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You must cite sources that you have paraphrased, quoted, summarized or otherwise used to write your research paper. Citations appear in two places.  They can appear at the end of your paper in the Works Cited page.  They can also appear in the body of your paper.  These are called in-text citations.  See the MLA in-text citation tab for more information on in-text citations.

Our school uses the latest version MLA 8.  In previous versions of MLA, you would have identified the type of source and would have written a citation based on a specific format for that type of source.  In MLA 8, you look for the core elements that should be in a citation, regardless of the type of source. The MLA 8 core elements are:

1. author

2. title of source

3. title of container

4. other contributors

5. version

6. number

7. publisher

8. publication date

9. location

In MLA 8, you fill in the core elements that are available.  If a core element is not available, leave that section blank.   Remember to use the correct punctuation in each section.  For example, if you were to use the article "Reed Runs on Self-Confidence", published in the Toronto Star in 2008, you would find the following core elements:

Once you find the core elements that are available, places the parts together along with the correct punctuation to form a citation.  For example,

Starkman, Randy. “Reed runs on self-confidence.” Thestar.com, 30 Apr. 2008, www.thestar.com/sports/olympics/2008/04/30/reed_runs_on_selfconfidence.html. 

You must cite sources that you have paraphrased, quoted, summarized or otherwise used to write your research paper.  Citations appear in two places.  They can appear at the end of your paper in the References page.  They can also appear in the body of your paper.  These are called in-text citations.  See the APA in-text citation tab for more information on in-text citations.

General Rules

• Use a separate page.

• Use the title Works Cited.  Centre the title.

• Follow the correct format for the medium.  Italics and punctuation count!

• Put the sources in alphabetical order.

• Start the first line of each citation at the left hand margin.  Indent each subsequent line for the citation.

• Double space each line but do not put an extra space between citations.

For more information, see handout below, go to the Purdue OWL Writing LAB

You need an in-text citation when you use:

• A direct quote 

• When you paraphrase or summarize

• A statistic

• An idea that is not your own

• Someone else’s opinion

• Concrete facts, not considered “common knowledge”
   

General Rules

• Depends on type of source

• Usually the same as the first few words listed in the Works Cited page 

• Must be in parentheses ( )

• Place titles of short texts (e.g., articles) in quotation marks

• Write titles of longer texts (e.g., books, websites) in italics
   

Book with author

If you do not mention the author’s name, put the name and page number:

         Romantic poetry is characterized by the “spontaneous overflow of powerful feelings”              

         (Wordsworth 263).

  ***No comma

If you mention the author in your paragraph, put the page number:

          Wordsworth stated that Romantic poetry was marked by a “spontaneous 

          overflow of powerful feelings” (263).
 

         Wordsworth extensively explored the role of emotion in the creative process (263).
 

Source with no known author

Use a shortened title of the work:

           We see so many global warming hot spots in North America likely because this region has “more readily accessible climatic data and more comprehensive programs to monitor and study environmental change…” (“Impact of Global Warming” 6)

Source with 2 to 3 authors

List the author’s last names in the text or in the parentheses.

          Smith, Yang, and Moore argue that tougher gun control is not needed in the United States (76).

         The authors state “Tighter gun control in the United States erodes Second Amendment rights” (Smith, Yang, and Moore 76).

Quote or paraphrase from an indirect source (not the original source):

Use “qtd. in”:

         “Both government and local community safety practitioners will need to foster the conditions in which partnerships can flourish” (qtd. In Schneider 270).
 

Sources from the Internet

Use the first word(s) used in the citation listed in the Works Cited page:

          The Purdue OWL is accessed by millions of users every year.  Its “MLA Formatting and Style Guide” is one of the most popular resources (Stolley et al.).
 

If it is an article, list the title of the article as well.

          One online film critic stated that Fitzcarraldo is “…a beautiful and terrifying critique of obsession and colonialism” (Garcia, “Herzog: a Life”).
 

Link to Works Cited Page

Although you have written your in-text citations, you must also write a Works Cited page with the full citation for each source listed.  Your in-text citations are like small clues that let the readers know the source so that they can find it on the more detailed Works Cited page.  See the MLA Citations page for more information on creating a Works Cited Page.

For more information on MLA 8 in-text citations, go to the Purdue Online Writing Lab or watch these short videos.

APA Citations (7th Ed.)

