Quotations in Analytical Writing

Most college writing is analytical in nature. Students research a topic finding information in support of an argument, often with regard to taking action to address some need or situation, or to present information about a topic that is, in some way, relevant to their studies in a class. When reading and evaluating collected source material, writers will find information that they may want to quote word for word as a means of support in the essay. After recording the quotation in the note taking process, and later discovering that it does strengthen the essay's purpose, the writer may try to paraphrase it but then decide that the quotation is stronger if it is used exactly as it was originally written or said. Likewise, a writer may decide to use just a word or phrase from the original quotation. Using word for word quotations is perfectly acceptable as long as the quotation is included in the paper properly. To ensure proper use of quotations, the writer must first prepare the context for the quotation.

In analytical writing (such as what students write in most academic classes), students should use quotations sparingly. A paper that is largely quotations strung together is not a passing paper (often papers like this are referred to as "cut-and-paste" as though the student cut out sections of papers and pasted them together to create an essay).

Writers generally use short quotations in order to incorporate telling phrases or powerful language into their writing. Short quotations are documented parenthetically, often without drawing attention to the source. Long quotations are always introduced by identifying the source in what is called a "running acknowlegement." The following might be reasons of voice for incorporating a long quotation:

• A student writer wants to take issue with what someone has said (The student quotes the source so that there is no question regarding how the student is disagreeing);
• The person is a recognized authority and makes an authoritative statement which the student wants to get on record;
• A student writer wants to reveal something about a person's character by revealing his or her thoughts in that person's own words; or
• The original source is written so powerfully and vividly, that any paraphrase would weaken its impact.

Students should be especially careful regarding that last reason given. Students often offer it as an excuse for quoting an idea or information that should not have been quoted. Never use a quotation to provide information.

Quotations in Interpretive Writing

Essays in Composition II are often interpretive essays where students must carefully read a literary work and then write an argument about a significant meaning revealed by the work. Unlike strictly analytical writing, interpretive writing examines not just what a work of literature says (analysis) but its possible meanings and implications (interpretation). As a result, students writing a literary analysis and interpretation paper will often use short quotations from the literary work as evidence in support of whatever argument the student is making about the relevant significance of the work. While students are more likely to use quotations, students should still avoid using long quotations followed by paraphrase and explanation. Instead, key words and phrases are quoted from the literary work and incorporated into sentences that argue the significant meaning of the work.