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Using Quotations in College Writing
(Writing Center, Dr. Tarzia, Feb 2004)
Why do research and quote authorities?
Here are two big reasons for doing research:
- To seek basic knowledge: When we are seeking a focus for our essay, we first have to learn about a topic before we can know what we want to say about. Sometimes we cannot create a thesis until we know more about a topic, so the essay may begin with research.
- To confirm our current knowledge: Sometimes we start with a good idea to write about; then we do research to find factual support for that idea. But be careful! We can often find people/books who will agree with us, but make sure you read about ideas from different viewpoints -- because, who knows, you and your supporters could be wrong. Research is an act of courage and honor, because research may tell us that we need to change our minds. That’s hard!
Two main uses of quotations
- To use the authority and information of an expert in a certain field to support our own argument. The authority -- an expert in her/his field -- has stated an idea much better than we have, or may provide specific information for our essay.
- To show an example of another author' s point of view when we need to explain the idea or position of that author. We may be disagreeing or agreeing with the author, and so we are seeking a sample of that author's thinking to show why we agree or disagree. This kind of quote is often used in an opinion/persuasion essay.
In both cases we
- cite the author in the sentence where we use their quotation (provide their last name and page number from which we took their information) and
- provide a reference section at the end of the essay in which we show the author’s full name, title of source, and other full bibliographic information.
Three main methods of using information from research sources: (1) paraphrase, (2) direct quotation
- Paraphrase -- This is when you “boil down” (shorten) someone else's ideas fairly, adding neither your opinion (judgment) nor interpretation (explanation). In a summary, the idea is the property of the author, but you are restating that idea in mostly your own wording. An important skill in summarizing is learning to include only the main points of the author, not the unnecessary details. Summary is best used when you need to boil down a whole paragraph or page (or even chapter) of an author’s ideas. Note -- you still have to provide an in-sentence citation even when you summarize.
Another form of paraphrase is the mixing of our own wording with parts of the author’s original sentences (this is like mixing our own wording with direct quotations). Depending on how much of the author’s original you use, this method can lead to trouble. If you directly copy much of the author’s original sentence, adding only a little of your own wording, your writing may not seem to be your own. Then the teacher may suspect plagiarism. I call such a case “unfair quotation” because it makes your writing seem better than it really is. A good rule is this: whenever you mix 4 or more words of a direct quote in a paraphrase, place double quotation marks around the direct quote; then the teacher/reader can see the difference between your wording and the author’s wording. See the examples below called “paraphrase” and “unfair paraphrase.”
- Direct Quotation -- This is when you use the actual wording that the author used. Sometimes the author has said something so well -- powerfully and briefly -- that summarizing would make no sense. So when you find a sentence or two like this, you may want to directly quote the author. When you copy a direct quote, put it between quotation marks, “-----.” (Of course, you must also use an in-sentence citation.)
Example of a direct quotation and citation in an essay (author, page number):
“Every social system has moral order and shared values, which act as the structure of each human community. These values are expressed in a symbolic way -- through food, clothing, wealth, language, and behavior -- all of which carry implicit messages about ‘good and bad’” (Spradley, 7)
Example of a “fair” paraphrase:
Societies communicate shared values “which act as the structure of each human community” and are expressed symbolically through various behaviors (Spradley, 7).
[ Note that the writer quoted more than three of the author’s original words, so she put them in quotation marks.]
Example of “unfair” paraphrase:
Every society has shared values, and they act as the structure of each human community. These values are expressed symbolically through food, clothing, wealth, language, and behavior to carry messages about ‘good and bad’. (Spradley, 7)
Example of a reference entry for a bibliography/list of references:
Spradley, James. “Culture and the Contemporary World.” Conformity and Conflict: Readings in Cultural Anthropology, 3rd Edition. J. Spradley and D. McCurdy, editors. Boston: Little, Brown, & Co. 1977. pp. 1-10.
Use transitions before and after a lengthy quotation
No matter what reason we have for quoting, we must always prepare the reader for the quote. The reader must know why we are quoting, how we are using the quote, and what the quote means in our particular case. In other words, we have to write good transitions leading into a quote and sometimes out of the quote.
Example of quoting an authority and using good transition and explanation for the quote:
[ Notice below how the writer (a) uses a topic sentence to lead gracefully into the quotation. (b) uses quotation marks to show that she has directly quoted from her research source (rather than summarized), (c) uses an in-sentence citation (author’s last name and page number on which she found the information) to avoid plagiarism, and (d) further explains what the quotation mean for her essay by using a real-life example; thus, the quotation has a ‘lead in’ and a ‘lead out’ -- good transition!]
Puerto Rican society is strongly organized around its family values, which are taught from an early age (a). “Every social system has moral order and shared values, which act as the structure of each human community. These values are expressed in a symbolic way -- through food, clothing, wealth, language, and behavior -- all of which carry implicit messages about good and bad” (b) (Spradley, 7) (c). One example of this in my family is the respect that is taught, especially toward adults and the elderly (d). The elderly are appreciated for their experience and their words of wisdom (d). They share their past experiences with the youths, giving them advice to follow in life. Through this, the elderly have a sense of belonging that many of the elderly in American society sometimes lack.
(Extracted from student essay with permission.)
Make sure the quotation makes sense and is used in a clear way
Inexperienced writers often suddenly introduce a quotation without any apparent reason. Usually this problem can be solved by (1) using good transitions into and out of the quotation and (2) having a good reason to use the quotation in the first place. Example:
There is much confusion about exactly who the Amish people are and where their place should be in the modern world. “The customs we acquire as members of the society had a curious effect on us. We find them difficult to learn, but with practice we conform and eventually come to feel that these customs are right and natural” (Spradley, 11). Although many people do not understand their culture, the Amish are practicing a good way of life.
(Extracted from student essay with permission.)
[ The quotation in the middle of the paragraph has no direct relationship to the topic of "who the Amish are and where their place should be in the modern world.” A new quote is needed, one that really fits in here. Alternatively, we need to see much more explanation of and transition to the quotation. ]
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