Academic Writing—Merging Two Closely Related Texts into a Summary/Paraphrase (For in-class on 12/21 Class)

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For the 12/21 in-class exercise, each group will work with integrating two closely related texts into one summary and one paraphrase. You will merge the following texts, which can be found in the Unit 2, Part 3 handout.

Group 1:

Texts A and C

Group 2:

Texts B and D

Group 3:

Texts C and D

Group 4:

Texts A and D

Group 5:

Texts A and B

Instructions
1. Designate one reliable person in your group to type and submit your group text to me via email. You may submit this text in the body of an email message.

2. In your summary and paraphrase, please incorporate a signal phrase that includes an APA in-text citation for one of your sources. In addition, include (within your summarized and paraphrased text) in-text citations for both your sources.

3. Using the APA style, create a References list for your two sources.

4. For your reference, please see the text done by Groups 1, 3, and 4, which are marked up with my comments.

5. If you have any questions before Monday's class, please ask. On Monday, I will circulate around the room to help your groups.
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Academic Writing--Summarizing and Paraphrasing (Marked Group Work From 12/14)

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Thank you, Groups 1, 3, and 4 for submitting the results of your in-class group projects that you did in-class on December 14.

We did this particular group project for two reasons:

1. Practice for you.

2. A platform for me to see what you know and what you need to learn yet, so that we can finish up the semester with the solid summarizing and paraphrasing skills you will for next semester, when you will be writing 5- or 6-paragraph persuasive essays.

I have marked each group's work, using Microsoft Word Markup.

I have scanned images of these marked papers and posted them below. I suggest that you study all three papers and my remarks, given that this material will be on your final exam.


Group 1: "Second Officer Resigns" (Text A)

For a larger and more readable view, please click on the image.
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Group 3: "Gay? You're Fired!" (Text C)

For a larger and more readable view, please click on the image.
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Group 4: "Being Outed is a Real Violation" (Text D)

For a larger and more readable view, please click on the image.
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I hope you will find these helpful!
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Academic Writing--Paraphrase (Group 5, Paragraph 5)

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Image of Marked Up Version of Group 5 Paraphrase
(Click on Image for Larger Version)
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The emotion Louise feels after finding out about her husband’s death is called “monstrous joy” (para.12) , and this description fits perfectly her state of mind at its highest intensity and indicates to the reader that the most important thing for Louise is her freedom. The joy is monstrous, not only because it is forcefully felt, but also because of her awareness that popular opinion would condemn it. Thus, it illustrates once more the conflict between Louise’s private thoughts and her surroundings. The monstrosity of her joy and the liveliness and passion of her inner existence also runs contrary to the way she is described physically, as a perfectly angelic Victorian lady, “young with a fair, calm face” (para. 8) and with “two white, slender hands” (para. 10.).

Reference
Smith, N. (2009). “Story of an hour” by Kate Chopin: Language,
-----emotion and marriage. Article Myriad.
-----Retrieved from http://www.articlemyriad.com/story_hour.htm
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American Literature–Exercise #2

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Task #1: “People Who Could Fly” (11-13):

Identify the oral signatures of this story. In other words, you’ll need to look at the structure of the story AND think about what happens when stories are not written down but are passed down through the generations. What steps must the storyteller (or griot) take to ensure that the story endures? Write down some notes, and share your discoveries with the class.

Task #2: “The Steel-Drivin' Man” (15-18):

Develop a short outline for “The Steel Drivin’ Man.” (I will post a longer outline later.)

Task #3: “The Steel-Drivin' Man” (15-18):

What do you think happens to Lucy after John Henry’s death? Knowing that John Henry was trying to earn enough money to buy Lucy’s freedom and then marry her, do you believe that Captain Walters will give Lucy the $50.00 won by John Henry so that she will be able to buy her own freedom? Explain why or why not.

Task #4: “The Steel-Drivin' Man” (15-18):

In 250-500 words, rewrite this story from Captain Walter’s point of view.

Task #5: “Stagolee” (21-30) (See also lyrics based on the legend of Stagolee, three versions:

Write a plot summary of this story, retold in 1969 by Julius Lester, and identify at least three instances of exaggeration (which is one of the marks of a humorous/satirical story). (I will post a summary later.)

Task #6: “The Goophered Grapevine” (36-46 and online):

Guest Speaker, Dr. Gerald Siegel.

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Trifles (A Play): Group Exercise

Trifles, by Susan Glaspell, (In Literature and Society: An Introduction to Fiction, Poetry, Drama, Nonfiction, 4th ed., 551-564).

A. Reading of the play. Your group will be responsible for a character who appears in Trifles, including assigning that character to one of your own for a reader’s theater performance of the play. The rest of the class will act as the enthusiastic audience.

B. Character analysis. After our impromptu performance, your group will reconvene and work on doing a character analysis of your assigned character, based on dialogue, stage action, and textual clues. (See the character list below for help in determining likely characteristics.) Some character aspects will be obvious, but others will be based on guesswork. However, make sure that your guesses are plausible within the parameters of the play. In other words, the characters are not likely to have been born in the 20th Century (Hint: note publication date of Trifles).

C. Class discussion. Each group will report on its character.
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Group #1: George Henderson, County Attorney

Group #2: Henry Peters, Sheriff

Group #3: Mrs. Peters

Group #4: Lewis Hale, A Neighboring Farmer

Group #5: Mrs. Hale
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Character List*

Name:

Sex:

Approximate age:

Looks:

Education:

Vocation/Occupation:

Status and money:

Marital status:

Off-spring:

Family, ethnicity (family history):

Diction, accent, etc.:

Relationships:

Places (home, place of work, hangouts, etc.):

Possessions:

Recreations/Hobbies:

Obsessions:

Conflicts:

Bad habits/Good habits:

Beliefs:

Politics:

Sexual history:

Ambitions:

Religion:

Superstitions:

Fears/traumas in life:

Attitudes:

Character flaws/Character strengths:

Pets:

Taste in books, music, sports, etc.:

Journal entries:

Correspondence:

Favorite foods:

Handwriting:

Birthday (including year):

Talents:

Physical and mental condition:

Past illnesses (physical and mental):

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*(Adapted from What If? by Anne Bernays and Pamela Painter, HarperPerennial [New York], 1990, pp 47-48).