Citations and Documentation 3
Do a quotation, paraphrase and summary of the following paragraphs and provide properly formatted APA citations and references. Be sure to type and number your exercise.
- Start by quoting the underlined part of the paragraph and embed your quotation in a sentence.
- Secondly, paraphrase your paragraph. Start by highlighting or underlining keywords and then taking notes of your paragraph. Try to replace keywords from your source with synonyms and other descriptions wherever possible. Then, without looking back at your source, use the notes to rewrite the details of the paragraph. Finally, compare the results of your paraphrase to the original paragraph. Check to make sure words and sentence structure of your paraphrase are different from the original, but that the length and meaning stay more or less the same.
- Lastly, looking only at your notes and paraphrase, pick out the key words or main ideas, summarize in one or two sentences, what the paragraph is about.
- For each quotation, paraphrase, and summary, be sure to document with proper reference to the source. At the end of your exercise, include a list of references.
You will be evaluated on four levels of writing: /20
Quotation (format) / 1 / 2 / 3Notes for paraphrase/summary / 1 / 2 / 3
Paraphrased paragraph / 1 / 3 / 5
Summary / 1 / 2 / 3
Mechanics, Spelling, Language / 1 / 2 / 3
APA-formatted in-text references / 1 / 2 / 3
Example:
Arranged marriages were still the norm at the turn of the twentieth century during the late Qing dynastic rule in China. Young prepubescent girls were often sold as child brides to families to work as servants until they were old enough to consummate the marriage with their grooms-to-be. Their social status was very low in a patriarchal family hierarchy, seen no more as slaves to the family and often treated as such. Typically starved, beaten and illiterate, these young girls had little to look forward to besides breeding sons for their husbands and lifelong servitude to their husbands’ family.
Writer: Hilda Williams
Book Title: Eating Bitterness, Memoirs of a Hakka Child Bride
Date of Publication: 2011
Publisher: H. W. Self-Publishing
Place of Publication: Edmonton, Canada
Page Number: 15
Quotation:
These young Chinese girls had only one purpose in life: “...breeding sons for their husbands and [providing] lifelong servitude...,” (Williams, 2011, p. 15).
Or:
Williams observed that Chinese girls were sold into marriages for the purpose of of “...breeding sons for their husbands and [providing] lifelong servitude...,” (2011, p. 15).
Notes:
-Chinese negotiated marriages for children, common practice in early 1900s, Qing dynasty
-girls sold as child brides before age of puberty during Qing dynasty, early 1900s
-work for foster families until they could have sexual intercourse
-low in social rung, abused and no education
-functioned as servants and breeders
Paraphrase:
It was a common Chinese practice during the early 1900s under the rule of the late Qing dynasty to negotiate marriages for young girls. These children were often sold before the age of puberty to work for their foster families. When they were old enough to satisfy their husbands’ sexual needs, only then could they fulfill their marital obligations. The position of these girls were low in the social ladder, so they received little or no education and were often abused, functioning little more than servants and breeders for their husbands and their foster families. (Williams, 2011, p. 15).
Summary:
Early 1900s during the Qing dynasty saw young Chinese girls sold into marriages, where they experienced lifelong abuse and servitude under the rule of their husbands and in-laws. (Williams, 2011, p. 15).
Reference:
Williams, H. (2011). Eating Bitterness: Memoirs of a Hakka Child Bride. Edmonton, Canada: H.W. Self-Publishing.
Now it’s your turn: First, select the underlined part of the paragraph to turn into a quotation for your essay. Include an in-text reference. Second, take notes to render into a paraphrase. Write up the paraphrased paragraph without looking back at the original. Include an in-text reference. Finally, using your notes and paraphrase to guide you, write a brief summary of the paragraph and include another in-text reference. Then include a bibliographic reference at the end of your exercise.
- Practices associated with normal births in medieval Europe are shrouded in secrecy, not because the births were hidden at the time, but because they were a woman’s ritual and women did not pass on information about them in writing. Indeed, we can be quite sure that the event of a birth was well known within the immediate community. Living close together, the neighbors would hear the cries of a woman in labor and would observe the midwife and female friends gathering around. But what occurred in the birthing chamber was not known to the men listening outside, and so it was not recorded. The learned clerical treatises on gynecology contain no descriptions of normal births, only abnormal ones. Male doctors never attended a normal birth, so they knew nothing about them. They were called in only when surgery was needed.
Writer: Barbara A. Hanawalt
Title: Growing Up in Medieval London
Date of Publication: 1993
Publisher: Oxford University Press
Place of Publication: Oxford
Page Number: 42
- Half of the force holding Fort Pillow were negroes, former slaves now enrolled in the Union Army. Toward them Forrest’s troops had the fierce, bitter animosity of men who had been educated to regard the colored race as inferior and who for the first time had encountered that race armed and fighting against white men. The sight enraged and perhaps terrified many of the Confederates and aroused in them the ugly spirit of a lynching mob.
Writer: Albert Castel
Title: The Fort Pillow Massacre: A Fresh Examination of the Evidence
Journal: Civil War History
Volume: 4.1
Date of Publication: 1958
Page Numbers: 46-47
- Hezbollah, with bases in the Bekaa and in Beirut’s southern suburbs, quickly became the most successful terrorist organization in modern history. It has served as a role model for terror groups around the world; Magnus Ranstorp, the director of the Centre for the Study of Terrorism and Political Violence, at the University of St. Andrews, in Scotland, says that Al Qaeda learned the value of choreographed violence from Hezbollah. The organization virtually invented the multipronged terror attack when, early on the morning of October 23, 1983, it synchronized the suicide bombings, in Beirut, of the United States Marine barracks and an apartment building housing a contingent of French peacekeepers. Those attacks occurred just twenty seconds apart; a third part of the plan, to destroy the compound of the Italian peacekeeping contingent, is said to have been jettisoned when the planners learned that the Italians were sleeping in tents, not in a high-rise building.
Writer: Jeffrey Goldberg
Title: In the Party of God
Magazine: New Yorker
Date of Publication: October 7, 2002
Page Numbers: 182-83
- Conflicts such as the seven major Anglo-French wars fought between 1689 and 1815 were struggles of endurance. Victory therefore went to the Power—or better, since both Britain and France usually had allies, to the Great Power coalition—with the greater capacity to maintain credit and to keep on raising supplies. The mere fact that these were coalition wars increased their duration, since a belligerent whose resources were fading would look to a more powerful ally for loans and reinforcements in order to keep itself in the fight. Given such expensive and exhausting conflicts, what each side desperately required was—to use the old aphorism—“money, money, and yet more money.”
Writer: Paul Kennedy
Title: The Rise and Fall of the Great Powers: Economic Change and Military Conflict from 1500 to 2000
Date of Publication: 1987
Publisher: Random House
Place of Publication: New York
Page Number: 76
Hacker, D. and Sommers, N. (2010). Working with Sources: Exercises for The Bedford Handbook. 8th Ed. Boston: MA: Bedford/St. Martin’s.