SENIORS: Avoiding Dropped Quotations (DQs)

Read over this post ("borrowed" from another web site) that gives you explicit directions on how to work in quoted material into your text. One of your research paper goals should be to work in (or integrate) grammatically and logically ALL of your quoted material. That means you should not  have even one "dropped quotation" in your paper. 


Integrating Quotations into Sentences

DON’T USE DROPPED QUOTATIONS! You should never have a quotation standing alone as a complete sentence, or, worse yet, as an incomplete sentence, in your writing. A quotation that “stands alone” is like an unanchored helium balloon. We all know what happens when you let go of a helium balloon: it flies away. In a way, the same thing happens when you present a quotation that is standing all by itself in your writing, a quotation that is not "held down" by one of your own sentences. The quotation will seem disconnected from your own thoughts and from the flow of your sentences. Ways to integrate quotations properly into your own sentences are explained below. Please note the punctuation: it is correct.

There are at least four ways to integrate quotations.

1. Introduce the quotation with a complete sentence and a colon.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods: "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

Example: Thoreau's philosophy might be summed up best by his repeated request for people to ignore the insignificant details of life: "Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity!"

Example: Thoreau ends his essay with a metaphor: "Time is but the stream I go a-fishing in."

This is an easy rule to remember: if you use a complete sentence to introduce a quotation, you need a colon after the sentence. Be careful not to confuse a colon (:) with a semicolon (;). Using a comma in this situation will most likely create a comma splice, one of the serious sentence-boundary errors.

2. Use an introductory or explanatory phrase, but not a complete sentence, separated from the quotation with a comma.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods when he says, "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

Example: Thoreau suggests the consequences of making ourselves slaves to progress when he says, "We do not ride on the railroad; it rides upon us."

Example: Thoreau asks, "Why should we live with such hurry and waste of life?"

Example: According to Thoreau, "We do not ride on the railroad; it rides upon us."

You should use a comma to separate your own words from the quotation when your introductory or explanatory phrase ends with a verb such as "says," "said," "thinks," "believes," "pondered," "recalls," "questions," and "asks" (and many more). You should also use a comma when you introduce a quotation with a phrase such as "According to Thoreau."

3. Make the quotation a part of your own sentence without any punctuation between your own words and the words you are quoting.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods when he says that "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

Example: Thoreau suggests the consequences of making ourselves slaves to progress when he says that "We do not ride on the railroad; it rides upon us."

Example: Thoreau argues that "shams and delusions are esteemed for soundest truths, while reality is fabulous."

Example: According to Thoreau, people are too often "thrown off the track by every nutshell and mosquito's wing that falls on the rails."

Notice that the word "that" is used in three of the examples above, and when it is used as it is in the examples, "that" replaces the comma which would be necessary without "that" in the sentence. You usually have a choice, then, when you begin a sentence with a phrase such as "Thoreau says." You either can add a comma after "says" (Thoreau says, "quotation")  or you can add the word "that" with no comma (Thoreau says that "quotation.")

4. Use short quotations--only a few words--as part of your own sentence.

Example: In "Where I Lived, and What I Lived For," Thoreau states that his retreat to the woods around Walden Pond was motivated by his desire "to live deliberately" and to face only "the essential facts of life."

Example: Thoreau argues that people blindly accept "shams and delusions" as the "soundest truths," while regarding reality as "fabulous."

Example: Although Thoreau "drink[s] at" the stream of Time, he can "detect how shallow it is."

When you integrate quotations in this way, you do not use any special punctuation. Instead, you should punctuate the sentence just as you would if all of the words were your own. No punctuation is needed in the sentences above in part because the sentences do not follow the pattern explained under number 1 and 2 above: there is not a complete sentence in front of the quotations, and a word such as "says," "said," or "asks" does not appear directly in front of the quoted words.

All of the methods above for integrating quotations are correct, but you should avoid relying too much on just one method. You should instead use a variety of methods.

Notice the Punctuation!

Notice that there are only two punctuation marks that are used to introduce quotations: the comma and the colon (:). Note that a semicolon (;) is not used to introduce quotations.

Notice as well the punctuation of the sentences above in relation to the quotations. If there are no parenthetical citations in the sentences (no author's name and page number in parentheses), the commas and periods go inside the final quotation mark ("like this."). For whatever reason, this is the way we do it in America. In England, though, the commas and periods go outside of the final punctuation mark.

