The rules: - You must use quotation marks/speech marks - You should only quote about 10% of your work (Most of your work should be paraphrased) - It must be quoted EXACTLY as the author said - You must reference!
Other information: (High level quotes) Mistakes: If there is a mistake in the quote, you can use [sic] to show the mistake isn't yours. Neils reports, "It was a speshul [sic] day".
Deleting words: If you delete words, you can use an ellipsis … to show words are missing before or after the quoted part. When deleting words, be careful to keep the most important information. You should also not change the meaning of the quote. "...this is a very important event... we must all consider the research..." (Neils, 2018)
Adding missing words: If you need to add words to make the meaning of a quote clear, you can use [square brackets]. "...on January 1, 2018, [we have] 420 gigatons of CO2 left to emit...” (Thunberg, 2019)
In-text referencing: In senior school assignments and at university, use in-text referencing (bibliography/reference list) or footnotes (footnotes/end notes) to link your paragraph to the right reference/citation.
Check the positions: Be careful your speech marks are facing the right way: opening speech marks are called 66s and closing speech marks are called 99s! Quote-in-quote: If you are quoting a quote, you can use double and single quotation marks to show the different quotes: Neils reports, "Renner began his article with the words, 'It's amazing how statistics work', which drew attention to the statistics later."
More information: Speech and speech marks (How to correctly punctuate, direct and reported speech) Referencing (Bibliographies and reference lists)
Research Project examples:
In “The multilingual myth: addressing assumptions around multilingualism in Australia”, Professor Mark Kofta from Sydney University argues that “stable trilingualism benefits students in a plethora of ways” (2017). These ways include increased health benefits such as delaying Alzheimers disease, increased problem solving skills and increased job opportunities. As a result of this research, and that of Professor Mari Tanaka’s, it seems clear that being multilingual is an asset to students and the wider community and should be encouraged as much as possible.
To answer my research question, there are many ways in which men are disadvantaged by gender roles. It is clear that gender roles place incredible pressure on both men and women, which is reflected in the high stress reported by men (Shivers, 2018). Common themes in my research showed men being belittled for choosing ‘unconventional’ roles at work, for choosing to be a stay-at-home-dad, and for non-traditional preferences, such as liking the colour pink, dancing and enjoying fashion. Professor Ahli argues that “traditional gender roles limit both men and women,” (2019).