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Integrate Quotes with Attributions. Ms. Lee Downtown Magnets High School 2009. Provide a Context - Research. Before quoting, add a line to explain: Who wrote it? What type of text was it? Where did it appear? When was it published? Why? What was the purpose?.
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Integrate Quoteswith Attributions Ms. Lee Downtown Magnets High School 2009
Provide a Context - Research Before quoting, add a line to explain: • Who wrote it? • What type of text was it? • Where did it appear? • When was it published? • Why? What was the purpose?
Example 1 – What punctuation do you notice? • According to a research paper written by “McStudent” and published in the 2009 DMHS Style Manual, “the dark mystery and heavy burden of a research paper can [be lightened] by taking one step at a time” (Levin 5).
Example 2 Based on information from a world history textbook, “Britain stood alone as the world’s industrial giant” (Ellis and Esler 196).
Example 3 – why is there no comma here? • Information from a world history textbook reveals that “few technologies have transformed the daily life as dramatically as electrification” (Ellis and Esler 208).
Providing Context - Literature Before quoting, add a line or more to explain the context: • Who does the quote refer to? • What was the context? • Who was the character talking to and why? • What was the character thinking and why? • What was happening?
Example 1 After Jonas delighted in a winter day of sledding, and his discovery of color, he told the Giver, “There were a lot of colors, and one of them was called red.”
Example 2 • In his novel, Hard Times, which is set during the Industrial Revolution, Charles Dickens shows his disdain for the educational system when he describes students as “little vessels…ready to have imperial gallons of facts poured into them” (Dickens 1).
Children: Education 2 • In his novel, Hard Times, which is set during the Industrial Revolution, Charles Dickens shows his disdain for the educational system when he describes students as “little vessels…ready to have imperial gallons of facts poured into them” (Dickens 1). This shows how schools at the time emphasized the teaching of facts, since this was a time when new facts about science and technology were glorified. However, students were never taught how to think – to analyze and apply these facts to real situations. This dilemma is revealed later in the novel when Louisa worries that she has little knowledge of how the real world operates.
