1. Integrating Quotations Allison Wright

2. Embedding Quotations The main problem with using quotations happens when writers assume that the meaning of the quotation is obvious. Writers who make this mistake believe that their job is done when they’ve chosen a quotation and inserted it into their text. Quotations need to be taken from their original context and integrated fully into their new textual surroundings. Every quotation needs to have your own words appear in the same sentence. -CCSD Schools

3. Quoting, Paraphrasing, & Summarizing Quotations must be identical to the original, using a narrow segment of the source. They must match the source document word for word and must be attributed to the original author. Paraphrasing involves putting a passage from source material into your own words. A paraphrase must also be attributed to the original source. Paraphrased material is usually shorter than the original passage, taking a somewhat broader segment of the source and condensing it slightly. Summarizing involves putting the main idea(s) into your own words, including only the main point(s). Once again, it is necessary to attribute summarized ideas to the original source. Summaries are significantly shorter than the original and take a broad overview of the source material. -Taken from Purdue Owl

4. (In)Essential Information Take the time to determine (1) if information from a source should be quoted or paraphrased, and (2) if the information you’re including is relevant and necessary to your paper. If a quote is already short, clear, and essential for your paper, just have the quote rather than muddling its meaning by trying to paraphrase. Determine whether you agree, disagree, or are somewhere in-between with the other author. This will help you determine whether you should quote, paraphrase, or consider omitting the other author’s discussion from yours. A quote should never just be “dropped in” – always be responding to and interacting with its content.

5. More Reminders Use brackets to make quotes stylistically and grammatically fit your sentence. Remember that quotes should be used to (1) add authority, (2) add evidence, and (3) raise the level of your own writing and discussion. Determine the author’s approach, and determine your own. Are you examining this information in an objective, or subjective manner? Are you presenting the information neutrally, or critically?

6. Block Quotes Use block quotes sparingly, if at all. Aim for quotes that are 1-2 lines long. Remember, your discussion and analysis of a quote should be at least as long as the quote itself.

7. Ellipses Keep quotations as short as possible without losing their value to your paper or the author’s intended meaning. Remember, the author should agree with your description(s) of his/her ideas. Use ellipses to cut out unnecessary information. Don’t put ellipses at the beginning of a quote, and do not quote anything you do not fully understand.

8. General Grammatical Notes Remember that any punctuation (i.e. an exclamation point a question mark) that is part of your sentence should come after your quotation mark and parenthetical citation. Any punctuation that is part of what you’re quoting should remain within the quotation mark. If you wish to use a colon or a semi-colon in the same sentence as a quotation, it should always be placed immediately after the quotation mark and/or in-text citation. If a quote is a complete sentence or begins a sentence of the other author’s work, capitalize the first letter.

9. Signal Phrases Always make sure to at least use signal phrases (i.e. According to Moore, “Political opinion is mixed…”) to introduce quotes. Better yet, fully introduce and contextualize information so that your reader can fully understand and appreciate the significance of the quote. Avoid filler phrases (i.e. “The article says” or “A quote from Chapter 3 says”), and avoid weak verbs (i.e. “Maple says,” “Maple writes,” or “Maple asserts”) that provide little to no analysis or explanation of a quotation. Try to have clear, specific subjects and strong, descriptive verbs to ensure that a reader can fully understand your meaning.

10. Example Ineffective Rodriguez writes, “My parents, who are no longer my parents in a cultural sense” (55). He expresses the alienation from his family that has resulted from his assimilation into English- speaking culture. Effective Rodriguez describes his parents as “no longer [his] parents in a cultural sense” (55) to express the alienation from his family that has resulted from his assimilation into English- speaking culture. Or In his struggle to assimilate into English-speaking culture, Rodriguez begins to believe that his parents are “no longer [his] parents in a cultural sense.” He feels utterly alienated from his family and former identity. -CCSD Schools