{"id":474,"date":"2015-05-08T23:08:17","date_gmt":"2015-05-08T23:08:17","guid":{"rendered":"https:\/\/courses.candelalearning.com\/introductiontocollegewriting\/?post_type=chapter&p=474"},"modified":"2017-06-16T14:45:25","modified_gmt":"2017-06-16T14:45:25","slug":"integrating-quotations","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/chapter\/integrating-quotations\/","title":{"raw":"Integrating Quotations","rendered":"Integrating Quotations"},"content":{"raw":"Integrating Quotations*<\/strong>\r\n\r\nWhenever you use an outside source in your writing, which is any information that is not common knowledge or an original idea, you must indicate to the reader where it is from.\u00a0 Quotations, or the exact words of the writer, are one form of an outside source.\u00a0 Whenever you use quotations, readers need to move from your own words to the words of a source without feeling a jolt. To provide a clear signal to the reader that a quote is coming, use signal phrases, which typically includes author\u2019s name, often includes title of work, and sometimes includes background information and experience of author.\r\n\r\nTake a look at the following examples:\r\n\r\nDropped Quotation<\/strong>\r\n\r\nAlthough many people do not want to acknowledge white privilege, it does exist. \u201cWhite privilege is an invisible package of unearned assets which I can count on cashing in each day, but about which I was \u201cmeant\u201d to remain oblivious.\u201d White people in America benefit from white privilege in numerous ways.\r\n\r\nThis particular quote is clearly dropped.\u00a0 The reader has no idea who the writer is or where the quote comes from.\u00a0 This makes it clear that a dropped quote lacks a sense of audience.\u00a0 It assumes that the reader knows about the quote and uses it instead to substitute for the writer's own words or ideas.\u00a0 It is never a good idea to drop a quote in to speak for you.\r\n\r\nQuotation with signal phrase (Uneasy integration)<\/strong>\r\n\r\nAlthough many people do not want to acknowledge white privilege, it does exist. In her essay, \u201dWhite Privilege: Unpacking the Invisible Knapsack,\u201d Peggy McIntosh describes white privilege as \u201can invisible package of unearned assets which I can count on cashing in each day, but about which I was \u201cmeant\u201d to remain oblivious.\u201d White people in America benefit from white privilege in numerous ways.\r\n\r\nIn this example, you can see that the writer has integrate the quote in by including the source as well as a verb signaling the quote to come.\u00a0 However, note that the point of view changes from third person to first person, which creates an awkwardness.\r\n\r\nQuotation with signal phrase (Smooth integration)<\/strong>\r\n\r\nAlthough many people do not want to acknowledge white privilege, it does exist. In her essay, \u201dWhite Privilege: Unpacking the Invisible Knapsack,\u201d Peggy McIntosh describes white privilege as \u201can invisible package of unearned assets\u201d which white people in America benefit from in numerous ways unawares.\u00a0\u00a0 A couple of examples of white privilege that I benefit from are\u2026..\r\n\r\nThis last version creates a smooth integration because it focuses on integrating the original ideas in smoothly with the writer's own ideas.\u00a0 It signals the coming of the quote but doesn't necessarily quote large amounts; rather, the writer focuses on representing only the key ideas needed from the original quote.\r\n\r\nSignal phrases often include verbs that indicate the source author\u2019s attitude or approach to what he or she says. These verbs are in the present tense, typical of writing in the humanities.\r\n\r\nAuthor is neutral<\/strong>\r\n\r\nExamples: describes, explains, notes, observes, says, thinks, writes\r\n<\/strong>\r\n\r\nAuthor infers or suggests\u00a0<\/strong>\r\n\r\nExamples: asks, concludes, considers, predicts, proposes, shows, speculates, suggests, supposes\r\n\r\nAuthor argues \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong>\r\n\r\nExamples: claims, contends, defends, holds, insists, maintains\r\n\r\nAuthor is uneasy\/disparaging\r\n<\/strong>\r\n\r\nExamples: warns, bemoans, complains, condemns, deplores, deprecates, derides, laments\r\n\r\nAuthor agrees\u00a0<\/strong>\r\n\r\nExamples: admits, agrees, concedes, grants\r\n\r\n \r\n\r\nVary your signal phrases to suit your interpretation of borrowed material and also to keep reader\u2019s interest.