Semicolons and colons go outside of the final quotation mark ("like this";).

Question marks and exclamation points go outside of the final quotation mark if the punctuation mark is part of your sentence--your question or your exclamation ("like this"?). Those marks go inside of the final quotation mark if they are a part of the original--the writer's question or exclamation ("like this!").

Using brackets

If you add a word or words in a quotation, you should put brackets around the words to indicate that they are not part of the original text.

Jan Harold Brunvand, in an essay on urban legends, states, "some individuals [who retell urban legends] make a point of learning every rumor or tale."

Using the ellipsis

If you omit a word or words from a quotation, you should indicate the deleted word or words by using ellipsis marks, which are three periods ( . . . ) preceded and followed by a space. For example:

In an essay on urban legends, Jan Harold Brunvand notes that "some individuals make a point of learning every recent rumor or tale . . . and in a short time a lively exchange of details occurs.

The Proper Punctuation: Keeping in Simple

Remembering just a few simple rules can help you use the correct punctuation as you introduce quotations. There are some exceptions to the rules below, but they should help you use the correct punctuation with quotations most of the time.

• Rule 1: Complete sentence: "quotation." (If you use a complete sentence to introduce a quotation, use a colon (:) just before the quotation.)
• Rule 2: Someone says, "quotation." (If the word just before the quotation is a verb indicating someone uttering the quoted words, use a comma. Examples include the words "says," "said," "states," "asks," and "yells." But remember that there is no punctuation if the word "that" comes just before the quotation, as in "the narrator says that.")
• Rule 3: If Rules 1 and 2 do not apply, do not use any punctuation between your words and the quoted words.

And remember that a semicolon (;) never is used to introduce quotations.

These rules oversimplify the use of punctuation with quotations, but applying just these few rules should help you use the correct punctuation about 90 percent of time.

Yellow Class: Song of the Sophs

“That the powerful play goes on and you may contribute a verse …”

Tell me what “verse” you will contribute to the world, in two to three sentences OR lines of verse.

Do not include your name in your verse. I intend to put all of your class’s responses together into one Song of the Sophs that we will set to music and sing at the next schoolwide assembly.

Only kidding about the music and singing part.   

Blue Class: Song of the Sophs

“That the powerful play goes on and you may contribute a verse …” 

Tell me what “verse” you will contribute to the world, in two to three sentences OR lines of verse. Not to limit your creativity, but if you're stuck not knowing how to start, then maybe begin with a simple "I will ..."

One of my favorite verses from a soph song from many years ago went like this: "I will set the world ablaze."

Do not include your name in your verse. I intend to put all of your class’s responses together into one Song of the Sophs that we will set to music and sing at the next schoolwide assembly.

Only kidding about the music and singing part.   

RED Class Essay Test

 I'll give you the option of writing about ANY one of the topics that were posted last night.

Begin with a brief introductory paragraph that includes the central idea (you may "borrow" my words if you'd like) and the thesis statement (your three sub-topics).

Then write your three body paragraphs. It would be best to begin with a topic sentence for each. Cite passages from the book for full credit. This part of the essay is the most important.

To conclude, restate your central idea and thesis and include any additional information that seems applicable and interesting.

Drop your file in my Study Wiz E-locker or e-mail to fiorellienglish@gmail.com. "Name" your file by your first initial, last name, then a space, and then the word "essay." For example, jfiorelli essay would be my essay. If I do not get a file today, you will receive a "zero" for your [lack of] work.

Choose to write about any ONE of the following:

a.       McMurphy is a Christ figure in the way that he preaches a gospel to the men. Write about three of his gospel messages, providing specific examples from the book of him “preaching” AND the men “learning” these three specific lessons. Make sure you cite specific lines from the novel for full credit. 

b.      One of the themes of Cuckoo’s Nest discusses the blurred lines between who is sane and who is insane. Discuss how three of the characters in the novel are possibly “mislabeled” by 1960s Society as to their sanity and need to be institutionalized. Use specific references from the text (for full credit) to show why they need hospitalization but why they are not insane.

