Transcript Integrate Quotes - Downtown Magnets High School

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.