pages)
 A References page
APA also requires:
A. FORMATTING:
 Headers on all pages containing a shortened title and page number
 1 inch margins
 Double spacing
 Arial font -12 point size (my choice)
B. (In-text) citations with:
 Author’s last name (or shortened title if there is no author given)
 Year of publication date (or n.d.)
 Page or paragraph number for quotations, and for paraphrases and summaries
that borrow “three words in a row”
C. References (centered at top of new page)
APA format -choose the best example to fit your source
Alphabetized by author’s last (or title if no author)
Hanging indent
Double spaced
*** 5 or more sources/ references
Note: One of your summary/response essays, a research proposal with five/ ten
references and comments will also be related to your research essay topic.
10
Heidi Wright
Ohio State University
Ohio TESOL 2010
What goes in a background paragraph?
11
( For Undergrads)
A background paragraph is where you explain general information about your topic that
your reader needs to know. It does not argue your idea or give your opinion. It only
gives facts.
If you have a lot of information, you might want to divide it into 2 or more paragraphs.
A.
Definition – what is it? (Solar energy is…)
B.
How does it work? What parts does it have?
C.
What is its history? When did it begin? Who invented it? Where did it come from?
How has it changed over time?
D.
When did it become part of a controversy? Why?
E.
What is the controversy about?
- who is on each side (important people or groups)
- what do they think/ believe about the topic?
HINT: Talk about the side that agrees with your idea last in E so that it will connect to
your argument paragraphs well.
REMEMBER:
You got these facts from an outside source. You paraphrased them, summarized them
or quoted them, so write your sources. (Author, date, p. or para.)
You do not always need a lead- in (Smith claims, etc) for information in your
background paragraph, but you do always need APA.
You do not need to explain why the information/ quotations you present in a background
paragraph are important. (You don’t need: this means, this shows etc.)
If you put some of this information in your introduction, you do not need to write it again.
Heidi Wright
Ohio State University
Ohio TESOL 2010
12
Background Paragraph and Literature Review Paragraphs for Graduate Students
B. You will have a background paragraph that contains:
General information about your topic that your reader needs to know. It does not argue
your idea or give your opinion. It presents facts. If you have a lot of information, you
might want to divide it into 2 or more paragraphs.




C.
Definitions – what is it? (Aesthetics is…. Bilingualism means…)
How does it work? What elements is it composed of?
What is its history? When did it begin? Who invented it? Where did it come from?
How has it changed over time?
When did the topic become part of a controversy? Why?
You will have a literature review paragraph that will also contain only outside
information: Specifically, it will give the opinions of people who have written
about the controversy in academic sources.






Who first began writing about this issue?
Who is on each side of the issue?(Camps of thought or Periods of time)
What does each group or time period think/ believe about the topic/controversy?
o Mention the groups or time periods first.
o Then use quotations// paraphrases from scholars who represent each
group well.
What solutions does each group period offer to solve the issue?
What do people think now?
How is this related to your thesis?
REMEMBER:
You got these facts from an outside source. You paraphrased them, summarized them
or quoted them, so write your sources. (Author, date, p. or para.)
You do not always need a lead- in (Smith claims, etc) for information in your
background paragraph or literature review, but you do always need APA.
You do not need to explain why the information/ quotations you present in a background
paragraph are important. (You don’t need: this means, this shows etc.)
If you put some of this information in your introduction, you do not need to write it again.
Heidi Wright
Ohio State University
Ohio TESOL 2010
13
RESEARCH Essay Evaluation
Name:_________________________________ Date:_____________________________
Content 65%
First Draft
Final Draft
Abstract: clearly summarizes thesis and main ideas
_________
___________/5
Thesis: Appropriate for type of essay, clear
Plan indicates essay organization.