c.       Though Cuckoo’s Nest seems to be misogynistic, the negative depiction of women has a purpose in the overall context of the novel. Discuss this idea as it relates to three different female characters. Or write about the somewhat misogynistic portrayal of the Big Nurse, focusing on three of her traits that seem particularly misogynistic.Make sure you cite specific lines from the novel for full credit. 

d.      Cuckoo’s Nest uncovered some of the poor practices, mistreatment, and abuses of the mental health system. Discuss three separate parts of that system that are criticized in the novel. Be specific.Make sure you cite specific lines from the novel for full credit. 

e.      The stereotyping of blacks, Indians, and the brawling Irishman are at first offensive, but each characterization serves a greater purpose in understanding Cuckoo’s Nest. Write a paragraph on each stereotype that includes the negative depiction of each stereotype (as found in the book) as well as the “greater purpose” served by that stereotyping. Make sure you cite specific lines from the novel for full credit. 

f.        The paranoid schizophrenic character of the Chief suffers through many instances/scenes where he cannot distinguish between what’s real and what is not. Examine three of those instances, briefly describing each, and then, most importantly, telling how each one is “the truth, even if it didn’t really happen.”Make sure you cite specific lines from the novel for full credit. 

g.       With McMurphy’s help, the Chief progresses through three stages of confidence or “bigness” within the book. At first, he is content to hide in the fog, to maintain his cagey “deaf and dumb” routine, so that he can protect himself from further harm and embarrassment. Later he gradually becomes more aware of and involved in everyday activity, only occasionally hiding in the fog. Finally, he speaks, grows to his correct size, actively takes part in his life, and plays a huge role in the final scenes of the novel. Make sure you cite specific lines from the novel for full credit. 

Green Class C & C essay test

Since you are the first class to take this test, I'll give you the option of writing about ANY one of the topics that were posted last night.

Begin with a brief introductory paragraph that includes the central idea (you may "borrow" my words if you'd like) and the thesis statement (your three sub-topics).

Then write your three body paragraphs. It would be best to begin with a topic sentence for each. Cite passages from the book for full credit. This part of the essay is the most important.

To conclude, restate your central idea and thesis and include any additional information that seems applicable and interesting.

Drop your file in my Study Wiz E-locker or e-mail to fiorellienglish@gmail.com. "Name" your file by your first initial, last name, then a space, and then the word "essay." For example, jfiorelli essay would be my essay. If I do not get a file today, you will receive a "zero" for your [lack of] work.

Choose to write about any ONE of the following:

a.       McMurphy is a Christ figure in the way that he preaches a gospel to the men. Write about three of his gospel messages, providing specific examples from the book of him “preaching” AND the men “learning” these three specific lessons. Make sure you cite specific lines from the novel for full credit. 

b.      One of the themes of Cuckoo’s Nest discusses the blurred lines between who is sane and who is insane. Discuss how three of the characters in the novel are possibly “mislabeled” by 1960s Society as to their sanity and need to be institutionalized. Use specific references from the text (for full credit) to show why they need hospitalization but why they are not insane.

c.       Though Cuckoo’s Nest seems to be misogynistic, the negative depiction of women has a purpose in the overall context of the novel. Discuss this idea as it relates to three different female characters. Or write about the somewhat misogynistic portrayal of the Big Nurse, focusing on three of her traits that seem particularly misogynistic.Make sure you cite specific lines from the novel for full credit. 

d.      Cuckoo’s Nest uncovered some of the poor practices, mistreatment, and abuses of the mental health system. Discuss three separate parts of that system that are criticized in the novel. Be specific.Make sure you cite specific lines from the novel for full credit. 

e.      The stereotyping of blacks, Indians, and the brawling Irishman are at first offensive, but each characterization serves a greater purpose in understanding Cuckoo’s Nest. Write a paragraph on each stereotype that includes the negative depiction of each stereotype (as found in the book) as well as the “greater purpose” served by that stereotyping. Make sure you cite specific lines from the novel for full credit. 

f.        The paranoid schizophrenic character of the Chief suffers through many instances/scenes where he cannot distinguish between what’s real and what is not. Examine three of those instances, briefly describing each, and then, most importantly, telling how each one is “the truth, even if it didn’t really happen.”Make sure you cite specific lines from the novel for full credit. 

g.       With McMurphy’s help, the Chief progresses through three stages of confidence or “bigness” within the book. At first, he is content to hide in the fog, to maintain his cagey “deaf and dumb” routine, so that he can protect himself from further harm and embarrassment. Later he gradually becomes more aware of and involved in everyday activity, only occasionally hiding in the fog. Finally, he speaks, grows to his correct size, actively takes part in his life, and plays a huge role in the final scenes of the novel. Make sure you cite specific lines from the novel for full credit. 

