Citations

Integrating sources;
Your citation says to a reader: “Here is where I found this idea, these words, or this information. Here you can verify the summary of the idea I am giving you or find the context for the words I have quoted—in case you wish to check on them or pursue the matter yourself.” And it often says, “this person deserves the credit for these thoughts or words; I hereby acknowledge my indebtedness.” But it also says, “this learned scholar has found this to be so; it’s not just my idiosyncratic opinion or blithe assumption.”
Integrating Sources into a Paper;
FIRST PRINCIPLE: Use sources as concisely as possible, so your own thinking isn’t crowded out by your presentation of other people’s thinking, or your own voice by your quoting of other voices. This means that you should mention or summarize your source unless you have a good reason to paraphrase closely or quote more extensively.
SECOND PRINCIPLE: Never leave your reader in doubt as to when you are speaking and when you are using materials from a source. Avoid this ambiguity by citing the source immediately after drawing on it, but also (if discussing the source or quoting it directly) by announcing the source in your own sentence or phrases preceding its appearance, and by following up its appearance with commentary about it or development from it that makes clear where your contribution starts (for example by referring back to the source by name: Compton’s comment is useful in several ways . . .). Although you don’t need to restate the name of your source where it’s obvious—certainly not in every sentence—if your summary of a source continues for many sentences, you should remind your reader that you are still summarizing, not interpreting or developing.
THIRD PRINCIPLE: Always make clear how each source you introduce into your paper relates to your argument. This means indicating to your reader, in the words leading up your summary, paraphrase, or quotation of a source, or in the sentences that follow and reflect on it (or in both), what you want your reader to notice or focus on in the source. Notice how the student writer indicates this in the following excerpt, from a paper analyzing why people engage in self-destructive behaviors like smoking and drinking.
General Principles:
(a) Quote only what you need or is really striking.
(b) Construct your own sentence so the quotation fits smoothly into it.
(c) Usually announce a quotation in the words preceding it.
(d) Choose your announcing verb carefully.
1.2 Rules for Quoting
General Principles
(a) Quote only what you need or is really striking.
(b) Construct your own sentence so the quotation fits smoothly into it.
(c) Usually announce a quotation in the words preceding it.
(d) Choose your announcing verb carefully.
1.3 Quoting Blocks
(a) Indent all lines 10 spaces from the left ma
distinguish it further from the rest of the text, unless your instructor prefers double-spaced blocks (as a few instructors do, and most publications).
(b) Don’t put an indented block in quotation marks.
an indented block where the source author him or herself is quoting or is reporting spoken words (as when Homer reports Achilles’ funeral oration in the Iliad).
(c) Tell your readers in advance who is about to speak a
long stretch of someone else’s words. Notice how the student sets up the block quotation in lines 23–25, telling us beforehand both what we will be listening to and what we should listen for: Diamond’s characterization of the message that human teenagers send by smoking and drinking creates an image of a strutting animal.
(d) Construct your lead-in sentence so that it ends with a colon—pointing the reader ahead) to the quotation itself. Occasionally, clarity or momentum may be better served by having your lead-in sentence run directly into your quotation, in which case you may require a comma or no punctuation at all. But this should be the exception, not the rule.
(e) Follow up a block quotation with commentary that reflects on it and makes clear why you needed to quote it.
(f) When using an in-text parenthetic citation, put your citation of a block quotation outside the period at the end of the last sentence quoted.
When to cite;
(a) Whenever you use factual information or data you found in a source, so your reader knows who gathered the information and where to find its original form. (But see “common knowledge,” section 2.2b.)
(b) Whenever you quote verbatim two or more words in a row, or even a single word or label that’s distinctive or striking, so the reader can verify the accuracy and context of your quotation, and will credit the source for crafting the exact formulation. Words you take verbatim from another person also need to be put in quotation marks, even if you take only two or three words; it’s not enough simply to cite. If you go on to use the quoted word or phrase repeatedly in your paper, however, as part of your analytic vocabulary, you don’t need to cite it each subsequent time—provided you have established the source initially.
(c) Whenever you summarize, paraphrase, or otherwise use ideas, opinions, interpretations, or conclusions arrived at by another person, so your readers know that you are summarizing thoughts formulated by someone else, whose authority your citation invokes, and whose formulations readers can consult and check against your summary.
(d) Whenever you make use of a source passage’s distinctive structure, organizing strategy, or method, such as the way an argument is divided into distinct parts or sections or kinds, or a distinction is made between two aspects of a problem; or such as a particular procedure for studying some phenomenon (in a text, in the laboratory, in the field) that was developed by a certain person or group. Citing tells your readers that the strategy or method isn’t original with you and allows them to consult its original context.
(e) Whenever you mention in passing some aspect of another person’s work, unless that work is very widely known, so readers know where they can follow up on the reference.
2.2 When Not to Cite
(a) When the source and page-location of the relevant passage are obvious
(b) When dealing with “common knowledge,”
(c) When you use phrases that have become part of everyday speech
(d) When you draw on ideas or phrases that arose in conversation with a friend, classmate, instructor, or teaching assistant

3.1 Plagiarism
(a) Uncited information or data from a source:
(b) An uncited idea
(c) A verbatim phrase or passage that isn’t quoted
(d) An uncited structure or organizing strategy.

