{"id":1226,"date":"2017-10-12T17:13:56","date_gmt":"2017-10-12T17:13:56","guid":{"rendered":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-styleguide\/?post_type=chapter&p=1226"},"modified":"2017-11-20T15:40:31","modified_gmt":"2017-11-20T15:40:31","slug":"quote-sparingly","status":"publish","type":"chapter","link":"https:\/\/courses.lumenlearning.com\/suny-jeffersoncc-styleguide\/chapter\/quote-sparingly\/","title":{"raw":"Quote Sparingly","rendered":"Quote Sparingly"},"content":{"raw":"
\r\n
\r\n
\r\n
\r\n
Early assignments in most writing courses feature passive writing.\u00a0 By this, I mean writers are quoting rather than interpreting much.<\/div>\r\n
\r\n
\r\n\r\nThere are only three reasons we'd ever quote: We cannot state the words better, they are the strongly-held opinion of an expert, or they are a statement differing from widely-held belief in that field of study.\r\n\r\nInstead of quoting and moving on as if something has happened, paraphrase.\u00a0 It is the default source use, not quoting.\u00a0 Paraphrasing well is a skill, as one must reword and<\/strong> reorder. Unfortunately, most students only think to reword.\u00a0 That can lead to mosaic plagiarism<\/a>.\r\n\r\nAs with any source use, treat quotes as excuses for argument.\u00a0 Surround them with signal phrases before and interpretation after.\u00a0 Readers are more interested in your use of the material than in the material itself.\r\n\r\nBeginning or ending paragraphs on quotes, then, can be problematic because it's so passive.\r\n\r\nWhether we quote, paraphrase, or summarize, it is important to set up the cited material with a signal phrase and to interpret it after the in-text citation.\u00a0 Treat your ideas as professors do: Your points are more important than the source ideas.\u00a0 If we placed you on a see saw opposite the source, which would weigh more (and thus be able to hold the other up in the air before dropping them)?\r\n
This is a strange point, but hopefully memorable: Your ideas matter most, with the support backing what you bring to the writing situation.<\/div>\r\n\"\"\u201csee saw seen\u201d<\/a> by jmettraux<\/a> <\/i> is licensed under CC BY 2.0<\/a>\r\n\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\n<\/div>\r\nBeing this active as a writer may be the opposite of what you were taught in eighth grade; in college, the expectations are different.\r\n\r\n<\/div>\r\n<\/div>","rendered":"
\n
\n
\n
\n
Early assignments in most writing courses feature passive writing.\u00a0 By this, I mean writers are quoting rather than interpreting much.<\/div>\n
\n
\n

There are only three reasons we’d ever quote: We cannot state the words better, they are the strongly-held opinion of an expert, or they are a statement differing from widely-held belief in that field of study.<\/p>\n

Instead of quoting and moving on as if something has happened, paraphrase.\u00a0 It is the default source use, not quoting.\u00a0 Paraphrasing well is a skill, as one must reword and<\/strong> reorder. Unfortunately, most students only think to reword.\u00a0 That can lead to mosaic plagiarism<\/a>.<\/p>\n

As with any source use, treat quotes as excuses for argument.\u00a0 Surround them with signal phrases before and interpretation after.\u00a0 Readers are more interested in your use of the material than in the material itself.<\/p>\n

Beginning or ending paragraphs on quotes, then, can be problematic because it’s so passive.<\/p>\n

Whether we quote, paraphrase, or summarize, it is important to set up the cited material with a signal phrase and to interpret it after the in-text citation.\u00a0 Treat your ideas as professors do: Your points are more important than the source ideas.\u00a0 If we placed you on a see saw opposite the source, which would weigh more (and thus be able to hold the other up in the air before dropping them)?<\/p>\n

This is a strange point, but hopefully memorable: Your ideas matter most, with the support backing what you bring to the writing situation.<\/div>\n

\"\"\u201csee saw seen\u201d<\/a> by jmettraux<\/a> <\/i> is licensed under CC BY 2.0<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n

Being this active as a writer may be the opposite of what you were taught in eighth grade; in college, the expectations are different.<\/p>\n<\/div>\n<\/div>\n\n\t\t\t

\n\t\t\t

Candela Citations<\/h3>\n\t\t\t\t\t
\n\t\t\t\t\t\t
\n\t\t\t\t\t\t\t
CC licensed content, Original<\/div>