Preparation for Cuckoo's Nest Essay Test

TOMORROW (Wednesday)

Purple and Green classes report to the TECH LAB on Wednesday. Red class report to the LIBRARY LAB

When you come to class tomorrow, go immediately to Schoolsville to get your questions, and then to Word to compose your answer. You may use notes and a copy of the book, or the electronic copy of the novel posted on StudyWiz (that is “searchable”).

When you are completed writing, save your file and name it with your first initial and last name. Send it to me via e-mail (fiorellienglish@gmail.com) or drop it in my StudyWiz e-locker folder.

Here is a list of possible writing topics for tomorrow’s second part of the test.

From this list, you will be given only THREE (3) writing options that MIGHT change from section to section. You should write your answer in the form of a five-paragraph essay with an introductory-thesis paragraph, three body paragraphs with clear topic sentences, and a brief concluding paragraph. The most important part of your paper will be your body paragraphs, but I do want you to introduce your central idea and thesis and then wrap up your paper with some concluding thoughts.

a.       McMurphy is a Christ figure in the way that he preaches a gospel to the men. Write about three of his gospel messages, providing specific examples from the book of him “preaching” AND the men “learning” these three specific lessons. Make sure you cite specific lines from the novel for full credit. 

b.      One of the themes of Cuckoo’s Nest discusses the blurred lines between who is sane and who is insane. Discuss how three of the characters in the novel are possibly “mislabeled” by 1960s Society as to their sanity and need to be institutionalized. Use specific references from the text (for full credit) to show why they need hospitalization but why they are not insane.

c.       Though Cuckoo’s Nest seems to be misogynistic, the negative depiction of women has a purpose in the overall context of the novel. Discuss this idea as it relates to three different female characters. Or write about the somewhat misogynistic portrayal of the Big Nurse, focusing on three of her traits that seem particularly misogynistic.Make sure you cite specific lines from the novel for full credit. 

d.      Cuckoo’s Nest uncovered some of the poor practices, mistreatment, and abuses of the mental health system. Discuss three separate parts of that system that are criticized in the novel. Be specific.Make sure you cite specific lines from the novel for full credit. 

e.      The stereotyping of blacks, Indians, and the brawling Irishman are at first offensive, but each characterization serves a greater purpose in understanding Cuckoo’s Nest. Write a paragraph on each stereotype that includes the negative depiction of each stereotype (as found in the book) as well as the “greater purpose” served by that stereotyping. Make sure you cite specific lines from the novel for full credit. 

f.        The paranoid schizophrenic character of the Chief suffers through many instances/scenes where he cannot distinguish between what’s real and what is not. Examine three of those instances, briefly describing each, and then, most importantly, telling how each one is “the truth, even if it didn’t really happen.”Make sure you cite specific lines from the novel for full credit. 

g.       With McMurphy’s help, the Chief progresses through three stages of confidence or “bigness” within the book. At first, he is content to hide in the fog, to maintain his cagey “deaf and dumb” routine, so that he can protect himself from further harm and embarrassment. Later he gradually becomes more aware of and involved in everyday activity, only occasionally hiding in the fog. Finally, he speaks, grows to his correct size, actively takes part in his life, and plays a huge role in the final scenes of the novel. Make sure you cite specific lines from the novel for full credit. 

BLUE CLASS-- vocab sentences for The Minister's Black Veil

Hawthorne vocab words for The Minister's Black Veil

Write ten sentences using ten of these words correctly, giving context clues to the meanings of the words. Rows 1-3 use the first group of words. Rows 4-6 use the second group. 

