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• W1602437668 abstract "This challenging lesson gives students practice in analyzing quotations very closely. The exercise begins with the premise that quotations never “speak for themselves,” and that writers need to explain what quotations mean. To prove this point, this lesson shows students that specific quotations can in fact “mean” (or support) very different claims; in fact, students use a single quotation to advance almost opposite arguments. The goal of the lesson is for students to understand that quotations may be very malleable, and thus they always need clear framing and explanation. This lesson uses a short essay, “What is an American?” as the basis of its worksheet. N.B. This activity can be quite difficult for high school students, and may work best at an advanced level. Standards: W.11-12.1 (Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.) W.11-12.2 (Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.) Procedure: I have students work on this exercise after they learn the mechanics of quotation integration. Once they know how to weave quotations into their writings, their next task is to understand that quotations, no matter how skillfully woven into writing, do not stand on their own or “speak for themselves.” Students come into this class having read and briefly discussed Akbar Ahmed’s article, “What is an American?” The essay is below, in Materials. Ahmed, a professor of Islamic Studies at American University, suggests legal, cultural, experiential (ie, key moments in our history), and political dimensions within his essay; for example, he cites the Constitution, Bart Simpson, 9/11, and America’s superpower status in making his arguments. (Other readings may of course be substituted, but the quotations and underlying claim statements on the worksheet (see Materials, below) would have to be changed.) When you email (or hand out) the worksheet to students, you will have to explain it a bit, because it can be confusing. In essence, the worksheet presents two topic sentences below each quotation; the student should choose one topic sentence for each quotation and write a follow-up sentence or two beneath each topic sentence, using and quoting parts of the quotation as evidence. The student need not quote the whole quotation; indeed, an important aspect of the exercise is that students choose both what parts to quote and how to frame those words. For example, considering the second quotation, you might note that the first topic sentence is quite neutral and straightforward, taking Ahmed at his word; one’s evidence here should describe the “lack of unity” Ahmed sees. On the other hand, the second topic sentence focuses on Ahmed himself, and suggests that he is confused – so one’s evidence might mention Ahmed’s repetition of “bewildering,” as if he cannot keep up with American cultural change. Each student will complete three mini-paragraphs on the worksheet. When students are finished, you should hear competing readings of each quotation from the class and consider how a single quotation manages to “mean” two very different things. Note what portions of the quotations are used for each topic sentence, and how students set up those segments. Alternately, you might ask students to complete both mini-paragraphs for a given quotation. While this approach may be more difficult for some students, it will also lead students more directly to the malleability of quotations because they are re-framing each one themselves." @default.
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• W1602437668 date "2011-01-01" @default.
• W1602437668 modified "2023-09-24" @default.
• W1602437668 title "One Quotation, Two Meanings: Quotation Analysis Exercise" @default.
• W1602437668 hasPublicationYear "2011" @default.
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