Unit 5 - Incorporating Sources in Your Writing

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Incorporating Sources in Your Writing

Part one: Graphic Organizer

Thesis: Reading instruction should be part of college English courses.

Main point – List one of the main points that support your thesis for your argument essay.	List the author’s last name and year of a source that supports your main point	Briefly summarize the main idea of a source that helps you support your main point.	Include a quote from the source that helps you support your main point. Include the page or paragraph number.	Paraphrase the quote from the previous column. Include the page or paragraph number.	Explanation – Write a sentence about how the source information relates to your idea.
Different strategies are needed for different types of reading.	Liu 2005	This study is a survey of readers who identify strategies for reading digital texts vs. print texts. Digital reading involves more skimming, one-time reading, non-linear reading, distracted reading.	“It is very difficult for readers to devote full attention to reading because they have to decide which text to read, which hyperlink to follow, and whether to scroll down a page” p. 707	When reading on a screen, people have a hard time making choices about what to read and how to navigate within online texts. P. 707	This information is important because teaching reading strategies will help students make these decisions about the digital texts they read for school.

Part two: Write one of your body paragraphs for the academic argument essay. Start with a topic sentence that makes a claim. Use at least one quote or paraphrase to support your claim. Include an in-text citation. Comment on the source material. Write a concluding sentence.

Reading should be taught in college English classes because different strategies are needed for different types of reading. While it’s true that many students are taught reading comprehension strategies in elementary and high school classes, students will read different types of texts in college. For example, students will do a lot of digital reading as they search for secondary research sources. Digital reading is different than reading the print textbooks students often used in high school. Liu (2005) found that when reading on a screen, people have a hard time making choices about what to read and how to navigate within online texts (p. 707). Teaching reading strategies for selecting digital texts from search results and focusing while reading amidst online distractions will help students read the digital texts required for college-level research. Reading instruction in college English classes can help students adjust to new types of texts.