how to quote a study in an essay

Quoting and integrating sources into your paper

In any study of a subject, people engage in a “conversation” of sorts, where they read or listen to others’ ideas, consider them with their own viewpoints, and then develop their own stance. It is important in this “conversation” to acknowledge when we use someone else’s words or ideas. If we didn’t come up with it ourselves, we need to tell our readers who did come up with it.

It is important to draw on the work of experts to formulate your own ideas. Quoting and paraphrasing the work of authors engaged in writing about your topic adds expert support to your argument and thesis statement. You are contributing to a scholarly conversation with scholars who are experts on your topic with your writing. This is the difference between a scholarly research paper and any other paper: you must include your own voice in your analysis and ideas alongside scholars or experts.

All your sources must relate to your thesis, or central argument, whether they are in agreement or not. It is a good idea to address all sides of the argument or thesis to make your stance stronger. There are two main ways to incorporate sources into your research paper.

Quoting is when you use the exact words from a source. You will need to put quotation marks around the words that are not your own and cite where they came from. For example:

“It wasn’t really a tune, but from the first note the beast’s eyes began to droop . . . Slowly the dog’s growls ceased – it tottered on its paws and fell to its knees, then it slumped to the ground, fast asleep” (Rowling 275).

Follow these guidelines when opting to cite a passage:

• Choose to quote passages that seem especially well phrased or are unique to the author or subject matter.
• Be selective in your quotations. Avoid over-quoting. You also don’t have to quote an entire passage. Use ellipses (. . .) to indicate omitted words. Check with your professor for their ideal length of quotations – some professors place word limits on how much of a sentence or paragraph you should quote.
• Before or after quoting a passage, include an explanation in which you interpret the significance of the quote for the reader. Avoid “hanging quotes” that have no context or introduction. It is better to err on the side of your reader not understanding your point until you spell it out for them, rather than assume readers will follow your thought process exactly.
• If you are having trouble paraphrasing (putting something into your own words), that may be a sign that you should quote it.
• Shorter quotes are generally incorporated into the flow of a sentence while longer quotes may be set off in “blocks.” Check your citation handbook for quoting guidelines.

Paraphrasing is when you state the ideas from another source in your own words . Even when you use your own words, if the ideas or facts came from another source, you need to cite where they came from. Quotation marks are not used. For example:

With the simple music of the flute, Harry lulled the dog to sleep (Rowling 275).

Follow these guidelines when opting to paraphrase a passage:

• Don’t take a passage and change a word here or there. You must write out the idea in your own words. Simply changing a few words from the original source or restating the information exactly using different words is considered plagiarism .
• Read the passage, reflect upon it, and restate it in a way that is meaningful to you within the context of your paper . You are using this to back up a point you are making, so your paraphrased content should be tailored to that point specifically.
• After reading the passage that you want to paraphrase, look away from it, and imagine explaining the main point to another person.
• After paraphrasing the passage, go back and compare it to the original. Are there any phrases that have come directly from the original source? If so, you should rephrase it or put the original in quotation marks. If you cannot state an idea in your own words, you should use the direct quotation.

A summary is similar to paraphrasing, but used in cases where you are trying to give an overview of many ideas. As in paraphrasing, quotation marks are not used, but a citation is still necessary. For example:

Through a combination of skill and their invisibility cloak, Harry, Ron, and Hermione slipped through Hogwarts to the dog’s room and down through the trapdoor within (Rowling 271-77).

Important guidelines

When integrating a source into your paper, remember to use these three important components:

• Introductory phrase to the source material : mention the author, date, or any other relevant information when introducing a quote or paraphrase.
• Source material : a direct quote, paraphrase, or summary with proper citation.
• Analysis of source material : your response, interpretations, or arguments regarding the source material should introduce or follow it. When incorporating source material into your paper, relate your source and analysis back to your original thesis.

Ideally, papers will contain a good balance of direct quotations, paraphrasing and your own thoughts. Too much reliance on quotations and paraphrasing can make it seem like you are only using the work of others and have no original thoughts on the topic.

Always properly cite an author’s original idea, whether you have directly quoted or paraphrased it. If you have questions about how to cite properly in your chosen citation style, browse these citation guides . You can also review our guide to understanding plagiarism .

University Writing Center

The University of Nevada, Reno Writing Center provides helpful guidance on quoting and paraphrasing and explains how to make sure your paraphrasing does not veer into plagiarism. If you have any questions about quoting or paraphrasing, or need help at any point in the writing process, schedule an appointment with the Writing Center.

Works Cited

Rowling, J.K. Harry Potter and the Sorcerer's Stone.  A.A. Levine Books, 1998.

• PRO Courses Guides New Tech Help Pro Expert Videos About wikiHow Pro Upgrade Sign In
• EDIT Edit this Article
• EXPLORE Tech Help Pro About Us Random Article Quizzes Request a New Article Community Dashboard This Or That Game Popular Categories Arts and Entertainment Artwork Books Movies Computers and Electronics Computers Phone Skills Technology Hacks Health Men's Health Mental Health Women's Health Relationships Dating Love Relationship Issues Hobbies and Crafts Crafts Drawing Games Education & Communication Communication Skills Personal Development Studying Personal Care and Style Fashion Hair Care Personal Hygiene Youth Personal Care School Stuff Dating All Categories Arts and Entertainment Finance and Business Home and Garden Relationship Quizzes Cars & Other Vehicles Food and Entertaining Personal Care and Style Sports and Fitness Computers and Electronics Health Pets and Animals Travel Education & Communication Hobbies and Crafts Philosophy and Religion Work World Family Life Holidays and Traditions Relationships Youth
• Browse Articles
• Learn Something New
• Quizzes Hot
• This Or That Game
• Train Your Brain
• Explore More
• Support wikiHow
• About wikiHow
• Log in / Sign up
• Education and Communications
• College University and Postgraduate
• Academic Writing
• Research Papers

How to Quote in a Research Paper

Last Updated: September 30, 2022 Fact Checked

This article was co-authored by Christopher Taylor, PhD . Christopher Taylor is an Adjunct Assistant Professor of English at Austin Community College in Texas. He received his PhD in English Literature and Medieval Studies from the University of Texas at Austin in 2014. There are 16 references cited in this article, which can be found at the bottom of the page. This article has been fact-checked, ensuring the accuracy of any cited facts and confirming the authority of its sources. This article has been viewed 908,377 times.

A research paper can be made stronger through the use of quotations. You may use quotes when you need to cite a key piece of primary source material, strengthen your argument through another writer's work, or highlight a term of art. It is important to both use quotations effectively and cite them properly to write an effective paper and avoid plagiarizing.

Using Different Types of Quotes

• Use a complete sentence to incorporate a dropped quote. Ex: As Rembrandt’s skill developed, he began painting landscapes that are “romantic and visionary” (Wallace 96).
• Use a short phrase to incorporate a dropped quote: Rembrandt’s landscapes are “romantic and visionary” (Wallace 96).

• Use a complete sentence to introduce a full sentence quote. Ex: Over the course of time Rembrandt’s work began to change and focus on different themes, but as Wallace points out: "Rembrandt’s great gift as an etcher lay in preserving a sense of spontaneity while scrupulously attending to close detail” (142).
• Use a signal phrase to introduce your full sentence quote. Ex: As Wallace states, “Rembrandt’s great gift as an etcher lay in preserving a sense of spontaneity while scrupulously attending to close detail” (142).

• Introduce your block quote with a colon. Ex: According to Wallace: (add a line break here, and then indent the entire quote).
• Block quotes do not use quotation marks. You have already stated who the author is/what is being referred to in the introduction sentence. Add the in-text parenthetical citation after the period at the end of the quote, though.
• If your block quote is inside a paragraph, you don’t have to start a new paragraph at the end of it. Simply add another line break and begin writing along the left margin (with no indent). [4] X Research source However, you will need to indent the second paragraph by an extra 0.25 in (0.64 cm) if you are citing more than 1 paragraph. [5] X Trustworthy Source Purdue Online Writing Lab Trusted resource for writing and citation guidelines Go to source

• Change the structure of the sentence by moving clauses around. Aim to change at least half of the sentence into a new structure, but also make sure that the grammar is correct and the meaning of the sentence is still clear. You can use a thesaurus to exchange words with synonyms.
• Paraphrasing should only be done if you are certain that you understand the content you are copying. If you are unclear as to the meaning of the quote, you won’t be able to put it adequately into your own words.
• When you write your paraphrase, don’t look at the quote. Keep the meaning in your head and create a new sentence to match. [7] X Research source

Formatting Your Quotes

• To use a comma, you might structure the quote with in sentence like this: “Yogurt provides beneficial bacteria to your gut,” so it is good to include 1 serving per day in your diet.
• To use a period, you might structure the quote like this: “Carrots are a valuable source of vitamin A.”

• Example of a quotation that comes with a question mark: Alice said “but where will I go?” (24).
• Example of asking a question about a quotation: With so much contention, will literary scholars ever agree on “the dream-like quality of Alice’s adventure” (39)?
• Example of a question about a quoted question: At this point in the story, readers communally ask “but where will I go?” (24).

• Ellipses can be used in the center of a quote to leave out words that you feel add unnecessary length to the statement without adding value. For example: As the man stated, “reading the book was...enlightening and life-changing.” This is done rather than: As the man stated, “reading the book over the last few weeks was not only incredibly enjoyable, but also enlightening and life-changing.”
• Ellipses should be used only before or after a quote, not both. If you are only use a part of a quote from the center of a selection, it is just a partial or dropped quote. However, keep in mind that ellipses rarely come at the beginning of a quotation. [11] X Research source

• For example: As scholars have noted, “Rembrandt’s portrait of her [Henrickje, his mistress] was both accurate and emotion-filled” (Wallace 49).

• Ex: As Dormer has noted, “his work is much more valuable now then [sic] it was at the time of its creation.”

Quoting in Different Styles

• Ex: We can therefore ascertain that “Rembrandt’s decline in popularity may have been his dedication to Biblical painting” (Wallace 112).
• Ex: According to some, “another reason for Rembrandt’s decline in popularity may have been his dedication to Biblical painting” (Wallace 112), but not everyone agree on this matter.
• Ex: Wallace states that “another reason for Rembrandt’s decline in popularity may have been his dedication to Biblical painting” (112). [15] X Research source

• Ex: As Billy’s character is described, we learn “Billy wasn’t a Catholic, even though he grew up with a ghastly crucifix on his wall” (Vonnegut 1969).
• Ex: Vonnegut gives a factual statement with a clear opinion thrown in when he says “Billy wasn’t a Catholic, even though he grew up with a ghastly crucifix on his wall” (1969).
• Ex: With the knowledge that “Billy wasn’t a Catholic, even though he grew up with a ghastly crucifix on his wall” (Vonnegut 1969), we begin to understand his philosophical standings.

Quoting Successfully

Community Q&A

• Keep a list of quotations as you take research notes, and star your favorites to return later. Thanks Helpful 0 Not Helpful 0
• Watch for quotations that are quoted by other researchers again and again. Often secondary material will give you hints to finding the best parts of the primary sources. Thanks Helpful 0 Not Helpful 0
• Quote the opposition so that you can directly pick apart their argument. It's easier to argue against someone if you're using exactly what they said and pointing out its flaws. Otherwise, the opposition can claim that you simply twisted their meaning. Rely on their words and attack directly. Thanks Helpful 0 Not Helpful 0

• Don't let a research paper become a sea of he-said, she-said. While you want to set up the arguments that have been made on both sides in the past, you also want to make a compelling argument for yourself. Rephrasing, re-organizing an argument, and synthesizing different arguments in your own words makes it clear that you understand what you've researched and makes the paper interesting to read. The reader is searching for a new way to understand the research or a new idea. Too many quotes tend to bury the lead. Thanks Helpful 1 Not Helpful 0
• Don't rely too heavily on one source. It's easy to fall in love with a single book when doing research, particularly if there aren't a lot of books on the subject and one author particularly agrees with you. Try to limit how much you quote that author, particularly if a lot of your argument is relying on his or her groundwork already. Look for quotations that complement or challenge that person, and provide your own analysis. Thanks Helpful 0 Not Helpful 0
• Don't be a sloppy note-taker. Unfortunately, accidental plagiarism is all too common, and it has serious consequences. You may not have meant to plagiarize, but if you write someone else's words down without indicating that you are using a direct quotation, you are plagiarizing whether it was intentional or not (after all, merely relying on lecture notes and not on your own research is lazy and not acknowledging direct quotes as you take notes from texts reflects poor organization). Always indicate quotations in your notes. It's also better to write down a lot of quotations and then paraphrase them later than to write down a paraphrased version. The danger here, particularly if you don't alter the quote much, is that you'll unwittingly change it back to the quotation later, in revision. It's better to have the original right in front of you. If you find yourself unable to choose better language, just quote it properly. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://midway.libguides.com/c.php?g=1100261&p=8025172
• ↑ https://facultyweb.ivcc.edu/rrambo/eng1001/quotes.htm
• ↑ https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_formatting_quotations.html
• ↑ http://public.wsu.edu/~campbelld/engl402/cited.htm
• ↑ https://owl.purdue.edu/owl/general_writing/punctuation/quotation_marks/index.html
• ↑ http://writing.wisc.edu/Handbook/QPA_paraphrase2.html
• ↑ http://www.thepunctuationguide.com/ellipses.html
• ↑ https://www.unr.edu/writing-speaking-center/student-resources/writing-speaking-resources/mla-quotation-punctuation
• ↑ https://guides.libraries.psu.edu/mlacitation/intext
• ↑ http://owl.english.purdue.edu/owl/resource/747/03/
• ↑ https://apastyle.apa.org/style-grammar-guidelines/citations/quotations
• ↑ https://owl.purdue.edu/owl/research_and_citation/chicago_manual_17th_edition/cmos_formatting_and_style_guide/general_format.html
• ↑ https://writingcenter.uagc.edu/quoting-paraphrasing-summarizing
• ↑ https://writingcenter.unc.edu/tips-and-tools/quotations/
• ↑ https://academicguides.waldenu.edu/writingcenter/evidence/quotation

About This Article

To quote in a research paper in APA style, use in-text parenthetical citations at the end of quotes that have the author's last name and the year the text was published. If you mention the author's name in the sentence with the quote, just include the year the text was published in the citation. If you're citing a quote in MLA style, do the same thing you would for APA style, but use the page number instead of the year the text was published. To learn how to quote a research paper in Chicago style, scroll down! Did this summary help you? Yes No

• Send fan mail to authors

Reader Success Stories

Dec 27, 2021

Did this article help you?

Mar 5, 2018

Apr 10, 2018

Dec 10, 2017

Featured Articles

Trending Articles

Watch Articles

• Terms of Use
• Privacy Policy
• Do Not Sell or Share My Info
• Not Selling Info

Don’t miss out! Sign up for

wikiHow’s newsletter

Have a language expert improve your writing

Run a free plagiarism check in 10 minutes, automatically generate references for free.

