how to use quotes in dissertation

Quoting and integrating sources into your paper

In any study of a subject, people engage in a “conversation” of sorts, where they read or listen to others’ ideas, consider them with their own viewpoints, and then develop their own stance. It is important in this “conversation” to acknowledge when we use someone else’s words or ideas. If we didn’t come up with it ourselves, we need to tell our readers who did come up with it.

It is important to draw on the work of experts to formulate your own ideas. Quoting and paraphrasing the work of authors engaged in writing about your topic adds expert support to your argument and thesis statement. You are contributing to a scholarly conversation with scholars who are experts on your topic with your writing. This is the difference between a scholarly research paper and any other paper: you must include your own voice in your analysis and ideas alongside scholars or experts.

All your sources must relate to your thesis, or central argument, whether they are in agreement or not. It is a good idea to address all sides of the argument or thesis to make your stance stronger. There are two main ways to incorporate sources into your research paper.

Quoting is when you use the exact words from a source. You will need to put quotation marks around the words that are not your own and cite where they came from. For example:

“It wasn’t really a tune, but from the first note the beast’s eyes began to droop . . . Slowly the dog’s growls ceased – it tottered on its paws and fell to its knees, then it slumped to the ground, fast asleep” (Rowling 275).

Follow these guidelines when opting to cite a passage:

• Choose to quote passages that seem especially well phrased or are unique to the author or subject matter.
• Be selective in your quotations. Avoid over-quoting. You also don’t have to quote an entire passage. Use ellipses (. . .) to indicate omitted words. Check with your professor for their ideal length of quotations – some professors place word limits on how much of a sentence or paragraph you should quote.
• Before or after quoting a passage, include an explanation in which you interpret the significance of the quote for the reader. Avoid “hanging quotes” that have no context or introduction. It is better to err on the side of your reader not understanding your point until you spell it out for them, rather than assume readers will follow your thought process exactly.
• If you are having trouble paraphrasing (putting something into your own words), that may be a sign that you should quote it.
• Shorter quotes are generally incorporated into the flow of a sentence while longer quotes may be set off in “blocks.” Check your citation handbook for quoting guidelines.

Paraphrasing is when you state the ideas from another source in your own words . Even when you use your own words, if the ideas or facts came from another source, you need to cite where they came from. Quotation marks are not used. For example:

With the simple music of the flute, Harry lulled the dog to sleep (Rowling 275).

Follow these guidelines when opting to paraphrase a passage:

• Don’t take a passage and change a word here or there. You must write out the idea in your own words. Simply changing a few words from the original source or restating the information exactly using different words is considered plagiarism .
• Read the passage, reflect upon it, and restate it in a way that is meaningful to you within the context of your paper . You are using this to back up a point you are making, so your paraphrased content should be tailored to that point specifically.
• After reading the passage that you want to paraphrase, look away from it, and imagine explaining the main point to another person.
• After paraphrasing the passage, go back and compare it to the original. Are there any phrases that have come directly from the original source? If so, you should rephrase it or put the original in quotation marks. If you cannot state an idea in your own words, you should use the direct quotation.

A summary is similar to paraphrasing, but used in cases where you are trying to give an overview of many ideas. As in paraphrasing, quotation marks are not used, but a citation is still necessary. For example:

Through a combination of skill and their invisibility cloak, Harry, Ron, and Hermione slipped through Hogwarts to the dog’s room and down through the trapdoor within (Rowling 271-77).

Important guidelines

When integrating a source into your paper, remember to use these three important components:

• Introductory phrase to the source material : mention the author, date, or any other relevant information when introducing a quote or paraphrase.
• Source material : a direct quote, paraphrase, or summary with proper citation.
• Analysis of source material : your response, interpretations, or arguments regarding the source material should introduce or follow it. When incorporating source material into your paper, relate your source and analysis back to your original thesis.

Ideally, papers will contain a good balance of direct quotations, paraphrasing and your own thoughts. Too much reliance on quotations and paraphrasing can make it seem like you are only using the work of others and have no original thoughts on the topic.

Always properly cite an author’s original idea, whether you have directly quoted or paraphrased it. If you have questions about how to cite properly in your chosen citation style, browse these citation guides . You can also review our guide to understanding plagiarism .

University Writing Center

The University of Nevada, Reno Writing Center provides helpful guidance on quoting and paraphrasing and explains how to make sure your paraphrasing does not veer into plagiarism. If you have any questions about quoting or paraphrasing, or need help at any point in the writing process, schedule an appointment with the Writing Center.

Works Cited

Rowling, J.K. Harry Potter and the Sorcerer's Stone.  A.A. Levine Books, 1998.

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• How to Quote | Citing Quotes in Harvard & APA

How to Quote | Citing Quotes in Harvard & APA

Published on 15 April 2022 by Shona McCombes and Jack Caulfield. Revised on 3 September 2022.

Quoting means copying a passage of someone else’s words and crediting the source. To quote a source, you must ensure:

• The quoted text is enclosed in quotation marks (usually single quotation marks in UK English, though double is acceptable as long as you’re consistent) or formatted as a block quote
• The original author is correctly cited
• The text is identical to the original

The exact format of a quote depends on its length and on which citation style you are using. Quoting and citing correctly is essential to avoid plagiarism , which is easy to detect with a good plagiarism checker .

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Table of contents

How to cite a quote in harvard and apa style, introducing quotes, quotes within quotes, shortening or altering a quote, block quotes, when should i use quotes, frequently asked questions about quoting sources.

Every time you quote, you must cite the source correctly . This looks slightly different depending on the citation style you’re using.

Citing a quote in Harvard style

When you include a quote in Harvard style, you must add a Harvard in-text citation giving the author’s last name, the year of publication, and a page number if available. Any full stop or comma appears after the citation, not within the quotation marks.

Citations can be parenthetical or narrative. In a parenthetical citation , you place all the information in brackets after the quote. In a narrative citation , you name the author in your sentence (followed by the year), and place the page number after the quote.

• Evolution is a gradual process that ‘can act only by very short and slow steps’ (Darwin, 1859, p. 510) . Darwin (1859) explains that evolution ‘can act only by very short and slow steps’ (p. 510) .

Complete guide to Harvard style

Citing a quote in APA Style

To cite a direct quote in APA , you must include the author’s last name, the year, and a page number, all separated by commas. If the quote appears on a single page, use ‘p.’; if it spans a page range, use ‘pp.’

An APA in-text citation can be parenthetical or narrative. In a parenthetical citation , you place all the information in parentheses after the quote. In a narrative citation , you name the author in your sentence (followed by the year), and place the page number after the quote.

Punctuation marks such as full stops and commas are placed after the citation, not within the quotation marks.

• Evolution is a gradual process that ‘can act only by very short and slow steps’ (Darwin, 1859, p. 510) .
• Darwin (1859) explains that evolution ‘can act only by very short and slow steps’ (p. 510) .

Complete guide to APA

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Make sure you integrate quotes properly into your text by introducing them in your own words, showing the reader why you’re including the quote and providing any context necessary to understand it.  Don’t  present quotations as stand-alone sentences.

There are three main strategies you can use to introduce quotes in a grammatically correct way:

• Add an introductory sentence
• Use an introductory signal phrase
• Integrate the quote into your own sentence

The following examples use APA Style citations, but these strategies can be used in all styles.

Introductory sentence

Introduce the quote with a full sentence ending in a colon . Don’t use a colon if the text before the quote isn’t a full sentence.

If you name the author in your sentence, you may use present-tense verbs, such as “states’, ‘argues’, ‘explains’, ‘writes’, or ‘reports’, to describe the content of the quote.

• In Denmark, a recent poll shows that: ‘A membership referendum held today would be backed by 55 percent of Danish voters’ (Levring, 2018, p. 3).
• In Denmark, a recent poll shows that support for the EU has grown since the Brexit vote: ‘A membership referendum held today would be backed by 55 percent of Danish voters’ (Levring, 2018, p. 3).
• Levring (2018) reports that support for the EU has grown since the Brexit vote: ‘A membership referendum held today would be backed by 55 percent of Danish voters’ (p. 3).

Introductory signal phrase

You can also use a signal phrase that mentions the author or source but doesn’t form a full sentence. In this case, you follow the phrase with a comma instead of a colon.

• According to a recent poll, ‘A membership referendum held today would be backed by 55 percent of Danish voters’ (Levring, 2018, p. 3).
• As Levring (2018) explains, ‘A membership referendum held today would be backed by 55 percent of Danish voters’ (p. 3).

Integrated into your own sentence

To quote a phrase that doesn’t form a full sentence, you can also integrate it as part of your sentence, without any extra punctuation.

• A recent poll suggests that EU membership ‘would be backed by 55 percent of Danish voters’ in a referendum (Levring, 2018, p. 3).
• Levring (2018) reports that EU membership ‘would be backed by 55 percent of Danish voters’ in a referendum (p. 3).

When you quote text that itself contains another quote, this is called a nested quotation or a quote within a quote. It may occur, for example, when quoting dialogue from a novel.

To distinguish this quote from the surrounding quote, you enclose it in double (instead of single) quotation marks (even if this involves changing the punctuation from the original text). Make sure to close both sets of quotation marks at the appropriate moments.

Note that if you only quote the nested quotation itself, and not the surrounding text, you can just use single quotation marks.

• Carraway introduces his narrative by quoting his father: ‘ ‘ Whenever you feel like criticizing anyone, ‘ he told me, ‘ just remember that all the people in this world haven’t had the advantages that you’ve had ‘ ‘ (Fitzgerald 1).
• Carraway introduces his narrative by quoting his father: ‘”Whenever you feel like criticizing anyone,” he told me, “just remember that all the people in this world haven’t had the advantages that you’ve had “  (Fitzgerald 1).
• Carraway introduces his narrative by quoting his father: ‘“Whenever you feel like criticizing anyone,” he told me, “just remember that all the people in this world haven’t had the advantages that you’ve had”’ (Fitzgerald 1).
• Carraway begins by quoting his father’s invocation to ‘remember that all the people in this world haven’t had the advantages that you’ve had’ (Fitzgerald 1).

Note:  When the quoted text in the source comes from another source, it’s best to just find that original source in order to quote it directly. If you can’t find the original source, you can instead cite it indirectly .

Often, incorporating a quote smoothly into your text requires you to make some changes to the original text. It’s fine to do this, as long as you clearly mark the changes you’ve made to the quote.

Shortening a quote

If some parts of a passage are redundant or irrelevant, you can shorten the quote by removing words, phrases, or sentences and replacing them with an ellipsis (…). Put a space before and after the ellipsis.

Be careful that removing the words doesn’t change the meaning. The ellipsis indicates that some text has been removed, but the shortened quote should still accurately represent the author’s point.

Altering a quote

You can add or replace words in a quote when necessary. This might be because the original text doesn’t fit grammatically with your sentence (e.g., it’s in a different tense), or because extra information is needed to clarify the quote’s meaning.

Use brackets to distinguish words that you have added from words that were present in the original text.

The Latin term ‘ sic ‘ is used to indicate a (factual or grammatical) mistake in a quotation. It shows the reader that the mistake is from the quoted material, not a typo of your own.

In some cases, it can be useful to italicise part of a quotation to add emphasis, showing the reader that this is the key part to pay attention to. Use the phrase ’emphasis added’ to show that the italics were not part of the original text.

You usually don’t need to use brackets to indicate minor changes to punctuation or capitalisation made to ensure the quote fits the style of your text.

If you quote more than a few lines from a source, you must format it as a block quote . Instead of using quotation marks, you set the quote on a new line and indent it so that it forms a separate block of text.

Block quotes are cited just like regular quotes, except that if the quote ends with a full stop, the citation appears after the full stop.

To the end of his days Bilbo could never remember how he found himself outside, without a hat, a walking-stick or any money, or anything that he usually took when he went out; leaving his second breakfast half-finished and quite unwashed-up, pushing his keys into Gandalf’s hands, and running as fast as his furry feet could carry him down the lane, past the great Mill, across The Water, and then on for a mile or more. (16)

Avoid relying too heavily on quotes in academic writing . To integrate a source , it’s often best to paraphrase , which means putting the passage into your own words. This helps you integrate information smoothly and keeps your own voice dominant.

However, there are some situations in which quotes are more appropriate.

When focusing on language

If you want to comment on how the author uses language (for example, in literary analysis ), it’s necessary to quote so that the reader can see the exact passage you are referring to.

When giving evidence

To convince the reader of your argument, interpretation or position on a topic, it’s often helpful to include quotes that support your point. Quotes from primary sources (for example, interview transcripts or historical documents) are especially credible as evidence.

When presenting an author’s position or definition

When you’re referring to secondary sources such as scholarly books and journal articles, try to put others’ ideas in your own words when possible.

But if a passage does a great job at expressing, explaining, or defining something, and it would be very difficult to paraphrase without changing the meaning or losing the weakening the idea’s impact, it’s worth quoting directly.

A quote is an exact copy of someone else’s words, usually enclosed in quotation marks and credited to the original author or speaker.

To present information from other sources in academic writing , it’s best to paraphrase in most cases. This shows that you’ve understood the ideas you’re discussing and incorporates them into your text smoothly.

It’s appropriate to quote when:

• Changing the phrasing would distort the meaning of the original text
• You want to discuss the author’s language choices (e.g., in literary analysis )
• You’re presenting a precise definition
• You’re looking in depth at a specific claim

Every time you quote a source , you must include a correctly formatted in-text citation . This looks slightly different depending on the citation style .

For example, a direct quote in APA is cited like this: ‘This is a quote’ (Streefkerk, 2020, p. 5).

Every in-text citation should also correspond to a full reference at the end of your paper.

In scientific subjects, the information itself is more important than how it was expressed, so quoting should generally be kept to a minimum. In the arts and humanities, however, well-chosen quotes are often essential to a good paper.

In social sciences, it varies. If your research is mainly quantitative , you won’t include many quotes, but if it’s more qualitative , you may need to quote from the data you collected .

As a general guideline, quotes should take up no more than 5–10% of your paper. If in doubt, check with your instructor or supervisor how much quoting is appropriate in your field.

If you’re quoting from a text that paraphrases or summarises other sources and cites them in parentheses , APA  recommends retaining the citations as part of the quote:

• Smith states that ‘the literature on this topic (Jones, 2015; Sill, 2019; Paulson, 2020) shows no clear consensus’ (Smith, 2019, p. 4).

Footnote or endnote numbers that appear within quoted text should be omitted.

If you want to cite an indirect source (one you’ve only seen quoted in another source), either locate the original source or use the phrase ‘as cited in’ in your citation.

A block quote is a long quote formatted as a separate ‘block’ of text. Instead of using quotation marks , you place the quote on a new line, and indent the entire quote to mark it apart from your own words.

APA uses block quotes for quotes that are 40 words or longer.

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What this handout is about

Used effectively, quotations can provide important pieces of evidence and lend fresh voices and perspectives to your narrative. Used ineffectively, however, quotations can clutter your text and interrupt the flow of your argument. This handout will help you decide when and how to quote like a pro.

When should I quote?