Most citations include:

• Author’s name

• Date of Publication

• Title of text

• Publisher

• Volume # and page numbers (if applicable)

• Website address (if applicable)

For example: Book with One Author

Minigh, J.L. (2007). Sports Medicine. Greenwood Press. 

(Author's Last Name, Initials, Date of Publication, Title of Book, Publisher)

Print - Scholarly Journal Article

Barlow, Andrew (2003). The Student Movement of the 1960's and the Politics of Race. Journal of Ethnic Studies 19 (3), 22-30. 

Adds volume (issue) and page(s). 

Non-Print - Page on a Website

Fuller, D.P. (2004, April). World Health Organization's international health regulations. http://www.asil.org/insights/insigh132.htm. 

(Author, Date of Publication, Title of Document / Page, Website address.)

Non-Print - E-mail

Interviews and e-mails are cited within the research paper, but not in the Reference list. 

"Infections are often contracted while patients are recovering in the hospital"

(J.D. Black, personal communication, May 30, 2008)

J.D. Black explained that "infections are often contracted while patients are recovering in the hospital" (personal communication, May 30, 2008). 

Non-Print - YouTube Video

CBCtv. (2008, April 15). Rick Mercer Report: Kite Skiing [video file]. http://www.youtube.com/watch?v=U52BvwCRr2U. 

(YouTube username, Date video was posted, Title of video, medium, link.)

APA Reference Page (Student paper)

General Rules

• Use a separate page.

• Put the page number on the top right hand corner.

• Use the title References.  Centre the title.

• Follow the correct format for the medium.  Italics and punctuation count!

• Put the sources in alphabetical order.

• Start the first line of each citation at the left hand margin.  Indent each subsequent line for the citation.

• Double space your reference list.

For more examples, Print or Ask the librarian for the handout on APA Citations, go to the Purdue OWL Writing LAB or watch these short videos to learn the basics.

What is an Annotated Bibliography?

An annotated bibliography is a list of sources that you used to complete your research.  It also includes descriptive and/or evaluative comments on each source.  

What is in an Annotation?

Some are descriptive, giving a summary of the main ideas and arguments.  Others are evaluative, looking at the quality of the source.  These can be positive, negative or a mix of both.  Depending on your assignment requirements, it may include:

• A correct citation (MLA or APA) of the source

• A summary of the content of each source, which may include:

  1. main argument and conclusions

  2. method of investigation

  3. organization of the book 

  4. overview of key points

• Description of why the source is useful or relevant to the topic (e.g., frames concept, connects to bigger problems, gives insight, provides body of evidence, conclusions support your thesis)

• An evaluation of the source (e.g., value, limitations, bias, omissions, impact, effectiveness of evidence)

For example:

Nicholson, Helen. "Women on the Third Crusade." Journal of Medieval History 23.4 (1997): 335-49.

        In this article, Nicholson explores the controversial question of whether, and to what extent, women participated in armed conflict during the Third Crusade [This sentence identifies the central question of the article]. After reviewing different historians' views on the issue, she examines the widely different depictions of women's participation in the crusade given in Muslim and Christian accounts [This sentence explains the sources that she used]. Nicholson exposes the biases within both Muslim and Christian accounts to examine how Muslim sources tended to exaggerate women's participation in armed conflict while Christian sources tended to conceal women's roles. Ultimately, she argues that while women played many important support roles during the Crusades, their participation in armed conflict was limited to extremely dire battles [The previous two sentences explain the thesis of the article]. This article provides an excellent overview of the primary and secondary sources associated with the debate over the participation of women in armed conflict during the Crusades; it will help to support my argument that, while they were essential to the Crusades, women were limited in the roles that they could play within them due to social stigma [This sentence explains how the article will be relevant to your essay].

General Formatting

• Page includes a title 

• Sources are cited correctly according to the format (MLA, APA) with proper indentation

• Sources are listed alphabetically and double-spaced

• Each annotation is around 100-200 words long and usually 3-7 sentences 

• The annotation is meant to be concise and to the point (do not add extra description)

• Do not play with the fonts, colours or add graphics (this is not the place to make it look pretty)

Useful Verbs and Phrases

• Account for

• Analyze

• Argue

• Assess

• Assert

• Assume

• Claim

• Clarify

• Compare

• Conclude

• Criticize

• Defend

• Define

• Demonstrate

• Describe

• Depict

• Determine

• Distinguish

• Evaluate

• Emphasize

• Examine

• Exemplify

• Exhibit

• Explain

• Frame

• Identify

• Illustrate

• Imply

• Indicate

• Investigate

• Judge

• Justify

• Narrate

• Persuade

• Propose 

• Question

• Recognize

• Reflect

• Refer to

• Report

• Review

• Suggest 

• The evidence indicates that…                         

• The author identifies three reasons for…

• The author points out that…

• The author addresses the issue of…

• The article assesses the effect of…

• The article questions the view that…

• With this in mind…

• The author concludes that…
   

Adapted from:

 “How to Write an Annotated Bibliography.”  Trent University. Web. 30 October 2015. 

