DIRECT QUOTES

M.A. DUVAN ANDRES MOSQUERA NUÑEZ.

Long
Quotations.
• A quotation is a direct quote when a fragment or idea is
taken the same way as it is written in the original text.

• When a direct quotation is used, always include the author,

year and page number as part of the citation.
• Place direct quotations that are 40 words or longer in a free-
standing block of typewritten lines and omit quotation marks.
• Start the quotation on a new line, indented 1/2 inch from the
left margin, in the same place you would begin a new
paragraph.
• Type the entire quotation on the new margin, and indent the
first line of any subsequent paragraph within the quotation 1/2
inch from the new margin.
• Maintain double-spacing throughout, but do not add an extra
blank line before or after it.
• The parenthetical citation should come after the closing
punctuation mark.
Type of citation First citation in Subsequent Parenthetical format, First Parenthetical format,
text citations in text citation in text Subsequent citations in text

Marin (2017): Marin (2017):

One work by one … … (Marin, 2017, p.19) (Marin, 2017, p.19)
author (p.19) (p.19)

Núñez and Núñez and

One work by two Osorio (2010): Osorio (2010): (Núñez & Osorio, 2010, p.11) (Núñez & Osorio, 2010, p.11)
authors … …
(p.11) (p.11)

Tomlinson et al. Tomlinson et al.

One work by (2008): (2008): (Tomlinson et al., 2008, p.25) (Tomlinson et al., 2008, p.25)
three or more … …
authors (p.25) (p.25)
Some of the advantages of creating our own materials are that they have
far more possibilities to suit learners’ preferences, needs, motivations and
expectations. With reference to authenticity in materials, Gilmore (2007)
stressed:
There is a considerable range of meanings associated with
authenticity, and therefore it is little surprise if the term remains
ambiguous in most teachers’ minds. What is more, it is impossible
to engage in a meaningful debate over the pros and cons of
authenticity until we agree on what we are talking about. (p. 275)
In this way, the gap between students’ needs and the materials used in
class is narrowed down and effective learning settings and outcomes can
be accomplished. Hence, creating teacher-made materials that take into
consideration the students’ profiles and perspectives, allows teachers to
address the teaching-learning context appropriately and brings far more
possibilities to obtain better learning outcomes.
There is a considerable range of meanings associated with
authenticity, and therefore it is little surprise if the term
remains ambiguous in most teachers’ minds. What is
more, it is impossible to engage in a meaningful debate
over the pros and cons of authenticity until we agree on
what we are talking about. (p. 3)
There is a considerable range of meanings associated with
authenticity, and therefore it is little surprise if the term
remains ambiguous in most teachers’ minds. What is
more, it is impossible to engage in a meaningful debate
over the pros and cons of authenticity until we agree on
what we are talking about. (Gilmore, 2007, p. 3)