Mastering Quotations in MLA-Style Essays
How to
Effectively
Integrate
Quotations:
Using Source Material in MLA-Style Essays
Have you ever . . .
asked someone for something?
Who was it?
What did you say when you asked?
What did the other person say in
response?
Did you just quote someone?
W
e
’
l
l
f
o
c
u
s
o
n
t
h
e
s
e
t
o
p
i
c
s
:
Why quote?
Which quote?
How to build up to a quote
Follow-through after a quote
I
n
a
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e
m
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c
w
r
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t
i
n
g
,
y
o
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e
j
o
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n
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g
a
c
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n
v
e
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s
a
t
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o
n
•
Make readers familiar with who said
what and why
•
Help your audience understand your
contributions to the conversation
C
h
o
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s
e
s
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c
e
s
w
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a
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e
Academic
Governmental
Political
Non-governmental
Personal
Professional or
Trade
Commercial
K
n
o
w
Y
o
u
r
S
o
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r
c
e
Know the style, tone, and content of
each of your sources before using them
in your writing.
Know the reputation of the author or
institution.
K
n
o
w
Y
o
u
r
S
o
u
r
c
e
Identify the argument of each author’s
work.
Know what you have decided about
each work and why.
L
e
a
d
w
i
t
h
Y
o
u
r
T
h
e
s
i
s
•
Have your own argument &
a working thesis statement.
•
Each paragraph should exist to
support your thesis.
L
e
a
d
w
i
t
h
Y
o
u
r
T
h
e
s
i
s
•
Open paragraphs with
your own words.
•
Bring in outside sources to
illustrate or support your
reasoning.
L
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y
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t
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)
When it comes to the traditional tale of
“Goldilocks and the Three Bears,” we’re
conditioned to sympathize with the girl
because we’re human, but really, the girl is a
persnickety snot: “ ‘This porridge is too hot!
. . . ‘This porridge is too cold!’ . . . ‘Ahhh, this
porridge is just right,’
she said happily and
she ate it all up” (“The Story”).
Here she is in the forest, tired and hungry,
and she has to have the temperature “just
right” before she’ll eat anything? That is
hard to believe. Most people who are very
hungry just want to satisfy their hunger. Of
course, others will claim that it is all just a
lesson for children on the concept of
unsuitable extremes, but the lesson is
overshadowed by the story of a burglar
with poor survival skills.
S
c
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c
e
e
x
a
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p
l
e
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a
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b
y
f
a
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t
s
)
When we look at the stars, we’re time travelers
going back into history. Prof. Steven Jay Hawkins,
lead author of the book
Doctor Now,
agrees
because “the light we see today was emitted by
distant suns millions, even billions, of years ago,”
and those stars may have gone supernova since
then (249). By studying stars far distant in
space,
we can see what conditions were like at a distant
time,
as well, and learn what may be in store for
our own sun in the future.
S
u
m
m
a
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i
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s
v
s
.
P
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v
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Q
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a
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s
Summaries
= Little detail, just general idea to offer
context/background for reader to
understand your argument.
•
Analysis and response call for initial
summaries.
S
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m
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r
y
Original Text
by Ben Yagoda, page 184:
Before the eighteenth century, writers
and speakers typically referred to an
indefinite subject
—everyone, anyone, a
person,
or
the typical student—
with a
they, their,
or
them
.
Weak Example of Summary
Before the 1700s, Yagoda says an
uncertain subject used the pronouns
they
or
them
(184).
Strong Example of Summary
An indefinite third-person singular
subject was often followed by a plural
pronoun—until grammarians invented a
rule against it (Yagoda 184).
P
a
r
a
p
h
r
a
s
e
s
= As detailed as original, but
completely reworded and
restructured for the same idea.
•
Useful for providing supporting
facts or details when a copy of the
text is not necessary.
W
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a
k
E
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p
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o
f
P
a
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Until the 1700s, authors commonly
talked about subjects like
everybody, anybody,
or
a farmer
with pronouns that we call plural
pronouns today (Yagoda 184).
