Chapter 3

Chapter three focuses on making sure your audience is fully aware of why a quotation is included in a paper, and how to make it fit. In the chapter they talk about a hit and run quotation. Hit and run quotations are when you bring a quotation into your paper without including anymore details or information on it, or when you leave the "hanging". For this reason it is extremely important to build frame work around the selected quotation, both before and after each one. The book suggests a technique called a "quotation sandwich". This technique assists writers in properly introducing and closing a quotation. Using a "quotation sandwich" allows the reader to completely understand how the quote relates to the paper and where the quote comes from. Page 46 is a great resource for templates to assist writers on introducing their quotations. Following those, there are templates to help explain the quotation. These can help the reader see exactly what you're seeing within the quote. Finally, sum it up by making the quotation blend with your own words to conclude the quotation. Overall, if you follow these steps you can effectively frame a quotation so that the reader completely grasps what you're trying to say. Always remember, every quotation needs an opening, explanation, and closing, just like every sandwich needs meat(the quote), a top bun(introduction), condiments(explanation), and a bottom bun(closing).

Chapter 2

Chapter two is about "closest cliche syndrome" and how many writers and readers are effected by this issue. "Closest cliche syndrome" is when a writer mistakes a cliche for the author's view. This is sometimes the result when the writer forms an opinion on something and assumes the author feels the same way they do. By assuming this, they unintentionally express their views and misjudge and advocate the author's views. I personally have experienced this as a writer. From time to time I will read an article, and based on my thoughts assume the author felt the same way, when realistically they didn't express their views at all. Another example, was a few weeks ago in my history class, when I was taking a test. One portion of the test consisted of our analysts on the view of a former representative on the way our government spends money. Not being very knowledgeable in anything history related I assumed the Representative conducting the speech was talking in a serious tone. A few days after taking the test my teacher called me aside and informed me that I got every single problem wrong in the section. He explained to me that the Representative was using a sarcastic tone and everything I stated was exactly the opposite of what I wrote down. Due to the fact that I missed the sarcasm in the writing, I assumed the Representative felt strongly one way, which was also the way I felt on the issue, when in fact he felt way different from the way I did. Therefore, my greatest advice is to never assume anything when it comes to reading, analyzing, or quoting an author.

Chapter 1

The passage from the book states that it is better to bring up an argument earlier on in the paper or book, rather than later. If the writer is going to begin talking about the argument in the body paragraph they might start the paragraph with a one of the arguments and follow it with another by using a template within this book that is directed towards opening an argument. They could say something such as, "on the one hand ____ argues ____". Then follow that with more about the argument. Another way they could incoorperate that within the body paragraph is by directly starting with the argument itself. Something on the lines of "when it comes to the topic of ____, some may argue ____". Then give the opposing argument. These are a couple ways you could bring up an argument in a body paragraph. One way it could be approached in a conclusion is to say something like "in conclusion, then, as I stated earlier, defenders of _____ can't have it both ways. Their assertion that ____ is contradicted by their claim that ____." This is one of the templates provided in the book. Another way you could sum it up would be to say something like "I used to think that ____. I now realize that ____." Although it might not always be an easy task, these are a few of many ways you can approach an argument in an essay.

Introduction

I agree with the paragraph at the bottom of page three in the introduction. At a younger age teachers teach you the basic aspects of a paper, the form, making a point, persuading, and so on. As you get older and further in your educational career your papers become more and more advanced. It's easy for someone to write a five paragraph essay on a specific topic and state their view on the topic, but a talented write incorporates what was said by another person or outside source that made them prove this point. The more counterintuitive you make a paper, the more interesting it will become. If you use the words of another person to prove that point, it will be much easier for you to develop a well thought out and distinctive essay. The more point of views you include in a paper the more it will grab the audience's attention. There are also many ways to include these views within an essay. The level of creativity and structure is another aspect that allows the reader to stay engaged. Overall, the paragraph on page three states that an essay is more than a thesis supported by evidence. You must go that extra step and prove the evidence, state it word for word and include how it effected the way you thought and what you stated. The more practice a person gets with this, the more appealing their papers will become.