Learning Outcome 2

The second Learning Outcome of English 110 states that students should “be ale to integrate their ideas with those of others using summary, paraphrase, quotation, analysis, and synthesis of relevant sources.”

This class explores a large selection of literature. Each of these sources focus on similar topics; however, each author approaches these topics from a different angle and perspective. When I first entered this class, I had already spent a large amount of time learning how to select and integrate evidence in my AP Language class, which can be seen in the final draft of my First Essay for this course. Notice how I introduce the argument in my own words, then integrate the evidence to support that argument:

“However, this rigid structure, full of repetition and focus on literature, has yielded some of the most analytical thinkers in history, ‘including those who launched the Scientific Revolution'” (Newstok 1).

(Ouellette 2). Essay One, Final Draft.

My introduction to this quote is paraphrasing what Newstok explains prior to this quotation. I integrate this quote by making it a part of my own sentence; this adds credibility to the sentence while still allowing grammatical flow.

Although I had a foundation of knowledge in terms of selection, integration, and synthesis of evidence, my peers and professor quickly noticed that I had difficulty explaining my evidence after placing it. That is, my analysis of the quotation was not complete. Typically, the first half of my Barclay’s paragraphs would be strong; I would introduce the quote properly, integrate the quote, and explain what it meant and how it supported my argument. The second half of my paragraph would consist of introducing my quote and integrating, then explaining how the two quotes worked together to support my argument. Notice I missed the portion where I needed to explain the second quote and what my purpose was in selecting it. This happened in the sentence following the quote above from my First Essay: 

“Clearly, there is something vastly different in the current system of education, including skills that were unrightfully stolen by high-stakes testing”

(Ouellette 2). Essay One, Final Draft.

I start of this sentence with the word “clearly,” even though it is not clear what I meant by using this quotation.

My first essay also consists of many areas where I should have been discussing my own opinion; I was never taught to use my own voice in my essays in high school, just to work with the evidence in which I was provided. In Essay Two (Showcase), I was able to amend both of these issues, successfully selecting, integrating, and explaining my quotes while allowing myself a voice in the argument:

“However, [Ungar] rebutts this argument and states, ‘It is condescending to imply … that the rich folks will do the important thinking, and the lower classes will simply carry out their ideas”'(Ungar 3). However, I believe that this quote in and of itself is condescending. Fortunately, I have never heard of anyone believing that the higher classes will do the important thinking …”

(Ouellette 3). Essay Two, Final Draft.

Notice how this sentence properly introduces Ungar in the earlier portions of the paragraph. I then describe the evidence as a rebuttal against the misconception of the liberal arts that he is addressing. I then state my opinion of the quote and explained in my own words what Ungar was describing. All of these working components fit into the larger scheme of the Barclay’s paragraph, and sets up both my the purpose of the quote in relation to the next one I introduce.

By recognizing my faults in analysis, I make a breakthrough in Essay Two in the analysis portion of my essay. While continually strengthening my ability to integrate, summarize, paraphrase, synthesize, and select quotations, I also learn to properly analyze quotes and to add my voice to strengthen the argument. All of this is demonstrated in Essay Two, which serves as the essay in which a majority of my growth and learning to work with all the components of evidence come together.

Essay 1, Final Draft:


Essay 2, Final Draft: