Q QUESTION: Choose ONE of the quotes below (or one quote you already plan to use in your essay) and then write THREE different sentences using and citing that same quote (so you are using one quote in three different ways). Note that these page numbers are from the photocopy version of the article: AbolishHighSchoolOriginal_Solnit.pdf Actions I didn’t go to high school. This I think of as one of my proudest accomplishments and one of my greatest escapes, because everyone who grows up in the United States goes to high school. It’s such an inevitable experience that people often mishear me and think I dropped out. (pg 5) Talk of abolishing high school is just my way of wondering whether so many teenagers have to suffer so much. How much of that suffering is built into a system that is, however ubiquitous, not inevitable? (pg 7) When you are a teenager, your peers judge you by exacting and narrow criteria. But those going through the same life experiences at the same time often have little to teach one another about life. Most of us are safer in our youth in mixed-age groups, and the more time we spend outside our age cohort, the broader our sense of self. (pg 6) We tend to think that adolescence is inherently ridden with angst, but much of the misery comes from one’s peers. Twenty-eight percent of public school students and 21 percent of private school students report being bullied, and though inner-city kids are routinely portrayed in the press as menaces, the highest levels of bullying are reported among white kids and in nonurban areas. (pg 6) 1) Write a sentence that introduces and incorporates one entire quote. Indicate how the quote is being used in the way you introduce it: are you responding to it, agreeing with it, using it to support your idea? 2) Write a sentence that includes a signal phrase and uses a portion of a quote. Use the quote to rebut or complicate the author’s ideas. 3) Write a sentence that does NOT use a signal phrase and uses a smaller portion of a quote. Use the quote to illustrate an important concept.