Read the paragraph from "1906 Marked the Dawn of the Scientific Revolution." The 1906 earthquake marked the dawn of modern scientific study of the San Andreas fault system in California.
Before 1906, earthquake research in the U. S. had advanced slowly compared to efforts in Japan and Europe.
The first seismographs in the U. S. were installed in 1887, at the Lick Observatory (Mount Hamilton, California)
and at the University of California at Berkeley. Around the turn of the century, a small number of geology
professors at U. S. universities and geologists working for the U. S. Geological Survey contributed some of the
earliest observations of earthquake-related features and compiled the earliest lists of historic earthquakes in
the U. S. Relatively little was understood at the time about earthquakes, how and where they occurred, or the
hazard they would present to our westward-bound, expanding nation. The theory of plate tectonics was still
more than a half-century away.
A central idea of this article is that studying the 1906 earthquake led to great advances in earthquake science. How
does this paragraph develop that idea?
1906 Marked the Dawn of the Scientific Revolution
It describes the experience that the scientists had before the 1906 earthquake.
It identifies the equipment that the scientists would use in the 1906 study.
o It engages readers by making the California earthquake scientists seem like underdogs.
It contrasts the study with the relatively primitive science that came before it.

1906 Marked the Dawn of the Scientific Revolution

Explanation:

A 1906 earthquake ushered in the modern scientific investigation of California's San Andreas fault system. Before 1906, US earthquake studies trailed behind Japan and Europe. On Mount Hamilton in California, the first seismographs were placed in 1887. U.S. college geology professors and USGS geologists made some of the first findings of earthquake-related features about 1900. Eruptive events were unknown to our westward-expanding country at the time. Plate tectonics was still decades distant.

a rough draft essay is the final form of an essay after it has been edited and polished.

what: when quoting a source, use the author’s words verbatim, or word-for-word. this means you shouldn’t change any grammar, punctuation, spelling, etc. put quotations around the words to tell your reader where the quote begins and where it ends.

you also need to acknowledge the author. for example, if using mla format for your research paper, you should have in-text citations with the author’s name and page number listed at the end of each quote.

when: use quotations to provide concrete examples to support your claims. using direct quotations is a great way to build your credibility on the subject. it’s also a good idea to quote your source when the author states things in a powerful way. if you think he or she said it best, then use the exact words to share the ideas.

example: in the short story “a jury of her peers”, mrs. hale compares mrs. wright to her caged bird, saying “she—come to think of it, she was kind of like a bird herself. real sweet and pretty, but kind of timid and—fluttery. how—she—did—change” (glaspell).

paraphrasing

what: paraphrasing differs from quoting because you restate the passage in your own words. since you don’t use the author’s words, you don’t need to use quotation marks. however, you still need to acknowledge the author for his or her ideas.

when paraphrasing a text, you should communicate the full meaning of the text; don’t change the meaning. it can be a condensed version of the text, or it could end up being longer than the source it’s paraphrasing.

when: you use paraphrasing when you take notes, or explain a chart or diagram to someone. paraphrasing highlight the important parts of a larger text. it also allows you to simplify the ideas for your readers.

example:

original: “it was no ordinary thing that called her away–it was probably further from ordinary than anything that had ever happened in dickson county. but what her eye took in was that her kitchen was in no shape for leaving: her bread all ready for mixing, half the flour sifted and half unsifted” (glaspell).

paraphrase: as mrs. hales walks around mrs. wright’s home, she notices that the kitchen is in disarray as if she was in the middle of baking bread (glaspell).