Use quotations at strategically selected moments. You have probably been told by teachers to provide as much evidence as possible in support of your thesis. But packing your paper with quotations will not necessarily strengthen your argument. The majority of your paper should still be your original ideas in your own words (after all, it’s your paper). And quotations are only one type of evidence: well-balanced papers may also make use of paraphrases, data, and statistics. The types of evidence you use will depend in part on the conventions of the discipline or audience for which you are writing. For example, papers analyzing literature may rely heavily on direct quotations of the text, while papers in the social sciences may have more paraphrasing, data, and statistics than quotations.

Discussing specific arguments or ideas

Sometimes, in order to have a clear, accurate discussion of the ideas of others, you need to quote those ideas word for word. Suppose you want to challenge the following statement made by John Doe, a well-known historian:

“At the beginning of World War Two, almost all Americans assumed the war would end quickly.”

If it is especially important that you formulate a counterargument to this claim, then you might wish to quote the part of the statement that you find questionable and establish a dialogue between yourself and John Doe:

Historian John Doe has argued that in 1941 “almost all Americans assumed the war would end quickly” (Doe 223). Yet during the first six months of U.S. involvement, the wives and mothers of soldiers often noted in their diaries their fear that the war would drag on for years.

Giving added emphasis to a particularly authoritative source on your topic.

There will be times when you want to highlight the words of a particularly important and authoritative source on your topic. For example, suppose you were writing an essay about the differences between the lives of male and female slaves in the U.S. South. One of your most provocative sources is a narrative written by a former slave, Harriet Jacobs. It would then be appropriate to quote some of Jacobs’s words:

Harriet Jacobs, a former slave from North Carolina, published an autobiographical slave narrative in 1861. She exposed the hardships of both male and female slaves but ultimately concluded that “slavery is terrible for men; but it is far more terrible for women.”

In this particular example, Jacobs is providing a crucial first-hand perspective on slavery. Thus, her words deserve more exposure than a paraphrase could provide.

Jacobs is quoted in Harriet A. Jacobs, Incidents in the Life of a Slave Girl, ed. Jean Fagan Yellin (Cambridge: Harvard University Press, 1987).

Analyzing how others use language.

This scenario is probably most common in literature and linguistics courses, but you might also find yourself writing about the use of language in history and social science classes. If the use of language is your primary topic, then you will obviously need to quote users of that language.

Examples of topics that might require the frequent use of quotations include:

Southern colloquial expressions in William Faulkner’s Light in August

Ms. and the creation of a language of female empowerment

A comparison of three British poets and their use of rhyme

Spicing up your prose.

In order to lend variety to your prose, you may wish to quote a source with particularly vivid language. All quotations, however, must closely relate to your topic and arguments. Do not insert a quotation solely for its literary merits.

One example of a quotation that adds flair:

President Calvin Coolidge’s tendency to fall asleep became legendary. As H. L. Mencken commented in the American Mercury in 1933, “Nero fiddled, but Coolidge only snored.”

How do I set up and follow up a quotation?

Once you’ve carefully selected the quotations that you want to use, your next job is to weave those quotations into your text. The words that precede and follow a quotation are just as important as the quotation itself. You can think of each quote as the filling in a sandwich: it may be tasty on its own, but it’s messy to eat without some bread on either side of it. Your words can serve as the “bread” that helps readers digest each quote easily. Below are four guidelines for setting up and following up quotations.

In illustrating these four steps, we’ll use as our example, Franklin Roosevelt’s famous quotation, “The only thing we have to fear is fear itself.”

1. Provide context for each quotation.

Do not rely on quotations to tell your story for you. It is your responsibility to provide your reader with context for the quotation. The context should set the basic scene for when, possibly where, and under what circumstances the quotation was spoken or written. So, in providing context for our above example, you might write:

When Franklin Roosevelt gave his inaugural speech on March 4, 1933, he addressed a nation weakened and demoralized by economic depression.

2. Attribute each quotation to its source.

Tell your reader who is speaking. Here is a good test: try reading your text aloud. Could your reader determine without looking at your paper where your quotations begin? If not, you need to attribute the quote more noticeably.

Avoid getting into the “they said” attribution rut! There are many other ways to attribute quotes besides this construction. Here are a few alternative verbs, usually followed by “that”:

Different reporting verbs are preferred by different disciplines, so pay special attention to these in your disciplinary reading. If you’re unfamiliar with the meanings of any of these words or others you find in your reading, consult a dictionary before using them.

3. Explain the significance of the quotation.

Once you’ve inserted your quotation, along with its context and attribution, don’t stop! Your reader still needs your assessment of why the quotation holds significance for your paper. Using our Roosevelt example, if you were writing a paper on the first one-hundred days of FDR’s administration, you might follow the quotation by linking it to that topic:

With that message of hope and confidence, the new president set the stage for his next one-hundred days in office and helped restore the faith of the American people in their government.

4. Provide a citation for the quotation.

All quotations, just like all paraphrases, require a formal citation. For more details about particular citation formats, see the UNC Libraries citation tutorial . In general, you should remember one rule of thumb: Place the parenthetical reference or footnote/endnote number after—not within—the closed quotation mark.

Roosevelt declared, “The only thing we have to fear is fear itself” (Roosevelt, Public Papers, 11).

Roosevelt declared, “The only thing we have to fear is fear itself.”1

How do I embed a quotation into a sentence?

In general, avoid leaving quotes as sentences unto themselves. Even if you have provided some context for the quote, a quote standing alone can disrupt your flow.  Take a look at this example:

Hamlet denies Rosencrantz’s claim that thwarted ambition caused his depression. “I could be bounded in a nutshell and count myself a king of infinite space” (Hamlet 2.2).

Standing by itself, the quote’s connection to the preceding sentence is unclear. There are several ways to incorporate a quote more smoothly:

Lead into the quote with a colon.

Hamlet denies Rosencrantz’s claim that thwarted ambition caused his depression: “I could be bounded in a nutshell and count myself a king of infinite space” (Hamlet 2.2).

The colon announces that a quote will follow to provide evidence for the sentence’s claim.

Introduce or conclude the quote by attributing it to the speaker. If your attribution precedes the quote, you will need to use a comma after the verb.

Hamlet denies Rosencrantz’s claim that thwarted ambition caused his depression. He states, “I could be bounded in a nutshell and count myself a king of infinite space” (Hamlet 2.2).

When faced with a twelve-foot mountain troll, Ron gathers his courage, shouting, “Wingardium Leviosa!” (Rowling, p. 176).

The Pirate King sees an element of regality in their impoverished and dishonest life. “It is, it is a glorious thing/To be a pirate king,” he declares (Pirates of Penzance, 1983).

Interrupt the quote with an attribution to the speaker. Again, you will need to use a comma after the verb, as well as a comma leading into the attribution.

“There is nothing either good or bad,” Hamlet argues, “but thinking makes it so” (Hamlet 2.2).

“And death shall be no more,” Donne writes, “Death thou shalt die” (“Death, Be Not Proud,” l. 14).

Dividing the quote may highlight a particular nuance of the quote’s meaning. In the first example, the division calls attention to the two parts of Hamlet’s claim. The first phrase states that nothing is inherently good or bad; the second phrase suggests that our perspective causes things to become good or bad. In the second example, the isolation of “Death thou shalt die” at the end of the sentence draws a reader’s attention to that phrase in particular. As you decide whether or not you want to break up a quote, you should consider the shift in emphasis that the division might create.

Use the words of the quote grammatically within your own sentence.

When Hamlet tells Rosencrantz that he “could be bounded in a nutshell and count [him]self a king of infinite space” (Hamlet 2.2), he implies that thwarted ambition did not cause his depression.

Ultimately, death holds no power over Donne since in the afterlife, “death shall be no more” (“Death, Be Not Proud,” l. 14).

Note that when you use “that” after the verb that introduces the quote, you no longer need a comma.

The Pirate King argues that “it is, it is a glorious thing/to be a pirate king” (Pirates of Penzance, 1983).

How much should I quote?

As few words as possible. Remember, your paper should primarily contain your own words, so quote only the most pithy and memorable parts of sources. Here are guidelines for selecting quoted material judiciously:

Excerpt fragments.

Sometimes, you should quote short fragments, rather than whole sentences. Suppose you interviewed Jane Doe about her reaction to John F. Kennedy’s assassination. She commented:

“I couldn’t believe it. It was just unreal and so sad. It was just unbelievable. I had never experienced such denial. I don’t know why I felt so strongly. Perhaps it was because JFK was more to me than a president. He represented the hopes of young people everywhere.”

You could quote all of Jane’s comments, but her first three sentences are fairly redundant. You might instead want to quote Jane when she arrives at the ultimate reason for her strong emotions:

Jane Doe grappled with grief and disbelief. She had viewed JFK, not just as a national figurehead, but as someone who “represented the hopes of young people everywhere.”

Excerpt those fragments carefully!

Quoting the words of others carries a big responsibility. Misquoting misrepresents the ideas of others. Here’s a classic example of a misquote:

John Adams has often been quoted as having said: “This would be the best of all possible worlds if there were no religion in it.”

John Adams did, in fact, write the above words. But if you see those words in context, the meaning changes entirely. Here’s the rest of the quotation:

Twenty times, in the course of my late reading, have I been on the point of breaking out, ‘this would be the best of all possible worlds, if there were no religion in it!!!!’ But in this exclamation, I should have been as fanatical as Bryant or Cleverly. Without religion, this world would be something not fit to be mentioned in public company—I mean hell.

As you can see from this example, context matters!

This example is from Paul F. Boller, Jr. and John George, They Never Said It: A Book of Fake Quotes, Misquotes, and Misleading Attributions (Oxford University Press, 1989).

Use block quotations sparingly.

There may be times when you need to quote long passages. However, you should use block quotations only when you fear that omitting any words will destroy the integrity of the passage. If that passage exceeds four lines (some sources say five), then set it off as a block quotation.

Be sure you are handling block quotes correctly in papers for different academic disciplines–check the index of the citation style guide you are using. Here are a few general tips for setting off your block quotations:

• Set up a block quotation with your own words followed by a colon.
• Indent. You normally indent 4-5 spaces for the start of a paragraph. When setting up a block quotation, indent the entire paragraph once from the left-hand margin.
• Single space or double space within the block quotation, depending on the style guidelines of your discipline (MLA, CSE, APA, Chicago, etc.).
• Do not use quotation marks at the beginning or end of the block quote—the indentation is what indicates that it’s a quote.
• Place parenthetical citation according to your style guide (usually after the period following the last sentence of the quote).
• Follow up a block quotation with your own words.

So, using the above example from John Adams, here’s how you might include a block quotation:

After reading several doctrinally rigid tracts, John Adams recalled the zealous ranting of his former teacher, Joseph Cleverly, and minister, Lemuel Bryant. He expressed his ambivalence toward religion in an 1817 letter to Thomas Jefferson:

Adams clearly appreciated religion, even if he often questioned its promotion.

How do I combine quotation marks with other punctuation marks?

It can be confusing when you start combining quotation marks with other punctuation marks. You should consult a style manual for complicated situations, but the following two rules apply to most cases:

Keep periods and commas within quotation marks.

So, for example:

According to Professor Poe, werewolves “represent anxiety about the separation between human and animal,” and werewolf movies often “interrogate those boundaries.”

In the above example, both the comma and period were enclosed in the quotation marks. The main exception to this rule involves the use of internal citations, which always precede the last period of the sentence. For example:

According to Professor Poe, werewolves “represent anxiety about the separation between human and animal,” and werewolf movies often “interrogate those boundaries” (Poe 167).

Note, however, that the period remains inside the quotation marks when your citation style involves superscript footnotes or endnotes. For example:

According to Professor Poe, werewolves “represent anxiety about the separation between human and animal,” and werewolf movies often “interrogate those boundaries.” 2

Place all other punctuation marks (colons, semicolons, exclamation marks, question marks) outside the quotation marks, except when they were part of the original quotation.

Take a look at the following examples:

I couldn’t believe it when my friend passed me a note in the cafe saying the management “started charging $15 per hour for parking”!

The coach yelled, “Run!”

In the first example, the author placed the exclamation point outside the quotation mark because she added it herself to emphasize the outrageous nature of the parking price change. The original note had not included an exclamation mark. In the second example, the exclamation mark remains within the quotation mark because it is indicating the excited tone in which the coach yelled the command. Thus, the exclamation mark is considered to be part of the original quotation.

How do I indicate quotations within quotations?

If you are quoting a passage that contains a quotation, then you use single quotation marks for the internal quotation. Quite rarely, you quote a passage that has a quotation within a quotation. In that rare instance, you would use double quotation marks for the second internal quotation.

Here’s an example of a quotation within a quotation:

In “The Emperor’s New Clothes,” Hans Christian Andersen wrote, “‘But the Emperor has nothing on at all!’ cried a little child.”

Remember to consult your style guide to determine how to properly cite a quote within a quote.

When do I use those three dots ( . . . )?

Whenever you want to leave out material from within a quotation, you need to use an ellipsis, which is a series of three periods, each of which should be preceded and followed by a space. So, an ellipsis in this sentence would look like . . . this. There are a few rules to follow when using ellipses:

Be sure that you don’t fundamentally change the meaning of the quotation by omitting material.

Take a look at the following example:

“The Writing Center is located on the UNC campus and serves the entire UNC community.”

“The Writing Center . . . serves the entire UNC community.”

The reader’s understanding of the Writing Center’s mission to serve the UNC community is not affected by omitting the information about its location.

Do not use ellipses at the beginning or ending of quotations, unless it’s important for the reader to know that the quotation was truncated.

For example, using the above example, you would NOT need an ellipsis in either of these situations:

“The Writing Center is located on the UNC campus . . .”

The Writing Center ” . . . serves the entire UNC community.”

Use punctuation marks in combination with ellipses when removing material from the end of sentences or clauses.

For example, if you take material from the end of a sentence, keep the period in as usual.

“The boys ran to school, forgetting their lunches and books. Even though they were out of breath, they made it on time.”

“The boys ran to school. . . . Even though they were out of breath, they made it on time.”

Likewise, if you excerpt material at the end of clause that ends in a comma, retain the comma.

“The red car came to a screeching halt that was heard by nearby pedestrians, but no one was hurt.”

“The red car came to a screeching halt . . . , but no one was hurt.”

Is it ever okay to insert my own words or change words in a quotation?

Sometimes it is necessary for clarity and flow to alter a word or words within a quotation. You should make such changes rarely. In order to alert your reader to the changes you’ve made, you should always bracket the altered words. Here are a few examples of situations when you might need brackets:

Changing verb tense or pronouns in order to be consistent with the rest of the sentence.

Suppose you were quoting a woman who, when asked about her experiences immigrating to the United States, commented “nobody understood me.” You might write:

Esther Hansen felt that when she came to the United States “nobody understood [her].”

In the above example, you’ve changed “me” to “her” in order to keep the entire passage in third person. However, you could avoid the need for this change by simply rephrasing:

“Nobody understood me,” recalled Danish immigrant Esther Hansen.

Including supplemental information that your reader needs in order to understand the quotation.