<\/strong>\r\n\r\nTatum contends that \u201cthe relevant question is not whether all Whites are racist, but how we can move more White people from a position of active or passive racism to one of active antiracism.\u201d (signal phrase at the start)\r\n\r\n\u201cThe relevant question,\u201d Tatum contends, \u201cis not whether all Whites are racist, but how we can move more White people from a position of active or passive racism to one of active antiracism.\u201d (signal phrase in between)\r\n\r\n\u201cThe relevant question is not whether all Whites are racist, but how we can move more White people from a position of active or passive racism to one of active antiracism,\u201d Tatum contends. (signal phrase at the end)\r\n\r\n \r\n\r\nUsing the ellipsis mark<\/strong>\r\n\r\nTo condense a quoted passage, you can use the ellipses mark (three spaced periods) to indicate that you have omitted words. What remains must be grammatically correct.\r\n<\/strong>\r\n\r\nAccording to Laurie Gries, a writing instructor at the University of Montana, \u201cmany students [in her basic composition class] do not know how to integrate quotations smoothly into their text\u2026.They often simply insert quotes without a signal phrase.\u201d\r\n\r\nInformation omitted was She thinks they never have been taught how to incorporate quotes. <\/em>\r\n\r\nUsing brackets<\/strong>\r\n\r\nBrackets (square parentheses) allow you to insert words of your own into quoted material. You can insert words in brackets to clarify matters or to keep a sentence grammatical in your context.\r\n\r\nAccording to Laurie Gries, a writing instructor at the University of Montana, \u201cmany students [in her basic composition class] do not know how to integrate quotations smoothly into their text.\r\n\r\n \r\n\r\nSetting off long quotations<\/strong>\r\n\r\nWhen you quote more than four typed lines of prose, set off the quotation by indenting one inch (or ten spaces) left of margin and single space. Long quotations be introduced by signal phrase, usually followed by a colon. Quotation marks are unnecessary.\r\n
    \r\n\t
  • Laurie Gries, a writing instructor at the University of Montana, fears:Many students [in her basic composition class] do not know how to integrate quotations smoothly into their text. She suspects they were never taught how to incorporate quotes in their secondary education. They often simply insert quotes without a signal phrase, take the source author\u2019s quotes out of context, and have absolutely no idea how to use ellipses or brackets. Consequently, her student\u2019s writing is often difficult to read. More so, and ironically, by trying to present credible evidence to increase the credibility of their own argument, they often make themselves seem less credible in the process. She has created a worksheet on integrating quotations to help her students address this problem (personal interview).<\/li>\r\n<\/ul>\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\nLimiting your use of quotations<\/strong>\r\n\r\n \r\n\r\nExcept for the following legitimate use of quotations, use your own words to summarize and paraphrase your sources and to explain your own ideas.\r\n\r\n \r\n\r\nWhen to use quotations:\r\n
      \r\n\t
    • When language is especially vivid or expressive<\/li>\r\n\t
    • When exact wording is needed for technical accuracy<\/li>\r\n\t
    • When it is important to let the debaters of an issue explain their positions in their own words<\/li>\r\n\t
    • When the words of an important authority lend weight to an argument<\/li>\r\n\t
    • When the language of a source is the topic of your discussion (as in an analysis or interpretation)<\/li>\r\n\t
    • When the author\u2019s language presents the topic so succinctly and articulately that there is no way you can possibly express it any clearer.<\/li>\r\n<\/ul>\r\n \r\n\r\n \r\n\r\n \r\n\r\n \r\n\r\n*Note: All material in this handout is taken directly from A Pocket Style Manual <\/em> (Diana Hacker. 4th edition) and The Little Brown Compact Handbook<\/em> (Jane E. Aaron 5th edition.)","rendered":"