• Knowledge Base
• Referencing
• Harvard In-Text Citation | A Complete Guide & Examples

Harvard In-Text Citation | A Complete Guide & Examples

Published on 30 April 2020 by Jack Caulfield . Revised on 5 May 2022.

An in-text citation should appear wherever you quote or paraphrase a source in your writing, pointing your reader to the full reference .

In Harvard style , citations appear in brackets in the text. An in-text citation consists of the last name of the author,  the year of publication, and a page number if relevant.

Up to three authors are included in Harvard in-text citations. If there are four or more authors, the citation is shortened with et al .

Instantly correct all language mistakes in your text

Be assured that you'll submit flawless writing. Upload your document to correct all your mistakes.

Table of contents

Including page numbers in citations, where to place harvard in-text citations, citing sources with missing information, frequently asked questions about harvard in-text citations.

When you quote directly from a source or paraphrase a specific passage, your in-text citation must include a page number to specify where the relevant passage is located.

Use ‘p.’ for a single page and ‘pp.’ for a page range:

• Meanwhile, another commentator asserts that the economy is ‘on the downturn’ (Singh, 2015, p. 13 ).
• Wilson (2015, pp. 12–14 ) makes an argument for the efficacy of the technique.

If you are summarising the general argument of a source or paraphrasing ideas that recur throughout the text, no page number is needed.

The only proofreading tool specialized in correcting academic writing

The academic proofreading tool has been trained on 1000s of academic texts and by native English editors. Making it the most accurate and reliable proofreading tool for students.

Correct my document today

When incorporating citations into your text, you can either name the author directly in the text or only include the author’s name in brackets.

Naming the author in the text

When you name the author in the sentence itself, the year and (if relevant) page number are typically given in brackets straight after the name:

Naming the author directly in your sentence is the best approach when you want to critique or comment on the source.

Naming the author in brackets

When you  you haven’t mentioned the author’s name in your sentence, include it inside the brackets. The citation is generally placed after the relevant quote or paraphrase, or at the end of the sentence, before the full stop:

Multiple citations can be included in one place, listed in order of publication year and separated by semicolons:

This type of citation is useful when you want to support a claim or summarise the overall findings of sources.

Common mistakes with in-text citations

In-text citations in brackets should not appear as the subject of your sentences. Anything that’s essential to the meaning of a sentence should be written outside the brackets:

• (Smith, 2019) argues that…
• Smith (2019) argues that…

Similarly, don’t repeat the author’s name in the bracketed citation and in the sentence itself:

• As Caulfield (Caulfield, 2020) writes…
• As Caulfield (2020) writes…

Sometimes you won’t have access to all the source information you need for an in-text citation. Here’s what to do if you’re missing the publication date, author’s name, or page numbers for a source.

If a source doesn’t list a clear publication date, as is sometimes the case with online sources or historical documents, replace the date with the words ‘no date’:

When it’s not clear who the author of a source is, you’ll sometimes be able to substitute a corporate author – the group or organisation responsible for the publication:

When there’s no corporate author to cite, you can use the title of the source in place of the author’s name:

No page numbers

If you quote from a source without page numbers, such as a website, you can just omit this information if it’s a short text – it should be easy enough to find the quote without it.

If you quote from a longer source without page numbers, it’s best to find an alternate location marker, such as a paragraph number or subheading, and include that:

A Harvard in-text citation should appear in brackets every time you quote, paraphrase, or refer to information from a source.

The citation can appear immediately after the quotation or paraphrase, or at the end of the sentence. If you’re quoting, place the citation outside of the quotation marks but before any other punctuation like a comma or full stop.

In Harvard referencing, up to three author names are included in an in-text citation or reference list entry. When there are four or more authors, include only the first, followed by ‘ et al. ’

In Harvard style , when you quote directly from a source that includes page numbers, your in-text citation must include a page number. For example: (Smith, 2014, p. 33).

You can also include page numbers to point the reader towards a passage that you paraphrased . If you refer to the general ideas or findings of the source as a whole, you don’t need to include a page number.

When you want to use a quote but can’t access the original source, you can cite it indirectly. In the in-text citation , first mention the source you want to refer to, and then the source in which you found it. For example:

It’s advisable to avoid indirect citations wherever possible, because they suggest you don’t have full knowledge of the sources you’re citing. Only use an indirect citation if you can’t reasonably gain access to the original source.

In Harvard style referencing , to distinguish between two sources by the same author that were published in the same year, you add a different letter after the year for each source:

• (Smith, 2019a)
• (Smith, 2019b)

Add ‘a’ to the first one you cite, ‘b’ to the second, and so on. Do the same in your bibliography or reference list .

Cite this Scribbr article

If you want to cite this source, you can copy and paste the citation or click the ‘Cite this Scribbr article’ button to automatically add the citation to our free Reference Generator.

Caulfield, J. (2022, May 05). Harvard In-Text Citation | A Complete Guide & Examples. Scribbr. Retrieved 9 June 2024, from https://www.scribbr.co.uk/referencing/harvard-in-text-citation/

Is this article helpful?

Jack Caulfield

Other students also liked, a quick guide to harvard referencing | citation examples, harvard style bibliography | format & examples, referencing books in harvard style | templates & examples, scribbr apa citation checker.

An innovative new tool that checks your APA citations with AI software. Say goodbye to inaccurate citations!

APA In-Text Citations and Sample Essay 7th Edition

This handout focuses on how to format in-text citations in APA.

Proper citation of sources is a two-part process . You must first cite each source in the body of your essay; these citations within the essay are called in-text citations . You MUST cite all quoted, paraphrased, or summarized words, ideas, and facts from sources. Without in-text citations, you are technically in danger of plagiarism, even if you have listed your sources at the end of the essay.

In-text citations point the reader to the sources’ information on the references page. The in-text citation typically includes the author's last name and the year of publication. If you use a direct quote, the page number is also provided.

More information can be found on p. 253 of the 7th edition of the Publication Manual of the American Psychological Association.

Citation Rules

Direct quotation with the author named in the text.

Heinze and Lu (2017) stated, “The NFL shifted its responses to institutional change around concussions significantly as the field itself evolved” (p. 509).

Note: The year of publication is listed in parenthesis after the names of the authors, and the page number is listed in parenthesis at the end of the quote.

Direct Quotation without the Author Named in the Text

As the NFL developed as an organization, it “shifted its responses to institutional change around concussions significantly” (Heinze & Lu, 2017, p. 509).

Note: At the end of the quote, the names of the authors, year of publication, and page number are listed in parenthesis.

Paraphrase with 1-2 Authors

As the NFL developed as an organization, its reactions toward concussions also transformed (Heinze & Lu, 2017).

Note: For paraphrases, page numbers are encouraged but not required.

Paraphrase with 3 or More Authors

To work toward solving the issue of violence in prisons begins with determining aspects that might connect with prisoners' violent conduct (Thomson et al., 2019).

Direct Quotation without an Author

The findings were astonishing "in a recent study of parent and adult child relationships" ("Parents and Their Children," 2007, p. 2).

Note: Since the author of the text is not stated, a shortened version of the title is used instead.

Secondary Sources

When using secondary sources, use the phrase "as cited in" and cite the secondary source on the References page.

In 1936, Keynes said, “governments should run deficits when the economy is slow to avoid unemployment” (as cited in Richardson, 2008, p. 257).

Long (Block) Quotations

When using direct quotations of 40 or more words, indent five spaces from the left margin without using quotation marks. The final period should come before the parenthetical citation.

At Meramec, an English department policy states:

To honor and protect their own work and that of others, all students must give credit to proprietary sources that are used for course work. It is assumed that any information that is not documented is either common knowledge in that field or the original work of that student. (St. Louis Community College, 2001, p. 1)

Website Citations

If citing a specific web document without a page number, include the name of the author, date, title of the section, and paragraph number in parentheses:

In America, “Two out of five deaths among U.S. teens are the result of a motor vehicle crash” (National Center for Injury Prevention and Control, 2004, Overview section, para. 1).

Here is a print-friendly version of this content.

Learn more about the APA References page by reviewing this handout .

For information on STLCC's academic integrity policy, check out this webpage .

For additional information on APA, check out STLCC's LibGuide on APA .

Sample Essay

A sample APA essay is available at this link .

Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

MLA Formatting Quotations

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

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 .

Short quotations

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 number (in the case of verse, provide line numbers) in the in-text citation, 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:

When using short (fewer than three lines of verse) quotations from poetry, mark breaks in verse with a slash, ( / ), at the end of each line of verse (a space should precede and follow the slash). If a stanza break occurs during the quotation, use a double slash ( // ).

Long quotations

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 1/2   inch  from the left margin while maintaining double-spacing. 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 of poetry (four lines of verse or more), 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. If you cite more than one paragraph, the first line of the second paragraph should be indented an extra 1/4 inch to denote a new paragraph:

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-widening 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:

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

Please note that brackets are not needed around ellipses unless they would add clarity.

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:

• Walden University
• Faculty Portal

Academic Skills: Writing: Reusing Your Work and Citing Yourself

As you progress in your Walden program, you may find that you research and write about a topic more than once. This is typical as you engage with key concepts and specialize in your field of study. See the information and best practices on this page to ensure you follow APA citation guidelines and Walden policy if you plan to reuse past written work.

Your Published Writing

If you have published your writing outside of the Walden classroom—in a journal or even in a local newsletter or blog—and would like to reuse portions of it or refer to the findings or ideas in that work, you will need to cite yourself.

Follow APA’s guidelines for citing and referencing published works.

Your Previous Coursework

If you are considering reusing your previously submitted Walden coursework in a new course or term, review the following best practice and policy sections.

Best Practices for Reusing Work

• During your studies at Walden, you may write on the same topic for a second, third, or fourth time; regardless, your writing should reflect new approaches and insights into that topic to demonstrate intellectual growth.
• Your writing submitted for previous Walden courses will show up in the Turnitin Similarity Report when reused. Contact your faculty if you plan to reuse your work to avoid concerns about possible plagiarism. Additionally, you could cite your unpublished writing (see How to Cite Your Unpublished Work below).
• Your faculty for your current course can guide you about whether reusing your previous writing seems appropriate for a particular assignment or writing task.

Walden University’s Policy on Reusing Work

The following comes from the Walden Student Code of Conduct :

Walden Students’ Use of Their Own Scholarly Work

• Students may reuse their work without an expectation that previously awarded grades or credit will attach to the new assignment. Any work previously published by the student must be appropriately cited if reused. 
• Field Experience Exception: Any assignments or documentation submitted related to field experience (work, hours, client or patient logs, etc) must be new, current, accurate, and relate to clients or patients seen during the term and in direct reference to the assignment.

How to Cite Your Unpublished Work

Although not required in the policy above, in rare instances, you may need to or want to cite your unpublished Walden coursework.

If you cite or quote your previous work, treat yourself as the author and your own written document as the source. For example, if Marie Briggs wanted to cite a paper she wrote at Walden in 2022, her citation might look like this:

Briggs (2022) asserted that previous literature on the psychology of tightrope walkers was faulty in that it "presumed that risk-taking behaviors align neatly with certain personality traits or disorders" (p. 4).

And in the reference list:

Briggs, M. (2022). An analysis of personality theory [Unpublished manuscript]. Walden University.

Multimedia Resources

• The Northwest Passage, or Why You Should Cite Yourself Only Sparingly (blog post)
• To Cite Yourself or Not Cite Yourself (blog post)

CODE: HERO IMAGE

• Office of Student Disability Services

Walden Resources

Departments.

• Academic Residencies
• Academic Skills
• Career Planning and Development
• Customer Care Team
• Field Experience
• Military Services
• Student Success Advising
• Writing Skills

Centers and Offices

• Center for Social Change
• Office of Academic Support and Instructional Services
• Office of Degree Acceleration
• Office of Research and Doctoral Services
• Office of Student Affairs

Student Resources

• Doctoral Writing Assessment
• Form & Style Review
• Quick Answers
• ScholarWorks
• SKIL Courses and Workshops
• Walden Bookstore
• Walden Catalog & Student Handbook
• Student Safety/Title IX
• Legal & Consumer Information
• Website Terms and Conditions
• Cookie Policy
• Accessibility
• Accreditation
• State Authorization
• Net Price Calculator
• Contact Walden

Walden University is a member of Adtalem Global Education, Inc. www.adtalem.com Walden University is certified to operate by SCHEV © 2024 Walden University LLC. All rights reserved.

• Library Catalogue

Quoting: When and how to use quotations

On this page, when should you quote, quoting basics, framing your quotations.

Quoting is an important technique used to include information from outside sources in academic writing. When using quotations, it is important that you also cite the original reference that you  have taken the quotation from, as your citations provide your reader with a map of the research that you have done. Making effective use of quotations in your writing requires you to carefully assess the value of including someone else’s own words in the advancement of your own argument.

According to Jerry Plotnick (2002, Director of the University College Writing Workshop) using a quotation is appropriate in the following situations:

1.       The language of the passage is particularly elegant, powerful, or memorable.

2.       You wish to confirm the credibility of your argument by enlisting the support of an authority on your topic.

3.       The passage is worthy of further analysis. 

4.       You wish to argue with someone else’s position in considerable detail. [1]

Research that involves participants (for example, interviews and participant-observation research) also often makes extensive use of quotations in order to foreground the unique voices and perspectives of the participants.

When you quote, you include the words and ideas of others in your text exactly as they have expressed them. You signal this inclusion by placing quotation marks (“ ”) around the source author’s words and providing an in-text citation after the quotation. Direct quotations differ from other in-text citations because they require that you include the page number on which the words can be found in the source text.  For example:

According to scholars of rhetoric Graff and Birkenstein (2014), when you are inserting a quotation in your writing “you need to insert it into what we like to call a ‘quotation sandwich,’ with the statement introducing it serving as the top slice of bread and the explanation following it serving as the bottom slice” (p. 46). [2] This "sandwich" method ensures that your reader can clearly see the source you are referencing and also understands how this quotation supports your overall argument.

When you are quoting from a source that does not have page numbers (such as a website), you will consult your style guide to determine how best to reference your source. For example, both MLA and APA suggest listing the paragraph number or relevant heading.

You quote materials from a source text to support the arguments and ideas you are presenting in your own essay. Therefore, you must introduce the quotation and explain to your reader why you have included it and how it relates to, and helps to build, your argument. This is known as framing. It directs your reader’s attention to the specific elements of the quotation that are most directly relevant to your own arguments and ideas.

Here is an example of a quotation that is successfully “framed” within a text:

Citing the islands of Fiji as a case in point, Bordo notes that “until television was introduced in 1995, the islands had no reported cases of eating disorders. In 1998, three years after programs from the United States and Britain began broadcasting there, 62 percent of the girls surveyed reported dieting” (149-50). Bordo’s point is that the Western cult of dieting is spreading even to remote places across the globe. [3]

Remember that quoting is only one way of bringing someone else’s work into your own discussion. See the SLC handouts “Techniques for paraphrasing” and “Summarizing” for ideas on other ways to incorporate sources into your writing.

[1] http://www.writing.utoronto.ca/images/stories/Documents/quotations.pdf

[2] APA formatting

[3] Example taken from Graff, G. & Birkenstein, C. (2014). They say/I say: The moves that matter in academic writing. New York and London: W.W. Norton & Company.

Quotations From Research Participants

Because quotations from research participants are part of your original research, do not include a reference list entry for them in the reference list and do not treat them as personal communications.

For the formatting, follow the same guidelines as for other quotations :

• Present a quotation of fewer than 40 words in quotation marks within the text.
• Present a quotation of 40 words or more in a block quotation indented below the text.

State in the text that the quotations are from participants, as in this example:

In focus group discussions, participants described their postretirement experiences, including the emotions associated with leaving work and its affective and practical implications. “Rafael” (64 years old, retired pilot) mentioned several difficulties associated with retirement, including feeling like he was “in a void without purpose . . . it took several months to develop new interests that motivated [him] each day.” Several other participants agreed, describing the entrance into retirement as “confusing,” “lonely,” “purposeless,” and “boring.” In contrast, others described the sense of “balance” and “relaxation” retirement brought to their lives.

Quotations from research participants are covered in the seventh edition APA Style Publication Manual Section 8.36

Ethical considerations when quoting participants

When quoting research participants, abide by any ethical agreements regarding confidentiality and/or anonymity agreed to between you and your participants during the consent or assent process. Take care to obtain and respect participants’ consent to have their information included in your report. To disguise participant information, you may need to

• assign pseudonyms to participants,
• obscure identifying information, and/or
• present aggregate information.

Agreements regarding confidentiality and/or anonymity may also extend to other sources related to your methodology (e.g., quoting a school policy document when conducting a case study at a school). In that case, you might need to employ similar strategies (e.g., rather than referring to a school by name, refer to “an elementary school in Atlanta, Georgia”).

For detailed discussion of ethical considerations for sharing data and protecting confidentiality in your research, see Sections 1.14, 1.15, and 1.19 of the Publication Manual .

What this handout is about

Used effectively, quotations can provide important pieces of evidence and lend fresh voices and perspectives to your narrative. Used ineffectively, however, quotations can clutter your text and interrupt the flow of your argument. This handout will help you decide when and how to quote like a pro.

When should I quote?

Use quotations at strategically selected moments. You have probably been told by teachers to provide as much evidence as possible in support of your thesis. But packing your paper with quotations will not necessarily strengthen your argument. The majority of your paper should still be your original ideas in your own words (after all, it’s your paper). And quotations are only one type of evidence: well-balanced papers may also make use of paraphrases, data, and statistics. The types of evidence you use will depend in part on the conventions of the discipline or audience for which you are writing. For example, papers analyzing literature may rely heavily on direct quotations of the text, while papers in the social sciences may have more paraphrasing, data, and statistics than quotations.

Discussing specific arguments or ideas

Sometimes, in order to have a clear, accurate discussion of the ideas of others, you need to quote those ideas word for word. Suppose you want to challenge the following statement made by John Doe, a well-known historian:

“At the beginning of World War Two, almost all Americans assumed the war would end quickly.”

If it is especially important that you formulate a counterargument to this claim, then you might wish to quote the part of the statement that you find questionable and establish a dialogue between yourself and John Doe:

Historian John Doe has argued that in 1941 “almost all Americans assumed the war would end quickly” (Doe 223). Yet during the first six months of U.S. involvement, the wives and mothers of soldiers often noted in their diaries their fear that the war would drag on for years.

Giving added emphasis to a particularly authoritative source on your topic.

There will be times when you want to highlight the words of a particularly important and authoritative source on your topic. For example, suppose you were writing an essay about the differences between the lives of male and female slaves in the U.S. South. One of your most provocative sources is a narrative written by a former slave, Harriet Jacobs. It would then be appropriate to quote some of Jacobs’s words:

Harriet Jacobs, a former slave from North Carolina, published an autobiographical slave narrative in 1861. She exposed the hardships of both male and female slaves but ultimately concluded that “slavery is terrible for men; but it is far more terrible for women.”

In this particular example, Jacobs is providing a crucial first-hand perspective on slavery. Thus, her words deserve more exposure than a paraphrase could provide.

Jacobs is quoted in Harriet A. Jacobs, Incidents in the Life of a Slave Girl, ed. Jean Fagan Yellin (Cambridge: Harvard University Press, 1987).

Analyzing how others use language.

This scenario is probably most common in literature and linguistics courses, but you might also find yourself writing about the use of language in history and social science classes. If the use of language is your primary topic, then you will obviously need to quote users of that language.

Examples of topics that might require the frequent use of quotations include:

Southern colloquial expressions in William Faulkner’s Light in August

Ms. and the creation of a language of female empowerment

A comparison of three British poets and their use of rhyme

Spicing up your prose.

In order to lend variety to your prose, you may wish to quote a source with particularly vivid language. All quotations, however, must closely relate to your topic and arguments. Do not insert a quotation solely for its literary merits.

One example of a quotation that adds flair:

President Calvin Coolidge’s tendency to fall asleep became legendary. As H. L. Mencken commented in the American Mercury in 1933, “Nero fiddled, but Coolidge only snored.”

How do I set up and follow up a quotation?

Once you’ve carefully selected the quotations that you want to use, your next job is to weave those quotations into your text. The words that precede and follow a quotation are just as important as the quotation itself. You can think of each quote as the filling in a sandwich: it may be tasty on its own, but it’s messy to eat without some bread on either side of it. Your words can serve as the “bread” that helps readers digest each quote easily. Below are four guidelines for setting up and following up quotations.

In illustrating these four steps, we’ll use as our example, Franklin Roosevelt’s famous quotation, “The only thing we have to fear is fear itself.”

1. Provide context for each quotation.

Do not rely on quotations to tell your story for you. It is your responsibility to provide your reader with context for the quotation. The context should set the basic scene for when, possibly where, and under what circumstances the quotation was spoken or written. So, in providing context for our above example, you might write:

When Franklin Roosevelt gave his inaugural speech on March 4, 1933, he addressed a nation weakened and demoralized by economic depression.

2. Attribute each quotation to its source.

Tell your reader who is speaking. Here is a good test: try reading your text aloud. Could your reader determine without looking at your paper where your quotations begin? If not, you need to attribute the quote more noticeably.

Avoid getting into the “they said” attribution rut! There are many other ways to attribute quotes besides this construction. Here are a few alternative verbs, usually followed by “that”:

Different reporting verbs are preferred by different disciplines, so pay special attention to these in your disciplinary reading. If you’re unfamiliar with the meanings of any of these words or others you find in your reading, consult a dictionary before using them.

3. Explain the significance of the quotation.

Once you’ve inserted your quotation, along with its context and attribution, don’t stop! Your reader still needs your assessment of why the quotation holds significance for your paper. Using our Roosevelt example, if you were writing a paper on the first one-hundred days of FDR’s administration, you might follow the quotation by linking it to that topic:

With that message of hope and confidence, the new president set the stage for his next one-hundred days in office and helped restore the faith of the American people in their government.

4. Provide a citation for the quotation.

All quotations, just like all paraphrases, require a formal citation. For more details about particular citation formats, see the UNC Libraries citation tutorial . In general, you should remember one rule of thumb: Place the parenthetical reference or footnote/endnote number after—not within—the closed quotation mark.

Roosevelt declared, “The only thing we have to fear is fear itself” (Roosevelt, Public Papers, 11).

Roosevelt declared, “The only thing we have to fear is fear itself.”1

How do I embed a quotation into a sentence?

In general, avoid leaving quotes as sentences unto themselves. Even if you have provided some context for the quote, a quote standing alone can disrupt your flow.  Take a look at this example:

Hamlet denies Rosencrantz’s claim that thwarted ambition caused his depression. “I could be bounded in a nutshell and count myself a king of infinite space” (Hamlet 2.2).

Standing by itself, the quote’s connection to the preceding sentence is unclear. There are several ways to incorporate a quote more smoothly:

Lead into the quote with a colon.

Hamlet denies Rosencrantz’s claim that thwarted ambition caused his depression: “I could be bounded in a nutshell and count myself a king of infinite space” (Hamlet 2.2).

The colon announces that a quote will follow to provide evidence for the sentence’s claim.

Introduce or conclude the quote by attributing it to the speaker. If your attribution precedes the quote, you will need to use a comma after the verb.

Hamlet denies Rosencrantz’s claim that thwarted ambition caused his depression. He states, “I could be bounded in a nutshell and count myself a king of infinite space” (Hamlet 2.2).

When faced with a twelve-foot mountain troll, Ron gathers his courage, shouting, “Wingardium Leviosa!” (Rowling, p. 176).

The Pirate King sees an element of regality in their impoverished and dishonest life. “It is, it is a glorious thing/To be a pirate king,” he declares (Pirates of Penzance, 1983).

Interrupt the quote with an attribution to the speaker. Again, you will need to use a comma after the verb, as well as a comma leading into the attribution.

“There is nothing either good or bad,” Hamlet argues, “but thinking makes it so” (Hamlet 2.2).

“And death shall be no more,” Donne writes, “Death thou shalt die” (“Death, Be Not Proud,” l. 14).

Dividing the quote may highlight a particular nuance of the quote’s meaning. In the first example, the division calls attention to the two parts of Hamlet’s claim. The first phrase states that nothing is inherently good or bad; the second phrase suggests that our perspective causes things to become good or bad. In the second example, the isolation of “Death thou shalt die” at the end of the sentence draws a reader’s attention to that phrase in particular. As you decide whether or not you want to break up a quote, you should consider the shift in emphasis that the division might create.

Use the words of the quote grammatically within your own sentence.

When Hamlet tells Rosencrantz that he “could be bounded in a nutshell and count [him]self a king of infinite space” (Hamlet 2.2), he implies that thwarted ambition did not cause his depression.

Ultimately, death holds no power over Donne since in the afterlife, “death shall be no more” (“Death, Be Not Proud,” l. 14).

Note that when you use “that” after the verb that introduces the quote, you no longer need a comma.

The Pirate King argues that “it is, it is a glorious thing/to be a pirate king” (Pirates of Penzance, 1983).

How much should I quote?

As few words as possible. Remember, your paper should primarily contain your own words, so quote only the most pithy and memorable parts of sources. Here are guidelines for selecting quoted material judiciously:

Excerpt fragments.

Sometimes, you should quote short fragments, rather than whole sentences. Suppose you interviewed Jane Doe about her reaction to John F. Kennedy’s assassination. She commented:

“I couldn’t believe it. It was just unreal and so sad. It was just unbelievable. I had never experienced such denial. I don’t know why I felt so strongly. Perhaps it was because JFK was more to me than a president. He represented the hopes of young people everywhere.”

You could quote all of Jane’s comments, but her first three sentences are fairly redundant. You might instead want to quote Jane when she arrives at the ultimate reason for her strong emotions:

Jane Doe grappled with grief and disbelief. She had viewed JFK, not just as a national figurehead, but as someone who “represented the hopes of young people everywhere.”

Excerpt those fragments carefully!

Quoting the words of others carries a big responsibility. Misquoting misrepresents the ideas of others. Here’s a classic example of a misquote:

John Adams has often been quoted as having said: “This would be the best of all possible worlds if there were no religion in it.”

John Adams did, in fact, write the above words. But if you see those words in context, the meaning changes entirely. Here’s the rest of the quotation:

Twenty times, in the course of my late reading, have I been on the point of breaking out, ‘this would be the best of all possible worlds, if there were no religion in it!!!!’ But in this exclamation, I should have been as fanatical as Bryant or Cleverly. Without religion, this world would be something not fit to be mentioned in public company—I mean hell.

As you can see from this example, context matters!

This example is from Paul F. Boller, Jr. and John George, They Never Said It: A Book of Fake Quotes, Misquotes, and Misleading Attributions (Oxford University Press, 1989).

Use block quotations sparingly.

There may be times when you need to quote long passages. However, you should use block quotations only when you fear that omitting any words will destroy the integrity of the passage. If that passage exceeds four lines (some sources say five), then set it off as a block quotation.

Be sure you are handling block quotes correctly in papers for different academic disciplines–check the index of the citation style guide you are using. Here are a few general tips for setting off your block quotations:

• Set up a block quotation with your own words followed by a colon.
• Indent. You normally indent 4-5 spaces for the start of a paragraph. When setting up a block quotation, indent the entire paragraph once from the left-hand margin.
• Single space or double space within the block quotation, depending on the style guidelines of your discipline (MLA, CSE, APA, Chicago, etc.).
• Do not use quotation marks at the beginning or end of the block quote—the indentation is what indicates that it’s a quote.
• Place parenthetical citation according to your style guide (usually after the period following the last sentence of the quote).
• Follow up a block quotation with your own words.

So, using the above example from John Adams, here’s how you might include a block quotation:

After reading several doctrinally rigid tracts, John Adams recalled the zealous ranting of his former teacher, Joseph Cleverly, and minister, Lemuel Bryant. He expressed his ambivalence toward religion in an 1817 letter to Thomas Jefferson:

Adams clearly appreciated religion, even if he often questioned its promotion.

How do I combine quotation marks with other punctuation marks?

It can be confusing when you start combining quotation marks with other punctuation marks. You should consult a style manual for complicated situations, but the following two rules apply to most cases:

Keep periods and commas within quotation marks.

So, for example:

According to Professor Poe, werewolves “represent anxiety about the separation between human and animal,” and werewolf movies often “interrogate those boundaries.”

In the above example, both the comma and period were enclosed in the quotation marks. The main exception to this rule involves the use of internal citations, which always precede the last period of the sentence. For example:

According to Professor Poe, werewolves “represent anxiety about the separation between human and animal,” and werewolf movies often “interrogate those boundaries” (Poe 167).

Note, however, that the period remains inside the quotation marks when your citation style involves superscript footnotes or endnotes. For example:

According to Professor Poe, werewolves “represent anxiety about the separation between human and animal,” and werewolf movies often “interrogate those boundaries.” 2

Place all other punctuation marks (colons, semicolons, exclamation marks, question marks) outside the quotation marks, except when they were part of the original quotation.

Take a look at the following examples:

I couldn’t believe it when my friend passed me a note in the cafe saying the management “started charging $15 per hour for parking”!

The coach yelled, “Run!”

In the first example, the author placed the exclamation point outside the quotation mark because she added it herself to emphasize the outrageous nature of the parking price change. The original note had not included an exclamation mark. In the second example, the exclamation mark remains within the quotation mark because it is indicating the excited tone in which the coach yelled the command. Thus, the exclamation mark is considered to be part of the original quotation.

How do I indicate quotations within quotations?

If you are quoting a passage that contains a quotation, then you use single quotation marks for the internal quotation. Quite rarely, you quote a passage that has a quotation within a quotation. In that rare instance, you would use double quotation marks for the second internal quotation.

Here’s an example of a quotation within a quotation:

In “The Emperor’s New Clothes,” Hans Christian Andersen wrote, “‘But the Emperor has nothing on at all!’ cried a little child.”

Remember to consult your style guide to determine how to properly cite a quote within a quote.

When do I use those three dots ( . . . )?

Whenever you want to leave out material from within a quotation, you need to use an ellipsis, which is a series of three periods, each of which should be preceded and followed by a space. So, an ellipsis in this sentence would look like . . . this. There are a few rules to follow when using ellipses:

Be sure that you don’t fundamentally change the meaning of the quotation by omitting material.

Take a look at the following example:

“The Writing Center is located on the UNC campus and serves the entire UNC community.”

“The Writing Center . . . serves the entire UNC community.”

The reader’s understanding of the Writing Center’s mission to serve the UNC community is not affected by omitting the information about its location.

Do not use ellipses at the beginning or ending of quotations, unless it’s important for the reader to know that the quotation was truncated.

For example, using the above example, you would NOT need an ellipsis in either of these situations:

“The Writing Center is located on the UNC campus . . .”

The Writing Center ” . . . serves the entire UNC community.”

Use punctuation marks in combination with ellipses when removing material from the end of sentences or clauses.

For example, if you take material from the end of a sentence, keep the period in as usual.

“The boys ran to school, forgetting their lunches and books. Even though they were out of breath, they made it on time.”

“The boys ran to school. . . . Even though they were out of breath, they made it on time.”

Likewise, if you excerpt material at the end of clause that ends in a comma, retain the comma.

“The red car came to a screeching halt that was heard by nearby pedestrians, but no one was hurt.”

“The red car came to a screeching halt . . . , but no one was hurt.”

Is it ever okay to insert my own words or change words in a quotation?

Sometimes it is necessary for clarity and flow to alter a word or words within a quotation. You should make such changes rarely. In order to alert your reader to the changes you’ve made, you should always bracket the altered words. Here are a few examples of situations when you might need brackets:

Changing verb tense or pronouns in order to be consistent with the rest of the sentence.

Suppose you were quoting a woman who, when asked about her experiences immigrating to the United States, commented “nobody understood me.” You might write:

Esther Hansen felt that when she came to the United States “nobody understood [her].”

In the above example, you’ve changed “me” to “her” in order to keep the entire passage in third person. However, you could avoid the need for this change by simply rephrasing:

“Nobody understood me,” recalled Danish immigrant Esther Hansen.

Including supplemental information that your reader needs in order to understand the quotation.

For example, if you were quoting someone’s nickname, you might want to let your reader know the full name of that person in brackets.

“The principal of the school told Billy [William Smith] that his contract would be terminated.”

Similarly, if a quotation referenced an event with which the reader might be unfamiliar, you could identify that event in brackets.

“We completely revised our political strategies after the strike [of 1934].”

Indicating the use of nonstandard grammar or spelling.

In rare situations, you may quote from a text that has nonstandard grammar, spelling, or word choice. In such cases, you may want to insert [sic], which means “thus” or “so” in Latin. Using [sic] alerts your reader to the fact that this nonstandard language is not the result of a typo on your part. Always italicize “sic” and enclose it in brackets. There is no need to put a period at the end. Here’s an example of when you might use [sic]:

Twelve-year-old Betsy Smith wrote in her diary, “Father is afraid that he will be guilty of beach [sic] of contract.”

Here [sic] indicates that the original author wrote “beach of contract,” not breach of contract, which is the accepted terminology.

Do not overuse brackets!

For example, it is not necessary to bracket capitalization changes that you make at the beginning of sentences. For example, suppose you were going to use part of this quotation:

“The colors scintillated curiously over a hard carapace, and the beetle’s tiny antennae made gentle waving motions as though saying hello.”

If you wanted to begin a sentence with an excerpt from the middle of this quotation, there would be no need to bracket your capitalization changes.

“The beetle’s tiny antennae made gentle waving motions as though saying hello,” said Dr. Grace Farley, remembering a defining moment on her journey to becoming an entomologist.

Not: “[T]he beetle’s tiny antennae made gentle waving motions as though saying hello,” said Dr. Grace Farley, remembering a defining moment on her journey to becoming an entomologist.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Barzun, Jacques, and Henry F. Graff. 2012. The Modern Researcher , 6th ed. Belmont, CA: Wadsworth Cengage Learning.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Gibaldi, Joseph. 2009. MLA Handbook for Writers of Research Papers , 7th ed. New York: The Modern Language Association of America.

Turabian, Kate. 2018. A Manual for Writers of Term Papers, Theses, Dissertations , 9th ed. Chicago: University of Chicago Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

Make a Gift

popular searches

• Request Info

Suggested Ways to Introduce Quotations

To introduce a quote in an essay, don't forget to include author's last name and page number (MLA) or author, date, and page number (APA) in your citation. Shown below are some possible ways to introduce quotations. The examples use MLA format.

Use A Full Sentence Followed by A Colon To Introduce A Quotation

• The setting emphasizes deception: "Nothing is as it appears" (Smith 1).
• Piercy ends the poem on an ironic note: "To every woman a happy ending" (25).

Begin A Sentence with Your Own Words, Then Complete It with Quoted Words

Note that in the second example below, a slash with a space on either side ( / ) marks a line break in the original poem.

• Hamlet's task is to avenge a "foul and most unnatural murder" (Shakespeare 925).
• The speaker is mystified by her sleeping baby, whose "moth-breath / flickers among the flat pink roses" (Plath 17).

Use An Introductory Phrase Naming The Source, Followed By A Comma to Quote A Critic or Researcher

Note that the first letter after the quotation marks should be upper case. According to MLA guidelines, if you change the case of a letter from the original, you must indicate this with brackets. APA format doesn't require brackets.

• According to Smith, "[W]riting is fun" (215).
• In Smith's words, " . . .
• In Smith's view, " . . .

Use A Descriptive Verb, Followed by A Comma To Introduce A Critic's Words

Avoid using says unless the words were originally spoken aloud, for instance, during an interview.

• Smith states, "This book is terrific" (102).
• Smith remarks, " . . .
• Smith writes, " . . .
• Smith notes, " . . .
• Smith comments, " . . .
• Smith observes, " . . .
• Smith concludes, " . . .
• Smith reports, " . . .
• Smith maintains, " . . .
• Smith adds, " . . .

Don't Follow It with A Comma If Your Lead into The Quotation Ends in That or As

The first letter of the quotation should be lower case.

• Smith points out that "millions of students would like to burn this book" (53).
• Smith emphasizes that " . . .
• Smith interprets the hand washing in MacBeth as "an attempt at absolution" (106).
• Smith describes the novel as "a celebration of human experience" (233).

Other Writing Resources

Enhance your academic writing skills by exploring our additional writing resources that will help you craft compelling essays, research papers, and more.

Your New Chapter Starts Wherever You Are

The support you need and education you deserve, no matter where life leads.

because a future built by you is a future built for you.

Too many people have been made to feel that higher education isn’t a place for them— that it is someone else’s dream. But we change all that. With individualized attention and ongoing support, we help you write a new story for the future where you play the starring role.

How to use Quotes in an Essay in 7 Simple Steps

A quote can be an effective and powerful literary tool in an essay, but it needs to be done well. To use quotes in an essay, you need to make sure your quotes are short, backed up with explanations, and used rarely. The best essays use a maximum of 2 quotes for every 1500 words.

Rules for using quotes in essays:

• Avoid Long Quotes.
• Quotes should be less than 1 sentence long.
• Match Quotes with Explanations and Examples.
• Use Max. 2 Quotes for 1500 words.
• Use page numbers when Citing Quotes.
• Don’t Italicize Quotes.
• Avoid quotes inside quotes.

Once you have mastered these quotation writing rules you’ll be on your way to growing your marks in your next paper.

How to use Quotes in an Essay

1. avoid long quotes.

There’s a simple rule to follow here: don’t use a quote that is longer than one line. In fact,  four word quotes  are usually best.

Long quotes in essays are red flags for teachers. It doesn’t matter if it is an amazing quote. Many, many teachers don’t like long quotes, so it’s best to avoid them.

Too many students provide quotes that take up half of a paragraph. This will lose you marks – big time.

If you follow my  perfect paragraph formula , you know that most paragraphs should be about six sentences long, which comes out to about six or seven typed lines on paper. That means that your quote will be a maximum of one-sixth (1/6) of your paragraph. This leaves plenty of space for discussion in your own words.

One reason teachers don’t like long quotes is that they suck up your word count. It can start to look like you didn’t have enough to say, so you inserted quotes to pad out your essay. Even if this is only your teacher’s perception, it’s something that you need to be aware of.

Here’s an example of over-use of quotes in paragraphs:

Avoid Quotes that are Too Long

Children who grow up in poverty often end up being poor as adults. “Many adult Americans believe that hard work and drive are important factors on economic mobility. When statistics show that roughly 42% of children born into the bottom level of the income distribution will likely stay there (Isaacs, 2007), this Is a consequence of structural and social barriers.” (Mistry et al., 2016, p. 761). Therefore poverty in childhood needs to be addressed by the government.

This student made the fatal mistake of having the quote overtake the paragraph.

Simply put, don’t use a quote that is longer than one line long. Ever. It’s just too risky.

Personally, I like to use a 4-word quote in my essays. Four-word quotes are long enough to constitute an actual quote but short enough that I have to think about how I will fit that quote around my own writing. This forces me to write quotations that both show:

• I have read the original source, but also:
• I know how to paraphrase

2. Do not use a Quote to that takes up a full Sentence, Starts a Sentence, or Ends a Paragraph

These are three common but fatal mistakes.

Essay quotes that start sentences or end paragraphs make you appear passive.

If you use a quotation in an essay to start a sentence or end a paragraph, your teacher automatically thinks that your quote is replacing analysis, rather than supporting it.

You should instead start the sentence that contains the quote with your own writing. This makes it appear that you have an  active voice .

Similarly, you should end a paragraph with your own analysis, not a quote.

Let’s look at some examples of quotes that start sentences and end paragraphs. These examples are poor examples of using quotes:

Avoid Quotes that Start Sentences The theorist Louis Malaguzzi was the founder of the Reggio Emilia Approach to Education. “Children have the ability to learn through play and exploration. Play helps children to learn about their surroundings” (Malaguzzi, 1949, p. 10). Play is better than learning through repetition of drills or reading. Play is good for all children.

Avoid Quotes that End Paragraphs Before Judith Butler gender was seen as being a binary linked to sex, men were masculine and women were feminine. Butler came up with this new idea that gender is just something society has made up over time. “Gender is a fluid concept” (Butler, 1990, p. 136).

Both these quotes are from essays that were shared with me by colleagues. My colleagues marked these students down for these quotes because of the quotes:

• took up full sentences;
• started sentences; and
• were used to end paragraphs.

It didn’t appear as if the students were analyzing the quotes. Instead, the quotes were doing the talking for the students.

There are some easy strategies to use in order to make it appear that you are actively discussing and analyzing quotes.

One is that you should make sure the essay sentences with quotes in them  don’t start with the quote . Here are some examples of how we can change the quotes:

Example 1: Start Quote Sentences with an Active Voice The theorist Louis Malaguzzi was the founder of the Reggio Emilia Approach to Education. According to Malaguzzi (1949, p. 10), “children have the ability to learn through play and exploration.” Here, Malaguzzi is highlighting how to play is linked to finding things out about the world. Play is important for children to develop. Play is better than learning through repetition of drills or reading. Play is good for all children.

Here, the sentence with the quote was amended so that the student has an active voice. They start the sentence with According to Malaguzzi, ….

Similarly, in the second example, we can also insert an active voice by ensuring that our quote sentence does not start with a quote:

Example 2: Start Quote Sentences with an Active Voice In 1990, Judith Butler revolutionized Feminist understandings of gender by arguing that “gender is a fluid concept” (p. 136). Before Butler’s 1990 book  Gender Trouble , gender was seen as being a binary linked to sex. Men were masculine and women were feminine. Butler came up with this new idea that gender is just something society has made up over time.

In this example, the quote is not at the start of a sentence or end of a paragraph – tick!

How to Start Sentences containing Quotes using an Active Voice

• According to Malaguzzi (1949, p. 10), “…”
• Malaguzzi (1949, p. 10) argues that “…”
• In 1949, Malaguzzi (p. 10) highlighted that “…”
• The argument of Malaguzzi (1949, p. 10) that “…” provides compelling insight into the issue.

3. Match Quotes with Explanations and Examples

Earlier on, I stated that one key reason to use quotes in essays is so that you can analyze them.

Quotes shouldn’t stand alone as explanations. Quotes should be there to be analyzed, not to do the analysis.

Let’s look again at the quote used in Point 1:

Example: A Quote that is Too Long Children who grow up in poverty often end up being poor as adults.  “Many adult Americans believe that hard work and drive are important factors in economic mobility. When statistics show that roughly 42% of children born into the bottom level of the income distribution will likely stay there (Isaacs, 2007), this Is a consequence of structural and social barriers.”  (Mistry et al., 2016, p. 761). Therefore poverty in childhood needs to be addressed by the government.

This student has included the facts, figures, citations and key details in the quote. Essentially, this student has been lazy. They failed to paraphrase.

Instead, this student could have selected the most striking phrase from the quote and kept it. Then, the rest should be paraphrased. The most striking phrase in this quote was “[poverty] is a consequence of structural and social barriers.” (Mistry et al., 2016, p. 761).

So, take that one key phrase, then paraphrase the rest:

Example: Paraphrasing Long Quotes Children who grow up in poverty often end up being poor as adults. In their analysis, Mistry et al. (2016) highlight that there is a misconception in American society that hard work is enough to escape poverty. Instead, they argue, there is evidence that over 40% of people born in poverty remain in poverty. For Mistry et al. (2016, p. 761), this data shows that poverty is not a matter of being lazy alone, but more importantly  “a consequence of structural and social barriers.”  This implies that poverty in childhood needs to be addressed by the government.

To recap,  quotes shouldn’t do the talking for you . Provide a brief quote in your essay, and then show you understand it with surrounding explanation and analysis.

4. Know how many Quotes to use in an Essay

There’s a simple rule for how many quotes should be in an essay.

Here’s a good rule to follow: one quote for every five paragraphs. A paragraph is usually 150 words long, so you’re looking at  one quote in every 750 words, maximum .

To extrapolate that out, you’ll want a maximum of about:

• 2 quotes for a 1500-word paper;
• 3 quotes for a 2000-word paper;
• 4 quotes for a 3000-word paper.

That’s the maximum , not a target. There’s no harm in writing a paper that has absolutely zero quotes in it, so long as it’s still clear that you’ve closely read and paraphrased your readings.

The reason you don’t want to use more quotes than this in your essay is that teachers want to see you saying things in your own words. When you over-use quotes, it is a sign to your teacher that you don’t know how to paraphrase well.

5. Always use page numbers when Citing Quotes in Essays

One biggest problem with quotes are that many students don’t know how to cite quotes in essays.