For example, if you were quoting someone’s nickname, you might want to let your reader know the full name of that person in brackets.

“The principal of the school told Billy [William Smith] that his contract would be terminated.”

Similarly, if a quotation referenced an event with which the reader might be unfamiliar, you could identify that event in brackets.

“We completely revised our political strategies after the strike [of 1934].”

Indicating the use of nonstandard grammar or spelling.

In rare situations, you may quote from a text that has nonstandard grammar, spelling, or word choice. In such cases, you may want to insert [sic], which means “thus” or “so” in Latin. Using [sic] alerts your reader to the fact that this nonstandard language is not the result of a typo on your part. Always italicize “sic” and enclose it in brackets. There is no need to put a period at the end. Here’s an example of when you might use [sic]:

Twelve-year-old Betsy Smith wrote in her diary, “Father is afraid that he will be guilty of beach [sic] of contract.”

Here [sic] indicates that the original author wrote “beach of contract,” not breach of contract, which is the accepted terminology.

Do not overuse brackets!

For example, it is not necessary to bracket capitalization changes that you make at the beginning of sentences. For example, suppose you were going to use part of this quotation:

“The colors scintillated curiously over a hard carapace, and the beetle’s tiny antennae made gentle waving motions as though saying hello.”

If you wanted to begin a sentence with an excerpt from the middle of this quotation, there would be no need to bracket your capitalization changes.

“The beetle’s tiny antennae made gentle waving motions as though saying hello,” said Dr. Grace Farley, remembering a defining moment on her journey to becoming an entomologist.

Not: “[T]he beetle’s tiny antennae made gentle waving motions as though saying hello,” said Dr. Grace Farley, remembering a defining moment on her journey to becoming an entomologist.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Barzun, Jacques, and Henry F. Graff. 2012. The Modern Researcher , 6th ed. Belmont, CA: Wadsworth Cengage Learning.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Gibaldi, Joseph. 2009. MLA Handbook for Writers of Research Papers , 7th ed. New York: The Modern Language Association of America.

Turabian, Kate. 2018. A Manual for Writers of Term Papers, Theses, Dissertations , 9th ed. Chicago: University of Chicago Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

A direct quotation reproduces words verbatim from another work or from your own previously published work. It is best to paraphrase sources rather than directly quoting them because paraphrasing allows you to fit material to the context of your paper and writing style.

Use direct quotations rather than paraphrasing:

• when reproducing an exact definition (see Section 6.22 of the Publication Manual ),
• when an author has said something memorably or succinctly, or
• when you want to respond to exact wording (e.g., something someone said).

Instructors, programs, editors, and publishers may establish limits on the use of direct quotations. Consult your instructor or editor if you are concerned that you may have too much quoted material in your paper.

This page addresses how to format short quotations and block quotations. Additional information is available about how to:

• include page numbers for quotations
• cite quotations from material without page numbers
• cite quotations that include errors
• indicate changes to quotations
• present quotations from research participants

Quotations are covered in the seventh edition APA Style manuals in the Publication Manual Sections 8.25 to 8.35 and the Concise Guide Sections 8.25 to 8.34

Related handout

• In-Text Citation Checklist (PDF, 227KB)

Short quotations (fewer than 40 words)

For quotations of fewer than 40 words, add quotation marks around the words and incorporate the quote into your own text—there is no additional formatting needed. Do not insert an ellipsis at the beginning and/or end of a quotation unless the original source includes an ellipsis.

Effective teams can be difficult to describe because “high performance along one domain does not translate to high performance along another” (Ervin et al., 2018, p. 470).

For a direct quotation, always include a full citation ( parenthetical or narrative ) in the same sentence as the quotation, including the page number (or other location information, e.g., paragraph number).

• Place a parenthetical citation either immediately after the quotation or at the end of the sentence.
• For a narrative citation, include the author and year in the sentence and then place the page number or other location information in parentheses after the quotation.
• If the quotation precedes the narrative citation, put the page number or location information after the year and a comma.
• If the citation appears at the end of a sentence, put the end punctuation after the closing parenthesis for the citation.
• If the quotation includes citations, see Section 8.32 of the Publication Manual .
• If the quotation includes material already in quotation marks, see Section 8.33 of the Publication Manual .
• Place periods and commas within closing single or double quotation marks. Place other punctuation marks inside quotation marks only when they are part of the quoted material.

Block quotations (40 words or more)

Format quotations of 40 words or more as block quotations:

• Do not use quotation marks to enclose a block quotation.
• Start a block quotation on a new line and indent the whole block 0.5 in. from the left margin.
• Double-space the entire block quotation.
• Do not add extra space before or after it.
• If there are additional paragraphs within the quotation, indent the first line of each subsequent paragraph an additional 0.5 in. See an example in Section 8.27 of the Publication Manual .
• Either (a) cite the source in parentheses after the quotation’s final punctuation or (b) cite the author and year in the narrative before the quotation and place only the page number in parentheses after the quotation’s final punctuation.
• Do not add a period after the closing parenthesis in either case.

Block quotation with parenthetical citation:

Researchers have studied how people talk to themselves:

Inner speech is a paradoxical phenomenon. It is an experience that is central to many people’s everyday lives, and yet it presents considerable challenges to any effort to study it scientifically. Nevertheless, a wide range of methodologies and approaches have combined to shed light on the subjective experience of inner speech and its cognitive and neural underpinnings. (Alderson-Day & Fernyhough, 2015, p. 957)

Block quotation with narrative citation:

Flores et al. (2018) described how they addressed potential researcher bias when working with an intersectional community of transgender people of color:

Everyone on the research team belonged to a stigmatized group but also held privileged identities. Throughout the research process, we attended to the ways in which our privileged and oppressed identities may have influenced the research process, findings, and presentation of results. (p. 311)

Table of Contents

Collaboration, information literacy, writing process, quotation – when & how to use quotes in your writing.

• © 2023 by Joseph M. Moxley - University of South Florida

What is a Quotation?

A quotation refers to the precise replication of words or phrases from another source, embedded within one’s own writing or speech. To distinguish these directly borrowed elements from original content, writers use quotation marks. Additionally, they provide citations or footnotes to trace back to the original source, maintaining the integrity of the content.

Related Concepts: Copyright ; Information Has Value ; Inserting or Altering Words in a Direct Quotation ; Intellectual Property ; Omitting Words from a Direct Quotation ; Plagiarism ; Scholarship as a Conversation

Why Does Quotation Matter?

When writers incorporate quotations, they aren’t merely borrowing words. They’re strategically weaving the collective wisdom of past thinkers into their narrative, bolstering their arguments, and enhancing their credibility .

• Recognition of Scholarly Foundations: Quotations enable writers to highlight and pay respect to the foundational works, insights, and contributions of past scholars, researchers, and theorists. By doing so, they acknowledge the deep roots of knowledge and ideas that have paved the way for present-day discussions and discoveries.
• Authentic Representation in Discourse: Quotations preserve the precise wording of an author, grounding the reader directly in the original discourse. Unlike paraphrases or summaries , which reinterpret or condense an author’s message, quotations maintain the unaltered essence, subtleties, and nuances of the original statement.
• Validation: Quotations may function as compelling evidence , fortifying the claims a writer has made in their argument
• Building upon Established Knowledge: Quotations illuminate existing ideas, paving the way for writers to elaborate on, challenge, or pivot them toward new directions.
• Preservation of Nuance: Quotations capture the intricate subtleties of unique expressions and poetic language, ensuring that their inherent meaning remains unaltered.
• Positioning within a Discourse: Through quotations, writers can align or differentiate themselves within specific intellectual landscapes, debates, or traditions.
• Credibility: Meticulous citation and thoughtful quotation are hallmarks of a diligent writer, revealing their commitment to professional and ethical codes of conduct.

What Do Writers Quote in Academic and Professional Writing

In both academic and professional writing , quotation serves multiple functions:

• Authenticity and Credibility : Quoting directly from a source provides evidence that the information is based on established research or authoritative accounts . It adds weight to arguments, showcasing that they aren’t merely opinions but are backed by recognized studies or experts in the field.
• Respect for Copyright & Intellectual Property : Academic and workplace writers, trained in critical literacy skills , follow citation conventions meticulously. This diligence stems from their respect for copyright laws and the broader principles of intellectual property . Properly citing and quoting indicates an acknowledgment of the original creator’s contribution and ensures that their work is not appropriated without due credit.
• Preserving Original Meaning: Paraphrasing or summarizing can sometimes inadvertently alter the original meaning or nuance of a text. Quoting ensures that the exact words and context provided by the original author are retained.
• Engaging the Reader: Quotations can be used strategically to capture the reader’s attention. A well-chosen quote can make an article or essay more engaging, invoking curiosity or emphasizing a point.
• Paying Homage: Quoting acknowledges the original creators of content. It’s a form of respect, indicating that their words have made an impact and are deemed worthy of repetition and recognition.
• Avoiding Plagiarism : In academic and professional contexts, using someone else’s words or ideas without proper citation is considered unethical and can have serious repercussions. Quoting, accompanied by appropriate citation, ensures that credit is given where it’s due.
• Enriching Content: Quotations can introduce diverse voices and perspectives into a piece of writing. They can be used to support or counter arguments, provide alternative viewpoints, or illustrate a point more vividly.
• Encouraging Deeper Engagement: When readers encounter a quotation, especially one from a recognized authority or a profound piece of literature, it prompts them to reflect on its meaning, perhaps encouraging them to seek out the original source and engage more deeply with the topic .
• Clarifying Complex Ideas: At times, original texts may communicate complex ideas in a way that’s particularly clear or compelling. Quoting such passages can assist the writer in conveying these complexities without the risk of oversimplification.

When Should You Use Quotations in Your Writing?

There are five major reasons for using quotations:

• Evidential Support: To back up claims or arguments with concrete evidence .
• Illustrative Purposes: To give specific examples or to illuminate a point .
• Eloquence and Impact: Sometimes, the original phrasing is so poignant or well-expressed that paraphrasing might dilute its power or clarity.
• Appeal to Authority: Quoting renowned figures or experts can bolster the credibility of an argument .
• Attribution : To give credit to the original source or author and avoid plagiarism .

When Should I Quote as Opposed to Paraphrasing or Summarizing?

Quoting, paraphrasing , and summarizing are all essential techniques in writing , allowing writers to incorporate the ideas of others into their work.

In general, however, because readers do not want to read miscellaneous quotations that are thrown together one after another, you are generally better off paraphrasing and summarizing material and using direct quotations sparingly. Students—from middle school, college, through graduate school—sometimes believe loads of quotations bring a great deal of credibility , ethos , to the text . Yet, if too many quotes are provided, the text loses clarity .

Like everything else in life, balance is the key. The problem with texts that use extensive direct quotations is that they tend to take attention away from the writer’s voice , purpose , thesis . If you offer quotations every few lines, your ideas become subordinate to other people’s ideas and voices, which often contradicts your instructor’s reasons for assigning research papers—that is, to learn what you think about a subject.

Below are some general strategies you might consider when determine it’s best to quote, paraphrase, or summarize:

• Heart of the Argument: When a passage directly encapsulates the essence of the discussion, quoting ensures the original message isn’t diluted.
• Eloquence & Precision: Some texts are so beautifully articulated or precisely worded that rephrasing would diminish their impact or clarity .
• Eyewitness Accounts: Dramatic firsthand accounts of events can lose their emotional potency if not presented verbatim.
• Influential Authorities: Quoting recognized experts or influential figures can lend credibility to an argument .
• Pertinent Data: Specific statistics or data points, when exactness is crucial, should be quoted directly.
• Challenging to Rephrase: Some complex ideas or specialized terminologies can be hard to rephrase without altering the original meaning.

Paraphrasing

• Clarification: When the original text is dense or hard to understand, a paraphrase can clarify the message for the reader.
• Integration: To weave source material more seamlessly into one’s writing, a paraphrase can be more fluid than a direct quote.
• Modification: If a writer wishes to emphasize a particular aspect of the source material or adapt it for a different audience , paraphrasing allows for this flexibility.

Summarizing

• Overview: Summaries are excellent for providing readers with a snapshot of a larger work or body of research.
• Brevity: When the main gist of a longer text is relevant, but details aren’t necessary, summarizing captures the essence in fewer words.

In all cases, whether quoting, paraphrasing, or summarizing, proper attribution is vital to respect the original author’s intellectual property and to provide readers with a clear path to the primary source.

Is It Okay to Edit Quotations for Brevity and Clarity ?

Yes, editing quotations for clarity and brevity is often necessary, especially when you want to emphasize your own voice and perspective in your writing . Utilizing direct quotations from reliable sources enhances your credibility , but extensive quotations can overshadow your voice and detract from your main argument . Responsible writers prioritize both the quality and the quantity of their quotations, selecting only the most pertinent words or phrases to articulate their points effectively.

How Can I Effectively Shorten a Quote?

• Opt for integrating the part of a quotation that is most impactful, concise, and uniquely expressive.
• Extract only the key segments of the quote that align with your argument , employing ellipses where you omit sections.
• Aim for quotations that span no more than two lines.
• Adhere to the 10% rule: quotations shouldn’t exceed 10% of your paper’s total word count.
• Always respect guidelines given by instructors or publishers regarding quotation length.

Example: Trimming a Quote for Brevity

Original quote:.

“Hand-washing is especially important for children in child care settings. Young children cared for in groups outside the home are at greater risk of respiratory and gastrointestinal diseases, which can easily spread to family members and other contacts. Be sure your child care provider promotes frequent hand-washing or use of alcohol-based hand sanitizers. Ask whether the children are required to wash their hands several times a day — not just before meals.” (“Hand-washing: Do’s and Don’ts” 2)

Revised Quote with Context :

Parents should be concerned about their child’s hand-washing habits—not only under supervision at home, but when the child is being cared for by others. Experts from the Mayo Clinic staff advise that “[h]and-washing is especially important for children in child care settings. . . . Be sure your child care provider promotes frequent hand-washing” (“Hand-washing: Do’s and Don’ts” 2).

What is the Purpose of Ellipses in Quotations?

Ellipses, represented by three dots ( . . . ), indicate that a portion of the original text has been removed for brevity , relevance, or clarity.

How Should Ellipses Be Formatted Within a Quotation?

• Spacing : There should be a space before, between, and after each of the dots. Example :“Original thought . . . remains crucial.”

When Is It Appropriate to Use Ellipses in a Quotation?

• To remove non-essential information that doesn’t alter the quote’s original meaning.
• To make the quotation fit seamlessly into the writer’s sentence or argument.

Are There Any Cautions to Consider When Using Ellipses?

• Avoid altering the original intent or meaning of the quotation.
• Refrain from overusing ellipses; excessive omissions can make the quote unclear or misleading.
• Do not start or end a quotation with ellipses, unless it’s essential to convey that the quote is part of a larger context.

How Do I Use Ellipses After a Complete Sentence?

If you’re omitting content following a complete sentence, the ellipsis points should come after the sentence’s ending punctuation.

Correct : “He enjoyed the evening. . . . They discussed various topics.”

