How_To_Cite_Information_In_An_Essay

//Citations and Organization // Context: When you write an evidence (or research) based essay, the **Modern Language Association (MLA)** provides a variety of ways through which to **cite** other texts. These methods, called “**MLA in-text citations**” or **“MLA citation styles,”** are used to appropriately cite (“giving credit to”) researched information.

//Rule #1: // To argue a point, you must first make a **claim**—**an //arguable// statement presented “as if inarguable //fact//.”** For example, here is a **claim statement** made in a student essay on gun control laws. It is presented as it would appear on an outline, submitted to a teacher:

Liberal-minded politicians believe that passing more legislation to slow gun sales will lower instances of gun violence in the United States.


 * Notice that the writer does not use “I think” or “I believe” or “in my opinion.” ** The idea that “liberal-minded politicians believe” this is arguable—not //all// of them do—**but the whole statement, presented “as fact,” makes the speaker’s point //more// powerful, and declarative.**

//Rule #2: // A **claim** must be followed by **cited, credible evidence**. Here is an example:

However, as historian and University of California-Berkley social sciences professor Smith Yang states, in his book //Forget Not the Constitution//, “Tighter gun control in the United States erodes Second Amendment rights” (39).

By citing the information this way, the teacher or grader knows where the information was found. In this example, the evidence comes from a book. The student writing this essay indicates the page number from that book, where a reader can, if need be, search for the cited passage.

Of special note: What if this essay was written in a test-taking testing situation, wherein the test-creators included written materials from which to draw evidence? On those tests, if the written materials contain line numbers along the margin, the essay writer would then include //those// line numbers in the parenthesis at the end of the cited passage //(not// page numbers from the test).

//Rule #3: // The writer knows to **transition** **from the claim statement into the cited evidence**. Note the use of the **transitional phrase** “however.”

There are other **transitional phrases** worth using here, as so not to sound monotonous. Here are two other versions of appropriate **transitions**:


 * As **<span style="font-family: Garamond,serif; font-size: 16pt;"> historian and University of California-Berkley social sciences professor Smith Yang states, in his book //Forget Not the Constitution//, “Tighter gun control in the United States erodes Second Amendment rights” (39).

**//<span style="font-family: 'Palatino Linotype',serif; font-size: 16pt;">or //**


 * <span style="font-family: Garamond,serif; font-size: 16pt;">According to **<span style="font-family: Garamond,serif; font-size: 16pt;"> Yan Smith, historian and University of California-Berkley social sciences, in his book //Forget Not the Constitution//, “Tighter gun control in the United States erodesSecond Amendment rights” (39).

//<span style="font-family: 'Palatino Linotype',serif; font-size: 16pt;">Rule #4: // <span style="font-family: 'Palatino Linotype',serif; font-size: 16pt;">Notice that writer **calls attention to //all// information that indicates the** **credibility**—the //trustworthiness//—of the source. In this case, not only does this information come from a //historian// but also a //professor//—from a //reputable// college, no less! The writer also cites **the title of the resource** (in this case, a book). **Quotation marks** indicate that proceeding words belong to the source, not the writer. **//(Always// give credit where credit is due!)** This passage, as it would exist in an outline, must indicate, MLA-style, the page number from Yang’s book.

//<span style="font-family: 'Palatino Linotype',serif; font-size: 16pt;">Rule #5: // <span style="font-family: 'Palatino Linotype',serif; font-size: 16pt;">The writer must now **elaborate**, in his or her **“own words**,” exactly //how// the piece of cited evidence serves to prove a point. This **“link”** statement “connects the writer’s original point to the evidence and explains the relationship between both. For example:

<span style="font-family: Garamond,serif; font-size: 16pt;">In other words, in thinking about our nation’s ongoing gun debate, we must put //aside// instances of crimes committed by people who illegally obtained guns. Stricter regulations inhibit the //legal purchase// of guns by law-abiding citizens. New gun laws only //infringe// upon a constitutional right we //all// share. Changing laws on gun sales //incorrectly// implies that //law-abiding citizens// are those engaging in //illegal// activity.

//<span style="font-family: 'Palatino Linotype',serif; font-size: 16pt;">Rule #6: // <span style="font-family: 'Palatino Linotype',serif; font-size: 16pt;">Again, notice the **transitional phrase** (“in other words”), moving the reader from the evidence of the source back to your words, connections, and thinking. Notice also, the link is very **elaborate**: it starts by **paraphrasing** of the evidence, in more detail; it continues on with a specific, //concise// **elaboration** (multiple sentences)explaining, in detail, how the cited **evidence** “proves” the writer’s original point.

<span style="font-family: 'Palatino Linotype',serif; font-size: 16pt;">Put it all together! **Claim** (“Main Idea”), **Evidence**, and **Link**:


 * <span style="font-family: Garamond,serif; font-size: 16pt;">(CLAIM/MAIN IDEA) **<span style="font-family: Garamond,serif; font-size: 16pt;"> Liberal-minded politicians believe that passing more legislation to slow gun sales will lower instances of gun violence in the United States. However, **(EVIDENCE)** as historian and University of California-Berkley social sciences professor Smith Yang states, in his book //Forget Not the Constitution//, “Tighter gun control in the United States erodes Second Amendment rights” (39). In other words, **(LINK)** in thinking about our nation’s ongoing gun debate, we must put //aside// instances of crimes committed by people who illegally obtained guns. Stricter regulations inhibit the //legal purchase// of guns by law-abiding citizens. New gun laws only //infringe// upon a constitutional right we //all// share. Changing laws on gun sales //incorrectly// implies that //law-abiding citizens// are those engaging in //illegal// activity.

<span style="font-family: 'Palatino Linotype',serif; font-size: 16pt;">Don’t forget about those **transitions**!

<span style="font-family: Garamond,serif; font-size: 16pt;">Liberal-minded politicians believe that passing more legislation to slow gun sales will lower instances of gun violence in the United States. **(TRANSITION)** However, s historian and University of California-Berkley social sciences professor Smith Yang states, in his book //Forget Not the Constitution//, “Tighter gun control in the United States //erodes// [speaker’s emphasis] Second Amendment rights” (39). **(TRANSITION)** In other words, in thinking about our nation’s ongoing gun debate, we must put //aside// instances of crimes committed by people who illegally obtained guns. Stricter regulations inhibit the //legal purchase// of guns by law-abiding citizens. New gun laws only //infringe// upon a constitutional right we //all// share. Changing laws on gun sales //incorrectly// implies that //law-abiding citizens// are those engaging in //illegal// activity.