Integrating Source Material

There are many ways to integrate information from your sources into your writing and speaking. The resources have great examples that can help you frame your quotations, connect source material to your main ideas, and introduce sources with strong, specific verbs.

(Sand)which Way Do I Quote?

Frame Your Quotations

When using a quote in your writing, think of making a quote sandwich: the quote--the meat and/or veggies--is carefully situated between an introductory statement and an explanatory statement--the two outer pieces of the bread.

Introduce the Quote

State the writer and/or work you are referring to. This might look like:

• X states, _______.

• According to X, ______.

• X carefully explains ______.

• In her book, ____, X maintains that _____.

• In X's view, _____.

Insert the Quote

After quoting be sure to include an in-text citation. Need help? Visit owl.purdue.edu or make an appointment at the Writing & Speaking Studio.

Explain/Interpret the Quote

In your own words, describe what you interpret the author to be saying and express why it matters in relation to your main idea. This might look like:

• X urges us to _____.

• X's point is that _____.

• In other words, X believes ____.

Example:  How to Frame Quotations to Guide Audience Understanding

Cultural appropriation in the fashion industry has long been swept under the rug, and one result is that opportunities have been lost to emphasize in educational settings the connection between societal racism and design. In a video for Hype Hair Magazine, Amandla Stenberg (2015) explains cultural appropriation: "when a style leads to racist generalizations or stereotypes where it originated, but is deemed as high fashion, cool, or funny when the privileged take it for themselves." Essentially, cultural appropriation is when styles that have cultural attachment to them are taken, popularized for profit, and claimed as original ideas by designers. The reason why cultural appropriation is something to be aware of in the fashion industry, whether you are a consumer, designer, buyer, or anything in between, is because it erases the history, meaning, and people of the original culture.

Masterson, Q., Stenberg, A., Hype Hair Magazine. (2015, April 15). Amandla Stenberg: Don't Cash Crop on my Cornrows [Video file]. Retrieved from https://www.youtube.com/watch?v=O1KJRRSB_XA

So What? Who Cares?

It's important to answer the questions so what? and who cares? so you're not leaving room for confusion, especially in persuasive, source-based writing. Identifying this information for your readers upfront allows you to strengthen your writing by anticipating and answering their potential questions, so they can focus on the ideas you're presenting and not what's missing in your argument.

The following model paragraph demonstrates moves you can make to effectively implement answers to these important questions.

In his essay, "Hidden Intellectualism," Gerald Graff expands on the idea that schools and colleges should take the opportunity to incorporate topics that are not traditionally academic into their curriculum. Graff blames schools for failing to draw from students' natural interests and models of intellectual culture in the public sphere. I agree with him that educators should use materials from students' own "hidden" intellectual interests to foster their ability to see and learn "through academic eyes" (254). This idea has important implications for the broader domain of education, as traditional teaching methods are limiting students' ability to unlock their full potential. If this doesn't change, higher education could be inadvertently limiting access to many students who don't fit into the traditionally "intellectual" mold. Although this issue may seem of concern to only students who are feeling uninspired in their classes, it should in fact concern anyone involved in education, including professors, administrators, and writing center consultants. As these are the individuals who have the most power and influence over students' education, they have a moral duty to pay attention to their students' interests and continuously improve their learning experience. 

In the sentence beginning with "This idea has important implications...", the writer identifies and explains why their argument matters, which answers the question "so what?" The writer also presents how their argument fits into the bigger picture and describes what is ultimately at stake.

The sentence beginning with "Although this issue..." highlights who is affected within the writer's argument. It also states who has power in the situation which complements the idea of "who cares?"

Finally, in the last sentence of the paragraph, the writer expands on the question "who cares?" and justifies exactly why the previously stated individuals should care.

Spice Up Your Sources: Verbs for Introducing Sources

Try these signal verbs to make your writing livelier and to precisely & accurately reflect your sources' ideas and tone!

Making a Claim

• Mild: state, report, observe, demonstrate

• Medium: suggest, allege, assert

• HOT: argue, insist, stress

Expressing Agreement

• Mild: do not deny, acknowledge, agree

• Medium: reinforce, verify

• HOT: promote, praise, extol

Questioning or Disagreeing

• Mild: wonder, ponder, question, disagree

• Medium: counter, challenge, oppose

• HOT: rebut, renounce, reject

Recommending or Suggesting

• Mild: request, suggest

• Medium: propose, recommend, advocate, call for

• HOT: implore, urge, warn

Here are some examples of using verbs to introduce sources and capture an author's intent.

Making a Claim: Medium

When offering advice for beginner writing tutors, Fitzgerald & Ianetta assert that tutors should approach each session as specific and individualized. Therefore, they must be flexible in their practice of writing tutoring, recognizing that strategies which work for one tutor might not work for another (49).

Expressing Agreement: Mild

Minett acknowledges Kaplan's claim that "logic is not universal but culture specific" and adds that when one is "accustomed to reading texts [following] the conventional rhetorical patterns and preferences of academic English," they might misunderstand an ELL writer's meaning (67).

Questioning or Disagreeing: Medium

The idea that children have equal opportunities in America's educational infrastructure is challenged by Rose, who states that "judgements about their ability are made at a very young age," and these judgements will influence their ultimate educational experience and trajectory (128).

Recommending or Suggesting: HOT

Lippi-Green urges her readers "to make people aware of the process of language subordination. To draw their attention to the misinformation, to expose false reasoning and empty promises to hard questions" (334).