Hi my dear composition class II!
As we haven't been able to meet, we should start working through this media. So, the first assignment for you to complete is to carefully read the presentation on Quoting and Paraphrasing which is in the blog, then you have to write a summary of the article "Complimenting: a matter of cultural constraints" (two pages long) Remember that an abstract and a summary are two different things and summaries include paraphrasings and quotes. Here you have some tips to write summaries provided by the Columbia University, the School of Social Work.
Writing Summaries
The goal of writing a summary of an article, a chapter, or a book is to offer as accurately as possible the full sense of the original, but in a more condensed form. A summary restates the author’s main point, purpose, intent, and supporting details i n your own words.
The process of summarizing enables you to better grasp the original, and the result shows the reader that you understand it as well. In addition, the knowledge gained allows you to better analyze and critique the original.
First, try to find the main idea in the reading; it’s usually in the first paragraph. Next, skim through the article, glancing at any headings and graphics. Then, read the conclusion. The intent here is both to give yourself a review of the work and to effectively engage yourself with it.
Now go back and read the original text carefully, jotting down notes on or highlighting the important points. Write the central idea and the author’s reasons (purpose and intent) for holding this viewpoint. Note the supporting elements the author uses to explain or back up her/his main information or claim.
Make an outline that includes the main idea and the supporting details. Arrange your information in a logical order, for example, most to least important or chronological. Your order need not be the same as that in the original, but keep related supporting points together. The way you organize the outline may serve as a model for how you divide and write the essay.
Write the summary, making sure to state the author’s name in the first sentence. Present the main idea, followed by the supporting points. The remainder of your summary should focus on how the author supports, defines, and/or illustrates that main idea. Remember, unless otherwise stated by your instructor, a summary should contain only the author’s views, so try to be as objective as possible.
As you revise and edit your summary, compare it to the original and ask yourself questions such as: Have I rephrased the author’s words without changing their meaning? Have I restated the main idea and the supporting points accurately and in my own words?
If you are asked to write a critical summary or to include a critique, you may want to ask yourself questions such as: Does the author succeed? How and why or why not? What are the strengths, weaknesses? Why? What did the author do well? Not well? Why?
miércoles, 28 de octubre de 2009
Assingment!!! Composition class Mondays- Tuesdays
Hey my dear composition class!
We should start taking advantage of our blog due to the difficulties we've been going through; fortunately, composition class can easily be worked through this media. Well, first thing to do is to check the original abstract of the article "Complimenting: a matter of cultural constraints" and compare it to yours. As this first abstract was for rehearsal now you have to make the copies of the article "Treating ESL Writing Errors: Balancing Form and Content" by Maria Cristina Giraldo and Ronald Alan Perry and write the abstract for the article and a summary of it. (2 pages) Remember to check again the presentation on quoting and paraphrasing if needed.
God bless you!!!
ABSTRACT "Complimenting: a matter of cultural constraints"
The objective of this study is to contrast the different compliments given in the United States and Colombia, so as to analyze the differences and similarities of these types of speech acts in both cultures. The Study is focused on the kind of compliment known as the piropo with its conception and definition by the native speaker, the context and the circumstances in which the piropo is given, and to what extent gender plays and important role when grasping or producing these utterances
All this with the main purpose of underscoring and validating cultural information within the classroom, as a way of avoiding incorrect cross-cultural inferences, through the use of cross-cultural comparison in relation to the pragmatic constraints of a foreign language; based on this, students of English as a foreign language will have the opportunity of developing a more critical understanding of cross-cultural differences and similarities of the two languages by making emphasis on the piropo as one specific mark of the Latin American culture and which is not found in the foreign one.
We should start taking advantage of our blog due to the difficulties we've been going through; fortunately, composition class can easily be worked through this media. Well, first thing to do is to check the original abstract of the article "Complimenting: a matter of cultural constraints" and compare it to yours. As this first abstract was for rehearsal now you have to make the copies of the article "Treating ESL Writing Errors: Balancing Form and Content" by Maria Cristina Giraldo and Ronald Alan Perry and write the abstract for the article and a summary of it. (2 pages) Remember to check again the presentation on quoting and paraphrasing if needed.
God bless you!!!
ABSTRACT "Complimenting: a matter of cultural constraints"
The objective of this study is to contrast the different compliments given in the United States and Colombia, so as to analyze the differences and similarities of these types of speech acts in both cultures. The Study is focused on the kind of compliment known as the piropo with its conception and definition by the native speaker, the context and the circumstances in which the piropo is given, and to what extent gender plays and important role when grasping or producing these utterances
All this with the main purpose of underscoring and validating cultural information within the classroom, as a way of avoiding incorrect cross-cultural inferences, through the use of cross-cultural comparison in relation to the pragmatic constraints of a foreign language; based on this, students of English as a foreign language will have the opportunity of developing a more critical understanding of cross-cultural differences and similarities of the two languages by making emphasis on the piropo as one specific mark of the Latin American culture and which is not found in the foreign one.
miércoles, 14 de octubre de 2009
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