Week 3

Front 1

Effective paragraph transitions signal to reader

Back 1

how 2 consecutive paragraphs relate to each other

Front 2

the transition signals the relationship between

Back 2

the new information and the old information

Front 3

the new paragraph might

Back 3

elaborate on the idea presented in the previous paragraph

-introduce a related idea

-continue a chronological narrative

-describe 1 problem with the idea presented in the previous paragraph

-describe 1 exception to the idea presented in the previous paragraph

-describe 1 consequence or implication of the idea presented in the previous paragraph

Front 4

the first body paragraph, after the introduction, is the only paragraph without

Back 4

a transition

Front 5

Transitional cue

Back 5

helps the relationship between 2 paragraphs to be more clear

Front 6

transitional terms "still" and "remains" helps the new paragraph

Back 6

demonstrate the phenomenon described in the previous paragraph

Front 7

Transitional term "also" helps the new paragraph

Back 7

provide another example of the phenomenon described in previous paragraph

Front 8

Transitional term "but" signals that the new paragraph

Back 8

will challenge the assumption described in the previous paragraph

Front 9

Transitional term "makes a similar point" signals that the new paragraph

Back 9

will further explore the idea expressed in the previous paragraph

Front 10

effective paragraph transitions signal

Back 10

relationships between the paragraphs

Front 11

critical readers need to challenge the way

Back 11

that numbers and images present themselves to us as merely facts

Front 12

Statistical info often

Back 12

changes as it moves from 1 source to the next

Front 13

Every photographic image begins with

Back 13

choices, such as what to include in the frame

Front 14

Juxtaposition implies

Back 14

that the image depicts a reaction to the situation described in text

Front 15

When encountered with numerical and visual info ask

Back 15

how might the data or image have been presented differently

-what are the implications of presenting it in this way

Front 16

visual elements in an academic essay are used to

Back 16

assist communication

Front 17

Goal of the visual is to

Back 17

convey information that is more efficiently or effectively communicated visually that with text alone

Front 18

use of visuals varies

Back 18

across disciplines

Front 19

types of visuals

Back 19

table

pie chart

bar chart

line graph

images

Front 20

table

Back 20

organizes info into rows and columns allowing for swifter mental processing of data that might be possible in a descriptive paragraph

Front 21

pie chart

Back 21

illustrate proportions of a whole

Front 22

bar chart

Back 22

are good for illustrating comparisons

Front 23

line graph

Back 23

are good for illustrating trends or changes overtime

Front 24

images

Back 24

illustrate details that would be difficult to communicate with text alone

Front 25

2 types of people

Back 25

those that don't know the generally accepted practices of using sources

-Those that do know the guidelines but don't care

Front 26

One of the fundamental ideas of rhetoric is that speakers/writers/composers shape what they say/write/create based on

Back 26

what they want to do, where they're publishing it, and what they know about their audience/readers

Front 27

Also included in rhetoric is

Back 27

introducing quotations

citing paragraphs clearly

Front 28

Annoyances with quotations and citations

Back 28

dropping in a quotation without introducing it first

-starting or ending a paragraph with a quotation

-using too many quotations in a row

-failing to integrate a quotation into the grammar of the proceeding sentence

-no connection between the 1st letter of a parenthetical citation and the 1st letter of a works cited entry

-dropping in a citation without making it clear what info came from that source

Front 29

How to set up a quote

Back 29

prepare

-quote

-analyze

Front 30

If you want to use a quote to cite a fact consider

Back 30

paraphrasing or summarizing the source material

Front 31

reasons to quote

Back 31

you want to draw attention to the source's particular phrasing

-you want to respond to something you agree or disagree within the source

Front 32

Works cited entry starts with Brooks

Back 32

use Brooks in the essay text

Front 33

A citation that only lists a title

Back 33

use title in text

Front 34

A citation that only lists a pg number

Back 34

author or title must be mentioned in surrounding text elsewhere

Front 35

A quotation without a citation at all

Back 35

Authors name is nearby

Front 36

Patchwriting

Back 36

used to describe writing that blends words and phrases from sources with words and phrases we came up with ourselves

Front 37

When you synthesize sources, you

Back 37

you make connections and shape your findings into an argument or response to a question

Front 38

Ways in which synthesizing brings together ideas and generates new knowledge

Back 38

How do the sources speak to your specific argument or research question

-how do the sources speak to each other

-where are there, or aren't there, info gaps

Front 39

How do the sources speak to your specific argument or research question

Back 39

explain how specifically each source supports your central claims or suggests possible answers to your question

Front 40

Does the source provide

Back 40

essential background info or definitional foundation

-numerical data that supports 1 of your points or helps you answer a question you have posed

-a theory that might be applied to some aspect of your project

-a recognized expert's insights on your topic

Front 41

How do the sources speak to each other

Back 41

sometimes you will find explicit dialogue between sources

-sometimes you will need to bring your sources into dialogue

Front 42

With how your sources speak to each other, begin by asking

Back 42

what are the points of agreement

-where are there disagreements

Front 43

Where is the available info

Back 43

unreliable

-limited

-difficult

Front 44

Unreliable info

Back 44

might be hard to trace back to primary source

Front 45

Limited info

Back 45

based on just a few cases or just 1 geographical area

Front 46

info difficult for non-specialists to access

Back 46

written in a specialist language

Front 47

3 general approaches we can use in order to blend a quotation into our writing

Back 47

1. announcing a quotation

2. treat the quotation like dialogue and introduce the author beforehand

3. incorporate the quotation directly in your own sentence

Front 48

Jones argues persuasively in support of smoke free public buildings: "The...

This is an example of

Back 48

Announcing a quotation

Front 49

Jones writes,

This is an example of

Back 49

treating the quotation like dialogue and introducing the author beforehand

Front 50

The is changed in [t]he is an example of

Back 50

incorporating the quotation directly into your own sentence

Front 51

In eating and drinking establishments, second-hand smoke "is three times the rate of private residences"(Jones 73)

This is an example of

Back 51

paraphrasing part of the quotation and just using a small version of the original wording