Here are four sets of passages from the anthology of readings at the end of this book

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Here are four sets of passages from the anthology of readings at the end of this book. Each set begins with an original passage and demonstrating how a student would cite the use of such a passage in the Works Cited page. Each set is followed by two possible paraphrases of the passage. One is an acceptable paraphrase. Identify the acceptable paraphrase with an A and the unacceptable paraphrase with a U.

Read the four original quoted paragraphs and decide which paraphrase is better A or B. There are four sets of paragraphs with two paraphrases. Explain why each wrong paraphrase is unacceptable. 

SET 1: ORIGINAL PASSAGE During adolescence, Elkind says, kids are changing so much so fast (physically, mentally, and emotionally) that they become intensely self-centered. It is liter-ally difficult for them to remember that other individuals have their own lives, thoughts, and feelings, and that they are not focusing their attention on the adoles-cents. According to Elkind, the adolescent is terrified of doing or saying something that will attract scorn or criticism. As a result, we end up with the teenager whose life is "ruined" by an outbreak of acne; an adolescent who won't leave the house on a bad hair day, or the teen who refuses to return to school after making an embar-rassing slip during a speech. Kendall, Audra. "The Certainty of Fear." College Writing Skills with Readings. 10th ed., authored by John Langan and Zoé L. Albright, The McGraw-Hill Companies, 2019, pp. 681-684.

___a. Elkind says, during adolescence, kids change so fast (physically, mentally, and emotionally) that they become intensely self cen-tered. It is hard for them to understand that other people have their own feelings, thoughts, and lives, and that they are not focused on the adolescents. According to Elkind, adolescents are scared of doing or saying something that will attract negative attention. As a result, teenagers often think their lives are "ruined" by an outbreak of acne, won't leave the house on a bad hair day, or refuse to go back to school after making an embarrassing mistake during a speech.

 

___b. According to Elkind, teens become so self-centered during adolescence that they have a hard time looking outside of themselves and putting things into perspective. They struggle to recognize that other people are not focused on the adolescents' experiences, but are instead dealing with their own lives. Because teens are hyper-focused on themselves, this translates to small things like pimples or "bad hair" becoming overblown in importance, causing the teens to feel like their lives are ruined.

 

SET 2: ORIGINAL PASSAGE In single-sex schools, the classroom curriculum could be designed with girls' and boys' learning differences in mind. In reading class, boys would be expected to keep pace with other boys, not with girls who seem impossibly more advanced. They could concentrate on reading material of particular interest to boys of their ages, rather than the stories and literature that are often selected by (mostly female) teachers for their (mostly female) enthusiastic readers. Girls could be introduced to math and science concepts in ways that particularly appeal to them. Girls are typically less interested in pure math at an early age, but they often enjoy learn-ing the practical, problem-solving aspects of math. Teachers who understood and could appeal to the boys' or girls' learning style would have a far better chance of reaching more students than those who are trying to do "one size fits all" teaching. Urbina, Diana. "Single-Sex Schools: An Old Idea Whose Time Has Come." College Writing Skills with Readings. 10th ed., authored by John Langan and Zoé L. Albright, The McGraw-Hill Companies, 2019, pp. 695-698.

 

___a. One of the advantages of single-sex schools is the ability to cre-ate lesson plans that address learning differences. For instance, reading classes made up of all boys could focus on material that is interesting to boys and all female math classes could introduce concepts in a way that works with the learning styles of girls. Since boys and girls do learn differently, addressing these differences in the curriculum of classes like math and reading could lead to higher success rates than more traditional classrooms.

 

___b. In schools where students are only one gender, the lessons could be designed around the learning differences of boys and girls. Read-ing classes could be designed around boys' reading interests and ages instead of around the interests of female teachers and stu-dents. Girls could be introduced to math and science in ways that are more interesting to them since they are often more interested in learning the practical, problem-solving aspects of math rather than pure math. Teachers who can design their lessons around students' learning styles will reach more students.

 

SET 3: ORIGINAL PASSAGE The lecture system ultimately harms professors as well. It reduces feedback to a minimum, so that the lecturer can neither judge how well students understand the material nor benefit from their questions or comments. Questions that require the speaker to clarify obscure points and comments that challenge sloppily constructed arguments are indispensable to scholarship. Without them, the liveliest mind can atrophy. Undergraduates may not be able to make telling contributions very often, but lecturing insulates a professor even from the beginner's naive question that could have triggered a fruitful line of thought. Daniels, David. "College Lectures: Is Anybody Listening?" College Writing Skills with Readings. 10th ed., authored by John Langan and Zoé L. Albright, The McGraw-Hill Companies, 2019, pp. 711-714.

 

___a. Lectures, by nature, inhibit scholarly exchange. The professor disseminates the material, and the student is expected to under-stand and digest it. Very seldom is the student able to ask ques-tions, which hurts not only the student, but the professor as well because he or she is unable to gauge how well students are understanding the material. Without the exchange and discus-sion of ideas, or challenges to presented theories, opportunities for more in-depth knowledge and potential discovery is limited or missed.

 

___b. Lectures hurt both the professor and student. There is little feed-back, so the professor doesn't know how well students understand the material and cannot profit from their questions. Students don't get to ask the professor to explain unclear ideas or challenge argu-ments, which are crucial to education. Without the ability to ques-tion, students can get bored. Undergraduates don't contribute new information very often, but lectures guarantee that professors don't hear naive questions.

 

SET 4: ORIGINAL PASSAGE In a late, lame attempt to counterbalance this sexual overload, most schools offer sex education as part of their curriculums. (In 1993, forty-seven states recom-mended or required such courses.) But sexed classes are heavy on the mechanics of fertilization and birth control—sperm, eggs, and condoms—and light on any discussion of sexuality as only one part of a well-balanced life. There is passing reference to abstinence as a method of contraception, but little discussion of absti-nence as an emotionally or spiritually satisfying option. Promiscuity is discussed for its role in spreading sexually transmitted diseases. But the concept of rejecting casual sex in favor or reserving sex for an emotionally intimate, exclusive, trusting relationship—much less any mention of waiting until marriage—is foreign to most public school settings. "Love and stuff like that really wasn't discussed" is the way one Spur Posse member remembers his high school sex education class. Garity, Joyce. "Is Sex All That Matters?" College Writing Skills with Readings. 10th ed., authored by John Langan and Zoé L. Albright, The McGraw-Hill Companies, 2019, pp. 764-767.

 

___a. In a weak attempt to educate students, most schools offer sexual education classes. In fact, in 1993, forty-seven out of fifty states required or recommended these classes. However, the classes rely heavily on scientific information about fertilization and birth con-trol and don't talk much about sex as a part of life. Abstinence is discussed as a good method of contraception, but they don't talk about how it can be good for the emotions. Promiscuity has a role in spreading sexually transmitted diseases. There isn't a lot of talk about love and stuff.

 

___b. Although a majority of states, forty-seven, required or recommended sex education classes in 1993, the classes themselves are not teaching what young people need to know. Instead of presenting healthy sex-ual relationships as a part of a healthy, balanced life, the classes focus mostly on scientific—egg meets sperm and creates life—or scary—too much sex leads to sexually transmitted diseases—information. Information like staying abstinent for emotional reasons or how to be emotionally intimate is also ignored in favor of focusing on staying celibate only to avoid getting pregnant or getting sick.