“Writing an Annotated Bibliography.” Writing at the University of Toronto. The University of Toronto. Web. 30 October 2015.

“Annotated Bibliography.” Brandon University. 10 Sept 2015. Web. 30 October 2015.

What is a Scholarly Book?

• A book written by a respected expert in the field that shares research findings on the topic
• Includes a key message and evidence
• More formal and technical language
• Makes reference to other sources 

What does skimming mean?

• Looking quickly through the text for the main idea and key points
• Not reading every word
• Not looking for specific details
• Skipping over descriptions and examples

How to Skim a Scholarly Book

Step 1: Read the Table of Contents

• What is the book about?
• Are there any summaries?
• What is significant about how the book is organized?
• What are the key messages?

Step 2: Read the Introduction

• Look for the author’s main argument
• Look for the evidence used to support the argument
• Look for how the book is organized and how the organization supports the argument
• No introduction? Look for a Preface or Overview

Don't forget to skim for information.  This means you are NOT reading every word.

Try to use the zig-zag or big 'S' method to scan for the main idea and evidence.  Use your finger and move it back and forth as you zig-zag or make large S motions.  Your S should cover every 2nd or 3rd line.

Need practice?  Photocopy a page and draw the zig-zags or S's.  Then circle the key words or phrases that fall on the line that appear to be significant.  Piece the circled words/phrases together to infer meaning.

Step 3: Read the first few paragraphs of each chapter

• Each chapter is like a mini-book focusing on one piece of evidence for the argument
• Skim the first few paragraphs to find the main message of that chapter
• OR…look for a summary in the last few paragraphs in the chapter

Step 4: Identify the chapters that fit your needs and read those chapters in greater detail

• Find the chapters that will help you with your assignment
• Read the entire chapter
• Focus on the main argument and the evidence
• Consider how it fits into the bigger message of the book

Bonus Step: Read Professional Reviews

• Read reviews of the book written by other experts
• Look for the summary of the argument and evidence
• Don’t just read the reviews to complete assignments! Always read the book

Things to Remember

• Always consider the author’s main argument for the whole book when you reading individual chapters.
• Never read the book word for word. Train yourself to glance back and forth across the page to capture the key points.
• Remember, each chapter is like a mini-essay on the topic.  Find the main argument and evidence. 
  
   

Norms in Academic Writing

1.  Do not use the general you. Use one instead. (Eg: One would require patience and determination to find employment during the Great Depression.)

2. Quoted material needs to be introduced. You cannot use a quotation without introducing it in a way that allows your reader to see its purpose (Eg: This is  the case when Smith writes… or For example, Zinn argues that…)

3. Avoid using this or that as a subject (Eg: This made a significant difference). It is better to be more specific: (Eg: The radio, a new consumer product available in the 1920s, made a significant difference in the lives of Canadians.)

4. Write out numerals (except dates) under 100 (Eg: three instead of 3), except when they appear as the first word of a sentence or are being used as percentages. Eg: “75-90% of all aboriginal peoples were decimated by disease within two generations after interactions with European peoples.”

5. Adjectives often diminish the force of your writing. While you may believe using terms such as “really,” “very” or “truly” add credence to your argument, in reality they are informal and not acceptable in academic writing. The Communist Manifesto was really, truly very much a work of ground-breaking importance is not as effective as The Communist Manifesto was a significant……...

6. In most cases, it is wise to avoid using the same word twice in a single sentence or many times in a single paragraph. Repetition diminishes the strength of your argument and will tire your reader. 

7. Always double-space your work, use a ten- or twelve-point font, and stick to the standard margins set by your word-processing program.

8. Never refer to an historical figure by their given name, always use their surname or family name. E.g. “Hitler felt the new German nation required radical shifts in industrialization and technology.” 

