MLA Formatting Quotations
MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook (8th ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the Works Cited page.
Contributors: Tony Russell, Allen Brizee, Elizabeth Angeli, Russell Keck, Joshua M. Paiz, Michelle Campbell, Rodrigo Rodríguez-Fuentes, Daniel P. Kenzie, Susan Wegener, Maryam Ghafoor, Purdue OWL Staff
Last Edited: 2018-01-06 01:54:24
When you directly quote the works of others in your paper, you will format quotations differently depending on their length. Below are some basic guidelines for incorporating quotations into your paper. Please note that all pages in MLA should be double-spaced.
To indicate short quotations (four typed lines or fewer of prose or three lines of verse) in your text, enclose the quotation within double quotation marks. Provide the author and specific page citation (in the case of verse, provide line numbers) in the text, and include a complete reference on the Works Cited page. Punctuation marks such as periods, commas, and semicolons should appear after the parenthetical citation. Question marks and exclamation points should appear within the quotation marks if they are a part of the quoted passage but after the parenthetical citation if they are a part of your text.
For example, when quoting short passages of prose, use the following examples:
According to some, dreams express "profound aspects of personality" (Foulkes 184), though others disagree.
According to Foulkes's study, dreams may express "profound aspects of personality" (184).
Is it possible that dreams may express "profound aspects of personality" (Foulkes 184)?
When short (fewer than three lines of verse) quotations from poetry, mark breaks in short quotations of verse with a slash, ( / ), at the end of each line of verse (a space should precede and follow the slash).
Cullen concludes, "Of all the things that happened there / That's all I remember" (11-12).
For quotations that are more than four lines of prose or three lines of verse, place quotations in a free-standing block of text and omit quotation marks. Start the quotation on a new line, with the entire quote indented ½ inch from the left margin; maintain double-spacing. Only indent the first line of the quotation by an additional quarter inch if you are citing multiple paragraphs. Your parenthetical citation should come after the closing punctuation mark. When quoting verse, maintain original line breaks. (You should maintain double-spacing throughout your essay.)
For example, when citing more than four lines of prose, use the following examples:
Nelly Dean treats Heathcliff poorly and dehumanizes him throughout her narration:
They entirely refused to have it in bed with them, or even in their room, and I had no more sense, so, I put it on the landing of the stairs, hoping it would be gone on the morrow. By chance, or else attracted by hearing his voice, it crept to Mr. Earnshaw's door, and there he found it on quitting his chamber. Inquiries were made as to how it got there; I was obliged to confess, and in recompense for my cowardice and inhumanity was sent out of the house. (Bronte 78)
When citing long sections (more than three lines) of poetry, keep formatting as close to the original as possible.
In his poem "My Papa's Waltz," Theodore Roethke explores his childhood with his father:
The whiskey on your breath
Could make a small boy dizzy;
But I hung on like death:
Such waltzing was not easy.
We Romped until the pans
Slid from the kitchen shelf;
My mother's countenance
Could not unfrown itself. (qtd. in Shrodes, Finestone, Shugrue 202)
When citing two or more paragraphs, use block quotation format, even if the passage from the paragraphs is less than four lines. Indent the first line of each quoted paragraph an extra quarter inch.
In "American Origins of the Writing-across-the-Curriculum Movement," David Russell argues,
Writing has been an issue in American secondary and higher education since papers and examinations came into wide use in the 1870s, eventually driving out formal recitation and oral examination. . . .
From its birth in the late nineteenth century, progressive education has wrestled with the conflict within industrial society between pressure to increase specialization of knowledge and of professional work (upholding disciplinary standards) and pressure to integrate more fully an ever-widerning number of citizens into intellectually meaningful activity within mass society (promoting social equity). . . . (3)
Adding or omitting words in quotations
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" (78).
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" (78).
Please note that brackets are not needed around ellipses unless adding brackets would clarify your use of ellipses.
