Reviewing Integrating Quotations

1. Reviewing Integrating Quotations

2. Remember the Three Step Process • 1) Introduce the quote • Provide the reader with the context of the quote. Never ever ever lay out a quote without explaining the purpose. • Why is the reader seeing this quote? • 2) State the quote • Remember to use MLA citations when quoting an author or character. • Only use as much of the quote as necessary. • 3) Provide analysis • This is the most important step! • Provide your explanation for how this quote supports your claim or topic sentence. • This portion should be greater in length then the quote itself.

3. Things to Remember • When writing paragraphs, you MUST begin each paragraph with a topic sentence. • Generally, restating the prompt in some way will be sufficient. • NEVER begin paragraphs with sentences like “I’m going to tell you about…” or “Yes,…” or “No,…” • You should also avoid writing in the 1st or 2nd person (“I believe…” or “You can see that…”) • All textual evidence you provide thereafter should directly relate back to the topic sentence. • If it doesn’t, why is it there? • Be sure to end each paragraph with a concluding sentence.

4. Transitions • When incorporating quotations, be sure to utilizing transitional words or phrases to incorporate a quote rather than allowing it to stand on its own. • For example: Jo is considered to be a tomboy. “The idea amused Jo, who liked to do daring things and was always scandalizing Meg by her queer performances” (Alcott 1). There is no transitional phrase or words to connect the quote to any idea. • Revised: Jo is considered to be a tomboy. She enjoyed doing unladylike and “daring things” (Alcott 1) like “scandalizing Meg by her queer performances” (Alcott 1).

5. Let’s pick apart this example… In Being Neighborly, Jo is considered to be a tomboy. There are several instances in the passage that illustrate Jo exhibiting typically male behaviors. During the 1800s, girls were supposed to be still and proper, but Jo fiercely points out that she “can’t keep still all day” (Alcott 2) and enjoys “adventures” (Alcott 2). She wouldn’t dream of lounging around the house with her sisters or cozying up by the fire. Additionally, she was not at all shy or bashful; she enjoyed doing “daring things” (Alcott 1) and “scandalizing Meg by her queer performances” (Alcott 1). She found humor in embarrassing her sisters by her silly behaviors, knowing full well the reaction she would receive. Clearly Jo was not your typical teenage girl.

6. In Being Neighborly, Jo is considered to be a tomboy. (claim)There are several instances in the passage that illustrate Jo exhibiting typically male behaviors. During the 1800s, girls were supposed to be still and proper, but Jo fiercely points out that she “can’t keep still all day” (Alcott 2) and enjoys “adventures” (Alcott 2). She wouldn’t dream of lounging around the house with her sisters or cozying up by the fire. Additionally, she was not at all shy or bashful; she enjoyed doing “daring things” (Alcott 1) and “scandalizing Meg by her queer performances” (Alcott 1). She found humor in embarrassing her sisters by her silly behaviors, knowing full well the reaction she would receive. Clearly Jo was not your typical teenage girl.(conclusion)

7. Let’s see another… Jo and Laurie seem to have an immediate connection, bonding over common interests like music and books. Noticing Laurie’s extensive collection of books, Jo realizes that he “loved them as well as she did, and had read even more than herself” (Alcott 4). Finding commonalities to discuss is typical for new friends, especially when the situation could be potentially awkward. The two also bonded over their love of music. Laurie was a talented piano player, and though Jo could not play, she admitted that she “loved music dearly” (Alcott 5). Her appreciation and understanding of Laurie allowed this quiet, withdrawn boy to forget “his bashfulness” (2) and become “sociable” (2). Clearly these two bring out positive attributes in each other and are on their way to becoming fast friends.

8. Let’s pick it apart • Jo and Laurie seem to have an immediate connection, bonding over common interests like music and books. (topic sentence) Noticing Laurie’s extensive collection of books, Jo realizes that he “loved them as well as she did, and had read even more than herself” (Alcott 4). Finding commonalities to discuss is typical for new friends, especially when the situation could be potentially awkward. The two also bonded over their love of music. Laurie was a talented piano player, and though Jo could not play, she admitted that she “loved music dearly” (Alcott 5). Her appreciation and understanding of Laurie allowed this quiet, withdrawn boy to forget “his bashfulness” (2) and become “sociable” (2). Clearly these two bring out positive attributes in each other and are on their way to becoming fast friends.(conclusion)

9. Your turn to practice • Take the following examples and revise them, using transitional words and phrases. • Jo is much more active than Meg and likes to be outside. “I like adventure, and I’m going to find some” (Alcott 1). • Laurie does not have parents, so he lives with his grandfather. “I haven’t got any mother, you know” (Alcott 3). • Mr. Laurence does not approve of Laurie’s piano playing. “Laurie’s father married an Italian lady, a musician, which displeased the old man, who is very proud” (Alcott 7).

10. Let’s Extend This… • Go back to The Story of an Hour on page 592. • Choose one of the following questions to respond to in a paragraph, using textual evidence and the three-step process, a topic sentence, and a conclusion. • 1) Were you surprised by the end of the story? Why or why not? • 2) Is this story a good example of dramatic or situational irony? • 3) Could this story be believable in modern times? How would it change?