9. Avoid vague, general statements that are difficult to prove. E.g. “ Canada would not be the country it is today if it were not for the rise of the automobile.” Or “Hitler would have taken over the world if not for the Americans in World War II.”  It is vital that your statements be focused, direct and specific without speculations or predictions. 

The Editing Process

1. Trim everything down: Effective academic writing is precise and concise, so weed out lengthy, wordy phrases whenever you can.

2. Use a thesaurus: Some writers believe that if they couldn’t think up the word themselves, it’s cheating. But think of a thesaurus as a vocabulary lesson and an opportunity to explore new words.

3. Use a dictionary, don’t rely on spell-check: You may be using a correctly spelled word, but that doesn’t mean it’s the appropriate choice for the sentence.

4. Read your draft aloud. Hearing your own words, or having someone else listen to them, can help you identify run-on sentences, awkward phrasing, and other problems that might otherwise escape your attention. If you read your writing out loud, you are more likely to catch mistakes than if you read it silently. This is one of the most effective ways to proofread your work before turning it in.

5. Edit your work, over and over. Have someone else read it over and edit as well. Then edit your work again.

Punctuation

• Avoid exclamation points!!!!! They have no place in academic writing. 

• Avoid contractions (e.g., don't, can't) in a formal written piece of work.  If necessary, use could not, did not, had not, etc..

Commonly Misused Words

1. affect, effect: Affect is usually a verb meaning to influence.  Effect is usually a noun meaning result. The drug did not affect the disease, and it had several adverse side effects. Effect can also be a verb meaning to bring about. Only the president can effect such a dramatic change. 

2. emigrate from, immigrate to: Emigrate means to leave one country or region to settle in another. In 1900, my grandfather emigrated from Russia. Immigrate means to enter another country and reside there. Many Mexicans immigrate to the U.S. to find work. Hints:  Emigrate begins with the letter E, as does Exit. When you emigrate, you exit a country.  Immigrate begins with the letter I, as does In. When you immigrate, you go into a country

3. than, then: Than is a conjunction used in comparisons; then is an adverb denoting time. That pizza is more than I can eat. Tom laughed, and then we recognized him. Hints:  Than is used to compare; both words have the letter a in them. Then tells when; both are spelled the same, except for the first letter.

4. there, their, they're: There is an adverb specifying place; it is also an expletive. Adverb:   Sylvia is lying there unconscious. Expletive: There are two plums left. Their is a possessive pronoun. They're is a contraction of they are. Fred and Jane finally washed their car. They're later than usual today. Hints:  If you are using there to tell the reader where, both words have h-e-r-e. Here is also a place. If you are using their as a possessive pronoun, you are telling the reader what "they own. Their has h-e-i-r, which also means heir, as in someone who inherits something. Both words have to do with ownership. They're is a contraction of they are. Sound out they are in the sentence and see if it works. If it does not, it must be one of the previous versions.

5. to, too, two: To is a preposition; too is an adverb; two is a number.  Too many of your shots slice to the left, but the last two were right on the mark. Hints:  If you are trying to spell out the number, it is always t-w-o.   Two has a w which is the first letter in word. The opposite of word is number. Too is usually used as also when adding or including some additional information. Whenever you want to include something else, think of it as adding;  therefore you also need to add an extra  o.

Commonly Misspelled Words

• allowed  

• received

• their/there

• recommended

• preferred

• assisted

• independence

• occurred

• fortunate

• succeed

• y (singular) = ies (plural) eg: spies/tries/families/armies

Common Problem Phrases

• supposed to: Do not omit the d. Suppose to is incorrect.

• used to: Same as above. Do not write use to.

• toward: There is no s at the end of the word.

• for all intents and purposes: Not intensive purposes.

Do Not Use Terms or Expressions Like…

• …..at all…eg: it didn’t matter at all

• “sick”

• “the best”    

• a bunch of/a lot 

• all/ all in all

• almost

• always

• amazing       

• and like

• anything

• as soon as 

• at all levels

• at the time

• awesome 

• back in the day….      

