M01 laws tm4 5700. indd

17
© 2014 by Pearson Education, Inc. 

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INTRODUCTION 
(pages 47–48)
• Have students read the introduction silently. 
Follow up by eliciting the meanings of the 
following terms: outside sources, quote, 
paraphrase, summarize. 
• Make sure students understand the chapter’s 
writing assignment. Ask them why the 
ability to write an academic summary is 
important to them.
Analyzing the Model 
(page 47)
• Read the introduction and directions. 
Read the model paragraph aloud, or have 
a student read it. Have students work with 
a partner or in a small group to answer the 
questions about the model. Go over the 
answers with the class.
!
Noticing Vocabulary 
(page 48)
• Read the introduction and the directions for 
Practice 1, Parts A and B. Have students 
work alone or with a partner to complete 
the exercise. Go over the answers with the 
class.
USING AND CITING SOURCES 
(pages 48–51)
• Note: See Chapter 11, Noun Clauses, for 
practice with that clauses, if / whether 
clauses, and question clauses with reporting 
verbs.
Plagiarism 
(page 48)
• Read the information in this section aloud. 
Follow up by eliciting the meanings of 
plagiarism, quotation marks, cite a source. 
Variation: 
Conduct a discussion with 
the class about plagiarism. Explain the 
U.S. cultural perspective on this issue, for 
example, the notion that a writer “owns” his 
or her ideas and that others may not “steal” 
those ideas. Inform students of the severe 
penalties for plagiarism at U.S. colleges 
and universities. Ask students to share their 
cultural perspectives on these issues. 
Correct Citations 
(page 49)
• Read the fi rst paragraph aloud. Have 
students read the rest of this section 
silently. They should also look over the 
information in Appendix E, Research and 
Documentation of Sources, pages 312–319. 
You may wish to assign this reading for 
homework. 
• In class, read the directions for Practice 2. 
Have students do the activity with a partner 
or in a small group. Inform students that 
they will never need to memorize the form 
of source citations because they can always 
look it up. 
EXTENSION:
Inform students of the existence of style 
manuals such as The Chicago Manual of 
Style, the APA style guide, and the MLA 
style guide. Explain that different styles are 
required by different academic disciplines. 
Inform students that as they progress in 
their academic careers, they will become 
more familiar with the style requirements 
of their respective fi elds of study.
QUOTATIONS 
(pages 52–57)
• Read the introduction. Review other types 
of supporting details (facts, examples, 
reasons). Give an example of a direct versus 
indirect quotation. 
• Read the directions for Practice 3. Have 
students do the task with a partner. Go over 
the answers with the class.
Reporting Verbs and Phrases