S
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P
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Traditional grammarians have forbidden
us to follow indefinite singular third-
person subjects with third-person plural
pronouns, yet Yagoda demonstrates
that until the contrary rule was created,
it was acceptable to English audiences
(184).
Q
u
o
t
a
t
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o
n
s
= Exact word-for-word copy of the original
Borrows author credibility for your writing
•
Use when the wording is extraordinary
(poetic, illustrative) and/or
must
be seen
by your readers.
•
Literary analysis and rhetorical analysis
make best use of quotations.
B
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m
=
“
D
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p
e
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”
q
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t
e
Some authors talk about language in a
descriptive way and others are
prescriptive.
“Before the eighteenth
century, writers and speakers typically
referred to an indefinite subject . . .
with a
they, their,
or
them
” (Yagoda
184).
Lynne Truss, meanwhile, likes to
tell people where to put their commas.
S
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a
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In contrast to Yagoda’s descriptive approach,
Lynne Truss, author of
Eats, Shoots and Leaves
and
a self-described “stickler” (xviii), believes
“standards of punctuation are abysmal” in the UK
and US, and her book dictates how English should
be written. However, she mistakenly equates
punctuation rules with grammar patterns, thus
losing credibility (xix). Descriptivists, like Yagoda,
are more scientific in their approach to language,
but the prescriptivists like Truss get all the media
attention and are, unfortunately for teachers,
more popular.
Q
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A
r
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N
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E
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g
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Prepare readers for a quote.
Lead us toward the quotation with
a
signal phrase
and introduction.
Q
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T
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A
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e
N
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E
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g
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Represent quotations and their
original contexts accurately and
with complexity intact.
Follow the quote with explanation
and relevance to your thesis.
B
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Q
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Topic sentence
Your point(s) of departure
Introduction
Signal phrase
Quotation
S
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a
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P
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Transitions and introduces
Provides author credit, context of the
quote
In MLA, uses present tense or present
perfect tense
Verb choice indicates original author’s
tone and purpose—and relates to
your
tone and purpose
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As the prominent _________ X puts it,
“________.”
As the prominent professor of English and
journalism Ben Yagoda puts it, “________” (##).
As Ben Yagoda put it in his Sep. 25, 2010 blog
entry, “_______.”
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In her book, _______:_________, X
maintains that “________” (##).
In her book,
Eats, Shoots & Leaves: The Zero
Tolerance Approach to Punctuation,
Lynne
Truss maintains that “___” (#).
(Graff and Birkenstein 46)
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“____,” writes Gish Jen, novelist and lecturer,
is the “____”(#).
Writing in the journal __________, X
complains that “____________” (##).
X agrees when he determines that
“__________.”
V
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b
T
o
n
e
In X’s view, “____________.” According
to X, “_______.” X states, “_________.”
States
and
asserts
are neutral;
complains, rants,
and
is alarmed by
denote a more argumentative or
negative tone.
V
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r
b
T
o
n
e
X disagrees when she asserts that “_______.”
X complicates matters further when s/he
claims “_______________.”
Claims
can be neutral like
asserts,
but it can
also cast doubt on the credibility of the claim:
“She
claims
she was at the club from 10 to 1
o’clock, but I saw her behind the bowling alley
at 11 last night.”
Q
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In the first chapter, Miss Migglesworth is
a vain woman who “[stops] in front of
shop windows to see how others
[regard] her” (Logan 15).
Logan de-personifies Miss Migglesworth
as a kind of animal, describing her voice
as “braying” and “honking” (85, 114), or
in more generous moments as “trilling”
(285).
C
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q
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s
Select text that truly matches your
argument or has a specific
relevance to your paragraph.
Relevant quotes
In a paper on childhood obesity, having a passage
like this doesn’t work:
Children, especially those ages 10-15, according
to the National Fitness Foundation, need
regular daily exercise to stay fit and perform
well in school (Gerke). The local Parks
Department spokesperson says, “We are doing
everything we can to rebuild the baseball field
in time for spring” (“NW Update”). Spring is
when most kids become more active, but we
have to support their fitness year-round.