Sexton—n- church official who maintains property or tolls bell

Semblance—n—an outward appearance

Clerical—adj—trained to handle official duties

Inanimate—adj—not animated or energetic

Perturbation---n—the state of being agitated or perturbed

Iniquity—n— a gross injustice

Unwonted—adj—not usual

Indecorous—adj—lacking propriety or good taste

Profane---adj—vulgar, sacrilegious ---v—to put to disgrace

Ostentatious—adj—showy display, pretentious

Sagacious---adj—acutely insightful and wise

Hoary—adj—gray and white with age
Vagary—n—an extravagant or erratic notion or action

Imbue—v- to inspire or influence thoroughly, to pervade

Averse---adj—having a feeling of opposition, distaste, or aversion

Remonstrance---n—an expression of protest

Expedient---adj—appropriate to a purpose

Deputation—n—delegation or group of delegates

Abash—v--- to make ashamed or uneasy

Plight—n—a situation or condition, esp. bad or unfortunate

Preternatural---adj—beyond the norm or natural

Antipathy—n—feeling of opposition

Irreproachable—adj—perfect or blameless in every respect

Mitigate—v—alleviate or lessen in intensity

Comely—adj—pleasure to look at

Torpor—n—state of mental or physical inactivity 

YELLOW CLASS-Words from The Minister's Black Veil

Hawthorne vocab words for The Minister's Black Veil

Write ten sentences using ten of these words correctly, giving context clues to the meanings of the words. Rows 1-3 use the first group of words. Rows 4-6 use the second group. 

Sexton—n- church official who maintains property or tolls bell

Semblance—n—an outward appearance

Clerical—adj—trained to handle official duties

Inanimate—adj—not animated or energetic

Perturbation---n—the state of being agitated or perturbed

Iniquity—n— a gross injustice

Unwonted—adj—not usual

Indecorous—adj—lacking propriety or good taste

Profane---adj—vulgar, sacrilegious ---v—to put to disgrace

Ostentatious—adj—showy display, pretentious

Sagacious---adj—acutely insightful and wise

Hoary—adj—gray and white with age
Vagary—n—an extravagant or erratic notion or action

Imbue—v- to inspire or influence thoroughly, to pervade

Averse---adj—having a feeling of opposition, distaste, or aversion

Remonstrance---n—an expression of protest

Expedient---adj—appropriate to a purpose

Deputation—n—delegation or group of delegates

Abash—v--- to make ashamed or uneasy

Plight—n—a situation or condition, esp. bad or unfortunate

Preternatural---adj—beyond the norm or natural

Antipathy—n—feeling of opposition

Irreproachable—adj—perfect or blameless in every respect

Mitigate—v—alleviate or lessen in intensity

Comely—adj—pleasure to look at

Torpor—n—state of mental or physical inactivity 

Integrating Quotations

Integrating Quotations into Sentences

DON’T USE DROPPED QUOTATIONS! You should never have a quotation standing alone as a complete sentence, or, worse yet, as an incomplete sentence, in your writing. A quotation that “stands alone” is like an unanchored helium balloon. We all know what happens when you let go of a helium balloon: it flies away. In a way, the same thing happens when you present a quotation that is standing all by itself in your writing, a quotation that is not "held down" by one of your own sentences. The quotation will seem disconnected from your own thoughts and from the flow of your sentences. Ways to integrate quotations properly into your own sentences are explained below. Please note the punctuation: it is correct.

There are at least four ways to integrate quotations.

1. Introduce the quotation with a complete sentence and a colon.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods: "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

Example: Thoreau's philosophy might be summed up best by his repeated request for people to ignore the insignificant details of life: "Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity!"

Example: Thoreau ends his essay with a metaphor: "Time is but the stream I go a-fishing in."

This is an easy rule to remember: if you use a complete sentence to introduce a quotation, you need a colon after the sentence. Be careful not to confuse a colon (:) with a semicolon (;). Using a comma in this situation will most likely create a comma splice, one of the serious sentence-boundary errors.

2. Use an introductory or explanatory phrase, but not a complete sentence, separated from the quotation with a comma.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods when he says, "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

Example: Thoreau suggests the consequences of making ourselves slaves to progress when he says, "We do not ride on the railroad; it rides upon us."

Example: Thoreau asks, "Why should we live with such hurry and waste of life?"

Example: According to Thoreau, "We do not ride on the railroad; it rides upon us."

You should use a comma to separate your own words from the quotation when your introductory or explanatory phrase ends with a verb such as "says," "said," "thinks," "believes," "pondered," "recalls," "questions," and "asks" (and many more). You should also use a comma when you introduce a quotation with a phrase such as "According to Thoreau."