      Integrating Quotations*<\/strong><\/p>\n

      Whenever you use an outside source in your writing, which is any information that is not common knowledge or an original idea, you must indicate to the reader where it is from.\u00a0 Quotations, or the exact words of the writer, are one form of an outside source.\u00a0 Whenever you use quotations, readers need to move from your own words to the words of a source without feeling a jolt. To provide a clear signal to the reader that a quote is coming, use signal phrases, which typically includes author\u2019s name, often includes title of work, and sometimes includes background information and experience of author.<\/p>\n

      Take a look at the following examples:<\/p>\n

      Dropped Quotation<\/strong><\/p>\n

      Although many people do not want to acknowledge white privilege, it does exist. \u201cWhite privilege is an invisible package of unearned assets which I can count on cashing in each day, but about which I was \u201cmeant\u201d to remain oblivious.\u201d White people in America benefit from white privilege in numerous ways.<\/p>\n

      This particular quote is clearly dropped.\u00a0 The reader has no idea who the writer is or where the quote comes from.\u00a0 This makes it clear that a dropped quote lacks a sense of audience.\u00a0 It assumes that the reader knows about the quote and uses it instead to substitute for the writer’s own words or ideas.\u00a0 It is never a good idea to drop a quote in to speak for you.<\/p>\n

      Quotation with signal phrase (Uneasy integration)<\/strong><\/p>\n

      Although many people do not want to acknowledge white privilege, it does exist. In her essay, \u201dWhite Privilege: Unpacking the Invisible Knapsack,\u201d Peggy McIntosh describes white privilege as \u201can invisible package of unearned assets which I can count on cashing in each day, but about which I was \u201cmeant\u201d to remain oblivious.\u201d White people in America benefit from white privilege in numerous ways.<\/p>\n

      In this example, you can see that the writer has integrate the quote in by including the source as well as a verb signaling the quote to come.\u00a0 However, note that the point of view changes from third person to first person, which creates an awkwardness.<\/p>\n

      Quotation with signal phrase (Smooth integration)<\/strong><\/p>\n

      Although many people do not want to acknowledge white privilege, it does exist. In her essay, \u201dWhite Privilege: Unpacking the Invisible Knapsack,\u201d Peggy McIntosh describes white privilege as \u201can invisible package of unearned assets\u201d which white people in America benefit from in numerous ways unawares.\u00a0\u00a0 A couple of examples of white privilege that I benefit from are\u2026..<\/p>\n

      This last version creates a smooth integration because it focuses on integrating the original ideas in smoothly with the writer’s own ideas.\u00a0 It signals the coming of the quote but doesn’t necessarily quote large amounts; rather, the writer focuses on representing only the key ideas needed from the original quote.<\/p>\n

      Signal phrases often include verbs that indicate the source author\u2019s attitude or approach to what he or she says. These verbs are in the present tense, typical of writing in the humanities.<\/p>\n

      Author is neutral<\/strong><\/p>\n

      Examples: describes, explains, notes, observes, says, thinks, writes
      \n<\/strong><\/p>\n

      Author infers or suggests\u00a0<\/strong><\/p>\n

      Examples: asks, concludes, considers, predicts, proposes, shows, speculates, suggests, supposes<\/p>\n

      Author argues \u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 <\/strong><\/p>\n

      Examples: claims, contends, defends, holds, insists, maintains<\/p>\n

      Author is uneasy\/disparaging
      \n<\/strong><\/p>\n

      Examples: warns, bemoans, complains, condemns, deplores, deprecates, derides, laments<\/p>\n

      Author agrees\u00a0<\/strong><\/p>\n

      Examples: admits, agrees, concedes, grants<\/p>\n

       <\/p>\n

      Vary your signal phrases to suit your interpretation of borrowed material and also to keep reader\u2019s interest.<\/strong><\/p>\n

      Tatum contends that \u201cthe relevant question is not whether all Whites are racist, but how we can move more White people from a position of active or passive racism to one of active antiracism.\u201d (signal phrase at the start)<\/p>\n

      \u201cThe relevant question,\u201d Tatum contends, \u201cis not whether all Whites are racist, but how we can move more White people from a position of active or passive racism to one of active antiracism.\u201d (signal phrase in between)<\/p>\n

      \u201cThe relevant question is not whether all Whites are racist, but how we can move more White people from a position of active or passive racism to one of active antiracism,\u201d Tatum contends. (signal phrase at the end)<\/p>\n