Relevant quotes
Putting a quote next to your own
sentences doesn’t automatically
make the quote relate to your
paragraph.
Choose Relevant quotes
“
We are doing everything we can to rebuild the
baseball field in time for spring.”
Imagine this was from an article about a
community working to recover from vandalism.
Even if you see a connection between kids unable
to play at a park and their becoming overweight
later, the quote wasn’t about that, and you can’t
force it to become relevant to your argument.
W
h
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c
h
s
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p
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t
s
b
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t
e
r
?
Children, especially those ages 10-15, according to
the National Fitness Foundation, need regular
daily exercise to stay fit and perform well in school
(Gerke).
a)
Researchers in Texas found “a high
correlation” between 15-year-olds’ test scores
and their levels of activity at age twelve (Van
Heusen), and the levels of activity and school
performance were corroborated by later
studies conducted by Harvard and Princeton
(Chen and Tyson).
b)
Twelve-year-olds who had “30 minutes of
high-intensity or 1 hour of moderate-
intensity exercise every day” in East Texas
middle schools were found to have better
test scores and higher GPAs their first year
of high school than a matching group of
students from West Texas middle schools
who did not have a daily PE class (Van
Heusen).
Block Quotes: Use Rarely
Unless you mean to deeply scrutinize
the text of a quote longer than 4 lines,
use only short quotes.
If you do a block quote, the same
framing applies: Signal phrase, quote,
follow-up
After a Quote, Smoothly Lead
Readers Away
Follow
every
quote with its
explanation and significance.
A
f
t
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a
Q
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e
Show what you want readers to
understand about the quote.
•
Quoted statistics? Then show
what those stats mean for your
argument.
•
An author’s words have a certain
effect? Explain why that matters
according to your thesis.
E
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Researchers have found that extreme stress triggers
a physiological response unique to each individual
and that what manifests in one person immediately
can take “up to two years to appear in 8% of the
general population” (Lippman 465). This indicates
that some patients won’t begin suffering from a
trauma until years later. Because physical reactions to
stress can take a very long time to emerge, clinicians
need to take a detailed history that goes back two or
more years to find patterns of stressors and
symptoms.
Follow Quote with Explanation
The quote still cannot be left alone as if
it says everything by itself.
You must follow any quotation with
what the author meant in the quoted
passage. Summarize what the author is
saying.
Explanation Templates
Basically, X is warning that_________.
In making such a _____, X urges us to ____.
X is corroborating the ______ that _______.
X’s point is that _________.
The essence of X’s argument is that _____.
(Graff and Berkenstein 47).
When X says, “_____” (##), he/she
means that ______.
Use verbs that reflect the actions of
the original author.
(See lists of verbs after the Works Cited slide)
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Show how the quote relates to your
argument or point.
Engage with your sources: build on
them, or challenge and question
them.
F
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Inventing words is part of the poetic
arts, and we can find poetry even in
pop. Some of the 1970s’ most
popular songs, such as Van
Morrison’s “Moondance” and Steve
Miller’s “The Joker,” contain
“fantabulous” invented words on the
elusive “pompatous of love.” Many
a barroom pedant has debated the
artists’ intentions behind these
weird coinages, yet the general
public has had no problem with
enjoying the melody and the gist of
the lyrics, and probably never will,
because the theme of love—like
poetry—is universal.
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According to X, “_____” (##), yet if this
is true, then ______.
“_______,” claims X (###). By doing so,
s/he wants us to believe that _____,
which would require us to accept that
_____, and that is clearly a _____.
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Refer to the handout for templates to
build a sentence around a quotation,
summary, or paraphrase.
R
e
c
a
p
•
Quote according to
your
thesis and
argument.
•
Introduce quotations with a signal
phrase that identifies the
who
, the
where
(first time), and the
how
of
the quote’s origins
.
R
e
c
a
p
•
Quote only words, phrases, or
sentences that are
uniquely
illustrative.
•
Choose quotes that are most
relevant
to
your point
.
•
Follow quotes with your
explanation and analysis.
