WRITING 4

2017
OBJECTIVES

AT THE END OF THE

SEMESTER THE
STUDENTS SHOULD BE
ABLE TO WRITE A THESIS
PROPOSAL CORRECTLY
CONTENT OF WRITING 4
Meetings Topics Activities Remarks
1ST LEARNING GROUPPING EXPLANATION
CONTRACT
2nd PARAPHRASING PANEL DISC EXERCISES
3RD SUMMARIZING PANEL DISC EXERCISES
4TH QUOTATIONS PANEL DISC EXERCISES
5TH QUIZ 1
6th REFERENCING & PANEL DISC EXERCISES
7th QUESTIONNAIRES PANEL DISC EXERCISES
8th QUIZ 2
9th PROPOSAL WRITING
10th PROPOSAL WRITING
11th PROPOSAL WRITING
12th FINAL
 PARAPHRASING  
•  Rahul  Bhagat∗  and  Eduard  Hovy∗∗  USC  Information  Sciences  Institute  

:  ‘sentences  or  phrases  that  

•  QUASI  PARAPHRASING

convey  approximately  the  same  

meaning  using  different  words.  
 1.USING  DIFFERENT  WORDS  

•  (1)  The  school  said  that  their  buses  seat  40  

students  each.    

•  (2)  The  school  said  that  their  buses  

accommodate  40  students  each.  
 NOT  SYNONYM  BUT  DIFFERENT  
EVALUATION  
•  (3)  The  school  said  that  their  buses  seat  40  
students  each.    

•  (4)  The  school  said  that  their  buses  cram  in  40  
students  each.  
 DIFFERENT  TENSES  NOT  
SYNONYM  
•  (5)  The  school  said  that  their  buses  seat  40  
students  each.    

•  (6)  The  school  is  saying  that  their  buses  might  

accommodate  40  students  each.  
 PARAPHRASING  LEXICAL  
CHANGES  
•  1.  SYNONYM  SUBSTITUTE  

•  (a)  Google  bought  YouTube.  ⇔  Google  

acquired  YouTube.    

•  (b)  Chris  is  slim.  ⇔  Chris  is  slender.  ⇔  Chris  is  

skinny.  

•  2.  ANTONYM  SUBSTITUTE  

•  (a)  Pat  ate.  ⇔  Pat  did  not  starve.  

3.  CHANGE  OF  VOICE  
(a)  Pat  loves  Chris.  ⇔  Chris  is  loved  by  Pat.  
4.  CHANGE  OF  PERSON  
(a)  Pat  loves  Chris.  ⇔  Chris  is  loved  by  Pat.  
5.  PROUNOUN/CO-­‐REFERENT-­‐SUBSTITUTION  
(a)  Pat  likes  Chris,  because  she  is  smart.  ⇔  
Pat  likes  Chris,  because  Chris  is  smart.  
•  6.  REPETATION/ELLIPSIS  

•  (a)  Pat  can  run  fast  and  Chris  can  run  fast,  too.  ⇔  
Pat  can  run  fast  and  Chris  can,  too.  

•  7.  FUNCTION/WORD  VARIATIONS  

•  (a)  Results  of  the  competition  have  been  

declared.  ⇔  Results  for  the  competition  have  
been  declared.  

•  (b)  Pat  showed  a  nice  demo.  ⇔  Pat’s  demo  was  

nice.  
•  9.  Actor/Action  substitution  

•  (a)  I  dislike  rash  drivers.  ⇔  I  dislike  rash  

driving.  

•  Verb/“Semantic-­‐role  noun”  substitution  

•  (a)  Pat  teaches  Chris.  ⇔  Pat  is  Chris’s  teacher.  

(b)  Pat  teaches  Chris.  ⇔  Chris  is  Pat’s  student.  
•  11.  Manipulator/Device  substitution:    

•  (a)  The  pilot  took  off  despite  the  stormy  

weather.  ⇔  The  plane  took  off  despite  the  stormy  
weather.  

•  12.  General/Specific  substitution:  

•  (a)  I  dislike  rash  drivers.  ⇔  I  dislike  rash  
motorists.    

•  (b)  Pat  is  flying  in  this  weekend.  ⇔  Pat  is  flying  in  
this  Saturday.  
•  13.  Metaphor  substitution  

•  (a)  I  had  to  drive  through  fog  today.  ⇔  I  had  

to  drive  through  a  wall  of  fog  today.  