       <\/p>\n

      Using the ellipsis mark<\/strong><\/p>\n

      To condense a quoted passage, you can use the ellipses mark (three spaced periods) to indicate that you have omitted words. What remains must be grammatically correct.
      \n<\/strong><\/p>\n

      According to Laurie Gries, a writing instructor at the University of Montana, \u201cmany students [in her basic composition class] do not know how to integrate quotations smoothly into their text\u2026.They often simply insert quotes without a signal phrase.\u201d<\/p>\n

      Information omitted was She thinks they never have been taught how to incorporate quotes. <\/em><\/p>\n

      Using brackets<\/strong><\/p>\n

      Brackets (square parentheses) allow you to insert words of your own into quoted material. You can insert words in brackets to clarify matters or to keep a sentence grammatical in your context.<\/p>\n

      According to Laurie Gries, a writing instructor at the University of Montana, \u201cmany students [in her basic composition class] do not know how to integrate quotations smoothly into their text.<\/p>\n

       <\/p>\n

      Setting off long quotations<\/strong><\/p>\n

      When you quote more than four typed lines of prose, set off the quotation by indenting one inch (or ten spaces) left of margin and single space. Long quotations be introduced by signal phrase, usually followed by a colon. Quotation marks are unnecessary.<\/p>\n

        \n
      • Laurie Gries, a writing instructor at the University of Montana, fears:Many students [in her basic composition class] do not know how to integrate quotations smoothly into their text. She suspects they were never taught how to incorporate quotes in their secondary education. They often simply insert quotes without a signal phrase, take the source author\u2019s quotes out of context, and have absolutely no idea how to use ellipses or brackets. Consequently, her student\u2019s writing is often difficult to read. More so, and ironically, by trying to present credible evidence to increase the credibility of their own argument, they often make themselves seem less credible in the process. She has created a worksheet on integrating quotations to help her students address this problem (personal interview).<\/li>\n<\/ul>\n

         <\/p>\n

         <\/p>\n

         <\/p>\n

         <\/p>\n

        Limiting your use of quotations<\/strong><\/p>\n

         <\/p>\n

        Except for the following legitimate use of quotations, use your own words to summarize and paraphrase your sources and to explain your own ideas.<\/p>\n

         <\/p>\n

        When to use quotations:<\/p>\n

          \n
        • When language is especially vivid or expressive<\/li>\n
        • When exact wording is needed for technical accuracy<\/li>\n
        • When it is important to let the debaters of an issue explain their positions in their own words<\/li>\n
        • When the words of an important authority lend weight to an argument<\/li>\n
        • When the language of a source is the topic of your discussion (as in an analysis or interpretation)<\/li>\n
        • When the author\u2019s language presents the topic so succinctly and articulately that there is no way you can possibly express it any clearer.<\/li>\n<\/ul>\n

           <\/p>\n

           <\/p>\n

           <\/p>\n

           <\/p>\n

          *Note: All material in this handout is taken directly from A Pocket Style Manual <\/em> (Diana Hacker. 4th edition) and The Little Brown Compact Handbook<\/em> (Jane E. Aaron 5th edition.)<\/p>\n","protected":false},"author":907,"menu_order":5,"template":"","meta":{"_candela_citation":"[]","CANDELA_OUTCOMES_GUID":"","pb_show_title":"on","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-474","chapter","type-chapter","status-publish","hentry"],"part":23,"_links":{"self":[{"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/pressbooks\/v2\/chapters\/474","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/wp\/v2\/users\/907"}],"version-history":[{"count":3,"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/pressbooks\/v2\/chapters\/474\/revisions"}],"predecessor-version":[{"id":479,"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/pressbooks\/v2\/chapters\/474\/revisions\/479"}],"part":[{"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/pressbooks\/v2\/parts\/23"}],"metadata":[{"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/pressbooks\/v2\/chapters\/474\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/wp\/v2\/media?parent=474"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/pressbooks\/v2\/chapter-type?post=474"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/wp\/v2\/contributor?post=474"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/courses.lumenlearning.com\/everettcc-introductiontocollegewriting\/wp-json\/wp\/v2\/license?post=474"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}