Works Cited
Graff, Gerald, and Cathy Birkenstein.
They Say/I Say: The Moves
That Matter in Academic Writing.
2
nd
ed. New York: W. W.
Norton, 2010. Print.
“The Story of Goldilocks and the Three Bears.”
DLTK’s Crafts for
Kids
. 2015. Web. 22 Feb. 2015.
Truss, Lynne.
Eats, Shoots and Leaves: The Zero Tolerance
Approach to Punctuation.
New York: Gotham, 2004. Print.
Yagoda, Ben.
When You Catch an Adjective, Kill It: The Parts of
Speech, for Better and/or Worse.
New York: Broadway, 2007.
Print.
Verbs for Making a Claim*
argue
assert
believe
claim
emphasize
insist
observe
remind us
report
suggest
Verbs for Agreement*
acknowledge
admire
agree
corroborate
do not deny
endorse
extol
praise
reaffirm
support
verify
celebrate the fact that
Verbs of Questioning or
Disagreeing*
complain
complicate
contend
contradict
deny
deplore the tendency to
qualify
question
refute
reject
renounce
repudiate
Verbs for Recommendations*
advocate
call for
demand
encourage
exhort
implore
plead
recommend
urge
warn
*(Graff and Birkenstein 39-40)
Learn how to effectively integrate quotations in your academic writing by selecting quality sources, understanding their content, and crafting a strong thesis statement to guide your argument. Knowing your sources and their arguments is essential for substantiating your own claims and contributing meaningfully to the academic conversation.
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Presentation Transcript
How to Effectively Integrate Quotations: Using Source Material in MLA-Style Essays
Have you ever . . . asked someone for something? Who was it? What did you say when you asked? What did the other person say in response? Did you just quote someone?
Well focus on these topics: We ll focus on these topics: Why quote? Which quote? How to build up to a quote Follow-through after a quote
In academic writing, youre In academic writing, you re joining a conversation joining a conversation Make readers familiar with who said what and why Help your audience understand your contributions to the conversation
Choose sources with care Choose sources with care Academic Governmental Political Non-governmental Personal Professional or Trade Commercial
Know Your Source Know Your Source Know the style, tone, and content of each of your sources before using them in your writing. Know the reputation of the author or institution.
Know Your Source Know Your Source Identify the argument of each author s work. Know what you have decided about each work and why.
Lead with Lead with Your Your Thesis Thesis Have your own argument & a working thesis statement. Each paragraph should exist to support your thesis.
Lead with Lead with Your Open paragraphs with your own words. Bring in outside sources to illustrate or support your reasoning. Your Thesis Thesis
Literary example Literary example (text drives analysis) When it comes to the traditional tale of Goldilocks and the Three Bears, we re conditioned to sympathize with the girl because we re human, but really, the girl is a persnickety snot: This porridge is too hot! . . . This porridge is too cold! . . . Ahhh, this porridge is just right, she said happily and she ate it all up ( The Story ).
Here she is in the forest, tired and hungry, and she has to have the temperature just right before she ll eat anything? That is hard to believe. Most people who are very hungry just want to satisfy their hunger. Of course, others will claim that it is all just a lesson for children on the concept of unsuitable extremes, but the lesson is overshadowed by the story of a burglar with poor survival skills.
Science example Science example (argument illustrated by facts) When we look at the stars, we re time travelers going back into history. Prof. Steven Jay Hawkins, lead author of the book Doctor Now, agrees because the light we see today was emitted by distant suns millions, even billions, of years ago, and those stars may have gone supernova since then (249). By studying stars far distant in space, we can see what conditions were like at a distant time, as well, and learn what may be in store for our own sun in the future.
Summaries vs. Paraphrases Summaries vs. Paraphrases vs. Quotations vs. Quotations
Summaries = Little detail, just general idea to offer context/background for reader to understand your argument. Analysis and response call for initial summaries.
Summary Summary Original Text by Ben Yagoda, page 184: Before the eighteenth century, writers and speakers typically referred to an indefinite subject everyone, anyone, a person, or the typical student with a they, their, or them.
