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Incorporating Quotations. Introduce the quote—let the reader know where the quote is coming from. Suggest its relationship to the topic you are discussing. Attribute ideas very carefully--whose ideas are whose? Clearly state how quote demonstrates the topic at hand.
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Incorporating Quotations • Introduce the quote—let the reader know where the quote is coming from. Suggest its relationship to the topic you are discussing. • Attribute ideas very carefully--whose ideas are whose? • Clearly state how quote demonstrates the topic at hand. • Point out everything you want the reader to get from the quote. Don’t leave key words unexplained.
Option One • Set off quote with colon: In his essay “The Democratic Framework,” Steven Cahn explains what he sees as the importance of education to a well running democracy: “…a commitment to the democratic system of government implies a concern for the education of every citizen” (Cahn 198).
Option Two • Incorporate quote into grammar of a sentence: In his essay “The Democratic Framework”, Steven Cahn argues that “a commitment to the democratic system of government implies a concern for the education of every citizen” (Cahn 198).
Change Pronouns in Quotes in Brackets if Necessary. • Shorris notes that “[he] had been working on the book [about poverty] for about three years when [he] went to the Bedford Hills Correctional Facility for the first time” (Shorris 130).
Don’t incorporate quotes as if They were dialogue from a work of fiction • WRONG: Steven Cahn says, “a commitment to the democratic system of government implies a concern for the education of every citizen” (Cahn 198).
Case in point In his essay, “What Does the Bible Say About Women,” Peter Gomes argues that “reading is a transaction.” In other words, according to Gomes, information does not just flow from the text to our minds. We come to a text with our own knowledge, preconceptions, and biases, and interpret the text accordingly, even if it means that we unconsciously“distort” the “plain” meaning of a text: Reading, then, is hardly a clinical or neutral affair. There is that bewildering battery of text, context, subtext, and pre-text with which we must contend, which we in fact do automatically and subconsciously … we are as unaware of it as we are unaware of the infinite number of physical motions and electrical impulses that it takes for us to turn the handle of a doorknob (Gomes 219).
