Please read Chapter 5, "Framing Every Quote" in this week's Readings section before doing this activity

Please read Chapter 5, "Framing Every Quote" in this week's Readings section before doing this activity. As the chapter points out, selecting quotes to support your claim is a very important part of your paper.

In Week One, we chose some quotes and responded to them as a way to help generate ideas for what it is we eventually wanted to say. By now, however, you have a much better sense of what your exact argument will be and you'll need to find quotes to support your argument.

When selecting quotes, you'll want to consider how vital the quote is to your argument and whether or not the quote would be better paraphrased instead. A good time to quote is when the author uses such exact language that a paraphrase would lead to inaccuracies, or when you want to focus on the specific words the author uses because you want to agree or disagree with the word choice or make a nuanced point.

So, please revisit the articles and re-highlight what quotes you now think are vital to your argument. You have also chosen several quotes in your annotated bibliography. You may use those quotes as well.

Write three quotes below in a "quote sandwich" where you briefly introduce and explain your quote, so it makes sense in the context of your argument and then explain the quote.

Quote Sandwich Example Introduction to Quote Quote Explanation of Quote (Note: You do not have to use colors in your quote sandwiches.) Scholar, David Bartholomae highlights the difference between memorizing facts or information and becoming part of an academic discourse community in his famous essay “Inventing the University.” He writes, "There is, to be sure, an important distinction to be made between learning history, say, and learning to write as a historian" (593). The same can be said with English composition. In high school writing, English is often nothing more than a set of rules to be followed, not a way of thinking. It is only in college composition classes that students become aware that they are acquiring not only grammar rules, but habits of mind. Chapter 5: Framing Every Quote Your claim is just a small part of your final paper. Most of the actual words in any academic paper go toward proving the claim. Relevant quotes and evidence support academic arguments. In a general sense, a good time to quote is when the author uses such exact language that a paraphrase would lead to inaccuracies or when the writer wants to focus on the specific words the author uses to make a nuanced point. Another good time to quote is when the quote is composed of scholarly research or expert opinion that helps you prove your claim. We may not be experts in the fields we are writing about, but our sources are, so look to lean on their expertise in supporting your claims. After some research, relevant support usually isn't the issue, but smoothly incorporating those passages into their own writing can be a bigger challenge. One common problem when incorporating quotes is not providing enough context. In most cases, a lead-in is necessary or your readers may not know the source of the quote. This is a jarring effect. Let's look at this quote for an example. Unfortunately, voter disenfranchisement has existed in America for a very long time. "The United States this great democracy, was founded as this experiment, and it was a great experiment. But it was a very limited one as well.” A reader of this quote might wonder who is being quoted and why? Another quoting issue students often commit is known as the "hit and run" quote, in which the student simply "drops" a quote into his or her writing and then abruptly moves to a different point once the quote is over. This approach to quoting is something to avoid because evidence should not "speak for itself." You cannot assume that your readers will just "get" why the quote is included or what it has to do with your claim. Remember, writers mainly use evidence to help illustrate or "prove" a point/claim they are making, so it is up to you to make this connection between their purpose and the content of the quote. Thankfully, there is a simple approach to incorporating direct quotes into your writing that can help you avoid these two problems: frame every quote. By "framing," we are referring to surrounding your direct quotes with content that helps you avoid the two issues mentioned above: • Include a short lead-in phrase or sentence that introduces where the quote is coming from, who said it, and maybe even a bit about who the author is; • and a sentence after the quote in which you explain the relevance or importance of the passage in relation to the claim you are making. Here is a wonderful example of the first "part" of framing a quote from Rebecca Perl's "The Last Disenfranchised Class," one of our "They Say" articles from Week One: The United States, this great democracy, was founded as this experiment, and it was a great experiment. But it was a very limited one as well,” says Marc Mauer of the Sentencing Project, a prison advocacy group in Washington, DC. Even though the "lead-in" phrase is found at the end of the sentence, it "does" exactly what is needed: we learn who the author of the quote is (Marc Mauer), the author's credentials (the Sentencing Project), and even a bit of explanation as to what the group Mauer is a part of is all about (prison advocacy). We could even take things a bit further by thinking back to the Active Verb list from Week One/Discussion 4 and replace Perl's rather general/neutral verb "says" with a more specific verb that better "captures" or describes what is being said. In this case, perhaps "laments" would be a more "accurate" verb. Let's continue with the above-example from Perl's "They Say" article by composing the second part of the frame, where we explain the quotes relevance or importance (in bold). I have also added the claim I am making in a sentence before the quote itself: Unfortunately, voter disenfranchisement has existed in American for a very long time. “The United States, this great democracy, was founded as this experiment, and it was a great experiment. But it was a very limited one as well,” laments Marc Mauer of the Sentencing Project, a prison advocacy group in Washington, DC. In other words, Mauer believes that the voting system in America was not designed for all Americans, like minority voters, but a select few—namely rich, white, and male. In rephrasing what the quote says, I am not only able to direct the reader's understanding about what Mauer is saying in the quote itself, but also to also connect it to the claim I am making in the sentence at the start of the quote. The sentence also "sets me up" to continue providing further examples of voter disenfranchisement in America, to more fully prove my claim. In Week One, we chose some quotes and responded to them as a means to help generate ideas for what it is we eventually wanted to say. By now, however, you probably have a much better sense of what your exact argument will be, and you will need to find quotes to support your argument. When selecting quotes, you'll want to consider how vital the quote is to your argument and whether the quote would be better paraphrased instead. Completing the Annotated Bibliography for Discussion 1 this week will help you get a good start on locating this relevant evidence. So, please revisit your "They Say" article(s) and re-highlight what quotes you now think are vital to your argument. You have also chosen several quotes in completing your annotated bibliography which you can use in this discussion as well. Select three quotes and try to "frame" them in the manner discussed above— don't forget to cite the quote in MLA style.