Most Of Our Projects This Semester Will Ask You To Read ✓ Solved

Most Of Our Projects This Semester Will Ask You To Read

Most of our projects this semester will ask you to read different texts and then integrate these sources into your own writing. This can be challenging. How should you include a quotation in your writing? What is the best way to transition from your ideas to those of another? What method of referencing your sources makes the most sense for the genre in which you are writing?

This activity is meant to help you think through how you can use sources effectively in your own writing. You'll apply these skills, starting with your Unit 1 project. First, read “Annoying Ways People Use Sources” by Kyle Stedman. Then, respond to the following three prompts. The total word count for your written response should be at least 400 words.

Kyle Stedman lists 6 specific annoyances. Choose 3 of them to explain in your own words. Then, describe which of these three you think would be most annoying to a reader and why. Describe your previous experiences working with sources and integrating them into your writing. Is this something you have a lot of practice with or something that you have little/no experience with?

How comfortable do you feel working with different texts and then integrating them into your writing? Why do you think it is important for writers to be able to integrate different sources into their writing? How might this impact their credibility, authority, and/or persuasiveness? Read/skim the first few pages of Chapter 23: Quoting, Paraphrasing, and Summarizing in your textbook (roughly pages ). How should you decide when to quote or when to paraphrase? What connections can you make between the textbook's advice and "Annoying Ways"?

Paper For Above Instructions

In the process of academic writing, effective integration of sources is crucial. Kyle Stedman’s article “Annoying Ways People Use Sources” brings attention to specific annoyances that occur when sources are misused. Among the six discussed annoyances, I will elaborate on the following three: “The ‘I’ll just insert a quote here’ approach,” “The ‘as you can see, I’m credible’ approach,” and “The ‘this is a hard sentence to write’ excuse.” Each of these annoyances can hinder the clarity and credibility of academic writing.

The first annoyance, “The ‘I’ll just insert a quote here’ approach,” refers to the misuse of quotations without proper context. Often, writers insert quotes into their work to support their arguments but fail to provide enough explanation or connection to their claims. This lack of context can confuse readers and make the writing seem disjointed. For instance, if a writer presents a quotation without adequately introducing it or explaining its relevance, the reader may struggle to understand its significance within the larger discourse. In contrast, integrating quotes seamlessly within the text can enhance clarity and strengthen the argument. Effective integration requires writers to present the quote, contextualize it, and analyze it to show its relevance to their argument.

The second annoyance, “The ‘as you can see, I’m credible’ approach,” highlights a common pitfall where writers rely heavily on quotations to establish credibility but fail to develop their own voice. While it’s important to reference credible sources, over-reliance on quotations can lead to a lack of original analysis. Readers may perceive this as an indication that the writer lacks confidence in their ideas or understanding of the topic. Instead of simply inserting a quote to assert credibility, writers should use sources to reinforce their arguments while also demonstrating their analytical skills. By providing original insights and connecting sources to their ideas, writers can maintain their authority and keep readers engaged.

The third annoyance, “The ‘this is a hard sentence to write’ excuse,” reveals how writers can overly depend on sources to navigate complex topics. When faced with challenging ideas, writers may resort to quoting phrases or ideas without attempting to express their own interpretations. This approach may temporarily relieve pressure, but it ultimately deprives the writing of depth. It’s essential for writers to confront difficult ideas head-on and work through their thoughts, even if it requires drafting and revision. By paraphrasing or synthesizing information, writers can create new meaning and contribute their voice to the academic conversation.

Of the three annoyances discussed, I believe that the first annoyance – “The ‘I’ll just insert a quote here’ approach” – is the most frustrating for readers. This annoyance disrupts the flow of writing and leaves readers questioning the relevance of the quotation. It can detract from the argument’s overall coherence and weaken the writer’s credibility if they do not provide sufficient analysis or support for the quote.

Reflecting on my previous experiences with source integration, I recognize that my comfort level with this task has fluctuated. Early in my academic journey, I often faced challenges in integrating sources effectively. It was a learning process that required practice and guidance. Over time, I became more adept at understanding when to quote, paraphrase, or summarize, allowing me to present a more cohesive and persuasive argument. I now understand the importance of integrating sources; it not only lends credibility to my work but also enriches my writing by incorporating diverse perspectives and evidence.

My comfort level with working from different texts has increased as I have recognized its importance for various reasons. Integrating different sources allows writers to create well-rounded arguments and engage their readers effectively. It also enhances credibility as it demonstrates awareness of the scholarly conversation surrounding the topic. When writers carefully select sources and integrate them thoughtfully, they navigate the balance between their original contributions and the voices of others.

According to the advice in Chapter 23: Quoting, Paraphrasing, and Summarizing, deciding when to quote or paraphrase hinges on the writer's purpose. Quoting is appropriate when a source’s exact wording carries particular significance or authority, whereas paraphrasing is beneficial for summarizing broader ideas without losing the original meaning. The connections between Stedman’s article and the textbook’s guidance lie in the understanding that quality integration requires a deliberate choice. Both emphasize the need for clarity and reader accessibility. If a writer chooses to quote, they must articulate its relevance and context, as highlighted in both readings.

In conclusion, integrating sources effectively is a skill that requires practice, awareness, and thoughtful consideration. By addressing the common annoyances identified by Kyle Stedman, writers can improve their academic writing and enhance their readers’ experience. This integration not only bolsters credibility and authority but also fosters a deeper engagement with the text, enriching both the writing process and the reader's understanding.

References

• Stedman, K. (2014). Annoying Ways People Use Sources. Writing Commons.
• Bailey, S. (2018). The Academic Writer's Handbook. University of Chicago Press.
• Graff, G., & Birkenstein, C. (2018). They Say / I Say: The Moves That Matter in Academic Writing. W.W. Norton & Company.
• Hacker, D., & Dowd, N. (2017). A Writer's Reference. Bedford/St. Martin's.
• Booth, W. C., Colomb, G. G., & Williams, J. M. (2016). The Craft of Research. University of Chicago Press.
• Purdue Online Writing Lab. (2021). Quoting, Paraphrasing, and Summarizing. Retrieved from Purdue OWL.
• Williams, J. M., & Colomb, G. G. (2010). Style: Lessons in Clarity and Grace. Longman.
• Harris, M. (2010). Rewriting: How to Do Things with Texts. Wiley-Blackwell.
• Rumsey, E. (2003). The Research Writer: A Guide to Style. Allyn & Bacon.
• Kirk, J. J., & Brawley, K. (2022). The Essentials of Academic Writing. Mason Publishing.