Parts 1,2,3,4, Integrating Sources

Part One:
Part one of Integrating Sources explores three basic principles that a writer should follow when integrating sources into a paper. The first principle states that a writer should not overuse paraphrasing or quoting because this takes away from the writers own actual thoughts. The second princple emphasizes that a writer needs to distinguish between they are speaking and when they are using the words from the source. The third princple aims to make sure that the writer clarifies why the source being integrated is of importance to their writing. Rules for quoting, how to quote big chunks, and using footnotes sparingly for discurve notes.

Part Two:
Part two explore citing sources that are used. This part goes over when to cite, when not to cite, and acknowledging sourcs that one isn't able tot cite. Some of the key points demonstrated for when to cite include: "whenever you mention in passing some aspect of one's work", "whenever you use factual information or data you found in a source", and "whenever you quote verbatem." there are other points established and most of them tie in with giving credit where credit is due. The when not to cite section is pretty self explantory with not citing common knowledge, every day, conversational items taking precident.

Part Three:
Part three attempts to teach the writer "how to avoid high risk situations" by avoiding plagiarism and the misuse of sources. Actions that are taken against a writer who does misuse or plagiarize are also highlighted in this part. A writer who does such an act may be failed from their course, have to go before a board, be expelled or so on.

Part Four:
This part highlights the different styles of documenting work. Utilizing footnotes/endnotes, special cases such as artwork or illustrations, how to do in text citation for the different fields( social sciences, humanities, etc) and how to cite from different formats such as electronic, magazines, books, etc are all included with examples.

Chapter 4 They Say I Say

Chapter 4 presents the reader with the "I say" stage of writing. The authors demonstrate the importance of transitioning to the "I agree"/"disagree" part of the paper. They urge writers to be blunt in their stance. There may be more than one way to say "I agree," "I disagree" or "I'm neutral" but the authors explain how bluntness is the best approach. When a writer directly states their stance it lets the reader know exactly where they stand. It takes the guess work out of being part of the audience.

Chapter 3 They Say I Say

The authors of They Say I say wrote Chapter three to demonstrate the correct usage of quotations in summaries. They explain that "quotations are orphans." This simply means that a writer, when quoting, takes a piece of work away from it's home or original place of existance and moves it. These "orphans" must be placed in a good home, where they fit. One can not just present a quote and than abondon it. Abondoning the quote after writing it is what the authors call a "hit and run quote". This takes away from the effectiveness of the quote. If the "orphans" aren't tied to an explanation it leaves the reader, who may not understand the quote, confused.
I agree with this point. Sometimes reading quotations within a paper is like reading poetry. Although the words may sound pretty, I don't always understand them. If poetry came with an explanation it would of course take away from the mystic tone, but a reader could more easily gauge the central point. An effective quotation must come with an explanation or be easily transistioned into the paper.

Chapter 2 They Say I Say summary

In Chapter two of "They Say, I Say" the authors urge writers to put their self in the shoes of whatever person they are summarazing. They insist that an overly biased introduction takes away from the effectiveness of a summary. Still, they admit that a writer should not totally abandon their own views. The task of knowing what idea one is writing for must always be kept in mind, even when trying to summarize the words of someone else. The authors also stress the importance of using signal verbs to introduce a summary. The authorsn use phrases such as "she demonstrates", "he admits", and "in fact" to demonstrate effective signal verb examples.

Chapter One They Say I Say Summary

In chapter one of They Say I Say the subject of summarizing what "They say" to effectivley portray what "I say" is discussed. It begins with an anecdote describing a conferance where the speaker was impassioned about the works of a Dr.X but just presented the thesis without explanation of why Dr.X's work was important. The authors move on to make their point that an effective essay summarizes what "They Say" near the begining. Templates are offered to the reader by the authors as a solution to this problem. These Templates explore many different avenues a writer can take such as using anecdotes, making what "They say" your own, starting with a quotation and so on.