•  (b)  Immigrants  have  used  this  network  to  

send  cash.  ⇔  Immigrants  have  used  this  
network  to  send  stashes  of  cash.  
•  14.  Part/Whole  substitution:    

•  (a)  American  airplanes  pounded  the  Taliban  

defenses.  ⇔  American  airforce  pounded  the  
Taliban  defenses.  

•  17.  Verb/Adverb  conversion  

•  (a)  Pat  boasted  about  his  work.  ⇔  Pat  spoke  

boastfully  about  his  work.  
 EXERCISES  
1.  LANGUAGE  LEARNING  IN  ITS  PATH  TO  GAIN  
IS  ACHIEVED  THROUGH  COMMUNICATION  
2.  A  COOPERATIVE  GROUP  IS  A  GROUP  WHOSE  
MEMBERS  ARE  COMMITTED  TO  THE  
COMMON  PURPOSE  OF  MAXIMIZING  EACH  
OTHER’S  LEARNING.  
3.  THE  TEACHER  BEGAN  TO  TEACH  THE  NEW  
LESSON,  CONTINUED  TO  EXPLAIN  THE  NEW  
TERMS  AND  EXPRESSIONS  
 SUMMARIZING

www.umanitoba.ca/student/academiclearning
 DEFINITION
¡  Buckley (2004)
¡  summarizing as reducing text to one-third or
one-quarter its original size, clearly
articulating the author’s meaning, and
retaining main ideas.
¡  Diane Hacker (2008),

¡ i n A Canadian Writer’s Reference,

summarizing involves stating a work’s
thesis and main ideas “simply, briefly,
and accurately” (p. 62).
¡ t he full sense of the original, but in a
more condensed form.
¡  A summary restates the author’s
main point, purpose, intent, and
supporting details in your own words.
 PURPOSE

¡ to briefly present the key

points of a theory or work in
order to provide context for
your argument/thesis .
 PROCESS
¡ Read the work first to understand the
author’s intent. This is a crucial step
because an incomplete reading could
lead to an inaccurate summary.
¡ Note: an inaccurate summary is plagiarism!
¡ I n your own words, write the thesis and
main ideas in point form.
 PROCESS (CONT)

¡  Decide which points are crucial to an accurate summary of the

author’s work. It is very important that the summary does
not misrepresent the author’s argument.
¡  Edit the summary by deleting extraneous descriptors,
details, and examples.
¡ R eread the original work to ensure that you have
accurately represented the main ideas in your summary.
¡  Opposite to solid essay writing, the goal is to be brief and
general rather than supporting all statements with
facts, examples, or other details.
 PROCESS
¡  IDENTIFY THE T YPES OF ARTICLES:
u E MPIRICAL STUDIES:
u A re reports of original research containing four
distinct sections:
u  the purpose of the study or the problem under
investigation;
u t he methods used;
u  the results; and
u t he conclusion the author makes from the
results,
u  including implications for the field of
practice.
 REVIEW ARTICLES

¡  evaluate studies already published.

¡  You will need to describe:
§  the question or problem being addressed;
§ s ummarize the literature review, which is a
major part of a review article; and
§ d escribe the author’s suggestions for the next
steps in dealing with the problem.
 THEORETICAL ARTICLES

¡ E xamine research literature to assess and or

advance current theory.
¡ T he summarizing process is similar to that for
a review article.
 METHODOLOGICAL STUDIES

¡ F ocus on approaches and analyses of new or

existing methods of conducting research in
comparison to alternative methods
 CASE STUDIES

¡ d escribe work with an individual or

organization to illustrate a problem, indicate a
way of solving a problem, or point to areas of
needed research. Again, your approach will be
similar to 2, 3, and 4 above.
 WHY SUMMARIZING?

