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Using Quotations in Your Own Writing
Practice integrating some quotations from Duckworth’s article into sentences of your activity 4
own using some of the approaches described above.
1. Write a sentence about the importance of being interested in a subject in order to learn
about it. Your sentence should introduce a full-sentence quotation from Duckworth.
2. Write a sentence about an experience you had in school that is similar to Integrating Sources in Your Own Writing
Duckworth’s descriptions of her students. Integrate just a few words or phrases
(not a full sentence) from Duckworth’s article within your own sentence.
Meet with a partner to review each other’s sentences to be sure that you each used
Writer’s Corner features give students on-the-spot tips for improving their writing
signal words and proper punctuation.
across genres and assignments.

Writer’s Corner Using Ellipses and Brackets
Sometimes the quotation you want to use doesn’t quite fit, either because of its length
or because the verb tenses or other grammatical features of the sentence don’t match
your own. Ellipses and brackets give you a way to make a quotation work within your
writing, while signaling to your readers that you are slightly altering the original text.
Ellipses
Ellipses are the series of spaced dots that signal something is missing from a quotation.
A three-dot ellipsis is used when the missing part comes from within a sentence, while
a four-dot ellipsis signals that you’ve taken parts from different sentences:
Duckworth noticed some behaviors in her students, which she began to think of
as grit : “Instead of playing around and looking out the window, they took notes
and asked questions. . . . Their hard work showed in their grades.”
• Should certain kinds of video games be restricted for young children? Guided Tour of Foundations of Language & Literature, Second Edition
Brackets
1
• Who faces the most pressure to behave or dress in a particular way: girls, boys, or
Brackets are most often used to change a pronoun or to change the verb tense.
Brackets ar e most often used to change a pr onoun or to change the verb tense. 3
Writer’s Corner
Thesaurus Overload
those who don’t identify as either?
They signal that the word in brackets has been changed and is not part of the original
They signal that the word in brackets has been changed and is not part of the original
When searching for the right word, don’t overuse the thesaurus. Writers sometimes
• Is football too dangerous?
quotation. For instance, if we wanted to use this quotation, which uses the first-person
quotation. For instance, if we wanted to use this quotation, which uses the first-person
• Should there be any restrictions on what students can wear in school?
pronoun, we could alter it to fit our sentence: think that using scholarly, academic vocabulary will improve their text, but using too Word Choice
many lofty vocabulary words — or worse, using them incorrectly — can leave the reader
• Is it ethical to eat meat?
confused. The most important thing is to get your message across clearly. Know your
ORIGINAL QUOTATION own voice and ideas. Don’t be so overwhelmed by a source that you feel you have 4
• Should the government be allowed to capture data from its citizens for purposes of
nothing of value to add or say. And, if you use a few select phrases from a source, be
audience and select words that will best deliver that message.
“And yet, at the end of the first marking period, I was surprised to find that some
“And yet, at the end of the first marking period, I was surprised to find that some
“national security”?
sure to credit the author.
of these very able students weren’t doing as well as I’d expected.”
of these very able students weren’t doing as well as I’d expected.”
Step 2. One at a time, share what you wrote with your partner or small group. The
Starting the Conversation
listeners will then use some of the statements and questions on page 11 , first to
USING BRACKETS TO CHANGE THE PRONOUN culminating activity
Identifying Plagiarism
challenge each other’s ideas and then to try to reach consensus.
Like many of us might, Duckworth assumed that the most talented students activity
would excel, but “at the end of the first marking period, [she] was surprised to find
Earlier in this chapter, you read an excerpt from “Why ‘Grit’ May Be Everything for
Vivid Language
that some of these very able students weren’t doing as well as [she’d] expected.”
Success” by Amy Rosen from the Entrepreneur magazine website ( p. 121 ). Following is
a paragraph using that source to support an opinion. The use of that source here would
To avoid language that is bland or unclear, try choosing words that are specific . By
115
REFLECTING ON Academic Vocabulary specific, we mean words that most accurately express the idea, feeling, or image that
probably be considered plagiarism because Rosen is not properly credited. Working
Academic Conversations
with a partner or small group, explain what changes you would suggest here to avoid
you want to convey. Do your best to capture the idea, moment, or feeling in the most
Look back at the list of terms that you previewed on page 7 . Now that you have
unintentional plagiarism.
specific way possible because that’s how you bring writing to life and connect with
read about them and practiced with these terms, what has changed about your
understanding of conversations in an academic setting? Which of the skills that you
readers. Take a look at these two sentences:
Finally, Culminating Activities at the end of each chapter give students opportunities to