3. Make the quotation a part of your own sentence without any punctuation between your own words and the words you are quoting.

Example: In "Where I Lived, and What I Lived For," Thoreau states directly his purpose for going into the woods when he says that "I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived."

Example: Thoreau suggests the consequences of making ourselves slaves to progress when he says that "We do not ride on the railroad; it rides upon us."

Example: Thoreau argues that "shams and delusions are esteemed for soundest truths, while reality is fabulous."

Example: According to Thoreau, people are too often "thrown off the track by every nutshell and mosquito's wing that falls on the rails."

Notice that the word "that" is used in three of the examples above, and when it is used as it is in the examples, "that" replaces the comma which would be necessary without "that" in the sentence. You usually have a choice, then, when you begin a sentence with a phrase such as "Thoreau says." You either can add a comma after "says" (Thoreau says, "quotation")  or you can add the word "that" with no comma (Thoreau says that "quotation.")

4. Use short quotations--only a few words--as part of your own sentence.

Example: In "Where I Lived, and What I Lived For," Thoreau states that his retreat to the woods around Walden Pond was motivated by his desire "to live deliberately" and to face only "the essential facts of life."

Example: Thoreau argues that people blindly accept "shams and delusions" as the "soundest truths," while regarding reality as "fabulous."

Example: Although Thoreau "drink[s] at" the stream of Time, he can "detect how shallow it is."

When you integrate quotations in this way, you do not use any special punctuation. Instead, you should punctuate the sentence just as you would if all of the words were your own. No punctuation is needed in the sentences above in part because the sentences do not follow the pattern explained under number 1 and 2 above: there is not a complete sentence in front of the quotations, and a word such as "says," "said," or "asks" does not appear directly in front of the quoted words.

All of the methods above for integrating quotations are correct, but you should avoid relying too much on just one method. You should instead use a variety of methods.

Notice the Punctuation!

Notice that there are only two punctuation marks that are used to introduce quotations: the comma and the colon (:). Note that a semicolon (;) is not used to introduce quotations.

Notice as well the punctuation of the sentences above in relation to the quotations. If there are no parenthetical citations in the sentences (no author's name and page number in parentheses), the commas and periods go inside the final quotation mark ("like this."). For whatever reason, this is the way we do it in America. In England, though, the commas and periods go outside of the final punctuation mark.

Semicolons and colons go outside of the final quotation mark ("like this";).

Question marks and exclamation points go outside of the final quotation mark if the punctuation mark is part of your sentence--your question or your exclamation ("like this"?). Those marks go inside of the final quotation mark if they are a part of the original--the writer's question or exclamation ("like this!").


Using brackets

If you add a word or words in a quotation, you should put brackets around the words to indicate that they are not part of the original text.

Jan Harold Brunvand, in an essay on urban legends, states, "some individuals [who retell urban legends] make a point of learning every rumor or tale."

Using the ellipsis

If you omit a word or words from a quotation, you should indicate the deleted word or words by using ellipsis marks, which are three periods ( . . . ) preceded and followed by a space. For example:

In an essay on urban legends, Jan Harold Brunvand notes that "some individuals make a point of learning every recent rumor or tale . . . and in a short time a lively exchange of details occurs.

The Proper Punctuation: Keeping in Simple

Remembering just a few simple rules can help you use the correct punctuation as you introduce quotations. There are some exceptions to the rules below, but they should help you use the correct punctuation with quotations most of the time.

• Rule 1: Complete sentence: "quotation." (If you use a complete sentence to introduce a quotation, use a colon (:) just before the quotation.)
• Rule 2: Someone says, "quotation." (If the word just before the quotation is a verb indicating someone uttering the quoted words, use a comma. Examples include the words "says," "said," "states," "asks," and "yells." But remember that there is no punctuation if the word "that" comes just before the quotation, as in "the narrator says that.")
• Rule 3: If Rules 1 and 2 do not apply, do not use any punctuation between your words and the quoted words.

And remember that a semicolon (;) never is used to introduce quotations.

These rules oversimplify the use of punctuation with quotations, but applying just these few rules should help you use the correct punctuation about 90 percent of time.