Week in Review: Quotations as Support

           Friday Dialogue from                

                                      Your Two Favorite Educators 

As Emily and Aubrey look back over the week they use their razor sharp wit to discuss student empathy and student-use of quotations.

1.)  This week we were posting all about how students can use quotations in their writing to support their ideas.  Now, it’s our turn.  What quotation would you like to deliver to your students to support your pleas in the classroom.
Aubrey:  
If we are to “lessen the stress”  of our beloved English teacher, we must consider not causing “great anxiety” by writing in a way that suggests we integrate quotes while sitting on the toilet.  The quoted portions above are taken from a great speech delivered during February of 2011 by an incredibly insightful English teacher.  Me.

Emily:    Really?  I’d like to be a lot more literal with my quotation and have them explicate the following from Goethe:  “There is nothing worse than aggressive stupidity.”  I’d like them to consider the definition and consequences of “aggressive stupidity.”

 

2.)  What is your pet peeve when assessing writing?

Aubrey: I truly dislike the rhetorical question.  So few students can do it correctly that I’ve adopted the “not under any circumstance” rule.  I also dislike the use of the following words: people, one, and clearly. Oh, and also when “one” thinks that quoting in isolation should “clearly” make “people” happy because there was a “quote.”     

Emily:  Nice.  My favorite is when the rhetorical question is the opening to an essay.  I want to shake them and say “Really?  Do you really think that is a good hook?  C’mon.  You have more creativity than that.”  I’d rather them just give me the answer to the question and save me the thinking and effort it takes to read their mind.

3.)  One thing stressed this week is that quotations shouldn’t just restate an idea.  Instead, it should further an idea.  In your professional opinion, what causes this?

Aubrey: I suppose what makes this hard for students is they are so willing to drop quotes into an essay because they assume that it’s filler and it makes their opinion or the craft of writing negligible.  I want good quote integration to be the start of their “elevator pitch.”  Not a bad movie, followed by a bad dinner.  

Emily:  I love when students ask how long a paper needs to be and then watch them picture their rough draft in their head trying to figure out how they can “stretch it out” by adding quotations that have nothing to do with their topic.  They love filler.

 

4.)  On a scale of 1-Amazing, how much did you like my reference to my pseudo-”boyfriend” Ben Roethlisberger this week?  

Aubrey: I prefer not to comment on this topic as I believe that you are delusional about many especially this one.  Please don’t hurt me like you always do.

Emily:  Don’t hate him because he is beautiful.  Just be thankful I didn’t talk about Arby’s this week! 

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