Using quotations appropriately

1. Using Quotations
Appropriately

2. • Not too little …
(insufficient evidence)
• Not too much …
(overwhelm your
analysis)
• Just right!
(supplement your
analysis)

3. What’s Worth
Quoting?
• Powerful or memorable language
• Support from an authority on
your topic
• Key passages worthy of further
analysis
• An opposing position that you
wish to argue with
Adapted from J. Plotnick’s “Using Quotations”

4. Avoid block
quotations where
possible: focus on
key words and
images.

5. How many quotations
per body paragraph?
• Rule of thumb: minimum 1
direct quotation per body
paragraph
• BUT depends on the discipline
• Humanities use more
• Sciences use fewer

6. Quotations must
be followed by
analysis or
evaluation

7. Analyzing Your
Quotation
• Focus on specific words, images,
figurative language, and/or tone:
explain why the author used
them. What idea or emotion do
they convey?

8. Evaluating Your
Quotation
• Explain how the quotation is
related to your thesis or topic
sentence. How does it contribute
to your argument?

9. A Step-by-Step Demonstration
Original Quotation
“This June, Time magazine and ABC News will host a three-day summit
on obesity. … Judging by the scheduled program, the summit promises
to be a pep rally for media, nutrition activists, and policy makers—all
agitating for a panoply of government anti-obesity initiatives, including
prohibiting junk food in school vending machines, federal funding for
new bike trails and sidewalks, more demanding labels on foodstuffs,
restrictive food marketing to children, and prodding the food industry
into more ‘responsible’ behavior” (Balko, 2004, p. 651).

10. Focus on key words and phrases
• “This June, Time magazine and ABC News will host a three-day
summit on obesity. … Judging by the scheduled program, the summit
promises to be a pep rally for media, nutrition activists, and policy
makers—all agitating for a panoply of government anti-obesity
initiatives, including prohibiting junk food in school vending
machines, federal funding for new bike trails and sidewalks, more
demanding labels on foodstuffs, restrictive food marketing to
children, and prodding the food industry into more ‘responsible’
behavior” (Balko, 2004, p. 651).

11. Analyzing the quotation
Balko opens with a description of an obesity summit, depicting
attendees as “activists” who are “prohibiting junk food in school
vending machines … demanding labels on foodstuffs, [and] restricti[ng]
food marketing to children” (2004, p. 651). Balko’s use of limiting,
negative verbs such as “prohibit,” “restrict,” and “demand” paint the
attendees as obstructionists and scare-mongers who want to restrict
your freedom.

12. Evaluating the quotation
• Balko opens with a description of an obesity summit, depicting
attendees as “activists” who are “prohibiting junk food in school
vending machines … demanding labels on foodstuffs, [and]
restricti[ng] food marketing to children” (2004, p. 651). Balko’s use of
limiting, negative verbs such as “prohibit,” “restrict,” and “demand”
paint the attendees as obstructionists and scare-mongers who want
to restrict your freedom. This is an effective appeal to pathos: from
the beginning, Balko encourages his audience to identify with his
position by appealing to their sense of independence and freedom.
After all, who among us enjoys being told what we can and can’t
do?