The document provides tips for effectively embedding quotations in writing responses. It recommends using quotations to support points, choosing keywords over full sentences, using ellipses for long quotes, including a range of quotations, and using quotation marks. Two methods are presented for embedding quotes: using a colon or phrases like "the writer uses". Examples are given for each. Things to avoid are also highlighted, such as unnecessary introductory phrases or multiple sentences. Practicing embedding quotes in all writing is encouraged.

1. Using & Embedding Quotations
with support from The Jackson 5!

2. A few tips about using quotations
1. Use them!
2. Choose keywords, not full sentences
3. Use ... if the quote is too long
4. Use a range of quotations
5. Use “quotation marks”

3. RULE #1
Use them!
“Select ... evidence”
“Selects a range of relevant textual detail”
“Selects a range of relevant examples”
“Selects appropriate textual reference(s)”
“Selects clear references”
“Selects textual detail relevant to the focus of the question”
“Selects relevant details to support”
These are quotations from the
AQA mark scheme.
I am using the to support an
back up my point!
Even Level 1 (the lowest band on the mark scheme) expects “simple textual references”...

4. RULE #2
Choose keywords!
Words come in
sentences.
But that doesn’t
mean that the
whole sentence
is as effective as
one word.
If you only need
one word, just
use one word.
Using brief, keyword quotations shows that you can identify the word that is doing all the ‘work’.
The writer uses the verb “All you
gotta do is repeat after me” to suggest...
The writer uses the verb “repeat”
to suggest...
There are two verbs in this
quote: “do” and “repeat”.
How does the examiner know
which verb you mean?
There’s no confusion here!
And look how much less you
would have to write!

5. RULE #3
Use ...
Sometimes you
need to use a long
quotation, because
there is a word at
the beginning AND
the end of the
sentence you want
to quote.
You have 2 options
here:
• Use a second(or
third) quote
• Use ellipsis
Using multiple quotations adds depth to your point – it shows your point is ‘worthy’ of being
made.
The writer uses rhyme to create
rhythm: “...repeat after me
A B C ... one, two, three ... do re mi”.
The writer uses rhyme to create
rhythm: “me”, “C”, “three” and “mi”.
This option allows you to give
context to the single word
quotations.
It’s more to write though!
Very brief and concise – you
have shown that you know
exactly which words are doing
the work!

6. RULE #4
Use a range!
Try not to ‘settle’
for the first
worthwhile quote
you find – there
might be better
ones (or other
equally worthwhile
ones) elsewhere in
the text.
Plus, multiple
quotations really
back up your point!
Using multiple quotations from throughout the text shows the examiner that you have engaged
with the whole extract, and not just used the first quotation you find.
The writer uses direct address
and informal ‘pet names’ to
show that they know the
subject: “you gotta”, “baby, you” and
“girl”.
One quotation has been taken
from the first line, and two
from the last line. This shows
that the whole text has been
read & engaged with.
All you gotta do is repeat after me
A B C, easy as one, two, three
Are simple as do re mi
A B C, one, two, three, baby, you and me girl

7. RULE #4
You gotta “quote”!
Use quotation
marks!
It’s what they are
for!
You can use single
marks: ‘quote’.
Or you can use
double marks:
“quote”.
Don’t forget that you can also reference the text: ‘the second paragraph consists of one long
sentence, which suggests...’
The writer emphasises the lack
of difficulty by using all you gotta
do in the first line, and easy and
simple throughout the text.
How does the examiner know
which words are quotes?!?!
The writer emphasises the lack of
difficulty by using “all you gotta do” in
the first line, and “easy” and “simple”
throughout the text.
Much better!

8. Why is embedding quotations important?
• Keeps your paragraphs concise –
there are no unnecessary words or
waffle!
• Makes your paragraphs sound more
academic – they flow better...
• Shows that you can understand the
context of the quotations –
depending on where you put them
in your sentence.
• You have do use quotations, so why
not make it look/sound good?

9. Now for some methods...

10. Method 1 – the COLON
Pros
No additional words are needed.
Saves time.
Looks academic.
Cons
Needs to be used properly.
Can be intimidating (don’t let it be!)
Instead of using words to introduce
the quotation, just use a colon and
list the relevant quotations after it,
separated by commas (if
necessary).
Remember to use quotation marks!
One quotation
The writer uses a simile to effectively describe using a colon: “easy as
1, 2, 3”. This suggests...
2+ quotations
In this extract the writer uses several similes to describe using a colon
to embed quotations: “it’s like counting up to three”, “easy as 1, 2, 3”,
“simple as do re mi”. These suggest...

11. Method 2 – the
‘WRITER USES...’
Pros
No additional words are needed
(you should be mentioning the
writer anyway!)
Just as brief as a colon.
Shows you are considering the
writer.
Cons
Not sure there are any...
This method uses ‘the writer’
phrases, which can help you show
that you understand why the writer
uses language.
Remember to use quotation marks!
One quotation
The writer uses the simile “easy as 1, 2, 3” to effectively describe using
‘the writer’ phrases to embed quotations in a response. This suggests...
2+ quotations
In this extract the writer uses the similes “it’s like counting up to three”,
“easy as 1, 2, 3”, and “simple as do re mi” to describe using ‘the writer’
phrases to embed quotations in responses. These suggest...

12. And now some things to avoid...

13. Big No-No Examples:
‘I know this because...’
‘A quote to show this is...’
The writer uses a simile to effectively show that using quotations is easy.
I know this because the writer says “easy as one, two, three”.
The writer uses a simile to effectively show that using quotations is easy.
A quote to show this is “easy as one, two, three”.
The writer uses a simile to effectively show that using quotations is easy:
“easy as one, two, three”.
They are just unnecessary!
Use a colon instead.

14. Big No-No Examples:
Lots of sentences
The writer effectively shows that using quotations is
easy. A quote to show this is “easy as one, two, three”.
This language features is called a simile. This simile
suggests that using quotations is as easy as learning to
count. This is also a list of three which the writer uses to
create rhythm which also shows that it is easy to
remember.
The writer uses a simile effectively shows that using
quotations is easy: “easy as one, two, three”. The additional
list of three creates an easy-to-remember rhythm, and
reinforces that using quotations is as simple as learning to
count.
Both responses would
get the same amount of
marks, as the content is
the same.
But look how much less
you would have to write
if you used the second
template!
The writer
Point
Quotation
Technique
Explanation
Additional
KEY

15. To practice your skills:
• Do you need to set this as your next target?
• Complete the activities in the ‘embedding quotations’ folder on the VLE
• Remind yourself to embed quotations in ANY response you complete from now on!