Incorrect : “He enjoyed the evening. . . They discussed various topics.”

Remember, while ellipses help in streamlining quotations, they should be used judiciously to ensure the integrity of the original text remains intact.

Can I Make Changes to Quotations? If So, How to Do I Alert My Readers to Those Changes?

• Purpose of Brackets in Quotations : Brackets [ ] are used to insert or alter words in a direct quotation for clarity, explanation, or integration.
• Example: “It [driving] imposes a heavy procedural workload on cognition…”
• Reminder: The word ‘driving’ clarifies the pronoun ‘it’.
• Example: “[D]riving imposes a heavy procedural workload [visual and motor demands] on cognition…”
• Point: Brackets offer deeper insights on the “procedural workload”.
• Example: Salvucci and Taatgen propose that “[t]he heavy cognitive workload of driving suggests…”
• Note: The change from uppercase ‘T’ to lowercase ‘t’ is indicated with brackets.
• Example: “Drivers [are] increasingly engaging in secondary tasks while driving.”
• Note: The verb changes from past to present tense, and this change is enclosed in brackets.
• Incorrect: “It (driving) imposes a heavy procedural workload…”
• Correct: “It [driving] imposes a heavy procedural workload…”
• A Key Caution : Don’t misuse brackets to alter the original text’s intent or meaning. Always represent the author’s intent accurately.
• Do use brackets to enclose inserted words for clarity or brief explanation.
• Do use brackets to indicate changes in letter case or verb tense.
• Don’t use parentheses in these scenarios.
• Never use bracketed material to twist the author’s original meaning.

Remember, the aim is to ensure clarity and respect the original author’s intent while making the quotation fit seamlessly into your writing.

For More Information on Shortening Quotations, See Also:

• Inserting or Altering Words in a Direct Quotation
• Omitting Words from a Direct Quotation (MLA)
• Omitting Words from a Direct Quotation (APA)

Mayo Clinic Staff. (2021, December 10). Hand-washing: Do’s and don’ts. Mayo Clinic .

Related Articles:

Block quotations, recommended.

Academic Writing – How to Write for the Academic Community

Structured Revision – How to Revise Your Work

Professional Writing – How to Write for the Professional World

Credibility & Authority – How to Be Credible & Authoritative in Research, Speech & Writing

Citation Guide – Learn How to Cite Sources in Academic and Professional Writing

Page Design – How to Design Messages for Maximum Impact

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In-Text Citation Basics

Author/Date Citation Method

APA publications use the author/date in text citation system to briefly identify sources to readers.  Each in-text citation is listed alphabetically in the reference list.  All in-text citations referenced in the body of work musr appear in the reference list and vice versa.

The author-date method includes the author's surname and the the publication year.  Do not include suffixes such as Jr., Esq., etc.

(Jones, 2009)

The author/date method is also used with direct quotes.  Another component is added in this format:

(Jones, 2009, p.19)

When multiple pages are referenced, use pp.

(Jones, 2009, pp.19-21)

Variations of author/date within a sentence

Here are some examples of how the author/date citation method are formatted within different parts of a sentence. Please note the author, publication date, and study are entirely fictional (see APA, p.174).

Beginning of a sentence:

Jones (2009) completed a study on the effects of dark chocolate on heart disease.

Middle of a sentence:

In 2009, Jones's study on the effects of dark chocolate and heart disease revealed...

End of a sentence:

The study revealed that participants who ate dark chocolate bars every day did not develop heart disease (Jones, 2009).

Citing a specific part of source (chapter, tables, figures, or equations)

When citing a particular part of a source, it is important to indicate the page, chapter, figure, table, or equation.  Remember to always give page numbers for direct quotations (see APA, section 6.19, p. 179). 

Correct abbreviations continue to be used (see APA, sections 4.22 - 4.30).

(National Chocolate Lovers Association, 2007, p.17)

(Jones, 2009, Chapter 8)

Paraphrasing

Paraphrasing is great because it allows you to use your own words and your own voice.  It demonstrates that you truly understand what the author is saying. Word of caution: Avoid changing the author's meaning and/or plagiarizing the author.  Looking up certain words within the thesaurus is not paraphrasing.  It is also important to cite the author while paraphrasing.

Here is an example of paraphrasing:

Original citation:

"With rates of childhood obesity climbing over the last decade, some parents and policy-makers have thought to consider whether the availability of endless soda and junk food in school vending machines might be contributing to the problem—and if banning those foods in schools might help solve it" (Price, 2012).

Paraphrase:

Price discusses the possibility that the availability of unhealthy, sugary snacks and drinks in school vending machines has contributed to the rising epidemic of obesity in children.  In an effort to eliminate the source of the problem, some of have proposed implementing a ban (2012).

Direct Quotes: the Short and Long

Direct quotations are sometimes necessary to truly convey the author's meaning to the reader.  When directly quoting an author(s),  (a) the quote must be relevant to your argument, (b) it needs to smoothly transition between what comes first and move to what comes later, (c), it must fit logically and make grammatical sense, and (d) it should be no longer than absolutely necessary.

When reproducing an author's word directly, it is extremely important to quote and cite.  Direct quotations with citation prevents plagiarism and gives the author credit for his/her work. The parenthetical cite should always contain the author's surname, the publication year of the work, and the page citation or paragraph number (for nonpaginated material).

Direct quotations can vary in length.  Quotes fewer than 40 words should be incorporated into the text of the paragraph.  Quotes comprised of 40 or more words, need to be formatted in block quotes.  (see APA, section 6.03, pp.170 - 173; and APA Style Blog , "How to Cite Direct Quotations" or APA Style Blog , "You Can Quote Me on This").

Short, direct quotes (less than 40 words):

Author and quote separated

Bell and Shank (2007) identify that "[a]t least one survey identified library instruction as the type of collaboration mentioned most frequently by librarians" (p.67).

Article retrieved online (see APA, section 6.05, p.171-172)

Price (2012) notes "[t]he results aren't huge, but apparently these laws have a real—and positive—effect on students' health" (para.4).

Author and quote together

"Design is designed in many ways.  By one definition it is the conscious examination of objects and processes to determine how they can be made better" (Bell & Shank, 2007, p. 23).

" The books, sold in the United States, share a piece of a foreign culture, while profits are put back into the country the story came from" (Anthony, 2012, para. 2).

Long, block quotes (40 words or more):

Formatting rules:

• Indent the block quote five spaces or half an inch. • Do not use quotation marks. • Double space the quote unless your school has a rule about single spacing block quotes. • Do not include any additional lines or spaces before or after the block quote. • Notice that in block quotes, the period goes before the parentheses, not after.

Michelli (2007) uses the coffee chain, Starbucks, as example on how to become extraordinary.  He discusses in detail various principles he discovered during his research on the renowned company.  One of the principles focuses on "making it your own."  He writes,

Like most companies, Starbucks has wrestled with ways to invite its partners to fully engage their passions and talents everyday in every interaction at wor.  Simultaneously, the leadership has to ensure that individual partners' differences are blending into a generally uniform experience for customers.  Finding a balance between these two important, yet somtimes divergent, leadership responsibilities can be awkward.  Yet through its principle of Make It Your Own, Starbucks has succeeded in creating a unique model that encourages partners at all levels to pour their creative energy and dedication into everything they do. (p. 20)

This principle does not only apply to businesses; it can be part of anyone's personal beliefs.

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How to Quote in a Research Paper

Last Updated: September 30, 2022 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 16 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 909,041 times.

A research paper can be made stronger through the use of quotations. You may use quotes when you need to cite a key piece of primary source material, strengthen your argument through another writer's work, or highlight a term of art. It is important to both use quotations effectively and cite them properly to write an effective paper and avoid plagiarizing.

Using Different Types of Quotes

• Use a complete sentence to incorporate a dropped quote. Ex: As Rembrandt’s skill developed, he began painting landscapes that are “romantic and visionary” (Wallace 96).
• Use a short phrase to incorporate a dropped quote: Rembrandt’s landscapes are “romantic and visionary” (Wallace 96).

• Use a complete sentence to introduce a full sentence quote. Ex: Over the course of time Rembrandt’s work began to change and focus on different themes, but as Wallace points out: "Rembrandt’s great gift as an etcher lay in preserving a sense of spontaneity while scrupulously attending to close detail” (142).
• Use a signal phrase to introduce your full sentence quote. Ex: As Wallace states, “Rembrandt’s great gift as an etcher lay in preserving a sense of spontaneity while scrupulously attending to close detail” (142).

• Introduce your block quote with a colon. Ex: According to Wallace: (add a line break here, and then indent the entire quote).
• Block quotes do not use quotation marks. You have already stated who the author is/what is being referred to in the introduction sentence. Add the in-text parenthetical citation after the period at the end of the quote, though.
• If your block quote is inside a paragraph, you don’t have to start a new paragraph at the end of it. Simply add another line break and begin writing along the left margin (with no indent). [4] X Research source However, you will need to indent the second paragraph by an extra 0.25 in (0.64 cm) if you are citing more than 1 paragraph. [5] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source

• Change the structure of the sentence by moving clauses around. Aim to change at least half of the sentence into a new structure, but also make sure that the grammar is correct and the meaning of the sentence is still clear. You can use a thesaurus to exchange words with synonyms.
• Paraphrasing should only be done if you are certain that you understand the content you are copying. If you are unclear as to the meaning of the quote, you won’t be able to put it adequately into your own words.
• When you write your paraphrase, don’t look at the quote. Keep the meaning in your head and create a new sentence to match. [7] X Research source

Formatting Your Quotes

• To use a comma, you might structure the quote with in sentence like this: “Yogurt provides beneficial bacteria to your gut,” so it is good to include 1 serving per day in your diet.
• To use a period, you might structure the quote like this: “Carrots are a valuable source of vitamin A.”

• Example of a quotation that comes with a question mark: Alice said “but where will I go?” (24).
• Example of asking a question about a quotation: With so much contention, will literary scholars ever agree on “the dream-like quality of Alice’s adventure” (39)?
• Example of a question about a quoted question: At this point in the story, readers communally ask “but where will I go?” (24).

• Ellipses can be used in the center of a quote to leave out words that you feel add unnecessary length to the statement without adding value. For example: As the man stated, “reading the book was...enlightening and life-changing.” This is done rather than: As the man stated, “reading the book over the last few weeks was not only incredibly enjoyable, but also enlightening and life-changing.”
• Ellipses should be used only before or after a quote, not both. If you are only use a part of a quote from the center of a selection, it is just a partial or dropped quote. However, keep in mind that ellipses rarely come at the beginning of a quotation. [11] X Research source

• For example: As scholars have noted, “Rembrandt’s portrait of her [Henrickje, his mistress] was both accurate and emotion-filled” (Wallace 49).

• Ex: As Dormer has noted, “his work is much more valuable now then [sic] it was at the time of its creation.”

Quoting in Different Styles

• Ex: We can therefore ascertain that “Rembrandt’s decline in popularity may have been his dedication to Biblical painting” (Wallace 112).
• Ex: According to some, “another reason for Rembrandt’s decline in popularity may have been his dedication to Biblical painting” (Wallace 112), but not everyone agree on this matter.
• Ex: Wallace states that “another reason for Rembrandt’s decline in popularity may have been his dedication to Biblical painting” (112). [15] X Research source

• Ex: As Billy’s character is described, we learn “Billy wasn’t a Catholic, even though he grew up with a ghastly crucifix on his wall” (Vonnegut 1969).
• Ex: Vonnegut gives a factual statement with a clear opinion thrown in when he says “Billy wasn’t a Catholic, even though he grew up with a ghastly crucifix on his wall” (1969).
• Ex: With the knowledge that “Billy wasn’t a Catholic, even though he grew up with a ghastly crucifix on his wall” (Vonnegut 1969), we begin to understand his philosophical standings.

Quoting Successfully

Community Q&A

• Keep a list of quotations as you take research notes, and star your favorites to return later. Thanks Helpful 0 Not Helpful 0
• Watch for quotations that are quoted by other researchers again and again. Often secondary material will give you hints to finding the best parts of the primary sources. Thanks Helpful 0 Not Helpful 0
• Quote the opposition so that you can directly pick apart their argument. It's easier to argue against someone if you're using exactly what they said and pointing out its flaws. Otherwise, the opposition can claim that you simply twisted their meaning. Rely on their words and attack directly. Thanks Helpful 0 Not Helpful 0

• Don't let a research paper become a sea of he-said, she-said. While you want to set up the arguments that have been made on both sides in the past, you also want to make a compelling argument for yourself. Rephrasing, re-organizing an argument, and synthesizing different arguments in your own words makes it clear that you understand what you've researched and makes the paper interesting to read. The reader is searching for a new way to understand the research or a new idea. Too many quotes tend to bury the lead. Thanks Helpful 1 Not Helpful 0
• Don't rely too heavily on one source. It's easy to fall in love with a single book when doing research, particularly if there aren't a lot of books on the subject and one author particularly agrees with you. Try to limit how much you quote that author, particularly if a lot of your argument is relying on his or her groundwork already. Look for quotations that complement or challenge that person, and provide your own analysis. Thanks Helpful 0 Not Helpful 0
• Don't be a sloppy note-taker. Unfortunately, accidental plagiarism is all too common, and it has serious consequences. You may not have meant to plagiarize, but if you write someone else's words down without indicating that you are using a direct quotation, you are plagiarizing whether it was intentional or not (after all, merely relying on lecture notes and not on your own research is lazy and not acknowledging direct quotes as you take notes from texts reflects poor organization). Always indicate quotations in your notes. It's also better to write down a lot of quotations and then paraphrase them later than to write down a paraphrased version. The danger here, particularly if you don't alter the quote much, is that you'll unwittingly change it back to the quotation later, in revision. It's better to have the original right in front of you. If you find yourself unable to choose better language, just quote it properly. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://midway.libguides.com/c.php?g=1100261&p=8025172
• ↑ https://facultyweb.ivcc.edu/rrambo/eng1001/quotes.htm
• ↑ https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_quotations.html
• ↑ http://public.wsu.edu/~campbelld/engl402/cited.htm
• ↑ https://owl.purdue.edu/owl/general_writing/punctuation/quotation_marks/index.html
• ↑ http://writing.wisc.edu/Handbook/QPA_paraphrase2.html
• ↑ http://www.thepunctuationguide.com/ellipses.html
• ↑ https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/mla-quotation-punctuation
• ↑ https://guides.libraries.psu.edu/mlacitation/intext
• ↑ http://owl.english.purdue.edu/owl/resource/747/03/
• ↑ https://apastyle.apa.org/style-grammar-guidelines/citations/quotations
• ↑ https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/general_format.html
• ↑ https://writingcenter.uagc.edu/quoting-paraphrasing-summarizing
• ↑ https://writingcenter.unc.edu/tips-and-tools/quotations/
• ↑ https://academicguides.waldenu.edu/writingcenter/evidence/quotation

About This Article

To quote in a research paper in APA style, use in-text parenthetical citations at the end of quotes that have the author's last name and the year the text was published. If you mention the author's name in the sentence with the quote, just include the year the text was published in the citation. If you're citing a quote in MLA style, do the same thing you would for APA style, but use the page number instead of the year the text was published. To learn how to quote a research paper in Chicago style, scroll down! Did this summary help you? Yes No

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Harvard Style Guide: Quotation

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Harvard style - quotation

The Harvard Style dictates that when using another's exact words, known as direct quotation, then those words must be placed in inverted commas/quotation marks ('' or "") followed by an in-text citation that includes the Author Last name, Year and page numbers. Inverted commas/quotation marks can be single or double, simply be consistent or check with your lecturer/school. 