• badly

• basically 

• because

• best performing

• better

• colossal

• completely

• do/doing

• easy

• entire

• everyone

• extreme/extremely   

• fantastic    

• generally

• great/greatest..of all time

• happened

• he/she pushed the boundaries

• helped

• horrific

• huge    

• I believe/I think 

• immense

• in conclusion

• it is obvious that

• it is clear that

• largely

• lots

• luckily

• major

• many

• matter/mattered

• nice    

• outdo  

• people felt that/believed

• perfectly

• quickly

• really

• something

• someone

• stopping

• strikingly

• substantially

• that took place

• that was a big part of 

• this/which shows that

• tough

• tremendously

• truly

• unhappy

• very    

• wanted

• was a huge part of

• worried

Instead Use Terms Like

• abdicated

• accelerated

• accordingly

• adopt

• advocated

• altered

• amplified

• appealed

• consequently

• consolidated

• contributed

• deemed

• detrimental

• dissatisfied

• discontent

• divided

• due to

• embodied

• emergence

• emphasized

• empowered

• enabled

• established

• evoked

• exarcebated

• incited

• instilled

• facilitated

• flourished

• fuelled 

• guaranteed

• hence

• impactful

• important

• incorporated

• initiative

• integral

• magnified

• numerous

• outcome

• relentless

• reshaped

• revealed/ing

• safeguarded

• significant

• spearhead

• strengthened

• supported

• thwarted

• transpired

• undermined

• undertaking

• upheld

• vital

And Use Expressions Like

• allowed for

• brought forth

• contributed to

• designed to evoke

• furthermore

• gave rise

• hence

• in accordance with

• it incorporated 

• on the road toward becoming

• opened up

• provided 

• pushed for…

• resulting in

• significant factor

• signaling the end/beginning of….

• sought to…

• therefore

• thus

• ushered in

• had the dual effect of…….

Written by Stefano Fornazzari, YRDSB, 2016

It is important to integrate your quotes into your argument.  This provides credibility to you as the author of the paper and establishes overall flow within your paragraphs.  Consider the following strategies when integrating your quotes:

Use a short introductory phrase (not a complete sentence) and a comma.

In the article [text title], X writes, “[quote]”

In the words of X, “[quote]”

As X suggests in [text title], “[quote]”

In X’s perspective, “[quote]”

X concurs when he notes, “[quote]”

According to X, “[quote]”

Use a complete sentence and a colon.

          X emphasizes ______________: “[quote]”

          X argues ____________: “[quote]”

          X supports _____________: “[quote]”

Integrate a quoted fragment within a sentence using the word ‘that’.  These fragments should be short and flow naturally within the sentence.

          In [text title], X demonstrates that “[quote fragment]”

          In [text title], X declares that “[quote fragment]”

          In [text title], X reveals that “[quote fragment]”

          In [text title], X concludes that “[quote fragment]”

Integrate a quoted fragment within a sentence without the word ‘that’.  These fragments should be short and flow naturally within the sentence.

          X considers ____ to be “[quote fragment]”

          X suggests “[quote fragment]”

          X’s assertion regarding “[quote fragment]”

Use strong verbs.  Instead of using ‘the author says’, try using “the author…”

• Acknowledges
• Addresses
• Adds
• Admits
• Advocates
• Agrees
• Allows
• Analyses
• Approves
• Argues
• Articulates
• Asks
• Asserts
• Believes
• Challenges
• Claims
• Clarifies
• Concludes
• Concurs
• Confirms
• Considers
• Corroborates
• Counters
• Criticizes
• Declares
• Defends
• Demonstrates
• Describes
• Disputes
• Elaborates
• Emphasizes
• Examines
• Explains
• Highlights
• Hints
• Illustrates
• Implies
• Indicates
• Infers
• Insists
• Interprets
• Justifies
• Maintains
• Notes
• Observes
• Points out
• Proclaims
• Proposes
• Questions
• Reasons
• Refers
• Remarks
• Shows
• Speculates States
• Stresses
• Submits
• Suggests
• Summarizes
• Supports
• Theorizes
• Thinks
• Underscores
• Validates
• Wonders

Instead of using “this example shows,” try using “this example…”

• Clarifies
• Communicates
• Complicates
• Confirms
• Contradicts
• Conveys
• Corroborates
• Debunks
• Defends
• Demonstrates
• Emphasizes
• Epitomizes
• Exemplifies
• Explains
• Falsifies
• Highlights
• Illustrates Implies
• Indicates
• Negates
• Disproves
• Points out
• Presents
• Proves
• Provokes
• Reinforces
• Relates
• Represents
• Reveals
• Showcases
• Simplifies
• Strengthens
• Stresses
• Strengthens
• Stresses
• Suggests
• Summarizes
• Supports
• Undermines
• Underscores
• Validates
• Weakens

Watch your punctuation and formatting.