Nearly every referencing format requires you to include a page number in your citation. This includes the three most common referencing formats: Harvard, APA, and MLA. All of them require you to provide page numbers with quotes.

Citing a Quote in Chicago Style – Include Page Numbers

• Incorrect: “Gender is a fluid concept” (Butler 1990).
• Correct: “Gender is a fluid concept” (Butler 1990, 136).

Citing a Quote in APA and Harvard Styles – Include Page Numbers

• Incorrect: “Gender is a fluid concept” (Butler, 1990).
• Correct: “Gender is a fluid concept” (Butler, 1990, p. 136).

Citing a Quote in MLA Style – Include Page Numbers

• Incorrect: “Gender is a fluid concept” (Butler).
• Correct: “Gender is a fluid concept” (Butler 136).

Including a page number in your quotation makes a huge difference when a marker is trying to determine how high your grade should be.

This is especially true when you’re already up in the higher marks range. These little editing points can mean the difference between placing first in the class and third. Don’t underestimate the importance of attention to detail.

6. Don’t Italicize Quotes

For some reason, students love to use italics for quotes. This is wrong in absolutely every major referencing format, yet it happens all the time.

I don’t know where this started, but please don’t do it. It looks sloppy, and teachers notice. A nice, clean, well-formatted essay should not contain these minor but not insignificant errors. If you want to be a top student, you need to pay attention to minor details.

7. Avoid quotes inside quotes

Have you ever found a great quote and thought, “I want to quote that quote!” Quoting a quote is a tempting thing to do, but not worth your while.

I’ll often see students write something like this:

Poor Quotation Example: Quotes Inside Quotes Rousseau “favored a civil religion because it would be more tolerant of diversity than Christianity. Indeed ‘no state has ever been founded without religion as its base’ (Rousseau, 1913: 180).” (Durkheim, 1947, p. 19).

Here, there are quotes on top of quotes. The student has quoted Durkheim quoting Rousseau. This quote has become a complete mess and hard to read. The minute something’s hard to read, it loses marks.

Here are two solutions:

• Cite the original source. If you really want the Rousseau quote, just cite Rousseau. Stop messing around with quotes on top of quotes.
• Learn the ‘as cited in’ method. Frankly, that method’s too complicated to discuss here. But if you google it, you’ll be able to teach yourself.

When Should I use Quotes in Essays?

1. to highlight an important statement.

One main reason to use quotes in essays is to emphasize a famous statement by a top thinker in your field.

The statement must be  important. It can’t be just any random comment.

Here are some examples of when to use quotes in essays to emphasize the words of top thinkers:

• The words of Stephen Hawking go a long way in Physics ;
• The words of JK Rowling go a long way in Creative Writing ;
• The words of Michel Foucault go a long way in Cultural Studies ;
• The words of Jean Piaget go a long way in Education Studies .

2. To analyze an Important Statement.

Another reason to use quotes in essays is when you want to analyze a statement by a specific author. This author might not be famous, but they might have said something that requires unpacking and analyzing. You can provide a quote, then unpack it by explaining your interpretation of it in the following sentences.

Quotes usually need an explanation and example. You can unpack the quote by asking:

• What did they mean,
• Why is it relevant, and
• Why did they say this?

You want to always follow up quotes by top thinkers or specific authors with discussion and analysis.

Quotes should be accompanied by:

• Explanations of the quote;
• Analysis of the ideas presented in the quote; or
• Real-world examples that show you understand what the quote means.

Remember: A quote should be a stimulus for a discussion, not a replacement for discussion.

What Bad Quotes Look Like

Many teachers I have worked with don’t like when students use quotes in essays. In fact, some teachers absolutely hate essay quotes. The teachers I have met tend to hate these sorts of quotes:

• When you use too many quotes.
• When you use the wrong citation format.
• When you don’t provide follow-up explanations of quotes.
• When you used quotes because you don’t know how to paraphrase .

Be a minimalist when it comes to using quotes. Here are the seven approaches I recommend for using quotes in essays:

• Avoid Long Quotes in Essays
• Do not use a Quote that takes up a full Sentence, Starts a Sentence, or Ends a Paragraph
• Match Quotes with Explanations and Examples
• Use a Maximum of 2 Quotes for every 1500 words
• Always use page numbers when Citing Quotes in Essays
• Don’t Italicize Quotes
• Avoid quotes inside quotes

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Self-Actualization Examples (Maslow's Hierarchy)
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Forest Schools Philosophy & Curriculum, Explained!
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Montessori's 4 Planes of Development, Explained!
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ Montessori vs Reggio Emilia vs Steiner-Waldorf vs Froebel

Leave a Comment Cancel Reply

Your email address will not be published. Required fields are marked *

Case Study Research Method in Psychology

Saul Mcleod, PhD

Editor-in-Chief for Simply Psychology

BSc (Hons) Psychology, MRes, PhD, University of Manchester

Saul Mcleod, PhD., is a qualified psychology teacher with over 18 years of experience in further and higher education. He has been published in peer-reviewed journals, including the Journal of Clinical Psychology.

Learn about our Editorial Process

Olivia Guy-Evans, MSc

Associate Editor for Simply Psychology

BSc (Hons) Psychology, MSc Psychology of Education

Olivia Guy-Evans is a writer and associate editor for Simply Psychology. She has previously worked in healthcare and educational sectors.

On This Page:

Case studies are in-depth investigations of a person, group, event, or community. Typically, data is gathered from various sources using several methods (e.g., observations & interviews).

The case study research method originated in clinical medicine (the case history, i.e., the patient’s personal history). In psychology, case studies are often confined to the study of a particular individual.

The information is mainly biographical and relates to events in the individual’s past (i.e., retrospective), as well as to significant events that are currently occurring in his or her everyday life.

The case study is not a research method, but researchers select methods of data collection and analysis that will generate material suitable for case studies.

Freud (1909a, 1909b) conducted very detailed investigations into the private lives of his patients in an attempt to both understand and help them overcome their illnesses.

This makes it clear that the case study is a method that should only be used by a psychologist, therapist, or psychiatrist, i.e., someone with a professional qualification.

There is an ethical issue of competence. Only someone qualified to diagnose and treat a person can conduct a formal case study relating to atypical (i.e., abnormal) behavior or atypical development.

 Famous Case Studies

• Anna O – One of the most famous case studies, documenting psychoanalyst Josef Breuer’s treatment of “Anna O” (real name Bertha Pappenheim) for hysteria in the late 1800s using early psychoanalytic theory.
• Little Hans – A child psychoanalysis case study published by Sigmund Freud in 1909 analyzing his five-year-old patient Herbert Graf’s house phobia as related to the Oedipus complex.
• Bruce/Brenda – Gender identity case of the boy (Bruce) whose botched circumcision led psychologist John Money to advise gender reassignment and raise him as a girl (Brenda) in the 1960s.
• Genie Wiley – Linguistics/psychological development case of the victim of extreme isolation abuse who was studied in 1970s California for effects of early language deprivation on acquiring speech later in life.
• Phineas Gage – One of the most famous neuropsychology case studies analyzes personality changes in railroad worker Phineas Gage after an 1848 brain injury involving a tamping iron piercing his skull.

Clinical Case Studies

• Studying the effectiveness of psychotherapy approaches with an individual patient
• Assessing and treating mental illnesses like depression, anxiety disorders, PTSD
• Neuropsychological cases investigating brain injuries or disorders

Child Psychology Case Studies

• Studying psychological development from birth through adolescence
• Cases of learning disabilities, autism spectrum disorders, ADHD
• Effects of trauma, abuse, deprivation on development

Types of Case Studies

• Explanatory case studies : Used to explore causation in order to find underlying principles. Helpful for doing qualitative analysis to explain presumed causal links.
• Exploratory case studies : Used to explore situations where an intervention being evaluated has no clear set of outcomes. It helps define questions and hypotheses for future research.
• Descriptive case studies : Describe an intervention or phenomenon and the real-life context in which it occurred. It is helpful for illustrating certain topics within an evaluation.
• Multiple-case studies : Used to explore differences between cases and replicate findings across cases. Helpful for comparing and contrasting specific cases.
• Intrinsic : Used to gain a better understanding of a particular case. Helpful for capturing the complexity of a single case.
• Collective : Used to explore a general phenomenon using multiple case studies. Helpful for jointly studying a group of cases in order to inquire into the phenomenon.

Where Do You Find Data for a Case Study?

There are several places to find data for a case study. The key is to gather data from multiple sources to get a complete picture of the case and corroborate facts or findings through triangulation of evidence. Most of this information is likely qualitative (i.e., verbal description rather than measurement), but the psychologist might also collect numerical data.

1. Primary sources

• Interviews – Interviewing key people related to the case to get their perspectives and insights. The interview is an extremely effective procedure for obtaining information about an individual, and it may be used to collect comments from the person’s friends, parents, employer, workmates, and others who have a good knowledge of the person, as well as to obtain facts from the person him or herself.
• Observations – Observing behaviors, interactions, processes, etc., related to the case as they unfold in real-time.
• Documents & Records – Reviewing private documents, diaries, public records, correspondence, meeting minutes, etc., relevant to the case.

2. Secondary sources

• News/Media – News coverage of events related to the case study.
• Academic articles – Journal articles, dissertations etc. that discuss the case.
• Government reports – Official data and records related to the case context.
• Books/films – Books, documentaries or films discussing the case.

3. Archival records

Searching historical archives, museum collections and databases to find relevant documents, visual/audio records related to the case history and context.

Public archives like newspapers, organizational records, photographic collections could all include potentially relevant pieces of information to shed light on attitudes, cultural perspectives, common practices and historical contexts related to psychology.

4. Organizational records

Organizational records offer the advantage of often having large datasets collected over time that can reveal or confirm psychological insights.

Of course, privacy and ethical concerns regarding confidential data must be navigated carefully.

However, with proper protocols, organizational records can provide invaluable context and empirical depth to qualitative case studies exploring the intersection of psychology and organizations.

• Organizational/industrial psychology research : Organizational records like employee surveys, turnover/retention data, policies, incident reports etc. may provide insight into topics like job satisfaction, workplace culture and dynamics, leadership issues, employee behaviors etc.
• Clinical psychology : Therapists/hospitals may grant access to anonymized medical records to study aspects like assessments, diagnoses, treatment plans etc. This could shed light on clinical practices.
• School psychology : Studies could utilize anonymized student records like test scores, grades, disciplinary issues, and counseling referrals to study child development, learning barriers, effectiveness of support programs, and more.

How do I Write a Case Study in Psychology?

Follow specified case study guidelines provided by a journal or your psychology tutor. General components of clinical case studies include: background, symptoms, assessments, diagnosis, treatment, and outcomes. Interpreting the information means the researcher decides what to include or leave out. A good case study should always clarify which information is the factual description and which is an inference or the researcher’s opinion.

1. Introduction

• Provide background on the case context and why it is of interest, presenting background information like demographics, relevant history, and presenting problem.
• Compare briefly to similar published cases if applicable. Clearly state the focus/importance of the case.

2. Case Presentation

• Describe the presenting problem in detail, including symptoms, duration,and impact on daily life.
• Include client demographics like age and gender, information about social relationships, and mental health history.
• Describe all physical, emotional, and/or sensory symptoms reported by the client.
• Use patient quotes to describe the initial complaint verbatim. Follow with full-sentence summaries of relevant history details gathered, including key components that led to a working diagnosis.
• Summarize clinical exam results, namely orthopedic/neurological tests, imaging, lab tests, etc. Note actual results rather than subjective conclusions. Provide images if clearly reproducible/anonymized.
• Clearly state the working diagnosis or clinical impression before transitioning to management.

3. Management and Outcome

• Indicate the total duration of care and number of treatments given over what timeframe. Use specific names/descriptions for any therapies/interventions applied.
• Present the results of the intervention,including any quantitative or qualitative data collected.
• For outcomes, utilize visual analog scales for pain, medication usage logs, etc., if possible. Include patient self-reports of improvement/worsening of symptoms. Note the reason for discharge/end of care.

4. Discussion

• Analyze the case, exploring contributing factors, limitations of the study, and connections to existing research.
• Analyze the effectiveness of the intervention,considering factors like participant adherence, limitations of the study, and potential alternative explanations for the results.
• Identify any questions raised in the case analysis and relate insights to established theories and current research if applicable. Avoid definitive claims about physiological explanations.
• Offer clinical implications, and suggest future research directions.

5. Additional Items

• Thank specific assistants for writing support only. No patient acknowledgments.
• References should directly support any key claims or quotes included.
• Use tables/figures/images only if substantially informative. Include permissions and legends/explanatory notes.
• Provides detailed (rich qualitative) information.
• Provides insight for further research.
• Permitting investigation of otherwise impractical (or unethical) situations.

Case studies allow a researcher to investigate a topic in far more detail than might be possible if they were trying to deal with a large number of research participants (nomothetic approach) with the aim of ‘averaging’.

Because of their in-depth, multi-sided approach, case studies often shed light on aspects of human thinking and behavior that would be unethical or impractical to study in other ways.

Research that only looks into the measurable aspects of human behavior is not likely to give us insights into the subjective dimension of experience, which is important to psychoanalytic and humanistic psychologists.

Case studies are often used in exploratory research. They can help us generate new ideas (that might be tested by other methods). They are an important way of illustrating theories and can help show how different aspects of a person’s life are related to each other.

The method is, therefore, important for psychologists who adopt a holistic point of view (i.e., humanistic psychologists ).

Limitations

• Lacking scientific rigor and providing little basis for generalization of results to the wider population.
• Researchers’ own subjective feelings may influence the case study (researcher bias).
• Difficult to replicate.
• Time-consuming and expensive.
• The volume of data, together with the time restrictions in place, impacted the depth of analysis that was possible within the available resources.

Because a case study deals with only one person/event/group, we can never be sure if the case study investigated is representative of the wider body of “similar” instances. This means the conclusions drawn from a particular case may not be transferable to other settings.

Because case studies are based on the analysis of qualitative (i.e., descriptive) data , a lot depends on the psychologist’s interpretation of the information she has acquired.

This means that there is a lot of scope for Anna O , and it could be that the subjective opinions of the psychologist intrude in the assessment of what the data means.

For example, Freud has been criticized for producing case studies in which the information was sometimes distorted to fit particular behavioral theories (e.g., Little Hans ).

This is also true of Money’s interpretation of the Bruce/Brenda case study (Diamond, 1997) when he ignored evidence that went against his theory.

Breuer, J., & Freud, S. (1895).  Studies on hysteria . Standard Edition 2: London.

Curtiss, S. (1981). Genie: The case of a modern wild child .

Diamond, M., & Sigmundson, K. (1997). Sex Reassignment at Birth: Long-term Review and Clinical Implications. Archives of Pediatrics & Adolescent Medicine , 151(3), 298-304

Freud, S. (1909a). Analysis of a phobia of a five year old boy. In The Pelican Freud Library (1977), Vol 8, Case Histories 1, pages 169-306

Freud, S. (1909b). Bemerkungen über einen Fall von Zwangsneurose (Der “Rattenmann”). Jb. psychoanal. psychopathol. Forsch ., I, p. 357-421; GW, VII, p. 379-463; Notes upon a case of obsessional neurosis, SE , 10: 151-318.