For materials without page numbers, such as eBook, it is acceptable to use other indications of location such as chapters, paragraph numbers or section headings etc.. See s hort and long quotations see example below.

Short quotations

Short quotations are generally held to be two or three lines in length. They are kept within the structure of the sentence in which they appear. An example of a short direct quotation would be

It was reported that 'findings show children have a high level of enjoyment, while exercising with the system as indicated by the positive responses to all three questions ' (Fitzgerald et al ., 2008, p. 66).

Moran (2012) describes how "mental simulation processes such as motor imagery are crucial to success in sports," particularly in high performance athletes (para. 4).

Downes (2012, p. 6) studied the development of "selective attention skills" in pre-school children with sickle cell disease.

Long quotations

Long quotations are generally held to be longer than three lines. These are laid out in a separate paragraph of text and indented. No inverted commas/quotation marks are included. An example of a long quotation would be

In their research on rehabilitation using Wobbleballs, Fitzgerald and her team conclude that:

The fourth question collected some feedback from children and while most provided positive comments a small number of children (n=13) mentioned that the wobble board was “difficult to control” or “hard to use”. We must therefore investigate some easier methods to control the game as an option for some children. Future research is needed to investigate the benefits of the system as an exercise intervention for children and to examine how training using Wobbleball could be integrated into the existing physical education curriculum in schools. (Fitzgerald et al ., 2008, p. 66)

Quoting ideas

If you are including the ideas of another person from a specific page range or page in a source, rather than direct quotation, Harvard also requires you to include a page number. Your quote would look something like this

In the review it was noted that research shows open plan office spaces damage workers' attention span, creativity and satisfaction (Davis et al ., 2011, p. 22).

If you are unclear as to when to include a page number when quoting ideas, discuss this with your lecturer or tutor. Bring along examples to show them.

Quotation - over use and plagiarism

Too much direct quotation from original sources, with less critical analysis from the writer can lead to accusations of plagiarism, even if full citations and references are provided. 

It is important that quotations are used only when absolutely necessary to the content. Otherwise, it is preferable to paraphrase and interpret the information you are discussing and use your critical analysis skills.

Harvard style quotation and first year (undergraduate or postgraduate)

Finally, because the Harvard Style does not have a manual of style with exact rules, always discuss with your lecturer or module coordinator what their expectations are around quotation, citing and referencing. Show them the advice on this guide, and clarify if they expect any alternative writing practices. This is especially important for first year students or those beginning a course/module.

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• Next: In-text citations >>
• Last Updated: Mar 22, 2024 9:51 AM
• URL: https://libguides.ucd.ie/harvardstyle

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Direct Quotations in Theses – Presentation, Integration and Accuracy

Posted by Rene Tetzner | Nov 11, 2021 | PhD Success | 0 |

Chapter 8: Direct Quotations: Presentation, Integration and Accuracy

  Not all doctoral candidates will make use of direct quotation in their theses, but many theses will include one or a few quoted passages, while others will feature a wide variety of quoted text and/or speech. The idea behind using the exact words of another person (or of other people in the case of sources with more than one author) is that those words contribute to your argument: they may support or contradict your methods, results or conclusions; they may be selected from a text or texts that your thesis analyses in detail; they may be exemplary, pithy or perfect expressions of ideas you introduce and discuss. Whatever your reasons for quoting the words of others in your own writing may be, you need to quote them accurately, remembering that ‘a direct quotation presents the exact words spoken on a particular occasion or written in a particular place’ (Ritter, 2005, Section 9.1). It is also essential that you observe with precision the appropriate scholarly techniques for quoting sources and that you make it absolutely clear to your readers how you are using direct quotations by introducing them effectively and discussing their significance in relation to your argument. In most cases, it is not enough simply to quote a passage and assume that your readers (and examiners) will know why you have quoted it: you need to let them know what you expect them to read or understand in the borrowed words. Any quotations you use should be integrated correctly into the syntax of your own prose as well, and all direct quotations must be acknowledged with precise references to the sources from which they have been taken. If your university or department has provided you with guidelines, they may offer instructions on the quotation practices appropriate for your thesis, in which case those instructions should be prioritised and used in conjunction with the more general advice provided in this chapter. The sections that follow focus on the scholarly practices and formats associated with quoting sources in acceptable ways in formal English prose, beginning with the most practical aspects of presenting quoted material – namely, laying it out on the page and providing the necessary references to the sources quoted.

8.1 Formatting and Acknowledging Quotations

There are two main ways to present quoted material in scholarly prose: it can be formatted as run-on or run-in quotations that are embedded in the main text, or it can be laid out as displayed or block quotations that are set off from the text. Short prose quotations, particularly those of less than a single sentence, are generally embedded, which means that they become a part of your own sentences and paragraphs. They therefore appear in the same font size as the surrounding text and are enclosed in quotation marks (The results of my investigation did not show ‘the negative effect of poor lighting’ (Bennett, 2007, p.197) revealed in an earlier study of the problem). Single quotation marks (‘ ’), as I use in this book, or double quotation marks (“ ”) can be used, but the same type must be used to mark all quotations in a thesis. Traditionally, single quotation marks tended to be used in British English and double quotation marks in American English, but this distinction is no longer as consistent or widespread as it once was. If the university or department guidelines you are using give any indication of the kind of quotation marks desired, you should follow that advice; otherwise, you may want to prefer one type of mark over the other based on whether British or American English is required or used, or you may want to follow your own preferences.

Whichever type of quotation mark is adopted for embedded quotations, the opposite type will be needed to enclose any quotations that appear within those quotations, as double quotation marks are used to enclose the word ‘novelty’ (a quote within a quote) in the following sentence: The results of my investigation did not show ‘the negative effect of poor lighting’ that surprised Bennett ‘due to its “novelty” in trials of this kind’ (2007, p.197). Were the main quotation enclosed in double quotation marks instead, the word ‘novelty’ would be marked by single quotation marks. In both cases the pattern of alternation continues if there is, by chance, a quote within a quote within a quote: single marks for the main quote with double marks enclosing the quote within it and a return to single marks to enclose the quote within that, or double marks for the main quote with single marks enclosing the quote within it and a return to double marks to enclose the quote within that. The two types could theoretically alternate indefinitely to provide many layers of quotation, but it is rare that more than three layers are used. Since errors often creep into the layered use of quotation marks, quotations featuring them require especially careful checking to ensure that each opening quotation mark has a matching and appropriately placed closing mark.

Longer prose quotations are usually displayed or set off as block quotations, but exactly what length quotations should be to justify such treatment varies considerably from style to style: quotations of forty words or more are displayed as block quotations in some styles, while in others a quotation should be longer (100 words or more in some cases) to receive such treatment. There is, then, no firm rule based on the length of the passage, though if university or department guidelines indicate that quotations over a particular word count should be displayed, do observe them. Alternate criteria can be used, however, to determine the format of quotations in the absence of such instructions. You might, for example, choose to display a short quotation that is central to your argument or to embed a long quotation in order to comment on parts of it in more detail; you might decide to display a series of quotations of varying length in order to highlight them and facilitate comparison, or to embed the same series of quotations to make the text more readable; or you might embed quotations that are central to the argument of your thesis, but display those cited as examples or illustrations. It is therefore essential to determine exactly what criteria you will use to make this distinction before formatting quotations and then to stick to those criteria as consistently as possible, making exceptions only when they serve your argument or your reasons for quoting in the first place.

When quotations are displayed, they are not enclosed in quotation marks, but they should start on a new line and they often feature a slightly smaller font size than that used in the main text of a document (in this book, for instance, I use a 12-point font for the main text, but an 11-point font for block quotations). The line spacing around and within a block quotation may also differ from that used in the main text of a thesis, and the same may be the case with indentation and justification, with all of these differences enabling the quotations to stand out effectively from your own prose. If your university or department provides specific instructions for laying out block quotations, they should be followed, but, in most cases, indentation (left or both left and right) and a smaller font size will suffice for marking displayed quotations. The following passage shows a simple but effective layout for prose quotations:

His manuscript project underwent various changes as it proceeded, however, and among these developments was the transformation of this meditation designed for readers into twin ‘meditational dramas’ that enact that reflective experience and could well have been performed, in the author’s priory perhaps, or the hall of a local gentleman, or the streets of a nearby Yorkshire community.

                                                                                                                   (Olson, 2012, p.338)

Since quotation marks are not required around the entire quotation, single quotation marks are used for quotations within the quotation, which results in a different alternation pattern than that for embedded quotations: single marks for quotations within the block quotation, double marks for quotations within those quotations and so on, with the reverse the case if double quotation marks are the predominant marks used in the thesis (double marks for quotations within block quotations, single marks for quotations within those quotations and so on).

When quoting more than a single line of poetry or any text (whether long or short) for which retaining the exact format of the original is important, such as lists, letters, interviews and passages from plays, and when quoting prose passages of more than a single paragraph, displaying the quotation is in almost all cases a much better choice than embedding it. Here, for instance, is a passage of the Middle English poem Piers Plowman (B-Text) formatted as a block quotation:

      For if heuene be on þis erþe, and ese to any soule,

      It is in cloistre or in scole, by manye skiles I fynde.

      For in cloistre comeþ no man to carpe ne to fiȝte

      But al is buxomnesse þere and bokes, to rede and to lerne.

          (Kane & Donaldson, 1975, X.305–308)

Notice that the indentation at the left is set so that the longest line is more or less centred on the page, although each line starts in the same position (not centre justified), and the passage is formatted to represent as faithfully as possible the layout of the poem in the source text. If the poem’s indentation varies in the source, this should be represented by extra indentation in the format of the block quotation. If any line is too long to fit on a single line in the block quotation and thus runs over onto the next line, the runover line should be indented a space or two beyond the usual indentation to distinguish it from new lines. If any quotations appear within the quoted lines, they should be enclosed in quotation marks exactly as they are in prose block quotations. Finally, if the quotation begins part way through a line, a space representing the length of the omitted material should be inserted before the quotation:

                             comeþ no man to carpe ne to fiȝte

                                              (Kane & Donaldson, 1975, X.307–308)

The layout of a letter or list, the dialogue of a play including speaker tags and stage directions, the exchange during an interview and the breaks between paragraphs in a long prose quotation can be reproduced in similar ways in the formatting of a block quotation, as is the case in this example:

INTERVIEWER: Were you able to move easily when connected to the equipment?

RESPONDENT 1: Yes, most of the time, but a few of the exercises were more difficult.

INTERVIEWER: Do you remember which ones presented movement problems?

If two or more block quotations appear one after the other, make sure that the spacing between them leaves no ambiguity about where one quotation ends and the next begins. It should also be made clear whether the paragraph that precedes a block quotation continues after the quotation or not, so if a new paragraph begins immediately after displayed material, indentation and/or spacing should indicate that this is the case.

Although embedding such specifically formatted quotations should be avoided if at all possible, there are instances in which more than one line of poetry, more than one paragraph of prose or the parts of a letter, list or play will need to be presented as run-on quotations within your own sentences and paragraphs. In such cases, the original formatting should be represented as accurately as possible while maintaining effective sentence and paragraph structure and a tidy page layout. For lines of poetry, for instance, the font should be the same size as the main text, capitalisation should be retained and line breaks should be marked by either a forward slash or a vertical line (see Section 5.6.5) with a space on either side, as in the following example: ‘For if heuene be on þis erþe, and ese to any soule, | It is in cloistre or in scole, by manye skiles I fynde. | For in cloistre comeþ no man to carpe ne to fiȝte | But al is buxomnesse þere and bokes, to rede and to lerne’ (Kane & Donaldson, 1975, X.305–308). When a quotation of more than one paragraph is embedded, quotation marks should appear at the beginning of the quotation and at the beginning of each new paragraph, but only at the end of the final paragraph (or the end of the quotation if the final paragraph is not quoted in its entirety). The same approach should be used when quoting dialogue in which a single speaker’s words extend over more than one paragraph.

Representing lists, the dialogue in plays (along with stage directions) and the questions and answers in interviews as embedded quotations will be a little more challenging, and it is always best to format them as block quotations if possible, but short passages of this kind can be successful (if not ideal) when careful and creative formatting is used: ‘INTERVIEWER: Were you able to move easily when connected to the equipment? RESPONDENT 1: Yes, most of the time, but a few of the exercises were more difficult. INTERVIEWER: Do you remember which ones presented movement problems?’ I have not used quotation marks around the actual speech of the two parties in this example, which is an acceptable approach for such dialogue (when quoting a play as well) whether it is embedded or displayed, but the additional quotation marks can certainly be added around those bits of direct speech to avoid confusion when using an embedded format: ‘WILL: “Where did she go?” ROB, looking from side to side : “She was just here.” WILL, looking up and pointing : “She’s there.”’ Embedding quotations of this kind may be particularly necessary in footnotes and endnotes, because the font used in notes is usually smaller than that in the main text, which means that block quotations become smaller still, so even long quotations with complicated formatting are often embedded in notes.

When the quotation is displayed, the same source information is required, but the parenthetical reference is positioned a little differently: after the closing punctuation of a block quotation, for instance, and usually oriented to the right on the line directly below the quotation, as it appears in the block quotations from Olson and Piers Plowman that I provided above. If there is room for the reference on the final line of the quotation, that is usually an acceptable position as well, and certainly it is on that line immediately after the closing punctuation of the block quotation that a note number or numerical reference would appear instead if that is the system you are using:

                                But al is buxomnesse þere and bokes, to rede and to lerne. 1

As with embedded quotations, an explanation of your referencing practices can be offered in the first relevant note to facilitate shorter references and avoid numerous notes if the same text is quoted frequently, and, as a general rule, regardless of which quotation format or system of referencing you use, subsequent references to the same text can be shortened to provide only the information absolutely necessary for the reader to locate the quotation accurately. If, for example, you are discussing Langland for several paragraphs in which you quote repeatedly from his poem, it is not necessary to identify the author, poem, editors and publication date with each quotation unless it is unclear which text is being cited; only if a different author or text, or perhaps a different edition or version of the poem is quoted in the midst of the discussion would a full reference be required to reorient the reader. Shortening references to a bare minimum is noted as desirable in most style guides, but do be sure that you provide enough information in each instance for your readers to identify and locate your quotations, remembering that offering too much information is preferable to offering too little.

Why PhD Success?

To Graduate Successfully

This article is part of a book called "PhD Success" which focuses on the writing process of a phd thesis, with its aim being to provide sound practices and principles for reporting and formatting in text the methods, results and discussion of even the most innovative and unique research in ways that are clear, correct, professional and persuasive.

