Script 16

Drawing up an outline allows you to see at a glance how each of the paragraphs perfectly fits into the larger picture. When looking at your paragraphs from this perspective, you can easily shift around the order to see how reorganization might be better. Remember that each paragraph in the essay should support the position or convincing argument of your paper.

As you're shifting paragraphs around (maybe like you would a Rubik’s cube), you will probably begin to wonder what the best arrangement really is. In general, put what you want the attentive reader to remember either first or last, not in the middle. Studies in rhetoric have shown the readers remember least what is presented in the middle of an essay. Hence, the middle is where you should probably put your weaker arguments and weaker counterarguments.

Some writers urge a climactic arrangement, one that works up to your strongest point, which is delivered as a kind of grand finale. Another successful arrangement is the inductive argument, in which you build up the evidence first, and then draw conclusions. A problem-solution format involves presenting the problem first and then outlining the solution – this works well for some topics because it is a soft version of the scientific method. Whatever your choice, choose an arrangement that absolutely presents a clear, logical argument.

(http://www1.aucegypt.edu/academic/writers/outline.htm)

Unit 4 Direct quotation Script 17

The purpose of using direct quotation is to show the writers exact words. Therefore, you must copy the passage word for word. Do not make any changes to the text. To indicate that the passage is a direct quotation, use punctuation rules. Pay close attention to the use of capitalization and the placement of punctuation marks.

Once you have learned how to correctly punctuate direct quotations, it may become tempting to use them a great deal. However, direct quotations are used sparingly in academic writing.

(Leonhard, B., (2003) Discoveries in Academic Writing, University of Missouri-Columbia)

Paraphrasing Script 18

Rules for Effective Paraphrasing

Peter: Well, Alice, lots of helpful advice here…

Alice: Do you mean this article «Rules for Effective Paraphrasing»?

Peter:Quite so. Listen to the first one: refer to the author and text whenever you paraphrase from a source.

Alice: So, it should be written: according to + author's name + in + name of source/text + main clause. Am I right?

Peter:Absolutely!

Alice: And, have a look! It is written here: Do not say "I think . . ." or use other wording to imply that an idea that came from a specific source is your own opinion. Do not claim the author's ideas as your own even if you agree with the author.

Peter:The author of the article advices: research and take notes carefully; do not misuse the sources. Take notes in your own words (e.g., outlines), summarize, and keep accurate records of each source (author[s], title of publication, and page numbers).

Alice: Yes, that’s really a good piece of advice! But, I think, it’s more important to copy the material in the proper way. If you copy anything word for word, use quotation marks, copy accurately, and acknowledge the source accurately.

Peter: And what’s more important – to maintain the original meaning of the passage.

Alice: So, you mean the writer should be accurate?!

Peter: Quite so. And he is to keep the same tone: serious, humorous or sarcastic.

Alice: And what about ideas of your own? I think one should not add his own ideas, examples, details, or other forms of support to a paraphrase or summary.

Peter: That’s right! Do not try to follow the original text word for word. Get the general idea and put it in your own words. Put the text out of sight! That may help prevent you from copying or paraphrasing too closely.

Alice: The point is that if you truly understand the text, you will have less trouble paraphrasing than if you do not understand the text.

Peter: I agree with you. Now, I think, we know rules for effective paraphrasing much better.

Alice: Quite so!

(Based on Leonhard, B., (2003) Discoveries in Academic Writing, University of Missouri-Columbia)