Angela Duckworth’s concept of “grit” may be even more important for building a
practiced in this section do you feel confident using? Which ones do you think you
career than succeeding in school, particularly if that career is in business. Whether
Vague: The ship was big and fancy.
demonstrate what they have learned in the chapter.
need to develop further? How do you know?
it’s called stubbornness, perseverance, determination, or grit, the ability to stick
Specific: The massive ocean liner had two sparkling pools, a luxurious spa, and a
with a task in the world of work is essential. Amy Rosen, writing for Entrepreneur
glittering dining room.
magazine, believes that grit is more important than being creative, collaborative, or
These two sentences convey a similar message, but the way they say it could not be
adaptive; the absence of grit is “the entrepreneurship killer.” The good news is that
culminating activity grit is a learned skill, not an inborn character trait. Rosen points out that “failure
more different. The first one is bland. The second sentence is much more interesting to
read. But what’s the difference? The second sentence uses nouns and adjectives that
and setbacks” are part of any job, and role models who talk about how they manage
are specific. Instead of just a “ship,” it is a “massive ocean liner.” The first sentence is
see the Grammar
such experiences can help others develop the resilience that will help turn any goal For more practice,
Entering the Academic Conversation Workshop on
too vague to envision, but the description of a “massive ocean liner” with its “two spar-
into reality.
adjectives and
kling pools,” “luxurious spa,” and “glittering dining room” in the second sentence gives
When basketball star Lebr
When basketball star Lebron James spoke out in 2018 in support of the Black Lives adverbs in the
on James spoke out in 2018 in support of the Black Lives
us a more concrete mental image.
Matter movement, a TV news commentator told him to “Shut up and dribble.” In other back of the book.
Matter movement, a TV news commentator told him to “Shut up and dribble.” In other
Being specific applies to verbs too. Let’s look at one more pair of sentences:
words, the commentator was saying that James should stick to basketball and stay
words, the commentator was saying that James should stick to basketball and stay
culminating activity
out of politics. Yet there is a long history of athletes using their status and platforms
out of politics. Yet there is a long history of athletes using their status and platforms
Vague: The dog moved away from the snake.
to amplify issues that are important to them. Boxer Muhammad Ali famously gave up
to amplify issues that are important to them. Boxer Muhammad Ali famously gave up
Specific: The dog leapt away from the snake.
his heavyweight title when he refused to be drafted into the army during the Vietnam
his heavyweight title when he refused to be drafted into the army during the Vietnam
Writing with Sources
Again, these two sentences convey the same message, but in the first sentence,
War in the 1960s. More recently, former San Francisco 49ers quarterback Colin
War in the 1960s. More recently, former San Francisco 49ers quarterback Colin
The texts that follow present different views on the question of whether students
the verb is general: moved. As a reader, you might be wondering, Moved how?
Kaepernick took a knee during the national anthem throughout the football season to
Kaepernick took a knee during the national anthem throughout the football season to
should be paid for good grades to help motivate them to do well in school.
protest the police shootings of unarmed people of color. Spectators, commentators,
protest the police shootings of unarmed people of color. Spectators, commentators,
Quickly? Casually? Warily? A strong verb can answer those questions. In the
second, the verb gives a clearer sense of action because it is specific and
politicians, reporters, and others are divided on whether athlete protests are appro- .
politicians, reporters, and others are divided on whether athlete protests are appro-

Step 1. As you read the four texts, annotate them by applying the steps on pages 106–107
descriptive. The dog did not just move, it leapt. That word adds emotion — surprise
priate, especially during events like the Olympics, which are seen by many as being a
priate, especially during events like the Olympics, which are seen by many as being a
Step 2. Then, write a paragraph of seven to ten sentences that responds to the
and fear — to the incident. The more specific you can be, the more your writing will
time of national pride. Read the following text that explores this issue of athletes and
time of national pride. Read the following text that explores this issue of athletes and
following prompt: Should students be paid for getting good grades in school? Include
come to life.
political protests. After you read, you will have an opportunity to demonstrate what
political protests. After you read, you will have an opportunity to demonstrate what
references to at least two of the sources and use the approaches presented on pages
you’ve learned about having an effective academic conversation.
112–114. When writing your paragraph, use what you learned in Chapter 3 ( p. 85 ) and
12 on pages 119–120 of this chapter.

Step 3. Review your work to be sure that you have cited your sources properly and 73
have not committed unintentional plagiarism. (See pp. 124–125.)
Uncorrected proofs have been used in this sample. 125
Copyright © Bedford, Freeman & Worth Publishers.
Distributed by Bedford, Freeman & Worth Publishers.
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