The assumption of the book is that the doctoral candidate reading it is both eager to write and more than capable of doing so, but nonetheless requires information and guidance on exactly what he or she should be writing and how best to approach the task. The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples.

The basic components of a doctoral thesis are outlined and described, as are the elements of complete and accurate scholarly references, and detailed descriptions of writing practices are clarified through the use of numerous examples. PhD Success provides guidance for students familiar with English and the procedures of English universities, but it also acknowledges that many theses in the English language are now written by candidates whose first language is not English, so it carefully explains the scholarly styles, conventions and standards expected of a successful doctoral thesis in the English language.

Individual chapters of this book address reflective and critical writing early in the thesis process; working successfully with thesis supervisors and benefiting from commentary and criticism; drafting and revising effective thesis chapters and developing an academic or scientific argument; writing and formatting a thesis in clear and correct scholarly English; citing, quoting and documenting sources thoroughly and accurately; and preparing for and excelling in thesis meetings and examinations. 

Completing a doctoral thesis successfully requires long and penetrating thought, intellectual rigour and creativity, original research and sound methods (whether established or innovative), precision in recording detail and a wide-ranging thoroughness, as much perseverance and mental toughness as insight and brilliance, and, no matter how many helpful writing guides are consulted, a great deal of hard work over a significant period of time. Writing a thesis can be an enjoyable as well as a challenging experience, however, and even if it is not always so, the personal and professional rewards of achieving such an enormous goal are considerable, as all doctoral candidates no doubt realise, and will last a great deal longer than any problems that may be encountered during the process.

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Rene Tetzner

Rene Tetzner's blog posts dedicated to academic writing. Although the focus is on How To Write a Doctoral Thesis, many other important aspects of research-based writing, editing and publishing are addressed in helpful detail.

Related Posts

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The Essential – Preliminary Matter

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The Main Body of the Thesis

October 4, 2021

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How to cite using APA in the Health Sciences

• Getting Started
• Step 1: When to Cite
• Author Names
• Parenthetical Citations
• Narrative Citations
• Paraphrasing
• Direct Quotations

Block Quotations

• Citing Multiple Authors
• Citing Multiple Works
• Citing Indigenous Knowledge
• Citing AI Generative Material
• Citing an Online Image
• Citing Personal Communications
• Citing PowerPoint Slides
• General Mentions
• Quotations or Citations Within a Quotation

Quotations That Contain Citations to Other Works

Quotations that contain materials already in quotation marks, acknowledgement.

• Quotations from Research Participants
• AI Generative Material
• Book - Chapter
• Book - Edited
• Book - Whole
• ClinicalKey
• Cochrane Review
• Compounding Today
• Dissertation / Thesis
• Indigenous Knowledge
• Journal Article (Print and Online)
• Lecture or Presentation
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• Formatting Tips
• Visual Presentation of Data
• Help with APA style

Questions about the APA Publication Manual? 

Contact the librarians at the NJM Health Sciences Library [email protected] 200 level, Brodie Centre

If you are quoting work that contains embedded citations-- e.g. citations included in the part you are quoting-- then you must include the citations in your quotation. They do not need to be included as a reference list entry.

However, if the citations appear at the end of the material you are quoting , it is recommended that end the quote before the citations, omitting them. A reader will be able locate those same ideas by following the work that you do cite.

Quoting Embedded Citations

Amongst other training, nurses "can prepare for a career in the ER by building a strong foundation in critical thinking, stress management, and fast-paced environments through their education (Nilsson, 2015), and by seeking experience in acute care settings" (Bennani et al., 2020, p.254). 

Note: You would include Bennani et al. in your reference list and not Nilsson.

Omitting Citations at the End of a Quotation

Original 

Simulation training allows dental students to safely practice procedures and receive feedback in a controlled environment before treating real patients (Foucault et al, 2019; Pérusse et al, 2014).

Of the many benefits dental students can derive from simulation training, the most important is that it allows them " to safely practice procedures and receive feedback in a controlled environment before treating real patients" (Smith et al., 2023, p.43).

Note: By following the Smith et al. citation, the reader would be redirected to the exact location of your quote and see the original authors.

If your source includes a direct quotation from another work and you would like to use the same direct quotation in your own work, it is best to cite the original. If this is not possible, then cite the secondary work (e.g. the one that quotes the original) and include it in the reference list.

In addition to this occasion, sometimes you may come across material you would like to use that includes a direct quotation for another reason. In either case, you may have to change the double quotation marks to single ones.

Short Quotations

For direct quotations with less than 40 words, use double quotation marks at the beginning and end of the quote. Replace the original double quotation marks with single quotation marks.

Oncology nurses develop close bonds with their patients by providing essential care and becoming " pillars of strength " throughout the cancer journey.

"Oncology nurses develop close bonds with their patients by providing essential care and becoming  ' pillars of strength '  throughout the cancer journey. (Pereira, 2024, p.12)

For direct quotations with 40 words or more, format as the block quotation as normal; do not use double quotation marks at the beginning and end of the quote. Leave double quotation marks for the original quote found within the block quote.

The availability of self-administered HPV tests empowers women to take control of their cervical health.  Unlike traditional Pap smears, these  " anywhere, anytime " tests can be completed in the privacy of a woman's own home. This flexibility can significantly increase screening rates, particularly among those who might have previously avoided routine checkups due to scheduling difficulties or embarrassment. (p. 123)

As Li et al. (2022) point out, take-home tests offer a more convenient option:

Information on this page was adapted from "Chapter 8: Works Credited in the Text", in the  Publication Manual of the American Psychological Association (7th ed.) , as well as the APA webpage, "In-Text Citations" . 

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Italics and Quotes for Titles: A Guide

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We’ve all been there. We’re writing along, solidly in the groove, when the Formatting Wall appears around a seemingly safe corner. Abruptly halting, you wonder: How the heck am I supposed to format this title?

Titles come in many shapes and sizes, but they all have rules for formatting that you master with just a little work. Italics, quotes, even plain text: they all apply in certain situations. How do you know which is which?

Use italics to set apart the title of a standalone work or a “container work”—that is, a work that has other, smaller works within it. Examples of titles that should be italicized include:

• Academic journals
• Music albums
• Large musical compositions such as symphonies and operas
• Anthologies of poems
• Art exhibitions

For example:

My brother insists that Fists of Fury is the best movie ever made.

Have you read the latest issue of Scottish Archaeology Journal ? It’s riveting!

I know it’s not a popular opinion, but I think La Boheme, by Giacomo Puccini, is an overrated opera.

I can’t believe the TV show Supernatural is in its fourteenth season.

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Use quotation marks to set apart the title of a subsidiary work or a work that is part of a bigger piece (one where the title of that bigger piece would be italicized). Examples of when to use quotes include:

• Book chapters
• Articles (published in a journal)
• Short stories
• Song titles
• TV episodes
• Works of art (including paintings, drawings, sculptures, and performance art)

Why do I have to read Hemingway’s “ A Clean, Well-Lighted Place ” in every English class?

I can’t get the tune to “Amazing Grace” out of my head.

Every time I think of William Carlos Williams, I get irritated. “ This Is Just to Say ” is a beautiful poem, but it reminds me of my terrible roommate.

And so you can easily demonstrate which is the work “inside” the other work with proper punctuation:

My favorite episode of Doctor Who is “Blink,” without a doubt.

I love everything by the Beatles, but I think “I Should Have Known Better” from A Hard Day’s Night is an underrated classic.

Modern Construction Envelopes is a very useful reference in general, but chapter 12, “Fabric Roofs,” is groundbreaking.

The highlight of the recent exhibition, Pin-Ups: Toulouse-Lautrec and the Art of Celebrity, had to be Steinlen’s “ Cabaret du Chat Noir .” It was fascinating to see in person what I’ve seen on a wall in every undergraduate dorm across the country.

There are, of course, exceptions. A few types of publications and creative works stand a little apart from the general categories of “standalone/wrapper work” and “subsidiary work.”

For example, dissertations are typically standalone documents, but their titles go in quotation marks.

The best dissertation ever written is “The False Optic: Poisoned Fictional Objects in Renaissance Revenge Tragedies.”

I’m always moved to tears by Dvorak’s Symphony No. 9 in E minor , “From the New World .”

How to Remember

A relatively easy way to remember these rules involves whether a work is “big” or “little.” If it’s a grand, sweeping thing that might contain other bits within it, like a book or journal, then use italics. If it’s a smaller thing that might itself be contained within something else, like a newspaper article or work of art in an exhibition, then it goes in quotes.

Oh, and don’t forget to capitalize those titles correctly , in addition to formatting them right.

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APA Style 7th Edition: Citing Your Sources

• Basics of APA Formatting
• In Text Quick View
• Block Quotes

About Block Quotes

Block quote example.

• Books & eBooks
• Thesis/Dissertation
• Audiovisual
• Conference Presentations
• Social Media
• Legal References
• Reports and Gray Literature
• Academic Integrity and Plagiarism
• Additional Resources
• Reference Page
• Any quotation containing 40 or more words should be formatted as a Block Quote
• Do not use quotation marks to enclose block quotations.  Do use double quotation marks to enclose any quoted material within a block quotation
• Place period at the end of the quote rather than after the citation
• Block quotes should start on a new line and indent the block about ½ inch from the left margin
• If there are additional paragraphs within the block quote, indent the first line of each an additional half inch.

For further information and examples, consult pages 92 and 171 of the APA Manual.

Accord to Siegel and Hartzell (2004)            

trauma and loss requires an understanding of the low road and its connection to patterns of experiences from the past. The passing of unresolved issues from generation to generation produces and perpetuates unnecessary emotional suffering. If our own issues remain unresolved, there is a strong possibility that the disorganization within our minds can createdisorganization in our children’s minds. (p. 183)

During gestation, the numerous genes in the nucleus of each cell become expressed and the genes determine what proteins become produced and when and how to shape the body’s structure.  In utero brain development enables neurons to grow and move to their proper locations in the skull and begin to set up the interconnections that create the circuitry of this complex organ of the nervous system.  (Siegel & Hartzell, 2004)

***Disclaimer- screen size may distort orientation of block quote view

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Using Direct Quotes in your Dissertation

Direct quotes can be a wonderful and useful tool to utilize in your dissertation, as they can provide definitions for terms, support your statements or assertions, or identify facts or beliefs held regarding your topic. Because direct quotes are so important, it is necessary to understand how and when to use them. As such, here we will outline several guidelines for using direct quotes in your dissertation.

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Primarily, it is important to know how to cite a direct quote. Somewhere in the sentence, either preceding or following the quote, you must cite the authors who originally made the statement you are quoting. Then, after the quote is used, you must cite the page number where the statement appears within the source you cited, per APA guidelines. If there is no pagination for the work you are citing, be sure to cite the paragraph number the quote is from instead. This would look like: Author and Author (year) stated, “Direct quote” (p. ); or  “Direct quote” (Author & Author, year, p. ). However, if the quote you are using is longer than 40 words, you would forego the quotations marks, and instead indent the entire quoted statement, which is called a block quote . If you are using a block quote, the citation or the page number would be placed in parentheses after the last punctuation mark of the quote, rather than before it as with non-block quotes.

Additionally, while direct quotes can be very useful, you should only use them when necessary, and paraphrase everywhere else. Typically, direct quotes should comprise no more than 20-25% of your total document. This will ensure that your document will be able to stand alone from prior research and maintain its own strength and merit.

DEPTH @ LSHTM Research blog

Dialogue, Evidence, Participation and Translation for Health

How to present quotes from interview transcripts: the ‘tidying up’ dilemma (including: what do with your own less-than-perfect sentences)

Two members of the DEPTH team, Cicely Marston (supervisor) and Shelly Makleff (PhD student) discuss how best to present quotations from interview transcripts when writing up. We talk about how to present ‘untidy’ speech (e.g. ‘um’, ‘er’, repetition), how much to ‘tidy up’ quotes, and the implications of any ‘tidy up’.

Shelly’s interviews and analysis have been done in Spanish and the quotes she presents in the final write up are translated into English. Here we present a lightly edited version of a supervisory email interchange we thought might be useful to others. And we would love to hear your views in the comments – we certainly don’t have all the answers.

To leave a comment, make sure you’ve clicked on this article’s headline so you are reading the post itself, not the DEPTH blog homepage.

SM: How do you clean up a transcribed quote to present it in an article? Every time I cut some words, even just filler words, should I mark these omissions with an omission marker (such as […])? Or do I have the liberty to just cut those fillers without a […], in order to create a clean and readable quote?

CM: In my opinion all cuts should be marked with an omission marker (e.g. […]). I have argued about this with a journal before because newspapers use  ellipses to indicate omissions (rather than a specific omission marker that only indicates omissions). The issue is that when you do this, there is no obvious way to mark pauses in someone speaking so you would need to find another pause marker that won’t be confused with an omission marker. You could do this by writing [pause] every time, but this also makes quotes hard to read if there are a lot of pauses. When you are using translated quotations, it is less clear what to do because for instance, you might keep the translation ‘clean’ by not including every single one of the filler words (though I would recommend you keep them as much as possible where th ere is a direct translation (e.g. in Mexican Spanish, hesitation where people say ‘este…’ can be translated as ‘um…’ in English), or at least if there is no direct equivalent, make sure you keep the spirit of the original which might have involved hesitations).

For translations, where it is good practice to provide the original language version in an appendix, one way to get around this is to present the original language quotations with all the pause markers etc included, and then present ‘tidied up’ translations in the body of the article. If you do this, you should mention it in the methods section so the reader knows they can refer to the original language quotations. Note that ‘tidying up’ is particularly challenging when you are working in your non-dominant language, which is all the more reason to present the original language tra nscript excerpts verbatim.

SM: Ok, so sounds  like you’d always use […] to signify eve ry piece of cut text in the article. For a conference poster, do you think it’s ok to leave out the […] for filler words so it’s smoother to read?

CM: I would keep it precise i.e. show where you have edited – I assume you won’t cut all the ums and errs. I get quite suspicious when I see a perfect quote because very very few people speak in complete sentences with no hesitations. if you genuinely think the hesitations are unimportant in any given instance, then you *can* edit them, but make sure there is a note that you have done this somewhere on the poster, for transparency.

SM: If I’m adding clarifying info in [], do I do that instead of or as well as the words that are being replaced? In other words, would it be “So for them [the students]” or “So for [the students]”?

CM: I would go with the longer version so that it is clear what they actually said versus what is your interpretation/explanation.

SM: Can I add punctuation and make sentences to create more clarity, when the speech was transcribed as a long run-on sentence?

CM: Yes, definitely improve the punctuation – transcriptions are almost always badly punctuated, especially when the narrative includes reported speech, in which case transcribers often give up on attempting to punctuate it altogether – and to be fair it can take a while to get it right even if it is quite obvious without punctuation what the speaker has said. It is worth doing because it does make it much harder to read when transcripts not properly punctuated. If you are not sure how to punctuate the sentence from the transcript alone (e.g. it is unclear where the emphasis in the sentence was), you will need to go back to the original audio to ensure your ‘new’ punctuation correctly represents what was said.

