As he Himself Puts It

Quoting always seemed tedious to me. I understand the importance, showing that an expert or at least another person in the world shares your point of view, but finding that one quote that would fit the thesis perfectly, bores me to no end. I try to find quotes that don’t need much explanation, which isn’t always the best thing, but, it doesn’t take that much effort, and when I’m writing a paper, I want it as effortless as possible.

So, needless to say, I never caught on to introducing quotations or putting my interpretations of them right before and after the quote. It seemed that if I had chosen the right quote, an explanation wouldn’t be needed. However, no one’s corrected my quoting methods before, so I assumed that I was doing everything right. Yeah, it was just lazy teaching, and I was doing it wrong.

This chapter really simplified what I was supposed to do, and even though it will require effort, it’s not as much effort as I originally thought. The resemblance of “…quotations are orphans” not only tickled me greatly, but was able to put into perspective of what I was supposed to do, like the why of it all. It went on to explain which quotes needed to be explained, which was good, because then I can put even less of an effort into a paper.

I hate writing papers, but these articles and chapter don’t make it sound too bad. Unlike the textbooks that I have read in my previous years of school, it seems that this book, even though I have only read the two chapters, actually wants people to learn how to write a decent argument, and not learn enough just to get by. Using quotations doesn’t seem that intimidating anymore, now that I understand what I’m supposed to do.

Her Point is

I’ve never been taught a set way to summarize; my teachers have always said “explain in your own words,” and it was for a reading from a textbook that they didn’t want to read aloud, never for an argument. This chapter, with its structured outline of rules and things to keep in mind, with good and bad examples helped make the information click.

When describing the argument, and how to begin, the chapter used the phrase “entering a conversation.” Upon reading this, I realized that when I’m debating with my friends about a Harry Potter fan fiction, I summarize the story, and use it to my benefit. So when put into that context, summarizing for an argument doesn’t seem so bad. If I use it in speech, why not use it in writing as well?

The examples on “what not to do” were a great help. I’ve noticed that teachers rarely use “bad” examples, probably so no one is embarrassed. But this chapter not only gives examples on the wrong ways of doing things, but how to avoid doing them, and why they’re considered wrong, or bad; like “list summaries,” the chapter explains what they are, why they shouldn’t be done, and how not to do them.

The satirical summary is confusing to me. I understand what they are, but I’m not sure how to do one. But the example of the Daily Show was useful, relating it to something that’s common. However, I think that it might take some practice before I even get the regular summary down, let alone the satirical one. I didn’t realize words mattered that much, but when the right words are put together, I realized that the argument could have much more or an impact. Using words instead like “said,” use words like “emphasized” and the argument won’t be monotonous and boring.

Day of the Dead

Tossing and turning in bed,

With tears streaming down my face,

I can’t help but think about it.

My family is an old one,

And it’s bound to happen.

But going through that pain again,

Knowing another one is lost,

Never to be seen again.

Yes they are still in our hearts,

But what is that worth?

They aren’t here,

And that kills me.

Everyone I have looked up to,

Is gone or going.

It won’t be long until the siblings are left.

To see all the elders age,

Slip away,

Decompose before our eyes,

It tortures me.

There’s nothing that can be done,

And for that I hate the world.

To be so helpless,

Not being able to save,

But just being there in their final moments,

Until the very last breath is taken,

And their spirit slips away,

Leaving behind a sack of bones that look nothing like the owner.

Chapter 30 Researching the Web Wisely

Using the internet for research is becoming more and more common, so it’s probably wise to learn how to use it correctly. Though I’ve been using the internet for years, I wasn’t aware that there were “subject directories,” which is basically a general topic. I suppose it’s like a library, browsing the books by genre, then narrowing down the interest to a specific author, and then down again to a book. I didn’t think that could be done. I always had the mentality “If I don’t know what to look up specifically, I had no business being on the internet,” so browsing by subject is a bit mind blowing. The pictures as well helped and put everything in perspective, and that the book used a common search engine such as Google and not some unknown, bizarre, engine made it even more clear to me.

The chart for what websites are generally reliable could be really useful. Being naturally gullible, I have trouble figuring out fact from fiction on the web, and unless it’s something completely outlandish or about a topic I did previous research on, I’ll believe it. Though by experience I have been able to figure out what a reliable website contains, the chart I think will be a good reference in probably the near future.

Chapter 28 Developing a Search Strategy

I had no idea there were specific ways to do research. I always thought it was a frenzied scramble for information. The Questioning Method-beginning with a broad question, and then by answering sub-questions, narrowing the topic- and the Chaining Method-having a general topic, then by doing some research narrowing the topic- were ones that I normally do, and find most useful.

The types of research were very interesting. I personally, am not a fan of surveying. The questions seem tedious and unreliable for I feel that, in my experience, people lie and only do what’ll give them a good laugh at the end of the day. Observing, also seems unreliable unless it’s done for a while, like over a period of weeks or months. If I observed a playground for one day, and found a child’s behavior interesting, it could be that the child could be in a mood at that particular time or some other factor had changed the child’s usual behavior for that one day. Interviewing I feel depends on the person being interviewed. Due to memory loss, short attention spans, the answers are sometimes faulty, but that is once again, in my experience. The note taking example however seemed like a good idea, though I never would have thought to put the person’s actions with the things being said. With this paper in mind, I don’t think it’s of any consequence whether the person I interview, if I interview, taps his or her fingers, but I can see when interviewing for something more professional, it could be useful.

I had experience with the types of bibliographies, although I was unaware that there were other documentation styles other than MLA and APA and whatever one used depends on the subject matter. I wonder how they all differ, and why the difference? Why not one general style? And why were most students taught MLA format but not the others? Isn’t it important to learn the other types of documentation styles? The teachers of middle school and high school don’t expect their students to know what their career is going to be, so shouldn’t they teach all styles to prepare the students for all majors?