At the beginning of the semester selecting, integrating, and explaining quotes was not my strong suit. After going back and re-reading my project 1 part 2 final draft I was able to recognize where my quote selection and analysis was not very engaging and now, being more developed, know what I would do differently. A specific example of this is the following, “After thinking about this I happened to read Kayleena’s Technology Essay where she explains how her phone has been her way of staying in touch with family back home in Michigan. “I am from Michigan which is about a 13-hour straight drive from the University of New England… having a phone where I can call, text, or facetime my family is amazing” (Barry 1). My analysis of this quote was, “If we didn’t have such advanced technology, then this wouldn’t be possible. In this case the love for our phones stems from the people who are on our phones. This isn’t the full reason, but it plays a part” (Barry 1). In my opinion its overall weak source of evidence in my paper. There’s nothing juicy or engaging that hooks the reader into the quote and the analysis, though it gives my opinion, does not flow. Also, this quote is about a sentence long and as I have progressed in my writing I have learned that passages, two to three sentences, are more beneficial to my writing. In my chosen work sample we can see my growth of this concept when I state, “This phenomenon is greatly impacting the students learning as Turkle explains by saying, “In the classroom, conversations carry more than the details of a subject; teachers are there to help students learn to ask questions and be dissatisfied with the easy answers. More than this, conversations with a good teacher communicate that learning isn’t all about the answers. It’s about what the answers mean. Conversations help students build narratives – whether about gun control or the Civil War – that will allow them to learn and remember in a way that has meaning for them. Without these narratives, you can learn a new fact but not know what to do with it, how makes sense of it” (Turkle 347). For Turkle, the ability to have conversations is a major factor in the learning process. The problem here is that to have these thoughtful conversations you need to be present and not distracted. A major loss that peoples take when choosing to be distracted by their phones in the classroom is the ability to attain and apply their new knowledge” (Barry 1). In this section of one of my body paragraphs I introduce the quote clearly. I then go on to insert a passage from Turkle and not just a sentence. After the passage I clearly explain what I believe Turkle’s interpretation is and tie it into distraction which is what I talk about next. This source serves as good evidence in my writing and plays a significant role in the conversation of the paragraph.