SM: I wish there were guidelines for this! In a quick internet search, I didn’t find any, at least not that are clear per discipline. While looking for guidelines I did see an article about the diversity of perspectives among academics about how they edit qualitative quotes. One perspective in favour of editing out the filler words pointed out that if participants saw their own quote with all the filler words, they’d feel embarrassed, and it isn’t an expectation that everyone speaks perfectly but that as researchers we should present their ideas as clearly as possible in a way they’d feel comfortable with. And actually, in Mexico when we shared the transcribed quotes with the health educators, they felt embarrassed about it, joking that they needed diction classes. They even made a meme of their horrified reactions when they read their words on paper and heard how they talked (see below). For the presentation of the data, we hadn’t really cleaned up the quotes, it was mainly verbatim, but the idea still stands- the way we represented them didn’t make them sound eloquent, and that embarrassed them.

CM. I agree that if the quotes have names attached to them, the person might prefer a ‘cleaned’ version, but your quotes are anonymised and so from an individual perspective I don’t think that is too much of a concern.

Having said that, it’s true that origi nal, not tidied-up quotations might contribute to  a discourse of the ‘other’ being inarticulate. People who are looking for ways to find others inferior will likely find them regardless and so I’m not sure that compromising the integrity of the transcript will help (although I’m open to arguments to the contrary).

Overall, though, going along with the idea that there is a ‘better’ way to s peak brings its own problems. Should we all speak in perfect sentences? Who determines what is ‘perfect’ or ‘best’? This is especially difficult if you are trying to ‘tidy up’ sentences that were spoken in another language than our dominant language. As researchers we should commit to transparency. Interviewers who worry about their sentences should probably listen back to the interviews – they will hear that it sounds very normal, even if they hesitate, repeat words, use filler words, reframe questions and so on. It’s important to build rapport – if you don’t naturally speak in 100% full sentences in real life, why would you do so in an interview? Being inauthentic, or struggling to present a more perfect self, may well have a negative impact on the interview overall.

What do you think? How have you handled these issues? Let us know in the comment section below. If you can’t see where, click on this article headline and scroll to the bottom.

3 Replies to “How to present quotes from interview transcripts: the ‘tidying up’ dilemma (including: what do with your own less-than-perfect sentences)”

Thanks for the interesting article! Indeed I have always found it hard to know when to edit a quote or not…and I feel academics do not all agree on this! Personally I have a tendency to ‘tidy it up’ depending on the audience (e.g. PowerPoint presentation).

Really interesting points here that have got me thinking. There’s a good article by Baxter and Eyles (2004) called ‘Evaluating Qualitative Research in Social Geography: Establishing ‘Rigour’ in Interview Analysis’ about how readers (or examiners!) view ‘rigour’ in qualitative research. This is the link: https://rgs-ibg.onlinelibrary.wiley.com/doi/abs/10.1111/j.0020-2754.1997.00505.x

Thanks for the blog!

I agree with your points, excellent post.

Comments are closed.

Quarto will use Pandoc to automatically generate citations and a bibliography in a number of styles. To use this capability, you will need:

A quarto document formatted with citations (see Citation Markdown ).

A bibliographic data source, for example a BibLaTeX ( .bib ) or BibTeX ( .bibtex ) file.

Optionally, a CSL file which specifies the formatting to use when generating the citations and bibliography (when not using natbib or biblatex to generate the bibliography).

Bibliography Files

Quarto supports bibliography files in a wide variety of formats including BibLaTeX and CSL. Add a bibliography to your document using the bibliography YAML metadata field. For example:

You can provide more than one bibliography file if you would like by setting the bibliography field’s value to a YAML array.

See the Pandoc Citations documentation for additional information on bibliography formats.

Citation Syntax

Quarto uses the standard Pandoc markdown representation for citations (e.g.  [@citation] ) — citations go inside square brackets and are separated by semicolons. Each citation must have a key, composed of ‘@’ + the citation identifier from the database, and may optionally have a prefix, a locator, and a suffix. The citation key must begin with a letter, digit, or _ , and may contain alphanumerics, _ , and internal punctuation characters ( :.#$%&-+?<>~/ ). Here are some examples:

You can also write in-text citations, as follows:

See the Pandoc Citations documentation for additional information on citation syntax.

Citation Style

Quarto uses Pandoc to format citations and bibliographies. By default, Pandoc will use the Chicago Manual of Style author-date format, but you can specify a custom formatting using CSL ( Citation Style Language ). To provide a custom citation stylesheet, provide a path to a CSL file using the csl metadata field in your document, for example:

You can find CSL files or learn more about using styles at the CSL Project . You can browse the list of more than 8,500 Creative Commons CSL definitions in the CSL Project’s central repository or Zotero’s style repository .

CSL styling is only available when the cite-method is citeproc (which it is by default). If you are using another cite-method , you can control the formatting of the references using the mechanism provided by that method.

Bibliography Generation

By default, Pandoc will automatically generate a list of works cited and place it in the document if the style calls for it. It will be placed in a div with the id refs if one exists:

If no such div is found, the works cited list will be placed at the end of the document.

If your bibliography is being generated using BibLaTeX or natbib ( Section 7 ), the bibliography will always appear at the end of the document and the #refs div will be ignored.

You can suppress generation of a bibliography by including suppress-bibliography: true option in your document metadata

Here’s an example of a generated bibliography:

Including Uncited Items

If you want to include items in the bibliography without actually citing them in the body text, you can define a dummy nocite metadata field and put the citations there:

In this example, the document will contain a citation for item3 only, but the bibliography will contain entries for item1 , item2 , and item3 .

It is possible to create a bibliography with all the citations, whether or not they appear in the document, by using a wildcard:

Using BibLaTeX or natbib

When creating PDFs, you can choose to use either the default Pandoc citation handling based on citeproc, or alternatively use natbib or BibLaTeX . This can be controlled using the cite-method option. For example:

The default is to use citeproc (Pandoc’s built in citation processor).

See the main article on using Citations with Quarto for additional details on citation syntax, available bibliography formats, etc.

When using natbib or biblatex you can specify the following additional options to affect how bibliographies are rendered:

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Using a quote to begin a new chapter in a thesis [duplicate]

I am doing a Masters thesis. Can I use a quote to begin each chapter of my Master's thesis?

• I've seen this done before. The quotes were separate from the main body of text though. Somewhere near the chapter title in a smaller italic font. –  somerandomdude Commented Mar 16, 2016 at 22:54
• 2 The quick answer is, yes, you can, but perhaps the more interesting question is whether it is a good idea. I.e., does it add to the thesis? –  Jeromy Anglim Commented Mar 16, 2016 at 23:18
• 4 Duplicate: academia.stackexchange.com/q/12565/19607 –  Kimball Commented Mar 17, 2016 at 0:49

4 Answers 4

Epigraphs are generally fine unless otherwise proscribed by university rules or the style guide used in your field. (MLA has specific formatting guidelines for them, I'd imagine others do too)

But first ask yourself if they add something to your paper. For example, a quote from Borges on an section on recursion would go rather nicely, setting up the ideas/theme far faster than a stale introductory paragraph. A quote from a historical leader might establish a link between the past and a chapter on modern day politics or society. But an inspirational quote about hard work probably doesn't belong in methodologies chapter.

Yes unless your university's rules forbid it. You should check your university's master's thesis formatting rules and guidelines.

Well, I would say it depends on the context. If you are using the quote later for your work, or if it is connected somehow to your work, it is ok, otherwise the quotation would not have a purpose (for example in theory this can be a copyright law issue in some countries, e. g. Germany, whereby it is unlikely that someone will pursue it.).

"I always have a quotation for everything - it saves original thinking." - Dorothy Sayers

Not the answer you're looking for? Browse other questions tagged thesis .

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Supporting Dissertation Writers Through the Silent Struggle

While we want Ph.D. students to be independent, our practices can signal that we’re not available to support them when they need it, writes Ramon B. Goings.

By  Ramon B. Goings

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Consider the following discussion. A student tells me, “I have so much going on right now. I’m trying to write this dissertation, take care of my mom and raise my kids. I’m giving to everyone else and have nothing left to write.”

“Thanks for sharing,” I respond. “Have you reached out to your adviser to discuss what is happening and see what resources you might be able to access?”

“My adviser said they will meet with me when I have a document ready for them to review. They are too busy,” the student says. “I’ve just been struggling in silence and don’t know what to do.”

This conversation highlights the reality for many doctoral students—they may experience hardships in silence. The doctoral journey is an interesting experience during which students are provided structure through coursework and then, once they enter the dissertation phase, that structure is removed. They usually are in a position where they have to manage everything themselves.

As faculty members, we try to provide the space of intellectual curiosity for our students and allow them to explore their dissertation topics. However, while we want students to be independent, our practices can signal that we are not available to support them when they need it. What are some strategies that we should consider implementing to support our students who too often struggle in silence? Below are three that I have implemented in my chairing process.

Create an environment where students can share. Students want to meet our expectations and standards. Yet in efforts to not burden us, some students may choose not to reach out to us when they are experiencing challenges. In some instances, they also do not come to us due to the fear—and, at times, the reality—that they will face adverse consequence for doing so. While that can occur during the coursework phase, it is even more common when students are writing their dissertations, because they believe they must be independent scholars and figure everything out on their own.

To combat those situations, we as dissertation chairs must first create an environment where students can feel comfortable to share what they are going through. One simple way to foster that type of relationship is to first ensure that you make time to meet regularly with your advisees. While that may seem to be an obvious practice, I often hear from doctoral students, like the one in the opening vignette of this article, that they find it challenging just to get on their chair’s calendar. That can unintentionally signal to them that we as faculty members are not available. As a faculty member, I know we have many demands on our time. To support my students, I have dedicated times each week when students can meet with me as needed. Making the time consistent on my calendar allows me to ensure other activities do not get in the way of meeting with students. To be more efficient, I created a special Calendly meeting link that has time slots open for students to schedule.

Programs should also have regular faculty meetings to discuss student academic progress, along with any well-being challenges such as mental health and/or life challenges. Sometimes a student is more comfortable talking with a faculty member who is not on their dissertation committee, and having such conversations can provide a space for all faculty members to learn what is going on and potentially troubleshoot before a student’s difficulties gets worse.

Choose your words with care. As dissertation chairs, our words hold significant power with our advisees. Those words become even more important when our students are experiencing personal and/or professional challenges. To illustrate this point, I offer you one word that, when used, can be a trigger for students: concern.

Students have told me that if we use the word “concern” when talking with them, it signals something is drastically wrong with what they are doing. So if I am relaying information—especially feedback—to students, I ask myself the following before I speak:

• Is what I need to share truly a concern? For example, some students receive a concern comment when minor or moderate editorial changes—grammar, syntax, formatting and the like—are needed. While those must be fixed, they don’t usually rise to the level of concern that impacts the integrity of the study, a misalignment between the research questions and methodology.
• Can I express my thoughts in a more detailed way rather than just expressing concern? In the example above, if I thought the student’s editorial work needed updates, I would explain that to them and provide examples on how the student can make the changes that I am requesting.

I am certainly aware that interpretation is important, but while students can take feedback from us on their work, I have learned to be reflective about what I say. It can influence their self-confidence, a key component for completing the dissertation process.

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Understand your role is not a problem solver but solution facilitator. When I talk with other faculty members, some are quick to declare they are scientists, not therapists, so supporting their students’ distinct life challenges isn’t in their job description. I also agree that it’s not our role as faculty members to solve students’ problems for them. But we can provide a listening ear and, most of all, connect students to the various resources that can support them in their decision making.

For instance, a chair I know was advising a doctoral student who was communicative when writing their proposal and moved through the process fairly quickly. Then, after the student collected their data, the chair noticed that the student slowed down their progress and that when they met the student exhibited some uncharacteristic behaviors. Fortunately, the two had established a positive rapport, so the faculty member was able to learn that the student was unexpectedly taking on caregiving responsibilities for a sibling while experiencing some housing instability. In that case, the faculty member was able to connect the student with a campus resource for caregivers and, through it, the student was able to find housing support.

I know many faculty members are already engaging in the practices that I’ve suggested, but I continue to encounter doctoral students at the dissertation phase who are suffering in silence.

I invite you to share with me in conversations on X any other successful strategies you’ve implemented to support your doctoral students. My mission is to bring to light some of these ideas so we can make our graduate programs spaces where our students can flourish.

Ramon B. Goings ( @ramongoings ) is an associate professor in the language, literacy and culture doctoral program at the University of Maryland, Baltimore County, and founder of Done Dissertation .

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Snopes fact-checked the presidential debate live!

Trump Called Fallen US Soldiers 'Suckers' and 'Losers'?

U.s. president joe biden accused trump of deriding military service members during the 2024 presidential debate., nur ibrahim, published june 28, 2024.

During the June 2024 presidential debate, U.S. President Joe Biden repeated an old claim that former President Donald Trump once called fallen soldiers "suckers" and "losers." Trump, in turn,  denied saying it, accused Biden of making up the quote, and demanded an apology. 

It wasn't the first time Biden had made this claim. This was tweeted from his X account in October 2023:

The former president referred to American service members as "suckers" and "losers." MAGA extremists have made it clear where they stand. pic.twitter.com/2Kj5jr4N7Z — Joe Biden (@JoeBiden) October 2, 2023

Trump and his allies have denied the accusation since it first emerged in 2020, shortly before the election between Trump and Biden. Whether performative or authentic, Trump's apparent support for soldiers in the U.S. military, both active and veteran members, has been part of his presidential campaigns.

Following a story by The Atlantic, a number of reputable news outlets reported on the alleged comments in 2020, relying entirely on anonymous sources from his administration.

However, there appeared to be no evidence of an audio or video recording of the remarks in question, nor was there any documentation, such as transcripts or presidential notes, to independently confirm or deny the alleged quotes' authenticity. Moreover, since Snopes did not witness the in-question comments firsthand, we can't say for certain whether Trump called fallen soldiers "suckers" and "losers."

We reached out to Trump's representatives to see if they had any supplemental evidence to help substantiate their denial, as well as for a response to renewed attention on the comments in 2023. We will update this story when, or if, we receive a response.

How the Accusations Emerged

Citing anonymous officials from the administration, the 2020 article by The Atlantic, titled, "Trump: Americans Who Died in War Are 'Losers' and 'Suckers'," unpacked Trump's trip to Paris in 2018 when he allegedly did not want to visit a cemetery of American war dead. The visit was cancelled.

Trump did not want to visit the Aisne-Marne American Cemetery — which is home to the graves of Americans who fought and died in World War I — for two reasons, according to The Atlantic: He feared the rain would dishevel his hair, and "because he did not believe it important to honor American war dead, according to four people with firsthand knowledge of the discussion that day." The Atlantic continued (emphasis ours):

Trump rejected the idea of the visit because he feared his hair would become disheveled in the rain, and because he did not believe it important to honor American war dead, according to four people with firsthand knowledge of the discussion that day. In a conversation with senior staff members on the morning of the scheduled visit, Trump said, "Why should I go to that cemetery? It's filled with losers." In a separate conversation on the same trip, Trump referred to the more than 1,800 marines who lost their lives at Belleau Wood as "suckers" for getting killed.

