QUOTING
SHORT QUOTATIONS (font 12)
Example 1
Example 1
She stated, "The placebo effect disappeared when behaviors were studied in this manner" (Miele, 1993, p. 276), but she did not clarify which behaviors were studied.
Example 2
According to Miele (1993), "the placebo effect disappeared when behaviors were studied in this manner" (p. 276).
Example 3
Miele (1993, p. 276) found that "the placebo effect disappeared" in this case, but what will the next step in researching this issue be?
LONG QUOTATIONS (more than 3 lines) (font:10)
Miele's 1993 study found the following:
The placebo effect disappeared when behaviors were studied in this manner. Furthermore, the behaviors were never exhibited again, even when real drugs were administered. Earlier studies conducted by the same group of researchers at the hospital were clearly premature in attributing the results to a placebo effect. (p. 276)
Because e-mail is a personal communication, not easily retrieved by the general public, no entry appears in your reference list. When citing an e-mail message in the body of the paper, acknowledge it in the parenthetical citation: The novelist has repeated this idea recently (Salman Rushdie, e-mail to author, May 1, 1995).
On Documentation...
In the course of your writings, you will often be called upon to research or otherwise incorporate someone else's thoughts or ideas into your own work either directly or indirectly. On such occasions, it is important that you accurately and properly document your sources.
There are many different methods of documenting sources, but the ones you will most frequently be called upon to use in your academic work are MLA and APA. Properly citing is not difficult. It is simply a matter of looking up the format for a particular source and then plugging in the right information in the correct order, with the appropriate punctuation.
When you use research in your writing, you need to document it in two ways: internally and externally. Internally means that you give a parenthetical reference to the source in the body of the essay. External citations are compiled in either a works cited or a bibliography where you provide comprehensive publication information for your sources. For more help with research see Evaluating Sources.
As you learn and practice integrating quotes in your work, keep in mind the following guidelines:
Never allow a quote to replace your own ideas.
Always use quotes to support, enhance, and explain your own ideas.
Never assume a quote is self-explanatory.
Always set up your quote, introducing the author and work in the set-up whenever possible.
Always make an explicit connection between the quote and your ideas. Make it clear to your reader why the quote is important enough to be included in your essay. The reader should never have to make these connections on his own.
Never, ever use quotes as fillers.
Always quote accurately.
For example:
Two weeks ago, when I first walked into my composition class, my whole being was filled with dread. The words "six thousand graded words" reverberated like a death sentence in my ears. I've always hated writing. And if the poor grades I've historically received on my papers are an indicator, I'm not very good at it either. I'm always desperately trying to reach a minimum word count, using quotes as filler, and wondering if my modifiers are dangling. I don't know why I worry though. It's not as if I know how to undangle them. The point is all the rules scare me and worrying about them keeps me from focusing on what it is I have to say. It turns out though that writing is a process and that there is a difference between the essay and good academic writing. It also turns out that the way I've been approaching writing, by its very nature sets me up to fail. I'm learning now that I need to concentrate first on what I have to say and second on how I say it. In his book, The Essay, Paul Heilker writes that the essay "does not try to prove a point. It does not try to persuade the reader . . . " (89). This idea completely contradicts what I've always been taught about writing. Every writing teacher I've ever had has told me that I need to have a thesis before I start a paper, yet it isn't until after I've written a paper that I seem to have any sense of what I'm really trying to say. Scott Russell Sanders explains that the essay is "a record of the individual mind at work and play," and that essays are "experiments in making sense of things" (qtd. in Heilker 89). I'm finding that essaying gives me the freedom to play with words and ideas without worrying about form. Indeed, I'm finding that this concept of essaying may cause me to reevaluate my whole notion of writing.
Two weeks ago, when I first walked into my composition class, my whole being was filled with dread. The words "six thousand graded words" reverberated like a death sentence in my ears. I've always hated writing. And if the poor grades I've historically received on my papers are an indicator, I'm not very good at it either. I'm always desperately trying to reach a minimum word count, using quotes as filler, and wondering if my modifiers are dangling. I don't know why I worry though. It's not as if I know how to undangle them. The point is all the rules scare me and worrying about them keeps me from focusing on what it is I have to say. It turns out though that writing is a process and that there is a difference between the essay and good academic writing. It also turns out that the way I've been approaching writing, by its very nature sets me up to fail. I'm learning now that I need to concentrate first on what I have to say and second on how I say it. In his book, The Essay, Paul Heilker writes that the essay "does not try to prove a point. It does not try to persuade the reader . . . " (89). This idea completely contradicts what I've always been taught about writing. Every writing teacher I've ever had has told me that I need to have a thesis before I start a paper, yet it isn't until after I've written a paper that I seem to have any sense of what I'm really trying to say. Scott Russell Sanders explains that the essay is "a record of the individual mind at work and play," and that essays are "experiments in making sense of things" (qtd. in Heilker 89). I'm finding that essaying gives me the freedom to play with words and ideas without worrying about form. Indeed, I'm finding that this concept of essaying may cause me to reevaluate my whole notion of writing.
Work Cited
Heilker, Paul. The Essay. Urbana: NCTE, 1996.
posted by Mehmet Atasagun at 12:20 ÖÖ
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