Weak Example of Summary Before the 1700s, Yagoda says an uncertain subject used the pronouns they or them (184). Strong Example of Summary An indefinite third-person singular subject was often followed by a plural pronoun until grammarians invented a rule against it (Yagoda 184).
Paraphrases Paraphrases = As detailed as original, but completely reworded and restructured for the same idea. Useful for providing supporting facts or details when a copy of the text is not necessary.
Weak Example of Paraphrase Weak Example of Paraphrase Until the 1700s, authors commonly talked about subjects like everybody, anybody, or a farmer with pronouns that we call plural pronouns today (Yagoda 184).
Strong Example of Paraphrase Strong Example of Paraphrase Traditional grammarians have forbidden us to follow indefinite singular third- person subjects with third-person plural pronouns, yet Yagoda demonstrates that until the contrary rule was created, it was acceptable to English audiences (184).
Quotations Quotations = Exact word-for-word copy of the original Borrows author credibility for your writing Use when the wording is extraordinary (poetic, illustrative) and/or must be seen by your readers. Literary analysis and rhetorical analysis make best use of quotations.
Bad Form = Dumped quote Bad Form = Dumped quote Some authors talk about language in a descriptive way and others are prescriptive. Before the eighteenth century, writers and speakers typically referred to an indefinite subject . . . with a they, their, or them (Yagoda 184). Lynne Truss, meanwhile, likes to tell people where to put their commas.
Smooth quote transitions Smooth quote transitions In contrast to Yagoda s descriptive approach, Lynne Truss, author of Eats, Shoots and Leaves and a self-described stickler (xviii), believes standards of punctuation are abysmal in the UK and US, and her book dictates how English should be written. However, she mistakenly equates punctuation rules with grammar patterns, thus losing credibility (xix). Descriptivists, like Yagoda, are more scientific in their approach to language, but the prescriptivists like Truss get all the media attention and are, unfortunately for teachers, more popular.
Quotations by Themselves Quotations by Themselves Are Not Enough Are Not Enough Prepare readers for a quote. Lead us toward the quotation with a signal phrase and introduction.
Quotations by Themselves Quotations by Themselves Are Not Enough Are Not Enough Represent quotations and their original contexts accurately and with complexity intact. Follow the quote with explanation and relevance to your thesis.
Build up to a Quote Build up to a Quote Topic sentence Your point(s) of departure Introduction Signal phrase Quotation
Signal Phrase Signal Phrase Transitions and introduces Provides author credit, context of the quote In MLA, uses present tense or present perfect tense Verb choice indicates original author s tone and purpose and relates to your tone and purpose
Signal Phrase Examples Signal Phrase Examples As the prominent _________ X puts it, ________. As the prominent professor of English and journalism Ben Yagoda puts it, ________ (##). As Ben Yagoda put it in his Sep. 25, 2010 blog entry, _______.
Signal Phrase Examples Signal Phrase Examples In her book, _______:_________, X maintains that ________ (##). In her book, Eats, Shoots & Leaves: The Zero Tolerance Approach to Punctuation, Lynne Truss maintains that ___ (#). (Graff and Birkenstein 46)
Sentence Structure Variety Sentence Structure Variety ____, writes Gish Jen, novelist and lecturer, is the ____ (#). Writing in the journal __________, X complains that ____________ (##). X agrees when he determines that __________.
Verb Tone Verb Tone In X s view, ____________. According to X, _______. X states, _________. States and asserts are neutral; complains, rants, and is alarmed by denote a more argumentative or negative tone.
Verb Tone Verb Tone X disagrees when she asserts that _______. X complicates matters further when s/he claims _______________. Claims can be neutral like asserts, but it can also cast doubt on the credibility of the claim: She claims she was at the club from 10 to 1 o clock, but I saw her behind the bowling alley at 11 last night.
Quote as little as possible Quote as little as possible In the first chapter, Miss Migglesworth is a vain woman who [stops] in front of shop windows to see how others [regard] her (Logan 15). Logan de-personifies Miss Migglesworth as a kind of animal, describing her voice as braying and honking (85, 114), or in more generous moments as trilling (285).