• Include punctuation that is part of the original quote within the quotation marks.  Place any punctuation you add outside of the quotation marks.
• If the quote is more than three lines long, indent it one inch from both left and right margins.  Single-space the quote.  Do not use quotation marks.
• When using a fragment, use quotation marks around the fragment.
• If you skip parts of the quote, use ellipses (e.g., “no man is an island, entire of itself…any man’s death diminishes me, because I am involved in mankind”).
• If you change a word, but not its sense, use square brackets (e.g., any activities [they] take as a class will not matter”).
• Remember to cite your work!  Speak to a librarian for help.

Adapted from Ishiguro Seiji,  « Integrating Quotations – MLA Format, ENG4U » Handout. BCSS. Markham, Ontario, 2014. Print. 

And Weber, Karl. Writing a Research Paper 8: Quoting, Citing, & Paraphrasing Study Guide. New York: Video Aided Instruction, 2007. Print.

There are two different ways to use the ideas of someone else in your essay or research paper.    You can either paraphrase or you can a use direct quotation. When you paraphrase, you take the author’s words and put them into your own words.  A direct quotation is when you use the exact words from the author.  When using either method, you need to cite the work.  This is called an embedded reference.

Embedded referencing is in the section of the essay that the information is used and leads the reader to a more detailed citation in the Works Cited list.  There are many different ways to embed a reference depending on how it is used in the essay.  Take a look at these examples of embedded referencing for the book entitled Victims of War by Robin Cross, published in 1993.  

Here is the citation for the book:

    Cross, Robin.  Victims of War.  East Sussex, England: Wayland Publishers Limited, 1993.

In this paraphrase, the author’s name is not used in the text.

          Some soldiers during World War II suffered from mental as well as physical wounds.  This         

          phenomenon was known as shell shock or battle fatigue (Cross 9).

The embedded reference (Cross 9) gives last name of the author and the page number where the paraphrased information was taken from.  

In this paraphrase, the author’s name is used in the text.

          According to Cross (9), some soldiers during World War II suffered from mental as well as    

          physical wounds.  This phenomenon was known as shell shock or battle fatigue.

The use of Cross’s name in the text changes the embedded reference to only the page where the information was taken from (9), which should follow directly after the author’s name.   

In this direct quotation, the author’s name is not used in the text.

         Some soldiers suffered from mental as well as physical wounds: “In the Second World 

         War shell shock was named battle fatigue--mental breakdown caused by front-line 

         fighting” (Cross 9).

 The embedded reference appears at the end of the sentence just before the punctuation mark.  The embedded reference (Cross 9) contains the author’s last name and the page number where the quotation can be found.

In this direct quotation, the author’s name is used in the text.

         According to Cross, some soldiers suffered from mental as well as physical wounds: “In the      

         Second World War shell shock was named battle fatigue--mental breakdown caused by front-

         line fighting” (9).

The page number where the quotation can be found in Cross’s book is placed in parentheses at the end of the sentence, just before the punctuation mark.

In this direct quotation, a sentence fragment is used.

         According to Cross, some soldiers suffered from “. . . battle fatigue--mental breakdown caused 

         by front-line fighting” (9).

 The direct quotation is a sentence fragment (only a part of a sentence).  The three dots at the beginning of the quote (“. . . battle fatigue) indicate to the reader that only a part of the full sentence was used in the quote.

In this direct quotation, a Block Quote is used.  For a block quote, you indent the whole quote from the rest of the text.

          In the Second World War shell shock was named battle fatigue--mental breakdown 

          caused by front-line fighting.  In warfare mental wounds are as inevitable as those 

          suffered from bullets and shrapnel.  In the Second World War, on average, about 

          10-15 per cent of British and US battle casualties were cases of mental breakdown.  

          For every five soldiers wounded another was killed and another became a psychiatric 

          casualty.  (Cross  9-10)

Block quotations are used when the quote is longer than 3 to 4 lines.  The block quotation is indented one inch from both the left and right margins, and single spaced, thereby setting it apart from the rest of the text.  Quotation marks are not used and the embedded reference appears at the end of the quotation after the punctuation mark.

Adapted from Embedded References and Works Cited General Guide.  Westmount C.I., 2012.