Using Quotations Effectively
Cardiff School of Religious & Theological Studies
Astudiaethau Crefyddol a Diwinyddol
Introduction
• This presentation has been designed as a self-study
guide, which you can work through at your own pace
• However, we recommend that you take at least 30
minutes to complete it
• We also recommend that you keep it as a reference
guide after you have completed it
• Remember…
• This guide aims to complement and not replace other
forms of learning
• If you need help, ask us! It’s what we’re here for!
Aim
The aim of this guide is…
• To introduce you to the correct
use of quotations in academic
writing
Back
Objectives
Once you have worked through this guide, you
should be able to…
• Understand the main uses of quotations in
academic writing
• Recognise some of the main features of
accurate quotation
• Begin using quotations in your own essay
writing
Back
Definitions
• In order to understand how to use quotations, we
first need to understand what quotations are
• A quotation can be defined as an exact report of the
words of another person, whether written or spoken
• For example…
• Person A says, ‘The cat sat on the mat’.
• A quotation would therefore be a word for word
reproduction of that phrase
Why Use Quotations?
• Now you know what quotations are, why
should you use them when writing your
essay?
• In other words, what are their strengths
and weaknesses?
Strengths
Used correctly, quotations can…
• Add a sense of depth
• Emphasise a significant point
• Help demonstrate your reading
• Develop your writing style
• Encourage further thought and
reflection
Weaknesses
Excessive or incorrect use of quotations can…
• Obscure your own ideas
• Make your essay too long
• Suggest that you are trying to hide
poor research
• Make your essay difficult to read
Academic Conventions
There are a number of important conventions which you
should use when handling quotes…
• Exact Quotation
You should always quote the passage exactly as it
appears in the text. If the quote does not make sense,
you can add words in square brackets.
Example: ‘The cat [sat] on the mat’.
• Location
Always record exactly where you took the quote from,
with page number(s) included.
Example: ‘The cat [sat] on the mat’ (Frank, 1998, 111).
This is because your readers (who are usually your
examiners) need to able to check the accuracy of your
quote
Academic Conventions (continued)
•
Grammar
Your quote should always make grammatical sense within the wider
sentence.
Example:
According to Frank, ‘The cat [sat] on the mat’ (Frank, 1998, 111).
•
Single Quotation Marks:
Use single quotation marks for all normal quotations
Example: ‘The cat [sat] on the mat’.
•
Double Quotation Marks (or Speech Marks):
Use double quotation marks (speech marks) when citing a quote within a
quote
Example: ‘According to Frank, “The cat [sat] on the mat”’.
Short & Long Quotes
According to convention, short
quotations are handled differently
and
long
It is important that you remember that…
• A short quote is a passage of less than two
lines of text
• By contrast, a long quote is anything greater
than two lines of text
Make sure you remember this key difference
Short Quotes
• Short passages should be left within the main body of
your paragraph
Example
According to Frank, ‘The cat [sat] on the mat’ (1998,
111). From this, we can deduce that cats do indeed sit on
mats.
• As you can see, the actual quote itself forms a discreet
part of the paragraph in which it appears
Section 8.1.5.1 – 8.1.5.2 of the Student Handbook has further examples
Long Quotes
• Extensive quotes (those longer than two lines) need to be treated
slightly differently
• Such passages need to be separated from the main paragraph and
indented
Example
According to Frank, ‘The cat [sat] on the mat’ (1998, 111). From this,
we can deduce that cats do indeed sit on mats. By contrast, Smith
makes the following important point:
‘Even though cats sit on mats, we must remember that cats can also sit
on other surfaces. It is essential that we keep the multi-functional nature
of cats and their possible seating options firmly in mind’ (Smith, 1994,
20).
This is an important qualification … (and then continue writing)
• As you can see, this makes such a long passage stand out clearly
Section 8.1.5.1 – 8.1.5.2 of the Student Handbook has further examples
Long Quotes (continued)
• Spacing
Although the main body of your essay should be
either 1.5 or double spaced, indented quotations
should be single spaced (see the previous
example).
Section 8.1.5.1 – 8.1.5.2 of the Student Handbook has further examples
Things to Avoid
• Remember to keep sight of yourself when quoting from
other writers.
• Sometimes, essays can turn into a collage of other
people’s views, and the writer can appear as purely an
editor.
Example
‘Pearson argues X, whereas Frotteur argues Y. Nimlet
on the other hand maintains. . .’.
• Remember that while the ability to engage with other
critics is a very important aspect of Religious Studies,
your own voice is ultimately the most important one in
your essay.
Adapted from the Module Handbook for Religion, Culture & Society Part I, by Dr. Jo Pearson
Things to Avoid (continued)
• Don’t make quotations do the work of argument. If you
include a quote, don’t think that it ‘proves your point’ just
because it’s there. Explore and explain it.
Example
Marina Cogitator has called witchcraft ‘an exploration of
the difference between power and authority.’ In an
opening prayer, one participant says…
• This version leaves Cogitator’s point unchallenged: it is
simply there. As such, it’s worth a mark or two, but
subjecting it to greater analysis will often yield rewards.
Adapted from the Module Handbook for Religion, Culture & Society Part I, by Dr. Jo Pearson
Analysing Your Quote
• To really maximise the amount of marks you get, analyse
the point your quote is making.
Example
Marina Cogitator has argued that witchcraft is ‘an
exploration of the difference between power and
authority.’ By this, she means that true spiritual worth is
divorced from earthly position, and that it is often humble
or socially marginal people who possess genuine
wisdom.
• Whether or not the fictitious Marina Cogitator is right isn’t
the point. The question is – does her suggestion help
your argument, and can you accommodate her ideas
alongside your own?
Adapted from the Module Handbook for Religion, Culture & Society Part I, by Dr. Jo Pearson
Points to Remember
• As we have seen, the main difference between effective and
ineffective quotations is appropriateness
• When deciding whether to use a quote, ask yourself…
•
•
•
•
•
•
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Why are you using it?
How are you planning to use it?
Where are you planning to use it?
What does it add to your essay?
How long is it?
Is it really necessary?
Does it make an absolutely essential point?
More Points to Remember
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•
•
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What are you trying to say with your quote?
Does it make grammatical sense?
How does it affect your argument?
Does it support, contrast with or challenge the point
you are making?
• Will you be able to explore the quote and its
significance?
• Do you have enough space to properly analyse the
quote and the point it is making?
To Recap…
•
•
•
•
•
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Analyse your quote
Explore its significance
Contrast it with counter-arguments
Decide its true value as a statement
Remember…
A quote is merely something someone
else has said about your topic…
• By itself, it does not prove your point!
Conclusions
• Reviewing our Aims
• Reviewing our Objectives
Finding Extra Help
You can find further help with quotes in…
• The Student Handbook
• The Guide to Academic Integrity
• Individual Module Handbooks
You can also talk to…
• Lecturers (during their office hours)
• The Student Support Officer:
• Richard Cawley (CawleyR@cf.ac.uk or ext. 75611)
Cardiff School of Religious & Theological Studies
Astudiaethau Crefyddol a Diwinyddol