_________
_________ /5
Introduction and Conclusion:
Relevant, logical introduction w/ hook, explains issue
__________
_________ /5
__________
_________ /5
Relevant, logical conclusion w/ summary
& concluding strategy/analysis
Background Paragraph and Literature Review:
BG: contains only facts and LR: only others’ opinions
Ideas are clear, sufficient information
Quotation, paraphrase and summary used well
Body Paragraphs:
Sufficient details and examples to fully
support thesis and topic sentences,
no repetition of ideas, ideas are clear
quotations and/or paraphrases used well
CAR paragraph well-developed
concluding comments included
Organization:
Topic sentences clear, connected to thesis
Good focus, support clearly related to thesis
Logical order of ideas & paragraph division
Transitions used correctly
__________
___________
_________ /10
__________ /20
___________
__________ /15
____________
__________ /15
Vocabulary: diverse, uses academic language,
effective word choices, correct word forms
____________
___________ /5
Mechanics: Correct use of indentations, spelling,
punctuation (fragments, run-ons) word division
capitalization
___________
___________/5
APA format-pages, (in-text) citations & references
___________
___________/10
Form 35%
Simple sentence construction: few errors
(subject/verb agreement, verb tenses,
word order, modals, sing/plural forms,
negative, gerund/ infinitive, parallelism)
AND
Compound & Complex sentence construction :
sufficient amount used, few errors
(noun, adverb, adjective clauses,
dependent clauses, coordinate conjunctions)
TOTAL:
__________/100
Heidi Wright
Ohio State University
Ohio TESOL 2010
14
Further Reading
Bikowski, D. & Cooper, A. (2007). Writing at the graduate level: What tasks do professors actually
require? Journal of English for Academic Purposes 6(3),206-221
http://www.elsevier.com/wps/find/journaldescription.cws_home/622440/description#description
Cavusgil, S. (2008) Academic writing courses should focus on paragraph and essay development. In J.M.
Reid (Ed.) Writing myths: Applying second language research to classroom teaching.(pp.140158). Ann Arbor: University of Michigan Press.
Ferris, D. (2008) Students must learn to correct all their writing errors. In J.M. Reid (Ed.) Writing myths:
Applying second language research to classroom teaching.(pp.90-114). Ann Arbor: University of
Michigan Press.
Folse, K. (2008). Teaching vocabulary is not the writing teacher’s job. In J.M. Reid (Ed.) Writing myths:
Applying second language research to classroom teaching.(pp.1-17). Ann Arbor: University of
Michigan Press.
Furukawa, J. M., Sumpter, K & Cohen, N. (1978 August) Chunking method of teaching and studying: II.
Paper presented at the Annual Meeting of the American Psychological Association ,Toronto,
Canada, Retrieved from http://www.eric.ed.gov.proxy.lib.ohio-state.edu/
Hammond, J., Ed.(2001). Scaffolding: Teaching and learning in language and literacy education.
Retrieved from: http://www.eric.ed.gov.proxy.lib.ohio-state.edu/
Horowitz, D. (1986). What professors actually require. TESOL Quarterly 20 (3), 445-462.
http://www.tesol.org/s_tesol/seccss.asp?CID=632&DID=2461
Hyland, K. (2003). Genre-based pedagogies: A social response to process. Journal of Second Language
Writing 12,1 17-29 http://www.jslw.org/
Hyland, K. (2004) Disciplinary discourses: Social Interactions in academic writing. Ann Arbor University of
Michigan Press.
Krashen, S. D. 1981. Principles and practice in second language acquisition. London: Prentice-Hall
International (UK) Ltd.
Martin, M. A.(1978) The application of spiraling to the teaching of grammar. TESOL Quarterly 12, (2),
151-61. http://www.tesol.org/s_tesol/seccss.asp?CID=632&DID=2461
McBride,S.D. & Dwyer, F. M. (1982, May). The effects of organizational chunking and retrieval strategies
in facilitating learning and recall of cognitive learning tasks. Paper presented at the Annual
Meeting of the Association for Educational Communications and Technology, Research and
Theory Division, Dallas, TX. Retrieved from: http://www.eric.ed.gov.proxy.lib.ohio-state.edu/
Melzer,D. (2009) Writing assignments across the curriculum: A national study of college writing. College
Composition and Communication, 61(2) ,W240-W261. http://www.ncte.org/cccc/ccc/
Pechua, H. (2007) Students’ attention span-Where has it gone? Retrieved July 25, 2010 from
http//:www.herbertpuchta.com/page/handouts/ETAS_Conference_2007/
Attention_span_ETAS.pdf