Harlow J. M. (1848). Passage of an iron rod through the head.  Boston Medical and Surgical Journal, 39 , 389–393.

Harlow, J. M. (1868).  Recovery from the Passage of an Iron Bar through the Head .  Publications of the Massachusetts Medical Society. 2  (3), 327-347.

Money, J., & Ehrhardt, A. A. (1972).  Man & Woman, Boy & Girl : The Differentiation and Dimorphism of Gender Identity from Conception to Maturity. Baltimore, Maryland: Johns Hopkins University Press.

Money, J., & Tucker, P. (1975). Sexual signatures: On being a man or a woman.

Further Information

• Case Study Approach
• Case Study Method
• Enhancing the Quality of Case Studies in Health Services Research
• “We do things together” A case study of “couplehood” in dementia
• Using mixed methods for evaluating an integrative approach to cancer care: a case study

Related Articles

Research Methodology

Qualitative Data Coding

What Is a Focus Group?

Cross-Cultural Research Methodology In Psychology

What Is Internal Validity In Research?

Research Methodology , Statistics

What Is Face Validity In Research? Importance & How To Measure

Criterion Validity: Definition & Examples

Frequently asked questions

How do i cite a quote in academic writing.

Every time you quote a source , you must include a correctly formatted in-text citation . This looks slightly different depending on the citation style .

For example, a direct quote in APA is cited like this: “This is a quote” (Streefkerk, 2020, p. 5).

Every in-text citation should also correspond to a full reference at the end of your paper.

Frequently asked questions: Citing sources

A scientific citation style is a system of source citation that is used in scientific disciplines. Some commonly used scientific citation styles are:

• Chicago author-date , CSE , and Harvard , used across various sciences
• ACS , used in chemistry
• AMA , NLM , and Vancouver , used in medicine and related disciplines
• AAA , APA , and ASA , commonly used in the social sciences

There are many different citation styles used across different academic disciplines, but they fall into three basic approaches to citation:

• Parenthetical citations : Including identifying details of the source in parentheses —usually the author’s last name and the publication date, plus a page number if available ( author-date ). The publication date is occasionally omitted ( author-page ).
• Numerical citations: Including a number in brackets or superscript, corresponding to an entry in your numbered reference list.
• Note citations: Including a full citation in a footnote or endnote , which is indicated in the text with a superscript number or symbol.

A source annotation in an annotated bibliography fulfills a similar purpose to an abstract : they’re both intended to summarize the approach and key points of a source.

However, an annotation may also evaluate the source , discussing the validity and effectiveness of its arguments. Even if your annotation is purely descriptive , you may have a different perspective on the source from the author and highlight different key points.

You should never just copy text from the abstract for your annotation, as doing so constitutes plagiarism .

Most academics agree that you shouldn’t cite Wikipedia as a source in your academic writing , and universities often have rules against doing so.

This is partly because of concerns about its reliability, and partly because it’s a tertiary source. Tertiary sources are things like encyclopedias and databases that collect information from other sources rather than presenting their own evidence or analysis. Usually, only primary and secondary sources are cited in academic papers.

A Wikipedia citation usually includes the title of the article, “Wikipedia” and/or “Wikimedia Foundation,” the date the article was last updated, and the URL.

In APA Style , you’ll give the URL of the current revision of the article so that you’re sure the reader accesses the same version as you.

There’s some disagreement about whether Wikipedia can be considered a reliable source . Because it can be edited by anyone, many people argue that it’s easy for misleading information to be added to an article without the reader knowing.

Others argue that because Wikipedia articles cite their sources , and because they are worked on by so many editors, misinformation is generally removed quickly.

However, most universities state that you shouldn’t cite Wikipedia in your writing.

Hanging indents are used in reference lists in various citation styles to allow the reader to easily distinguish between entries.

You should apply a hanging indent to your reference entries in APA , MLA , and Chicago style.

A hanging indent is used to indent all lines of a paragraph except the first.

When you create a hanging indent, the first line of the paragraph starts at the border. Each subsequent line is indented 0.5 inches (1.27 cm).

APA and MLA style both use parenthetical in-text citations to cite sources and include a full list of references at the end, but they differ in other ways:

• APA in-text citations include the author name, date, and page number (Taylor, 2018, p. 23), while MLA in-text citations include only the author name and page number (Taylor 23).
• The APA reference list is titled “References,” while MLA’s version is called “ Works Cited .”
• The reference entries differ in terms of formatting and order of information.
• APA requires a title page , while MLA requires a header instead.

A parenthetical citation in Chicago author-date style includes the author’s last name, the publication date, and, if applicable, the relevant page number or page range in parentheses . Include a comma after the year, but not after the author’s name.

For example: (Swan 2003, 6)

To automatically generate accurate Chicago references, you can use Scribbr’s free Chicago reference generator .

APA Style distinguishes between parenthetical and narrative citations.

In parenthetical citations , you include all relevant source information in parentheses at the end of the sentence or clause: “Parts of the human body reflect the principles of tensegrity (Levin, 2002).”

In narrative citations , you include the author’s name in the text itself, followed by the publication date in parentheses: “Levin (2002) argues that parts of the human body reflect the principles of tensegrity.”

In a parenthetical citation in MLA style , include the author’s last name and the relevant page number or range in parentheses .

For example: (Eliot 21)

A parenthetical citation gives credit in parentheses to a source that you’re quoting or paraphrasing . It provides relevant information such as the author’s name, the publication date, and the page number(s) cited.

How you use parenthetical citations will depend on your chosen citation style . It will also depend on the type of source you are citing and the number of authors.

APA does not permit the use of ibid. This is because APA in-text citations are parenthetical and there’s no need to shorten them further.

Ibid. may be used in Chicago footnotes or endnotes .

Write “Ibid.” alone when you are citing the same page number and source as the previous citation.

When you are citing the same source, but a different page number, use ibid. followed by a comma and the relevant page number(s). For example:

• Ibid., 40–42.

Only use ibid . if you are directing the reader to a previous full citation of a source .

Ibid. only refers to the previous citation. Therefore, you should only use ibid. directly after a citation that you want to repeat.

Ibid. is an abbreviation of the Latin “ibidem,” meaning “in the same place.” Ibid. is used in citations to direct the reader to the previous source.

Signal phrases can be used in various ways and can be placed at the beginning, middle, or end of a sentence.

To use signal phrases effectively, include:

• The name of the scholar(s) or study you’re referencing
• An attributive tag such as “according to” or “argues that”
• The quote or idea you want to include

Different citation styles require you to use specific verb tenses when using signal phrases.

• APA Style requires you to use the past or present perfect tense when using signal phrases.
• MLA and Chicago requires you to use the present tense when using signal phrases.

Signal phrases allow you to give credit for an idea or quote to its author or originator. This helps you to:

• Establish the credentials of your sources
• Display your depth of reading and understanding of the field
• Position your own work in relation to other scholars
• Avoid plagiarism

A signal phrase is a group of words that ascribes a quote or idea to an outside source.

Signal phrases distinguish the cited idea or argument from your own writing and introduce important information including the source of the material that you are quoting , paraphrasing , or summarizing . For example:

“ Cognitive psychologist Steven Pinker (1994) insists that humans possess an innate faculty for comprehending grammar.”

If you’re quoting from a text that paraphrases or summarizes other sources and cites them in parentheses , APA and Chicago both recommend retaining the citations as part of the quote. However, MLA recommends omitting citations within a quote:

• APA: Smith states that “the literature on this topic (Jones, 2015; Sill, 2019; Paulson, 2020) shows no clear consensus” (Smith, 2019, p. 4).
• MLA: Smith states that “the literature on this topic shows no clear consensus” (Smith, 2019, p. 4).

Footnote or endnote numbers that appear within quoted text should be omitted in all styles.

If you want to cite an indirect source (one you’ve only seen quoted in another source), either locate the original source or use the phrase “as cited in” in your citation.

In scientific subjects, the information itself is more important than how it was expressed, so quoting should generally be kept to a minimum. In the arts and humanities, however, well-chosen quotes are often essential to a good paper.

In social sciences, it varies. If your research is mainly quantitative , you won’t include many quotes, but if it’s more qualitative , you may need to quote from the data you collected .

As a general guideline, quotes should take up no more than 5–10% of your paper. If in doubt, check with your instructor or supervisor how much quoting is appropriate in your field.

To present information from other sources in academic writing , it’s best to paraphrase in most cases. This shows that you’ve understood the ideas you’re discussing and incorporates them into your text smoothly.

It’s appropriate to quote when:

• Changing the phrasing would distort the meaning of the original text
• You want to discuss the author’s language choices (e.g., in literary analysis )
• You’re presenting a precise definition
• You’re looking in depth at a specific claim

To paraphrase effectively, don’t just take the original sentence and swap out some of the words for synonyms. Instead, try:

• Reformulating the sentence (e.g., change active to passive , or start from a different point)
• Combining information from multiple sentences into one
• Leaving out information from the original that isn’t relevant to your point
• Using synonyms where they don’t distort the meaning

The main point is to ensure you don’t just copy the structure of the original text, but instead reformulate the idea in your own words.

“ Et al. ” is an abbreviation of the Latin term “et alia,” which means “and others.” It’s used in source citations to save space when there are too many authors to name them all.

Guidelines for using “et al.” differ depending on the citation style you’re following:

To insert endnotes in Microsoft Word, follow the steps below:

• Click on the spot in the text where you want the endnote to show up.
• In the “References” tab at the top, select “Insert Endnote.”
• Type whatever text you want into the endnote.

If you need to change the type of notes used in a Word document from footnotes to endnotes , or the other way around, follow these steps:

• Open the “References” tab, and click the arrow in the bottom-right corner of the “Footnotes” section.
• In the pop-up window, click on “Convert…”
• Choose the option you need, and click “OK.”

To insert a footnote automatically in a Word document:

• Click on the point in the text where the footnote should appear
• Select the “References” tab at the top and then click on “Insert Footnote”
• Type the text you want into the footnote that appears at the bottom of the page

Footnotes are notes indicated in your text with numbers and placed at the bottom of the page. They’re used to provide:

• Citations (e.g., in Chicago notes and bibliography )
• Additional information that would disrupt the flow of the main text

Be sparing in your use of footnotes (other than citation footnotes), and consider whether the information you’re adding is relevant for the reader.

Footnotes appear at the bottom of the page they refer to. This is convenient for the reader but may cause your text to look cluttered if there are a lot of footnotes.

Endnotes appear all together at the end of the whole text. This may be less convenient for the reader but reduces clutter.

Both footnotes and endnotes are used in the same way: to cite sources or add extra information. You should usually choose one or the other to use in your text, not both.

An in-text citation is an acknowledgement you include in your text whenever you quote or paraphrase a source. It usually gives the author’s last name, the year of publication, and the page number of the relevant text. In-text citations allow the reader to look up the full source information in your reference list and see your sources for themselves.

If you are reusing content or data you used in a previous assignment, make sure to cite yourself. You can cite yourself just as you would cite any other source: simply follow the directions for that source type in the citation style you are using.

Keep in mind that reusing your previous work can be considered self-plagiarism , so make sure you ask your professor or consult your university’s handbook before doing so.

A credible source should pass the CRAAP test  and follow these guidelines:

• The information should be up to date and current.
• The author and publication should be a trusted authority on the subject you are researching.
• The sources the author cited should be easy to find, clear, and unbiased.
• For a web source, the URL and layout should signify that it is trustworthy.

Peer review is a process of evaluating submissions to an academic journal. Utilizing rigorous criteria, a panel of reviewers in the same subject area decide whether to accept each submission for publication. For this reason, academic journals are often considered among the most credible sources you can use in a research project– provided that the journal itself is trustworthy and well-regarded.

Academic dishonesty can be intentional or unintentional, ranging from something as simple as claiming to have read something you didn’t to copying your neighbor’s answers on an exam.

You can commit academic dishonesty with the best of intentions, such as helping a friend cheat on a paper. Severe academic dishonesty can include buying a pre-written essay or the answers to a multiple-choice test, or falsifying a medical emergency to avoid taking a final exam.

Academic dishonesty refers to deceitful or misleading behavior in an academic setting. Academic dishonesty can occur intentionally or unintentionally, and varies in severity.

It can encompass paying for a pre-written essay, cheating on an exam, or committing plagiarism . It can also include helping others cheat, copying a friend’s homework answers, or even pretending to be sick to miss an exam.

Academic dishonesty doesn’t just occur in a classroom setting, but also in research and other academic-adjacent fields.

To apply a hanging indent to your reference list or Works Cited list in Word or Google Docs, follow the steps below.

Microsoft Word:

• Highlight the whole list and right click to open the Paragraph options.
• Under Indentation > Special , choose Hanging from the dropdown menu.
• Set the indent to 0.5 inches or 1.27cm.

Google Docs:

• Highlight the whole list and click on Format >  Align and indent >  Indentation options .
• Under  Special indent , choose Hanging from the dropdown menu.

When the hanging indent is applied, for each reference, every line except the first is indented. This helps the reader see where one entry ends and the next begins.

For a published interview (whether in video , audio, or print form ), you should always include a citation , just as you would for any other source.

For an interview you conducted yourself , formally or informally, you often don’t need a citation and can just refer to it in the text or in a footnote , since the reader won’t be able to look them up anyway. MLA , however, still recommends including citations for your own interviews.

The main elements included in a newspaper interview citation across APA , MLA , and Chicago style are the names of the interviewer and interviewee, the interview title, the publication date, the name of the newspaper, and a URL (for online sources).

The information is presented differently in different citation styles. One key difference is that APA advises listing the interviewer in the author position, while MLA and Chicago advise listing the interviewee first.

The elements included in a newspaper article citation across APA , MLA , and Chicago style are the author name, the article title, the publication date, the newspaper name, and the URL if the article was accessed online .

In APA and MLA, the page numbers of the article appear in place of the URL if the article was accessed in print. No page numbers are used in Chicago newspaper citations.

Untitled sources (e.g. some images ) are usually cited using a short descriptive text in place of the title. In APA Style , this description appears in brackets: [Chair of stained oak]. In MLA and Chicago styles, no brackets are used: Chair of stained oak.

For social media posts, which are usually untitled, quote the initial words of the post in place of the title: the first 160 characters in Chicago , or the first 20 words in APA . E.g. Biden, J. [@JoeBiden]. “The American Rescue Plan means a $7,000 check for a single mom of four. It means more support to safely.”

MLA recommends quoting the full post for something short like a tweet, and just describing the post if it’s longer.

The main elements included in image citations across APA , MLA , and Chicago style are the name of the image’s creator, the image title, the year (or more precise date) of publication, and details of the container in which the image was found (e.g. a museum, book , website ).