¡ i s used to support an argument,

¡  provide context for a paper’s thesis,
¡ w rite literature reviews,
¡ a nd annotate a bibliography
 SUMMARIZE  THE  FOLLOWING  TEXT  
One   of   the   important   issues   in   cooperaAve  
language  learning  as  in  any  other  field  of  educaAon  
is  the  development  of  criAcal  thinking  skills.  Kagan  
(1992)   noted   that   some   authors   suppose   criAcal  
thinking   at   the   same   level   of   focus   as   the   basic  
language   skills   of   reading,   wriAng,   listening,   and  
speaking.   To   think   criAcally   means   to   act   effecAvely  
in   the   changing   world   of   the   21st   century.  
Therefore,   only   conscious   learning   and   resaonably  
acAve   teaching   with   the   focus   on   criAcal   thinking  
skills   might   help   a   learner   to   achieve   posiAve  
results  in  any  field,  foreign  languages  included.  
• QUOTATIONS    
•  hUp://www.cws.illinois.edu/  
THE  CENTER  FOR  WRITING  
STUDIES  (Iowa)  
Princeton  wriAng  center  (2009)  
Thomson  wriAng  Program  
The  wriAng  center  UNC  Chapel  hill  
 
•  A  quotaAon  is  an  exact  reproducAon  of  
another  speaker's  or  writer’s  words  

•  Paraphrase,  is  a  restatement  of  someone  

else’s  ideas  enArely  in  your  own  words  

•  A  summary  is  a  brief  restatement  of  the  

main  points  of  a  longer  work  
 WHY  WE  USE  QUOTATION?  
1.  To  reproduce  disAncAve,  admirable,  or  
felicitous  phrasing-­‐-­‐that  is,  when  a  
paraphrase  would  be  an  inadequate  
representaAon.  
Eg.  I  do  not  wear  my  'heart  on  my  sleeve’  
2.  when  your  source  uses  words  in  a  specialized  
 or  unorthodox  way.  
 eg.  Phoenicium's  leUer  is  "terrible,"  but  they  mean  
 different  things.  
 
 
3.  when  the  speaker  or  writer  is  an  expert  on  
the  subject  or  an  otherwise  famous  person  
whose  specific  words  might  be  newsworthy,  of  
general  interest,  or  add  credibility  to  your  
paper.  
Eg.  Samuel  Pepys  called  Twel%h  Night  "one  of  
the  weakest  plays  that  ever  I  saw  on  the  stage."  
•  4.  to  reproduce  important  statements  of  
informaAon,  opinion,  or  policy.  
According  to  the  Code  on  Campus  Affairs,  "No  
absence  from  class  is  excused.”  
•  5.  to  reproduce  exactly  a  passage  that  you  are  
explaining  or  interpreAng.  
Eg.  Corrigan  refers  to  the  world  of  comedy  as  a  
"protected  realm."  
 
•  The  ulAmate  test  of  whether  a  quotaAon  is  
necessary  or  not  is  this  quesAon:    
does  it  help  support  your  thesis?  
 TO  USE  QUOTATION  
•  use  of  quotaAons:  efficiency  and  grace.  
•  As  a  rule,  introduce  quotaAons  with  a  specific  
reference  to  their  context-­‐-­‐either  events  in  the  
story,  or  ideas  in  the  paragraph.  Never  introduce  
a  quotaAon  with  just  a  line  or  page  number:  
•    Weak:  On  page  219,  Pseudolus  says  he  has  
"eyes  like  pumice  stones."  
•    Be(er:  When  Calidorus  asks  Pseudolus  why  
Phoenicium's  leUer  doesn't  make  him  weep,  
Pseudolus  responds  that  he  has  "eyes  like  pumice  
stones"  (219).  
•    Quote  only  as  much  of  the  text  as  is  
necessary  to  make  your  point.  Don't  quote  
several  lines  to  establish  the  context  of  a  single  
important  line.  Don't  quote  big  chunks  of  the  text  
to  make  your  paper  look  long.  
•    Weak:  Feste's  statement  that  "Foolery,  sir,  
does  walk  about  the  orb  like  the  sun;  it  shines  
everywhere"  (3.1.40-­‐41)  is  an  appropriate  
comment  on  the  other  characters  in  the  play.  
•    Be(er:  Feste's  comment  that  foolishness,  like  
sunlight,  "shines  everywhere"  (3.1.41)  could  be  
taken  as  the  theme  of  Twel%h  Night.    
•  You  can  edit  quotaAons  to  clarify  them,  or  to  
make  them  fit  the  structure  of  your  sentences,  
so  long  as  you  do  not  misrepresent  the  
context  of  the  quotaAon.  
•  You  can  leave  words  out,  marked  by  an  
ellipsis.  
•  You  can  insert  words,  enclosed  in  square  
brackets.  [  ]  
•  You  can  replace  words  with  others,  enclosed  
in  square  brackets.[  ]  
 ACTIVITY  

• QUOTE  5  IDEAS    FROM  YOUR  

JOURNAL  ARTICLE