How to Cite…How to Cite…

SophisticatedlySophisticatedly

Part One: Part One:

IntegratingIntegrating a Quotation into the a Quotation into the EssayEssay

What What NOTNOT to do… to do…

The young boy is clearly immature. When The young boy is clearly immature. When Mangan’s sister speaks to him for the first Mangan’s sister speaks to him for the first time, he demonstrates this immaturity. time, he demonstrates this immaturity. “When she addressed the first words to “When she addressed the first words to me I was so confused that I did not know me I was so confused that I did not know what to answer” (Joyce 183).what to answer” (Joyce 183).

Why not?Why not?

The young boy is clearly immature. When The young boy is clearly immature. When Mangan’s sister speaks to him for the first time, Mangan’s sister speaks to him for the first time, he demonstrates this immaturity. he demonstrates this immaturity. “When she “When she addressed the first words to me I was so addressed the first words to me I was so confused that I did not know what to answer” confused that I did not know what to answer” (Joyce 183).(Joyce 183).

There’s no There’s no flowflow to this sentence. The quote is to this sentence. The quote is sitting off by itself, asking the reader to sitting off by itself, asking the reader to understand it out of context. understand it out of context.

What TO do…What TO do…

Integrate! Make it Integrate! Make it FLOWFLOW!!

The young boy is clearly immature. When The young boy is clearly immature. When Mangan’s sister speaks to him for the first time, Mangan’s sister speaks to him for the first time, he demonstrates this immaturity. he demonstrates this immaturity. He reflects,He reflects, “When she addressed the first words to me I “When she addressed the first words to me I was so confused that I did not know what to was so confused that I did not know what to answer” (Joyce 183). answer” (Joyce 183). Because he does not know Because he does not know how to speak to this girl, the young boy is clearly how to speak to this girl, the young boy is clearly ill-equipped to deal with the complexities of love.ill-equipped to deal with the complexities of love.

Part Two:Part Two:

Dealing with a long quoteDealing with a long quote

What NOT to do…What NOT to do…

Do not use an excessively long quote if Do not use an excessively long quote if the entire thing is not RELEVANT to your the entire thing is not RELEVANT to your argumentargument

Why?Why?

It’s unnecessary essay “padding;” it It’s unnecessary essay “padding;” it interferes with the “conciseness” of your interferes with the “conciseness” of your argumentargument

What TO do…What TO do…

Cut out any unnecessary parts of the Cut out any unnecessary parts of the quotequote

Add an ellipsis in square brackets […] Add an ellipsis in square brackets […] where you remove wordswhere you remove words

Be sure the quote still flows in proper Be sure the quote still flows in proper sentences!sentences!

For ExampleFor Example Let’s say I want to use the following quote to Let’s say I want to use the following quote to

demonstrate how the bazaar girl is disinterested in the demonstrate how the bazaar girl is disinterested in the little boy:little boy:

““Observing me the young lady came over and asked me Observing me the young lady came over and asked me did I wish to buy anything. The tone of her voice was not did I wish to buy anything. The tone of her voice was not encouraging; she seemed to have spoken to me out of a encouraging; she seemed to have spoken to me out of a sense of duty. I looked humbly at the great jar that stood sense of duty. I looked humbly at the great jar that stood like eastern guards at either side of the dark entrance to like eastern guards at either side of the dark entrance to the stall and murmured:the stall and murmured:-No, thank you-No, thank youThe young lady changed the position of one of the vases The young lady changed the position of one of the vases and went back to the two young men. They began to and went back to the two young men. They began to talk of the same subject. Once or twice the young lady talk of the same subject. Once or twice the young lady glanced at me over her shoulder.” glanced at me over her shoulder.”

It’s too Much!It’s too Much!

A lot of the quote isn’t relevant; doesn’t A lot of the quote isn’t relevant; doesn’t help to prove the pointhelp to prove the point

So, I pick and choose what I want…So, I pick and choose what I want…

““Observing me the young lady came over and Observing me the young lady came over and asked me did I wish to buy anything. asked me did I wish to buy anything. The tone The tone of her voice was not encouraging; she of her voice was not encouraging; she seemed to have spoken to me out of a sense seemed to have spoken to me out of a sense of dutyof duty. I looked humbly at the great jar that . I looked humbly at the great jar that stood like eastern guards at either side of the stood like eastern guards at either side of the dark entrance to the stall and murmured:dark entrance to the stall and murmured:-No, thank you-No, thank youThe young lady changed the position of one The young lady changed the position of one of the vases and went back to the two young of the vases and went back to the two young menmen. They began to talk of the same subject. . They began to talk of the same subject. Once or twice the young lady glanced at me Once or twice the young lady glanced at me over her shoulderover her shoulder.” .”

Pick & Choose…then Piece Pick & Choose…then Piece TogetherTogether

Now I take the relevant parts and string Now I take the relevant parts and string them together. I insert an ellipsis in square them together. I insert an ellipsis in square brackets […] where I’ve removed words.brackets […] where I’ve removed words.

The tone of her voice was not The tone of her voice was not encouraging; she seemed to have encouraging; she seemed to have spoken to me out of a sense of duty. spoken to me out of a sense of duty. […] […] The young lady changed the The young lady changed the position of one of the vases and went position of one of the vases and went back to the two young men. back to the two young men. […] […] Once Once or twice the young lady glanced at me or twice the young lady glanced at me over her shoulder” (Joyce 186).over her shoulder” (Joyce 186).

I can even chop to create new I can even chop to create new sentences…sentences…

““Observing me the Observing me the young lady came young lady came over and asked over and asked me did I wish to me did I wish to buy anything. The buy anything. The tone of her voice tone of her voice was not was not encouraging; she encouraging; she seemed to have seemed to have spoken to me out spoken to me out of a sense of duty.of a sense of duty.

““Observing me the young Observing me the young lady came over and [...] lady came over and [...] seemed to have spoken to seemed to have spoken to me out of a sense of duty. me out of a sense of duty.

Part Three:Part Three:

Dealing with DialogueDealing with Dialogue

What NOT to do…What NOT to do…

You You CANNOT CANNOT string dialogue together string dialogue together side-by-side in a sentenceside-by-side in a sentence

E.g. The narrator witnesses the girl and E.g. The narrator witnesses the girl and older boys at the bazaar talking and older boys at the bazaar talking and flirting, saying, “O, I never said such a flirting, saying, “O, I never said such a thing!” “Oh, but you did!” “Oh, but I didn’t” thing!” “Oh, but you did!” “Oh, but I didn’t” (Joyce 186).(Joyce 186).

What TO do…What TO do…

Set the text off as you would ANY quote longer Set the text off as you would ANY quote longer than four linesthan four lines

No quotation marksNo quotation marks Citation appears at endCitation appears at end

The Narrator witnesses the girl and older boys at The Narrator witnesses the girl and older boys at the bazaar talking and flirting:the bazaar talking and flirting:

-O, I never said such a thing! -O, I never said such a thing!

-Oh, but you did!-Oh, but you did!- Oh, but I didn’t (Joyce 186).- Oh, but I didn’t (Joyce 186).