When omitting words from poetry quotations, use a standard three-period ellipses; however, when omitting one or more full lines of poetry, space several periods to about the length of a complete line in the poem:
These beauteous forms,
Through a long absence, have not been to me
As is a landscape to a blind man's eye:
. . . . . . . . . . . . . . . . . . . .
Felt in the blood, and felt along the heart;
And passing even into my purer mind,
With tranquil restoration . . . (22-24, 28-30)
by Chelsea Lee and Jeff Hume-Pratuch
In this post you will learn how to present data gathered during surveys or interviews with research participants that you conducted as part of your research. You may be surprised to learn that although you can discuss your interview and survey data in a paper, you should not cite them. Here’s why.
Retrievability Versus Confidentiality
In APA Style, all sources must provide retrievable data. Because one purpose of references is to lead the reader to the source, both the reference entry and the in-text citation begin with the name of the author. But rules for the ethical reporting of human research data prohibit researchers from revealing “confidential, personally identifiable information concerning their patients, . . . research participants, or other recipients of their services” (APA Publication Manual [PM]; 6th ed., § 1.11, p. 16; APA Ethics Code, Standard 4.07). In other words, you must prevent the reader from identifying the source of information.
In this clash of principles, which one should triumph? The value of protecting participants’ confidentiality must always win out. “Subject privacy . . . should never be sacrificed for clinical or scientific accuracy” (PM § 1.11)—not even for APA Style.
Strategies for the Discussion of Research Participant Data
Although you don’t cite data you gathered from research participants, you can discuss them, provided that you preserve the confidentiality you guaranteed the participants when they consented to participate in your study (see PM § 1.11). In practical terms, this means that “neither the subject nor third parties (e.g., family members, employers) are identifiable” (PM, p. 17) from the information presented.
Strategies for the ethical use of data from research participants include the following:
- referring to participants by identifiers other than their names, such as
- their roles (e.g., participant, doctor, patient),
- pseudonyms or nicknames,
- descriptive phrases,
- case numbers, or
- letters of the alphabet;
- altering certain participant characteristics in your discussion of the participants (e.g., make the characteristics more general, such as saying “European” instead of “French”);
- leaving out unimportant identifying details about the participant;
- adding extraneous material to obscure case details; and
- combining the statements of several participants into a “composite” participant.
Choose the strategy that makes sense given the degree of confidentiality of information you must maintain and what details are important to relate to the reader. Keep in mind that in employing these strategies it is essential that you not “change variables that would lead the reader to draw false conclusions related to the phenomena being described” (PM,p. 17).
Examples of How to Discuss Research Participant Data
Here are a few examples of how participant data might be presented in the text. The most appropriate presentation will depend on context.
- One respondent stated she had never experienced a level of destruction similar to that caused by the 2008 Sichuan earthquake.
- “Madge,” a 45-year-old Red Cross social worker, was in Sichuan province when the earthquake struck. “It was unlike anything else I have experienced,” she said.
- MJ, a European social worker, said the earthquake was “unlike anything else I have experienced.”
- A non-Chinese social worker said the 2008 Sichuan earthquake “exceeded levels of devastation I have ever seen before.”
- Case 24 was injured in the earthquake.
- Participant M said she had never experienced anything like the earthquake or its level of devastation.
- Several employees of a humanitarian aid organization said that they were emotionally distressed by the devastation the earthquake left behind.
Data can also be presented in a table or figure provided these same standards are abided by.
Going on the Record
If the research participant is willing to go "on the record," or include his or her name in the paper, use a personal communication citation (see PM § 6.20). In that case, you should write up the material you intend to use, present it to the participant, and get his or her written permission before including it (see PM § 1.11). In your paper, the information might be presented as follows:
- M. Johnson (personal communication, May 16, 2008), a Red Cross social worker who assisted in the Sichuan earthquake recovery efforts, stated that “the earthquake exceeded levels of devastation I have ever seen before.”
The issues surrounding participant privacy in research reporting are complex and exceed what can be presented in this post. For further reading, consult the APA Publication Manual (6th ed., § 1.11) as well as the APA Ethics Code.