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Attached is a sample of what the assignment should look like, the rubric and the readings from by author’s that the quotes will come from.

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Directions are listed below:

Purpose: To demonstrate your ability to effectively integrate quoted material into your own writing.

  1. Carefully select five (5) relevant, useful quotes from each of readings for this week: Anne-Marie Slaughter’s “Why Women Can’t Have It All” and Richard Dorment’s “Why Men Can’t Have It All.” You will have 10 passages total.* 
    • *NOTE: To determine what are “relevant, useful quotes,” considering the quotes you would use from each text if you were writing an argument about gender roles in our society. The quotes you choose should be excellent, insightful representations of each author’s main argument.
  2. Open a Word document (Google Docs works, too), and for each quote, create a well-constructed “quote sandwich” to demonstrate how you would integrate the quoted material into a paragraph of a hypothetical paper. Refer to the source from St. Louis Community College for guidance.
  3. Decide how to best structure the paper so that the original quote is clearly separated from your “quote sandwich.” Please see the attached document for examples.

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Integrating Quotations as Evidence

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Using quotations in your writing is a skill that you can master with practice and proper formatting, including documentation. The ability to support ideas with credible sources is the basis for formal research writing in the academic setting. Blending quoted material into your own writing is a technique that you will use often in a variety of writing assignments, and it is important to do it well.


The key to developing this skill successfully requires that you become adept with three specific guidelines:


  1. Select relevant and useful quotations, paraphrases, and summaries that directly support your main ideas.
  2. Cut the text accurately and appropriately, maintaining the original context and meaning.
  3. Weave the text so it blends smoothly with your tone and style.


These are three distinct actions in practice. Many students can choose a quotation that relates to a topic or a specific point, but there is much more to academic writing. It is the masterful weaving of a selected quote that can be difficult to achieve. A successfully woven quote will appear to be smoothly fused with the writer’s sentence. In other words, if you were to hear the sentence read aloud, you would not know where the quotation was. It is only when looking at the sentence on paper that the quotation becomes clear because of the quotation marks and in-text citation.


Two other necessary moves for masterful text weaving are introducing the quoted material prior to presenting the quote and explaining/interpreting the quoted material after the quote is presented. In the first action, you let your reader know you are transitioning from your own ideas to those of another person. In the second, you explain to your reader what the quote means and what you think is significant about the idea expressed by it.




Original quote: “But this holier-than-thou social media behavior is counterproductive, it’s self-aggrandizement at the cost of actual nuanced discourse and if we want to consider online discourse productive, we need to move past this” (Graff213). -Sean Blanda, from “The Other Side Is Not Dumb.”


Quote integration: Sean Blanda argues that when it comes to controversial social issues, our default is to assume people around us will agree, and if they don’t, they must be stupid. He cautions readers that accusing those with an opposing viewpoint of lacking intelligence ultimately prevents a productive, “nuanced discourse” from happening. What seems to be at stake for Blanda is an inability to value a diversity of viewpoints, which causes social and political stagnation.


Original quote: “Quite belatedly, I came to see that mass incarceration in the United States had, in fact, emerged as a stunningly comprehensive and well-disguised system of racialized social control that functions in a manner strikingly similar to Jim Crow” (Graff 235). -Michelle Alexander, from “The New Jim Crow.”


Quote integration: Michelle Alexander claims that the prison system in the United States is systemically biased against African Americans. She asserts that, much like the Jim Crow laws that spanned the late-19th to the mid-20th centuries, prisons in the United States have emerged as a “well-disguised system of racialized social control” through the trend of mass incarceration. Despite the fact that Jim Crow laws were eventually overruled, Alexander believes that African Americans still suffer limitations on their rights due to a racially biased and irrational criminal justice system, which suggests serious reform of the U.S. prison system is necessary.



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