Seafood Festival

This real world ad that SouperSalad used had some obvious areas that I was able to see, mainly they were there in that fashion as it is used as an advertisement, meaning it needs to be attractive yet, get the point across.
1. Seafood is an excellent source of protein, is low in calories,...
2. Commas seem to be used appropriately i most of the sentences, to show that the information is important.
3. Crabs have 5 pairs of legs, rather five pair of legs would be more appropriate. The em dash after walking legs tells us to read the following sentence, it is important to know that the first set are used for defense.
4.Flamingos are pink because they eat shrimp. Or Flamingos are pink, they eat shrimp. The transition ties the two sentences together as one needs the other to make the statement or reason.

Annie Dillard's Questions

What does it take to be an effective writer?
Courage [to recognize that] you must demolish your work and start over. You can save some of the sentences, like bricks. It will be a miracle if you can save some of the paragraphs, no matter how excellent in themselves or hard-won. You can waste a year worrying about it, or you can get it over with now. The part you must jettison is not only the best-written part; it is also, oddly, that part which was to have been the very point. It is the original passage, the passage on which the rest was to hang, and from which you yourself drew the courage to begin. [You must know what to] abandon as the work’s form hardens” (4-5).
Why is it so hard to delete the words I’ve written?
Several delusions weaken the writer’s resolve to throw away work. If he has read his pages too often, those pages will have a necessary quality, the ring of the inevitable, like poetry known by heart; they will perfectly answer their own familiar rhythms. He will retain them […] Sometimes the writer leaves his early [work] in place from gratitude; he cannot contemplate them or read them without feeling the blessed relief that exalted him when the words first appeared—relief that he was writing anything at all. That beginning served to get him where he was going, after all; surely the reader needs it, too, as groundwork. But no (6).
What do I do if I’m stuck?
Acknowledge, first, that you cannot do anything. Lay out the structure you already have, x-ray it for a hairline fracture, find it, and think about it for a week or a year; solve the insoluble problem. Or subject the next part, the part at which the worker balks, to harsh tests. It harbors an unexamined and wrong premise. Something completely necessary is false or fatal. Once you find it, and if you can accept the finding, of course it will mean starting again. This is why many experienced writers will urge young men and women to learn a useful trade (10).
Why should I save my revision for the end?
The reason not to perfect a work as it progresses is that, concomitantly, original work fashions a form the true shape of which it discovers only as it proceeds, so the early strokes are useless, however fine their sheen. Only when a paragraph’s role in the context of the whole work is clear can the envisioning writer direct its complexity of detail to strengthen the work’s end (16

Practice Questions

1. The flooding was the worst at the point where New Jersey; New York; and Pennsylvania meet.
2. Because he loved to read, write, and edit; Mr. Diamond was considering a career in library work, marketing, or publishing.
3. Salinger’s first novel; The Catcher in the Rye, captures the language and the thoughts of teenagers.
4. He has the only one ambition, to produce a Broadway musical.
5. If you blow all your candles; your wish will come true. - If you blow all your candles. Your wish will come through.
6. The district managers represent four regions: Terry Smith, Rochester, NY; Chris Adler, Superior, WI; Kim Young, Chimayo, NM; and Pat Golden, Tallahassee, FL.
7. The weather report predicted high winds, freezing rain, and show the highway patrol caution when driving; yet the storm blew out to sea.
8. My boss, who wears bright colors, is a cheerful person.
9. He hires people who are energetic, efficient and polite.
10. When asked what she wanted to be later in life she replied, “An Olympic swimmer.”
11. The governor issued this statement; “I have done nothing wrong; the IRS will find that my returns are in order.”
12. Scientists spotted large numbers of dolphins; nurse, great white sharks, gray, and humpback whales near the offshore station.
13. She loves her car; a red Toyota.
14. If you want to drop by the doctor’s office without an appointment, you can be sure of one thing, an icy reception.
15. His dog; a big Labrador retriever, is afraid of mice.
16. His recent painting, which hangs in our local restaurant, shows dogs in various disguises.
17. His recent painting that is hanging in our local restaurant shows dogs in various disguises.

Some of the sentences I rearranged in order to be a bit more complete in structure, while others simply needed to have the proper punctuations applied. I think that it can be difficult at times to make sure that structures are appropriate in the sentence.

Real-World

The Training Table ad is set up to provide a flow for the reader that is attractive rather than proper. When they use the title of Turkey Bacon Sandwich, there are no punctuations as it is used for a name of the sandwich rather than part of a sentence structure.

Jack and Coke: The very first sentence is actually 2 sentences combined into one, without the semi colon. I think that they do this rather than confuse the advertisement with excessive punctuations, Americas favorite cola; mixed with genuine Jack... Real old time refreshment! Is this a complete sentence????

Cabela's: this ad uses shot incomplete sentences in order to describe the gear that is for sale, I think that the intention is to keep the ad short and brief so that it still gets the information accross while keeping the attention of the readers as well as keeping the cost of the ad down if the ad is prices by the word.