Hints for Use: This handout has 2 distinct parts. The first part contains the rationale behind integrating
quotations, including examples of different formats and styles. This first part works well as a mini-lesson. Using
Paula Gunder’s suggestions on “Using textual material,” the second part called “Revising your essay..” works
well as an in-class activity immediately following the mini-lesson, allowing students to apply to their essays
what they have just learned.
Using Textual Evidence
Using evidence to support your argument is central to making an argument about a text. Resist
the temptation to include quotations and hope they will speak for themselves – no quotation
speaks for itself. This is your argument and you will have to carefully shape your evidence in
order to support the ideas you are trying to communicate.
Your essay shouldn’t read like a parking lot with speed bumps: You make an argument – bump!
– you insert a quote; you make another argument – bump! – add another quote. Instead, your
goal is to combine textual evidence seamlessly into your argument. Think of the Autobahn
instead of the Safeway parking lot. You want to construct a essays that introduces, presents,
and explains the evidence and how it support your argument. In addition, you want to
transition from one idea to another smoothly.
Here are some suggestions that will help you on your way:
The Basics: When using borrowed material you need to…
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Introduce it (Signal phrase)
Present it (Quote)
Cite the source (following MLA style )
Relate the quotation to the point you’re making (Explanation of its significance in
relation to your thesis)
Format
1. Use double quotation marks (“ ”) to enclose the borrowed words and punctuation; if the
quote itself includes quotation marks (as it would if it’s a conversation), use single quotation
marks (‘ ’) to enclose the interior quotation.
2. If you change the text to make it fit your sentence, you must use brackets to show that
change. Examples:
“And after that, as his peculiar qualities allowed, he passed out of human perception altogether
…” (54).
“And after that, as his peculiar qualities allowed, [the Invisible Man] passed out of human
perception altogether …” (54). (Replaces “he” with “the Invisible Man”)
After the incident at the Inn, the Invisible Man “pass[es] out of human perceptions altogether”
(54). (Change in verb tense to make it fit the sentence)
3. Use a comma or a colon to set the quotation apart from the sentence, or break up the
quotation and incorporate it into the sentence without a comma. Examples:
The Invisible Man makes a bold statement: “All who disobey his orders he must kill, and kill all
who would defend them” (115).
The Invisible Man says, “All who disobey his orders he must kill, and kill all who would defend
them” (115).
4. Place the parenthetical reference after the quoted material and closing quotation marks but
before the punctuation mark that ends the sentence. Examples:
The Invisible Man explains, “To have, to hold my secret would have given me away – made a
mere show and rarity of me” (99).
The doctor and Griffin come face to face when the doctor opens the door with an excited,
“‘Now then?’” (90).
(If the quotation ends with a question mark or an exclamation point, the original punctuation is
retained).
5. Long Quotations – must be of more than four lines – have different rule. First, be sure the
quotation is really necessary. It may be better to break up the quotation and explain and
interpret as you go along. If you decide the quotation is necessary, however, begin the
quotation on a new line. Double space before, within, and after the quotation. Do not use
quotation marks. Indent the quotation 10 spaces. After the quotation skip two spaces after the
punctuation that end the quotation, provide the page number(s), and put no punctuation after
the closing parenthesis of the reference.
Style
1. Vary the language of the introduction of your quotes. Specific language is important.
Introducing each quote by “She says” becomes boring and can distract a reader from an
otherwise persuasive argument. Be creative!
He says, mentions, observes, remarks, speaks, tells, states
She utters, voices, remarks, proclaims, comments announces, asserts, claims
2. Use the text to strengthen your argument – not to make the argument for you. Often
selecting parts of a speech, statement, or question rather than quoting the entire passage
allows you to shape the quotation to fit your purpose for including it. Examples:
The Invisible Man says, “Practically I thought I had impunity to do whatever I chose, everything
– save to give away my secret. So I thought. Whatever I did, whatever the consequences might
be was nothing to me” (111). This statement reveals the Invisible Man’s maniacal egotism.
When the Invisible Man describes his perceived “impunity to do whatever [he]chose” (111)
despite the effects of his actions, he reveals his maniacal egotism.
3. Vary the format of your quoted material. Not only will this better show the connections
between the text and the arguments you are making about it, you will also keep the interest of
your readers. Examples:
Griffin’s emotional pain is revealed when he asks, “‘Why was I always alone and secretive?’”
(89).
“‘Why,’” Griffin asks painfully, “‘was I always alone and secretive?” (89), while questioning his
rejection of society.
Griffin examines his emotional pain when he wonders why he is “‘always alone and secretive’”
(89).
Revising your essay for integrating quotations into your argument
Select four quotations you are using in your essay. You will work on putting these quotes into
one or two sentences that explain what the quote is and how you see it supporting the issue or
message you have identified.
Following the guidelines below and using the appropriate MLA citation conventions, decide
which of the quotes you have selected should be formatted in the following ways.
1. For one quote you should use a signaling phrase that sets up the context of the quote and a
colon as its source of punctuation. Use appropriate citation. If you need another sentence to
explain the quote then create that as well. (See example above under Format #3)
2. For one quote you should split it up and begin the sentence with part of the direct quote,
then use a signaling phrase that sets up the context of the quote, as well as appropriate
comma usage, and then continues the direct quote until the end of the sentence. Use
appropriate citation. If you need another sentence to explain the quote then create that as
well. (See example above under Style #3 )
3. For one quote you should blend or integrate the quote or part of the quote into your own
sentence structure, possibly using a comma. Use appropriate citation. The sentence should be
grammatically correct and entirely comprehensible and work to explain what the quote is and
how it supports what you claim it does. (See example above under Style #2)
4. For one quote you should split the quote and blend or integrate the two parts into your own
sentence structure. The sentence should be grammatically correct and entirely comprehensible
and work to explain what the quote is and how it supports what you claim it does. (See example
above under Style #3 )
Student examples:
1. Margaret Atwood gives us our first view of the enigmatic character of “the man” via the eyes
of our protagonist, Christine: “She had been mistaken: he was not young, just short. He was
also what as referred to in their family as ‘a person from another culture’” (475)
2. Other people’s perceptions of her affect Christine’s self image. Through comparison with her
sisters, we learn to view Christine as the daughter who would have trouble finding a mate
mainly because she “could not possibly be beautiful,” or so her mother believed, “even if she
took off weight” (Atwood 478).
Developed by Jocelyn White and Amanda Brobbel
University of Arizona Writing Program – 2002