In APA and Chicago style, it’s standard to also include a description of the image’s format (e.g. “Photograph” or “Oil on canvas”). This sort of information may be included in MLA too, but is not mandatory.

The main elements included in a lecture citation across APA , MLA , and Chicago style are the name of the speaker, the lecture title, the date it took place, the course or event it was part of, and the institution it took place at.

For transcripts or recordings of lectures/speeches, other details like the URL, the name of the book or website , and the length of the recording may be included instead of information about the event and institution.

The main elements included in a YouTube video citation across APA , MLA , and Chicago style are the name of the author/uploader, the title of the video, the publication date, and the URL.

The format in which this information appears is different for each style.

All styles also recommend using timestamps as a locator in the in-text citation or Chicago footnote .

Each annotation in an annotated bibliography is usually between 50 and 200 words long. Longer annotations may be divided into paragraphs .

The content of the annotation varies according to your assignment. An annotation can be descriptive, meaning it just describes the source objectively; evaluative, meaning it assesses its usefulness; or reflective, meaning it explains how the source will be used in your own research .

Any credible sources on your topic can be included in an annotated bibliography . The exact sources you cover will vary depending on the assignment, but you should usually focus on collecting journal articles and scholarly books . When in doubt, utilize the CRAAP test !

An annotated bibliography is an assignment where you collect sources on a specific topic and write an annotation for each source. An annotation is a short text that describes and sometimes evaluates the source.

The elements included in journal article citations across APA , MLA , and Chicago style are the name(s) of the author(s), the title of the article, the year of publication, the name of the journal, the volume and issue numbers, the page range of the article, and, when accessed online, the DOI or URL.

In MLA and Chicago style, you also include the specific month or season of publication alongside the year, when this information is available.

In APA , MLA , and Chicago style citations for sources that don’t list a specific author (e.g. many websites ), you can usually list the organization responsible for the source as the author.

If the organization is the same as the website or publisher, you shouldn’t repeat it twice in your reference:

• In APA and Chicago, omit the website or publisher name later in the reference.
• In MLA, omit the author element at the start of the reference, and cite the source title instead.

If there’s no appropriate organization to list as author, you will usually have to begin the citation and reference entry with the title of the source instead.

The main elements included in website citations across APA , MLA , and Chicago style are the author, the date of publication, the page title, the website name, and the URL. The information is presented differently in each style.

When you want to cite a specific passage in a source without page numbers (e.g. an e-book or website ), all the main citation styles recommend using an alternate locator in your in-text citation . You might use a heading or chapter number, e.g. (Smith, 2016, ch. 1)

In APA Style , you can count the paragraph numbers in a text to identify a location by paragraph number. MLA and Chicago recommend that you only use paragraph numbers if they’re explicitly marked in the text.

For audiovisual sources (e.g. videos ), all styles recommend using a timestamp to show a specific point in the video when relevant.

The abbreviation “ et al. ” (Latin for “and others”) is used to shorten citations of sources with multiple authors.

“Et al.” is used in APA in-text citations of sources with 3+ authors, e.g. (Smith et al., 2019). It is not used in APA reference entries .

Use “et al.” for 3+ authors in MLA in-text citations and Works Cited entries.

Use “et al.” for 4+ authors in a Chicago in-text citation , and for 10+ authors in a Chicago bibliography entry.

Check if your university or course guidelines specify which citation style to use. If the choice is left up to you, consider which style is most commonly used in your field.

• APA Style is the most popular citation style, widely used in the social and behavioral sciences.
• MLA style is the second most popular, used mainly in the humanities.
• Chicago notes and bibliography style is also popular in the humanities, especially history.
• Chicago author-date style tends to be used in the sciences.

Other more specialized styles exist for certain fields, such as Bluebook and OSCOLA for law.

The most important thing is to choose one style and use it consistently throughout your text.

The main elements included in all book citations across APA , MLA , and Chicago style are the author, the title, the year of publication, and the name of the publisher. A page number is also included in in-text citations to highlight the specific passage cited.

In Chicago style and in the 6th edition of APA Style , the location of the publisher is also included, e.g. London: Penguin.

A block quote is a long quote formatted as a separate “block” of text. Instead of using quotation marks , you place the quote on a new line, and indent the entire quote to mark it apart from your own words.

The rules for when to apply block quote formatting depend on the citation style:

• APA block quotes are 40 words or longer.
• MLA block quotes are more than 4 lines of prose or 3 lines of poetry.
• Chicago block quotes are longer than 100 words.

In academic writing , there are three main situations where quoting is the best choice:

• To analyze the author’s language (e.g., in a literary analysis essay )
• To give evidence from primary sources
• To accurately present a precise definition or argument

Don’t overuse quotes; your own voice should be dominant. If you just want to provide information from a source, it’s usually better to paraphrase or summarize .

A quote is an exact copy of someone else’s words, usually enclosed in quotation marks and credited to the original author or speaker.

The DOI is usually clearly visible when you open a journal article on an academic database. It is often listed near the publication date, and includes “doi.org” or “DOI:”. If the database has a “cite this article” button, this should also produce a citation with the DOI included.

If you can’t find the DOI, you can search on Crossref using information like the author, the article title, and the journal name.

A DOI is a unique identifier for a digital document. DOIs are important in academic citation because they are more permanent than URLs, ensuring that your reader can reliably locate the source.

Journal articles and ebooks can often be found on multiple different websites and databases. The URL of the page where an article is hosted can be changed or removed over time, but a DOI is linked to the specific document and never changes.

When a book’s chapters are written by different authors, you should cite the specific chapter you are referring to.

When all the chapters are written by the same author (or group of authors), you should usually cite the entire book, but some styles include exceptions to this.

• In APA Style , single-author books should always be cited as a whole, even if you only quote or paraphrase from one chapter.
• In MLA Style , if a single-author book is a collection of stand-alone works (e.g. short stories ), you should cite the individual work.
• In Chicago Style , you may choose to cite a single chapter of a single-author book if you feel it is more appropriate than citing the whole book.

Articles in newspapers and magazines can be primary or secondary depending on the focus of your research.

In historical studies, old articles are used as primary sources that give direct evidence about the time period. In social and communication studies, articles are used as primary sources to analyze language and social relations (for example, by conducting content analysis or discourse analysis ).

If you are not analyzing the article itself, but only using it for background information or facts about your topic, then the article is a secondary source.

A fictional movie is usually a primary source. A documentary can be either primary or secondary depending on the context.

If you are directly analyzing some aspect of the movie itself – for example, the cinematography, narrative techniques, or social context – the movie is a primary source.

If you use the movie for background information or analysis about your topic – for example, to learn about a historical event or a scientific discovery – the movie is a secondary source.

Whether it’s primary or secondary, always properly cite the movie in the citation style you are using. Learn how to create an MLA movie citation or an APA movie citation .

To determine if a source is primary or secondary, ask yourself:

• Was the source created by someone directly involved in the events you’re studying (primary), or by another researcher (secondary)?
• Does the source provide original information (primary), or does it summarize information from other sources (secondary)?
• Are you directly analyzing the source itself (primary), or only using it for background information (secondary)?

Some types of source are nearly always primary: works of art and literature, raw statistical data, official documents and records, and personal communications (e.g. letters, interviews ). If you use one of these in your research, it is probably a primary source.

Primary sources are often considered the most credible in terms of providing evidence for your argument, as they give you direct evidence of what you are researching. However, it’s up to you to ensure the information they provide is reliable and accurate.

Always make sure to properly cite your sources to avoid plagiarism .

Common examples of secondary sources include academic books, journal articles , reviews, essays , and textbooks.

Anything that summarizes, evaluates or interprets primary sources can be a secondary source. If a source gives you an overview of background information or presents another researcher’s ideas on your topic, it is probably a secondary source.

Common examples of primary sources include interview transcripts , photographs, novels, paintings, films, historical documents, and official statistics.

Anything you directly analyze or use as first-hand evidence can be a primary source, including qualitative or quantitative data that you collected yourself.

The Scribbr Citation Generator is developed using the open-source Citation Style Language (CSL) project and Frank Bennett’s citeproc-js . It’s the same technology used by dozens of other popular citation tools, including Mendeley and Zotero.

You can find all the citation styles and locales used in the Scribbr Citation Generator in our publicly accessible repository on Github .

Ask our team

Want to contact us directly? No problem.  We  are always here for you.

• Email [email protected]
• Start live chat
• Call +1 (510) 822-8066
• WhatsApp +31 20 261 6040

Our team helps students graduate by offering:

• A world-class citation generator
• Plagiarism Checker software powered by Turnitin
• Innovative Citation Checker software
• Professional proofreading services
• Over 300 helpful articles about academic writing, citing sources, plagiarism, and more

Scribbr specializes in editing study-related documents . We proofread:

• PhD dissertations
• Research proposals
• Personal statements
• Admission essays
• Motivation letters
• Reflection papers
• Journal articles
• Capstone projects

Scribbr’s Plagiarism Checker is powered by elements of Turnitin’s Similarity Checker , namely the plagiarism detection software and the Internet Archive and Premium Scholarly Publications content databases .

The add-on AI detector is powered by Scribbr’s proprietary software.

Numbers, Facts and Trends Shaping Your World

Read our research on:

Full Topic List

Regions & Countries

• Publications
• Our Methods
• Short Reads
• Tools & Resources

Read Our Research On:

The Changing Political Geography of COVID-19 Over the Last Two Years

Over the past two years, the official count of coronavirus deaths in the United States has risen and is now approaching 1 million lives. Large majorities of Americans say they personally know someone who has been hospitalized or died of the coronavirus , and it has impacted – in varying degrees – nearly every aspect of life .

A new Pew Research Center analysis of official reports of COVID-19-related deaths across the country, based on mortality data collected by The New York Times, shows how the dynamics of the pandemic have shifted over the past two years.

A timeline of the shifting geography of the pandemic

Pew Research Center conducted this analysis to understand how the geography of the coronavirus outbreak has changed over its course. For this analysis, we relied on official reports of deaths attributed to the novel coronavirus collected and maintained by The New York Times .

The estimates provided in this report are subject to several sources of error. There may be significant differences between the true number of deaths due to COVID-19 and the official reported counts of those deaths. There may also be variation across the states in the quality and types of data reported. For example, most states report deaths based on the residency of the deceased person rather than the location where they died. The New York Times collects data from many different local health agencies, and this likely leads to some additional measurement error.

This analysis relies on county-level data. Counties in the United States vary widely in their population sizes, so in many places in the essay, we divide counties into approximately equal-sized groups (in terms of their population) for comparability or report on population adjusted death rates rather than total counts of deaths.

The pandemic has rolled across the U.S. unevenly and in waves. Today, the death toll of the pandemic looks very different from how it looked in the early part of 2020 . The first wave (roughly the first 125,000 deaths from March 2020 through June 2020) was largely geographically concentrated in the Northeast and in particular the New York City region. During the summer of 2020, the largest share of the roughly 80,000 deaths that occurred during the pandemic’s second wave were in the southern parts of the country.

The fall and winter months of 2020 and early 2021 were the deadliest of the pandemic to date. More than 370,000 Americans died of COVID-19 between October 2020 and April 2021; the geographic distinctions that characterized the earlier waves became much less pronounced.

By the spring and summer of 2021, the nationwide death rate had slowed significantly, and vaccines were widely available to all adults who wanted them. But starting at the end of the summer, the fourth and fifth waves (marked by new variants of the virus, delta and then omicron) came in quick succession and claimed more than 300,000 lives.

In many cases, the characteristics of communities that were associated with higher death rates at the beginning of the pandemic are now associated with lower death rates (and vice versa). Early in the pandemic, urban areas were disproportionately impacted. During the first wave, the coronavirus death rate in the 10% of the country that lives in the most densely populated counties was more than nine times that of the death rate among the 10% of the population living in the least densely populated counties. In each subsequent wave, however, the nation’s least dense counties have registered higher death rates than the most densely populated places.

Despite the staggering death toll in densely populated urban areas during the first months of the pandemic (an average 36 monthly deaths per 100,000 residents), the overall death rate over the course of the pandemic is slightly higher in the least populated parts of the country (an average monthly 15 deaths per 100,000 among the 10% living in the least densely populated counties vs. 13 per 100,000 among the 10% in the most densely populated counties).

As the relationship between population density and coronavirus death rates has changed over the course of the pandemic, so too has the relationship between counties’ voting patterns and their death rates from COVID-19.

In the spring of 2020, the areas recording the greatest numbers of deaths were much more likely to vote Democratic than Republican. But by the third wave of the pandemic, which began in fall 2020, the pattern had reversed: Counties that voted for Donald Trump over Joe Biden were suffering substantially more deaths from the coronavirus pandemic than those that voted for Biden over Trump. This reversal is likely a result of several factors including differences in mitigation efforts and vaccine uptake, demographic differences, and other differences that are correlated with partisanship at the county level.

During this third wave – which continued into early 2021 – the coronavirus death rate among the 20% of Americans living in counties that supported Trump by the highest margins in 2020 was about 170% of the death rate among the one-in-five Americans living in counties that supported Biden by the largest margins.

As vaccines became more widely available, this discrepancy between “blue” and “red” counties became even larger as the virulent delta strain of the pandemic spread across the country during the summer and fall of 2021, even as the total number of deaths fell somewhat from its third wave peak.

During the fourth wave of the pandemic, death rates in the most pro-Trump counties were about four times what they were in the most pro-Biden counties. When the highly transmissible omicron variant began to spread in the U.S. in late 2021, these differences narrowed substantially. However, death rates in the most pro-Trump counties were still about 180% of what they were in the most pro-Biden counties throughout late 2021 and early 2022.

The cumulative impact of these divergent death rates is a wide difference in total deaths from COVID-19 between the most pro-Trump and most pro-Biden parts of the country. Since the pandemic began, counties representing the 20% of the population where Trump ran up his highest margins in 2020 have experienced nearly 70,000 more deaths from COVID-19 than have the counties representing the 20% of population where Biden performed best. Overall, the COVID-19 death rate in all c ounties Trump won in 2020 is substantially higher than it is in counties Biden won (as of the end of February 2022, 326 per 100,000 in Trump counties and 258 per 100,000 in Biden counties).

Partisan divide in COVID-19 deaths widened as more vaccines became available

Partisan differences in COVID-19 death rates expanded dramatically after the availability of vaccines increased. Unvaccinated people are at far higher risk of death and hospitalization from COVID-19, according to the Centers for Disease Control and Prevention, and vaccination decisions are strongly associated with partisanship . Among the large majority of counties for which reliable vaccination data exists, counties that supported Trump at higher margins have substantially lower vaccination rates than those that supported Biden at higher margins.

Counties with lower rates of vaccination registered substantially greater death rates during each wave in which vaccines were widely available.

During the fall of 2021 (roughly corresponding to the delta wave), about 10% of Americans lived in counties with adult vaccination rates lower than 40% as of July 2021. Death rates in these low-vaccination counties were about six times as high as death rates in counties where 70% or more of the adult population was vaccinated.