Shortly after the publication of The Atlantic report, one unnamed senior official with the U.S. Department of Defense and one senior U.S. Marine Corps officer confirmed the 2018 cemetery remarks from the above report in interviews with The Associated Press (AP). According to the AP, the official had firsthand knowledge of Trump's remarks, and the officer had been told about them.

Trump Allies Deny the Claims

The White House blamed the canceled cemetery visit on poor weather. Responding to The Atlantic's reporting, Trump said the accusation was "a disgraceful situation" by a "terrible magazine."

Trump strongly denied calling fallen soldiers "losers" and "suckers." Speaking to reporters on Sept. 3, 2020 , upon returning from a campaign rally to Washington, D.C., just after the report came out, Trump said: "I would be willing to swear on anything that I never said that about our fallen heroes. There is nobody that respects them more. No animal — nobody — what animal would say such a thing?"

Just days later, Zach Fuentes, a former White House aide who left the administration in early 2019 and was with the president on the Paris trip and presumably near him during the in-question conversations about the cemetery visit, stood up for Trump in an interview with Breitbart.

Referring to Gen. John Kelly, who was with Trump during the trip as his chief of staff, he said, "I did not hear POTUS call anyone losers when I told him about the weather. Honestly, do you think General Kelly would have stood by and let ANYONE call fallen Marines losers?"

Reporting on Fuentes' interview with Breitbart, The Washington Post noted that the phrase " I did not hear... " is not the same as " it didn't happen ." Furthermore, there was no evidence of Kelly being around Trump to hear the alleged comments.

Trump's former national security adviser John Bolton, who said he was on the trip, also issued a denial to Fox News , days after the article came out, saying it was "simply false."

Then-U.S. Secretary of State Mike Pompeo also denied the claims in an interview with Fox News in September 2020. He said, "I was with him for a good part of that trip, if I'm thinking about this visit and the timing right, and I never heard him use the words that are described in that article. Just, I never saw it."

How the Claims Resurfaced in 2023

On Oct. 2, 2023, Biden's official account on X resurfaced the accusation, saying Trump once allegedly "referred to American service members as 'suckers' and 'losers.'" The post (displayed above) included video footage of Biden speaking at a September 2023 event to honor the late U.S. Sen. John McCain, who was a military veteran and prisoner of war. (In that speech, Biden referenced the 2020 story by The Atlantic.)

The day after Biden's post on X, Kelly repeated the claim, as well. Speaking to CNN story, he said (emphasis, ours):

What can I add that has not already been said? A person that thinks those who defend their country in uniform, or are shot down or seriously wounded in combat, or spend years being tortured as POWs are all 'suckers' because 'there is nothing in it for them. ' A person that did not want to be seen in the presence of military amputees because 'it doesn't look good for me.' A person who demonstrated open contempt for a Gold Star family – for all Gold Star families – on TV during the 2016 campaign, and rants that our most precious heroes who gave their lives in America's defense are 'losers' and wouldn't visit their graves in France.

In other words, Kelly, who was with Trump in Paris, confirmed that Trump did call American troops "losers" and "suckers," though it was unclear whether he witnessed the comments firsthand or heard about them from someone else, or from news reports. (The 2020 Atlantic story detailed a separate incident of Trump visiting the grave of Kelly's son who was killed in action in Afghanistan, for which Kelly was supposedly present. In that case, Trump allegedly asked of military personnel who volunteered to join the service, "What was in it for them?")

Responding to the CNN interview, a Trump official issued a statement to CNN, saying , "John Kelly has totally clowned himself with these debunked stories he's made up because he didn't serve his president well while working as chief of staff."

In addition to the alleged statements about service members generally, Trump has publicly insulted McCain, in particular, by calling him "not a war hero," and "I like people who weren't captured," according to footage on C-SPAN. Also, for The Atlantic story, anonymous sources said he called former President George H.W. Bush a "loser" for getting shot down by the Japanese while a Navy pilot during World War II.

In sum, the claim stemmed from a story by The Atlantic, which relied on anonymous, second-hand reports of Trump's alleged words; there was no independent footage or documented proof to substantiate the in-question comments; and Trump vehemently denies that he once called service members "losers" and "suckers." While it was certainly possible that he said those things, Snopes was unable to independently verify the claim.

Baker, Peter, and Maggie Haberman. "Trump Faces Uproar Over Reported Remarks Disparaging Fallen Soldiers." The New York Times, 4 Sept. 2020. NYTimes.com, https://www.nytimes.com/2020/09/04/us/politics/trump-veterans-losers.html. Accessed 4 Oct. 2023.

Blake, Aaron. "Analysis | What Trump Officials Really Say — and Don't Say — in Denying That He Disparaged Fallen Troops." Washington Post, 8 Sept. 2020. www.washingtonpost.com, https://www.washingtonpost.com/politics/2020/09/08/trump-officials-military-disparagement-denials/. Accessed 4 Oct. 2023.

Goldberg, Jeffrey. "Trump: Americans Who Died in War Are 'Losers' and 'Suckers.'" The Atlantic, 3 Sept. 2020, https://www.theatlantic.com/politics/archive/2020/09/trump-americans-who-died-at-war-are-losers-and-suckers/615997/. Accessed 4 Oct. 2023.

Mason, Jeff, et al. "Biden Warns Trump, 'MAGA' Movement Threaten American Democracy." Reuters, 29 Sept. 2023. www.reuters.com, https://www.reuters.com/world/us/biden-warn-threat-democracy-trump-honor-mccain-2023-09-28/. Accessed 4 Oct. 2023.

"Report: Trump Disparaged US War Dead as 'Losers,' 'Suckers.'" AP News, 4 Sept. 2020, https://apnews.com/article/election-2020-ap-top-news-politics-b823f2c285641a4a09a96a0b195636ed. Accessed 4 Oct. 2023.

"Secretary Michael R. Pompeo With Steve Doocy, Jedediah Bila, and Pete Hegseth of Fox & Friends." United States Department of State, https://2017-2021.state.gov/secretary-michael-r-pompeo-with-steve-doocy-jedediah-bila-and-pete-hegseth-of-fox-friends/. Accessed 4 Oct. 2023.

Tapper, Jake. "Exclusive: John Kelly Goes on the Record to Confirm Several Disturbing Stories about Trump | CNN Politics." CNN, 2 Oct. 2023, https://www.cnn.com/2023/10/02/politics/john-kelly-donald-trump-us-service-members-veterans/index.html. Accessed 4 Oct. 2023.

"Trump: "He's a War Hero Because He Was Captured. I like People That Weren't Captured."" C-SPAN. www.youtube.com, https://www.youtube.com/watch?v=541Cg2Jnb8s. Accessed 4 Oct. 2023.

By Nur Ibrahim

Nur Nasreen Ibrahim is a reporter with experience working in television, international news coverage, fact checking, and creative writing.

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How Do You Incorporate an Interview into a Dissertation? | Tips

Published on November 5, 2014 by Bas Swaen . Revised on December 19, 2022.

You have performed qualitative research for your dissertation by  conducting interviews that you now want to include: how do you do that? Chances are that this was never explained to you and you don’t know what is expected. That’s why in this article we describe how interviews can be included in, for instance, the  discussion section of your dissertation and how they can be referenced.

Table of contents

Including interviews in your dissertation, referring to interviews, quoting from interviews, mentioning the name of the interviewee.

To present interviews in a dissertation, you first need to transcribe your interviews . You can use transcription software for this. You can then add the written interviews to the appendix. If you have many or long interviews that make the appendix extremely long, the appendix (after consultation with the supervisor) can be submitted as a separate document. What matters is that you can demonstrate that the interviews have actually taken place.

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When you have added the interviews to the appendix, you can then paraphrase  to them in your dissertation. Paraphrasing is done as follows:

It became clear from an interview with Y that … (Appendix 1).

Sometimes you are not allowed to add the transcription of an interview to the appendix. In this case it is not possible to refer to this interview. According to the APA Style it is possible to refer to it like this:

APA interview citation MLA interview citation

If you literally copy the words of the interviewee, then you need to quote . Finding interesting quotes is easier if you know how to get usable information out of the person during the interview. That’s why you should conduct the interviews in a professional manner.

Don’t just blindly note the name of the person you’re interviewing, but ask yourself two questions:

• Are you allowed to mention the name?  This is the first question you should ask yourself before you include the interviewee’s name in a dissertation . Determine, in consultation with the interviewee, whether the name should be anonymized (and get informed consent). Sometimes, in fact, the interviewee doesn’t want that. This may be the case when you have interviewed, for example, an employee and the employee does not want his or her boss to be able to read the answers because this could disturb their working relationship. Another situation where this can occur is, for example, when the interview contains very personal questions.
• Does it add anything to mention the name?  The second factor to consider is whether it is relevant to mention the name. Does it add anything to your research? When the interviewee is an unknown person you have approached on the street, the name of this person is not very important. But if you have interviewed the CEO of a large organization, then it can be very relevant to mention their name. In this second case, add a short introduction so that the reader of the dissertation knows immediately who this person is.

Thus, you may mention the name if you have permission from the interviewee to do so and if it is relevant to the research. If you don’t have permission to use the name or if you don’t want to mention the name, you can then choose to use a description. For example: “Employee 1”.

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The Big Takeaway From Biden’s Extremely Rough Debate Night

Almost exactly five years ago to this day, following the first Democratic presidential primary debate of the 2020 election cycle, a then-colleague wrote a column about how Joe Biden was old. “The question has been whether he’s too old-fashioned, too much of another era,” the column read. “After Thursday’s debate, you have to ask whether he’s just too old, period.”

This wasn’t a particularly controversial take at the time. He did look less than his prime fighting self in that debate. In spite of this development, though, Biden would go on to win the primary as Democrats settled on him as the odds-on bet among imperfect candidates to stop Trump. He was—then.

In this run, any mention of Biden’s mental fitness for office—despite its repeated listing as a top concern for voters, who have eyes and ears—has been dismissed by the White House, by Democratic partisans, and by party enforcers as a dishonest smear that, if repeated, will only help to put Donald Trump back in the White House. It is a conversation that has been shot down with prejudice.

Well. How does that strategy of suppression look now? How was that debate for something that will help put Donald Trump back in the White House?

Biden’s performance was such a disaster that it immediately shifted the Democratic conversation to whether Biden should be replaced atop the ticket . Biden sounded terrible, looked terrible, and debated terribly, either whiffing or missing opportunities to hammer Donald Trump, who was there to be hammered. When Biden did have strong points to make, it was frankly difficult to hear what he was saying. His resting mumble would occasionally rise for the recitation of a statistic, and then descend back into the murk. If you didn’t see the debate, it’s honestly hard to describe what went on here: Biden could not speak extemporaneously in a coherent manner for much of the debate. He didn’t look confident, staring down and around, mouth slight agape.

If you don’t want Trump back in the White House, it was your worst fear.

It began immediately. Biden’s first answer about inflation was a pure ramble. In his second response, Biden accused Trump of giving “the largest tax cut in American history”—an accusation Trump was happy to receive—and declared himself the only president “this decade that doesn’t have any troops dying anywhere in the world like he did.” In both cases, you can see what Biden is trying to say. That Trump gave the wealthy the largest tax cut, and that Biden ended United States’ involvement in post-9/11 wars in the Middle East. He didn’t say either.

Only a couple of answers later, after several other oddities that would merit their own paragraphs on a more normal night, Biden completely froze in the conclusion of an answer. Describing his plans to raise taxes on the wealthy, Biden said those new revenues would help in “making sure that we’re able to make every single solitary person eligible for what I’ve been able to do with the, uh, with the COVID, excuse me, with dealing with everything we have to do with … look … if we finally beat Medicare.” There, I could not see what Biden was trying to say.

Trump was in surprising control of himself in the first half-hour, while Biden frankly looked like Trump’s caricature of Joe Biden. He resisted the urge, after several of Biden’s unfollowable responses, to be a jackass to his opponent. That could not last forever. Eventually, after a Biden immigration response that concluded with, “I’m going to continue to move until we get the total ban on the—the total initiative relative to what we’re going to do with more Border Patrol and more asylum officers,” Trump allowed himself a crack.

“I really don’t know what he said at the end of that sentence,” Trump said. “I don’t think he knows what he said either.”

Trump did appear to have taken some advice. He wasn’t screaming down Biden’s throat, as he did in the first general-election debate of 2020, or shooting menacing looks in Biden’s direction. He was certainly, however, lying left and right, going on with his usual riffs about how Democrats’ preferred abortion plan is to kill live babies, and how Social Security and Medicare’s finances are strained because of “migrants” who, in his mind, all come from insane asylums. (There was no live fact-checking or moderator pushback of any sort in this debate.) Biden struggled, however, to respond to these absurd suggestions—and lord, if Biden can’t communicate Democrats’ advantage on social safety net programs and abortion, what is he doing out there?— because he struggled to respond, period.

Trump, fortunately (we guess?) for Biden, deteriorated from his best-prepared form as the evening went on. He went on a riff about how Biden doesn’t fire enough people, and he and Biden got into a back-and-forth about historians’ ranking of presidents. The prompt here was a question about the candidates’ plans for child care costs. Trump had to say, at one point, that “I didn’t have sex with a porn star.” He dodged a question about climate change by saying we had the cleanest air and water when he was president. And, of course, he yet again refused to say unconditionally that he’d accept the results of the election.

A couple of moments in the last 15 minutes of the debate provided the clearest sign yet of the end of American global leadership. Biden attempted to make a joke about how Trump lies about his weight and could not do it. The two then got into an argument about golf ability and whether Joe Biden is a true six handicap. Trump did not accept that.

By the very end of the night, Biden finally seemed able to pull off a punch. After Trump hedged on accepting the election results, Biden summoned himself.

You’re a whiner. When you lost the first time, you continued to appeal and appeal to courts all across the country. Not one single court in America said any of your claims had any merit, state or local, none. But you continue to provoke this lie about somehow there’s all this misrepresentation, all the stealing. There’s no evidence of that at all. And I tell you what? I doubt whether you’ll accept it because you’re such a whiner. The idea if you lose again, you’re accepting anything, you can’t stand the loss. Something snapped in you when you lost the last time.

It was the clearest thought he’d communicated all night. And it was the last thing said before closing statements, when the bulk of viewers had surely turned off this misery.

The debate was not spinnable in Biden’s favor. The best excuse that Biden’s team could summon, about midway through the debate, was leaking to some campaign reporters that Biden had a cold. A cold !

That there even was a debate in June—specifically this week in June, with the Supreme Court dropping bombs left and right, heading into a holiday week, heading into Trump’s sentencing, and then heading into the Republican National Convention—was a pitch from the Biden campaign, in case something should go horribly awry. But this may have gone too awry to bury.

At least, at long last, Democrats are finally having an honest conversation tonight. But the moment to snap themselves out of the delusion may have come too late.

Need advice on living through a historic and nerve-racking presidential election?

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