Choose relevant quotes Choose relevant quotes Select text that truly matches your argument or has a specific relevance to your paragraph.
Relevant quotes In a paper on childhood obesity, having a passage like this doesn t work: Children, especially those ages 10-15, according to the National Fitness Foundation, need regular daily exercise to stay fit and perform well in school (Gerke). The local Parks Department spokesperson says, We are doing everything we can to rebuild the baseball field in time for spring ( NW Update ). Spring is when most kids become more active, but we have to support their fitness year-round.
Relevant quotes Putting a quote next to your own sentences doesn t automatically make the quote relate to your paragraph.
Choose Relevant quotes We are doing everything we can to rebuild the baseball field in time for spring. Imagine this was from an article about a community working to recover from vandalism. Even if you see a connection between kids unable to play at a park and their becoming overweight later, the quote wasn t about that, and you can t force it to become relevant to your argument.
Which supports better? Which supports better? Children, especially those ages 10-15, according to the National Fitness Foundation, need regular daily exercise to stay fit and perform well in school (Gerke). a) Researchers in Texas found a high correlation between 15-year-olds test scores and their levels of activity at age twelve (Van Heusen), and the levels of activity and school performance were corroborated by later studies conducted by Harvard and Princeton (Chen and Tyson).
b) Twelve-year-olds who had 30 minutes of high-intensity or 1 hour of moderate- intensity exercise every day in East Texas middle schools were found to have better test scores and higher GPAs their first year of high school than a matching group of students from West Texas middle schools who did not have a daily PE class (Van Heusen).
Block Quotes: Use Rarely Unless you mean to deeply scrutinize the text of a quote longer than 4 lines, use only short quotes. If you do a block quote, the same framing applies: Signal phrase, quote, follow-up
After a Quote, Smoothly Lead Readers Away Follow every quote with its explanation and significance.
After a Quote After a Quote Show what you want readers to understand about the quote. Quoted statistics? Then show what those stats mean for your argument. An author s words have a certain effect? Explain why that matters according to your thesis.
Example significance of a statistic Example significance of a statistic Researchers have found that extreme stress triggers a physiological response unique to each individual and that what manifests in one person immediately can take up to two years to appear in 8% of the general population (Lippman 465). This indicates that some patients won t begin suffering from a trauma until years later. Because physical reactions to stress can take a very long time to emerge, clinicians need to take a detailed history that goes back two or more years to find patterns of stressors and symptoms.
Follow Quote with Explanation The quote still cannot be left alone as if it says everything by itself. You must follow any quotation with what the author meant in the quoted passage. Summarize what the author is saying.
Explanation Templates Basically, X is warning that_________. In making such a _____, X urges us to ____. X is corroborating the ______ that _______. X s point is that _________. The essence of X s argument is that _____. (Graff and Berkenstein 47).
When X says, _____ (##), he/she means that ______. Use verbs that reflect the actions of the original author. (See lists of verbs after the Works Cited slide)
Transition back to your ideas Transition back to your ideas Show how the quote relates to your argument or point. Engage with your sources: build on them, or challenge and question them.
Follow quotes with analysis Follow quotes with analysis Inventing words is part of the poetic arts, and we can find poetry even in pop. Some of the 1970s most popular songs, such as Van Morrison s Moondance and Steve Miller s The Joker, contain fantabulous invented words on the elusive pompatous of love. Many
a barroom pedant has debated the artists intentions behind these weird coinages, yet the general public has had no problem with enjoying the melody and the gist of the lyrics, and probably never will, because the theme of love like poetry is universal.
Challenge Templates Challenge Templates According to X, _____ (##), yet if this is true, then ______. _______, claims X (###). By doing so, s/he wants us to believe that _____, which would require us to accept that _____, and that is clearly a _____.
Sentence Template Exercise Sentence Template Exercise Refer to the handout for templates to build a sentence around a quotation, summary, or paraphrase.