More Americans were vaccinated heading into the winter of 2021 and 2022 (roughly corresponding to the omicron wave), but nearly 10% of the country lived in areas where less than half of the adult population was vaccinated as of November 2021. Death rates in these low-vaccination counties were roughly twice what they were in counties that had 80% or more of their population vaccinated. ( Note: The statistics here reflect the death rates in the county as a whole, not rates for vaccinated and unvaccinated individuals, though individual-level data finds that death rates among unvaccinated people are far higher than among vaccinated people.)

This analysis relies on official reports of deaths attributed to COVID-19 in the United States collected and reported by The New York Times .

COVID-19 deaths in Puerto Rico and other U.S. territories are not included in this analysis. Additionally, deaths without a specific geographic location have been excluded.

Data was pulled from the GitHub repository maintained by The New York Times on March 1, 2022, and reflects reported coronavirus deaths through Feb. 28.

There are several anomalies in the deaths data. Many locales drop off their reporting on the weekends and holidays. In addition to the rhythm of the reporting cycle, there are many instances where a locality will revise the count of its deaths downward (usually only by a small amount) or release a large batch of previously unreported deaths on a single day. The downward revisions were identified and retroactively applied to earlier days.

Large batches of cases were identified by finding days that increased by more than 10 deaths and were 10 standard deviations above the norm for a county within a 30-day window. Deaths reported in these anomalous batches were then evenly distributed across the days leading up to when they were released.

Population data for U.S. counties comes from the 2015-2019 American Community Survey estimates published by the Census Bureau (accessed through the tidycensus package in R on Feb. 21). The 2020 vote share for each county was purchased from Dave Leip’s Election Atlas (downloaded on Nov. 21, 2021).

The analysis looks at deaths among counties based on their 2020 vote. Counties were grouped into five groups with approximately equal population. For analyses that include 2020 vote, Alaskan counties are excluded because Alaska does not report its election results at the county level. The table below provides more details.

This essay benefited greatly from thoughtful comments and consultation with many individuals around Pew Research Center. Jocelyn Kiley, Carroll Doherty and Jeb Bell provided invaluable editorial guidance. Peter Bell and Alissa Scheller contributed their expertise in visualization, Ben Wormald built the map animation, and Reem Nadeem did the digital production. Andrew Daniller provided careful attention to the quality check process, and David Kent’s watchful copy editing eye brought clarity to some difficult concepts.

Lead photo: Kent Nishimura/Los Angeles Times via Getty Images

1615 L St. NW, Suite 800 Washington, DC 20036 USA (+1) 202-419-4300 | Main (+1) 202-857-8562 | Fax (+1) 202-419-4372 |  Media Inquiries

Research Topics

• Email Newsletters

ABOUT PEW RESEARCH CENTER  Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research Center does not take policy positions. It is a subsidiary of  The Pew Charitable Trusts .

© 2024 Pew Research Center

What is cloud computing?

With cloud computing, organizations essentially buy a range of services offered by cloud service providers (CSPs). The CSP’s servers host all the client’s applications. Organizations can enhance their computing power more quickly and cheaply via the cloud than by purchasing, installing, and maintaining their own servers.

The cloud-computing model is helping organizations to scale new digital solutions with greater speed and agility—and to create value more quickly. Developers use cloud services to build and run custom applications and to maintain infrastructure and networks for companies of virtually all sizes—especially large global ones. CSPs offer services, such as analytics, to handle and manipulate vast amounts of data. Time to market accelerates, speeding innovation to deliver better products and services across the world.

What are examples of cloud computing’s uses?

Get to know and directly engage with senior mckinsey experts on cloud computing.

Brant Carson is a senior partner in McKinsey’s Vancouver office; Chandra Gnanasambandam and Anand Swaminathan are senior partners in the Bay Area office; William Forrest is a senior partner in the Chicago office; Leandro Santos is a senior partner in the Atlanta office; Kate Smaje is a senior partner in the London office.

Cloud computing came on the scene well before the global pandemic hit, in 2020, but the ensuing digital dash  helped demonstrate its power and utility. Here are some examples of how businesses and other organizations employ the cloud:

• A fast-casual restaurant chain’s online orders multiplied exponentially during the 2020 pandemic lockdowns, climbing to 400,000 a day, from 50,000. One pleasant surprise? The company’s online-ordering system could handle the volume—because it had already migrated to the cloud . Thanks to this success, the organization’s leadership decided to accelerate its five-year migration plan to less than one year.
• A biotech company harnessed cloud computing to deliver the first clinical batch of a COVID-19 vaccine candidate for Phase I trials in just 42 days—thanks in part to breakthrough innovations using scalable cloud data storage and computing  to facilitate processes ensuring the drug’s safety and efficacy.
• Banks use the cloud for several aspects of customer-service management. They automate transaction calls using voice recognition algorithms and cognitive agents (AI-based online self-service assistants directing customers to helpful information or to a human representative when necessary). In fraud and debt analytics, cloud solutions enhance the predictive power of traditional early-warning systems. To reduce churn, they encourage customer loyalty through holistic retention programs managed entirely in the cloud.
• Automakers are also along for the cloud ride . One company uses a common cloud platform that serves 124 plants, 500 warehouses, and 1,500 suppliers to consolidate real-time data from machines and systems and to track logistics and offer insights on shop floor processes. Use of the cloud could shave 30 percent off factory costs by 2025—and spark innovation at the same time.

That’s not to mention experiences we all take for granted: using apps on a smartphone, streaming shows and movies, participating in videoconferences. All of these things can happen in the cloud.

Learn more about our Cloud by McKinsey , Digital McKinsey , and Technology, Media, & Telecommunications  practices.

How has cloud computing evolved?

Going back a few years, legacy infrastructure dominated IT-hosting budgets. Enterprises planned to move a mere 45 percent of their IT-hosting expenditures to the cloud by 2021. Enter COVID-19, and 65 percent of the decision makers surveyed by McKinsey increased their cloud budgets . An additional 55 percent ended up moving more workloads than initially planned. Having witnessed the cloud’s benefits firsthand, 40 percent of companies expect to pick up the pace of implementation.

The cloud revolution has actually been going on for years—more than 20, if you think the takeoff point was the founding of Salesforce, widely seen as the first software as a service (SaaS) company. Today, the next generation of cloud, including capabilities such as serverless computing, makes it easier for software developers to tweak software functions independently, accelerating the pace of release, and to do so more efficiently. Businesses can therefore serve customers and launch products in a more agile fashion. And the cloud continues to evolve.

Introducing McKinsey Explainers : Direct answers to complex questions

Cost savings are commonly seen as the primary reason for moving to the cloud but managing those costs requires a different and more dynamic approach focused on OpEx rather than CapEx. Financial-operations (or FinOps) capabilities  can indeed enable the continuous management and optimization of cloud costs . But CSPs have developed their offerings so that the cloud’s greatest value opportunity is primarily through business innovation and optimization. In 2020, the top-three CSPs reached $100 billion  in combined revenues—a minor share of the global $2.4 trillion market for enterprise IT services—leaving huge value to be captured. To go beyond merely realizing cost savings, companies must activate three symbiotic rings of cloud value creation : strategy and management, business domain adoption, and foundational capabilities.

What’s the main reason to move to the cloud?

The pandemic demonstrated that the digital transformation can no longer be delayed—and can happen much more quickly than previously imagined. Nothing is more critical to a corporate digital transformation than becoming a cloud-first business. The benefits are faster time to market, simplified innovation and scalability, and reduced risk when effectively managed. The cloud lets companies provide customers with novel digital experiences—in days, not months—and delivers analytics absent on legacy platforms. But to transition to a cloud-first operating model, organizations must make a collective effort that starts at the top. Here are three actions CEOs can take to increase the value their companies get from cloud computing :

• Establish a sustainable funding model.
• Develop a new business technology operating model.
• Set up policies to attract and retain the right engineering talent.

How much value will the cloud create?

Fortune 500 companies adopting the cloud could realize more than $1 trillion in value  by 2030, and not from IT cost reductions alone, according to McKinsey’s analysis of 700 use cases.

For example, the cloud speeds up design, build, and ramp-up, shortening time to market when companies have strong DevOps (the combination of development and operations) processes in place; groups of software developers customize and deploy software for operations that support the business. The cloud’s global infrastructure lets companies scale products almost instantly to reach new customers, geographies, and channels. Finally, digital-first companies use the cloud to adopt emerging technologies and innovate aggressively, using digital capabilities as a competitive differentiator to launch and build businesses .

If companies pursue the cloud’s vast potential in the right ways, they will realize huge value. Companies across diverse industries have implemented the public cloud and seen promising results. The successful ones defined a value-oriented strategy across IT and the business, acquired hands-on experience operating in the cloud, adopted a technology-first approach, and developed a cloud-literate workforce.

Learn more about our Cloud by McKinsey and Digital McKinsey practices.

What is the cloud cost/procurement model?

Some cloud services, such as server space, are leased. Leasing requires much less capital up front than buying, offers greater flexibility to switch and expand the use of services, cuts the basic cost of buying hardware and software upfront, and reduces the difficulties of upkeep and ownership. Organizations pay only for the infrastructure and computing services that meet their evolving needs. But an outsourcing model  is more apt than other analogies: the computing business issues of cloud customers are addressed by third-party providers that deliver innovative computing services on demand to a wide variety of customers, adapt those services to fit specific needs, and work to constantly improve the offering.

What are cloud risks?

The cloud offers huge cost savings and potential for innovation. However, when companies migrate to the cloud, the simple lift-and-shift approach doesn’t reduce costs, so companies must remediate their existing applications to take advantage of cloud services.

For instance, a major financial-services organization  wanted to move more than 50 percent of its applications to the public cloud within five years. Its goals were to improve resiliency, time to market, and productivity. But not all its business units needed to transition at the same pace. The IT leadership therefore defined varying adoption archetypes to meet each unit’s technical, risk, and operating-model needs.

Legacy cybersecurity architectures and operating models can also pose problems when companies shift to the cloud. The resulting problems, however, involve misconfigurations rather than inherent cloud security vulnerabilities. One powerful solution? Securing cloud workloads for speed and agility : automated security architectures and processes enable workloads to be processed at a much faster tempo.

What kind of cloud talent is needed?

The talent demands of the cloud differ from those of legacy IT. While cloud computing can improve the productivity of your technology, it requires specialized and sometimes hard-to-find talent—including full-stack developers, data engineers, cloud-security engineers, identity- and access-management specialists, and cloud engineers. The cloud talent model  should thus be revisited as you move forward.

Six practical actions can help your organization build the cloud talent you need :

• Find engineering talent with broad experience and skills.
• Balance talent maturity levels and the composition of teams.
• Build an extensive and mandatory upskilling program focused on need.
• Build an engineering culture that optimizes the developer experience.
• Consider using partners to accelerate development and assign your best cloud leaders as owners.
• Retain top talent by focusing on what motivates them.

How do different industries use the cloud?

Different industries are expected to see dramatically different benefits from the cloud. High-tech, retail, and healthcare organizations occupy the top end of the value capture continuum. Electronics and semiconductors, consumer-packaged-goods, and media companies make up the middle. Materials, chemicals, and infrastructure organizations cluster at the lower end.

Nevertheless, myriad use cases provide opportunities to unlock value across industries , as the following examples show:

• a retailer enhancing omnichannel  fulfillment, using AI to optimize inventory across channels and to provide a seamless customer experience
• a healthcare organization implementing remote heath monitoring to conduct virtual trials and improve adherence
• a high-tech company using chatbots to provide premier-level support combining phone, email, and chat
• an oil and gas company employing automated forecasting to automate supply-and-demand modeling and reduce the need for manual analysis
• a financial-services organization implementing customer call optimization using real-time voice recognition algorithms to direct customers in distress to experienced representatives for retention offers
• a financial-services provider moving applications in customer-facing business domains to the public cloud to penetrate promising markets more quickly and at minimal cost
• a health insurance carrier accelerating the capture of billions of dollars in new revenues by moving systems to the cloud to interact with providers through easier onboarding

The cloud is evolving  to meet the industry-specific needs of companies. From 2021 to 2024, public-cloud spending on vertical applications (such as warehouse management in retailing and enterprise risk management in banking) is expected to grow by more than 40 percent annually. Spending on horizontal workloads (such as customer relationship management) is expected to grow by 25 percent. Healthcare and manufacturing organizations, for instance, plan to spend around twice as much on vertical applications as on horizontal ones.

Learn more about our Cloud by McKinsey , Digital McKinsey , Financial Services , Healthcare Systems & Services , Retail , and Technology, Media, & Telecommunications  practices.

What are the biggest cloud myths?

Views on cloud computing can be clouded by misconceptions. Here are seven common myths about the cloud —all of which can be debunked:

• The cloud’s value lies primarily in reducing costs.
• Cloud computing costs more than in-house computing.
• On-premises data centers are more secure than the cloud.
• Applications run more slowly in the cloud.
• The cloud eliminates the need for infrastructure.
• The best way to move to the cloud is to focus on applications or data centers.
• You must lift and shift applications as-is or totally refactor them.

How large must my organization be to benefit from the cloud?

Here’s one more huge misconception: the cloud is just for big multinational companies. In fact, cloud can help make small local companies become multinational. A company’s benefits from implementing the cloud are not constrained by its size. In fact, the cloud shifts barrier to entry skill rather than scale, making it possible for a company of any size to compete if it has people with the right skills. With cloud, highly skilled small companies can take on established competitors. To realize the cloud’s immense potential value fully, organizations must take a thoughtful approach, with IT and the businesses working together.

For more in-depth exploration of these topics, see McKinsey’s Cloud Insights collection. Learn more about Cloud by McKinsey —and check out cloud-related job opportunities if you’re interested in working at McKinsey.

Articles referenced include:

• “ Six practical actions for building the cloud talent you need ,” January 19, 2022, Brant Carson , Dorian Gärtner , Keerthi Iyengar, Anand Swaminathan , and Wayne Vest
• “ Cloud-migration opportunity: Business value grows, but missteps abound ,” October 12, 2021, Tara Balakrishnan, Chandra Gnanasambandam , Leandro Santos , and Bhargs Srivathsan
• “ Cloud’s trillion-dollar prize is up for grabs ,” February 26, 2021, Will Forrest , Mark Gu, James Kaplan , Michael Liebow, Raghav Sharma, Kate Smaje , and Steve Van Kuiken
• “ Unlocking value: Four lessons in cloud sourcing and consumption ,” November 2, 2020, Abhi Bhatnagar , Will Forrest , Naufal Khan , and Abdallah Salami
• “ Three actions CEOs can take to get value from cloud computing ,” July 21, 2020, Chhavi Arora , Tanguy Catlin , Will Forrest , James Kaplan , and Lars Vinter

Want to know more about cloud computing?

Related articles.

Cloud’s trillion-dollar prize is up for grabs

The cloud transformation engine

Cloud cost-optimization simulator