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Quoting Well, Part 2: When It’s OK, and Not OK, to Meddle

December 7, 2011, 4:00 am

Part 1 of my advice on quoting covered practices widely accepted in scholarly writing. Also well accepted, but perhaps not so well understood, is that it is permissible to make certain changes in quoted text.

The suggestion of tinkering with the original text may strike writers as confusing and dangerous, since the first rule of quoting is to quote verbatim. Altering the original, we are taught, is for the lazy, devious, or even criminal. All true.

Nonetheless, there are some alterations writers and editors routinely and safely make to quotations because they serve the reader without violating the original text.

Footnote or endnote numbers. Normal practice is to drop note callouts from quoted text without comment. If it’s essential to include the note text as well, introduce it as a separate quotation.

Capitalization. Quoters normally change the initial casing of the first word of a quotation to fit the syntax of the introductory sentence.

Take Walter Raleigh: “Real novelty of vocabulary is impossible; in the matter of language we lead a parasitical existence, and are always quoting.” In that case, this quotation, “We lead a parasitical existence,” is appropriately capped, in spite of the lowercased “we” in the original. You can also safely write that “real novelty of vocabulary is impossible,” lowercasing the uppercased “Real” in the original to fit into your sentence.

Note: Some writers meticulously acknowledge the original casing with brackets: “[Q]uotation is a lazy folly” (Raleigh). But unless the precise casing is relevant to your own text (as in literary or linguistic studies), this borders on pedantry and can get in the way of reading.

Punctuation. The most common alteration of punctuation in quoting involves quotation marks. If an original text itself contains quoted words, those quotation marks should be changed from double to single (or vice versa) to mark a quote within a quote. My favorite example of nested quotation marks is the one used in The Chicago Manual of Style at 13.28, not only because it illustrates a quote within a quote within a quote, but because it hints of madness in doing so:

“Don’t be absurd!” said Henry. “To say that ‘I mean what I say’ is the same as ‘I say what I mean’ is to be as confused as Alice at the Mad Hatter’s tea party. You remember what the Hatter said to her: ‘Not the same thing a bit! Why you might just as well say that “I see what I eat” is the same thing as “I eat what I see”!’ ”

British-style punctuation is also fair game for restyling in American publications. This involves changing ‘inverted commas’ to double quotation marks, and relocating periods and commas that appear outside the marks, “like this”, so they are safely tucked “inside,” like that.

Spelling. Although spelling (including British spellings) in an original text should be faithfully preserved, an exception may be made to correct an obvious typo that has no significance to your work. If it seems best to preserve the typo, consider whether or not to flag it with [sic] (discussed in Part 1).

Syntax. Sometimes the perfect quotation would be slightly more perfect if only the original writer had anticipated how you would be using it. Brackets can show where you tweaked for your own purposes. Take Dennis Lee’s promise to Mr. Mole: “When you get here, I’ll land on your hair.” I might write that Lee tells children that “when [Mr. Mole gets] here, [Lee will] land on [the mole’s] hair.” Not that I advocate trashing the original to that extent, but you get my point.

Typography. If the original text is all italics or underlined or in caps, the quotation of it need not be. If the original italic text featured reverse italics for emphasis, the quoted text in roman type would use italics for emphasis. Writers typically ignore other cosmetic features of the original if they aren’t relevant to the writer’s own work: typeface, color, line breaks (except in poetry). If it’s important, by all means note the change: “The original appeared in all capitals.”

One last note about what must not be changed. Copy editors frequently write to me for permission to conform quoted texts to their house style, worrying about the apparent “inconsistency.” They would spell out numbers, take hyphens out of compounds, and alter olde-style or British spellings. It’s as though they fear that readers expect everything ever published to have been written in the same style and will hold a single editor responsible for exceptions. But of course that’s just silly.

Next time, Part 3: The dreaded dots. That is, working with ellipses.

______

Quotations from Walter Raleigh are from his Style, 3rd ed. (London: Edward Arnold, 1898), 117. Quotation from Dennis Lee: Alligator Pie (Toronto: Macmillan of Canada, 1963), 27.

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Readers may send Carol questions about academic writing, editing, and publishing. Write to her at AskCarolSaller@gmail.com. (Please ask questions about Chicago style here.)


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  • mbelvadi

    This is a really helpful series. No one ever laid out these rules for me before. Thank you and I look forward to the next posting.

  • dank48

    Maximum content, minimal length. Witty and wonderful.

  • http://www.facebook.com/people/Chris-Marrou/100001026744729 Chris Marrou

    Excellent work. It should be required in every high school in the nation – except that, sadly, we’d have to teach the teachers first.

    I look forward to your article on ellipses…I think.

  • gavin_moodie

    I agree that this is a most informative series, which I am following with interest.  

    Need one be quite so punctilious about reproducing quoted text in translation?  Translation is only an approximation of the original so faithfully reproducing the translation does not necessarily convey the original’s meaning.  I’m contemplating specifically where a translator has adopted one of many alternatives in their translation of a grammatical construction in the original that does not exist in the translated language.  I suppose that if one is really worried about a translation one should use one’s own.

    • http://www.facebook.com/people/Carol-Saller/100002198727755 Carol Saller

      Gavin-moodie, I agree. You can also edit a translation and then begin the citation of the source of the translation with “Adapted from.”

  • 12094478

    A minor point but the MLA (and thus English teachers throughout the US) puts periods and commas inside quotation marks. 

    • carolsaller

      Yes, 12094478–it’s the same in Chicago style and all American stylebooks, as far as I know.

  • lenoreb

    A wonderful series, esp. since it repeats all the instructions I always gave my own students when I was teaching!

    Can hardly wait for the one about the dots . . . [I bet there will be something about the spacing.]

    • carolsaller

      Lenoreb, you are beyond adorable. (At least to a copyeditor.)

  • 11144703

    Singing an Xmas song in May would have been transgressive, as would singing an anti-U.S. song during consumerist Xmas at a business school apparently blithely unaware of the social inequities of classist, heteronormative, phallogocentric U.S.  

    I liked the Bob Fosse moves, but the group should have been reversing hierarchies, not affirming them.  A very disappointing video that privileges Christianity, a religion far worse than its monotheistic sisters Judaism and Islam.     

    • tenured_radical

      Well there’s a dissertation for you.  Get to work.

      • 11144703

        Claire, I already wasted my time with one.  No (colonialist) Albert Schweitzer life for me. I’d rather be Bob Marley who kept it real, unlike the many privileged “pasty pilgrim”s all around me in academe.  (I, like Chad Ochocinco and other people of color who keep it real, may use such phrases with impunity.  Pasty pilgrims, unless they have one drop of Latina blood in them, may not.  Since you are apparently one, you may not.  Wait–you’re a hopelessly oppressed womyn in ameriKKKa, so perhaps you may have permission.) 

  • urbanexile

    @chronicle-300058cc7d509b418f18870314eb92ac:disqus  When you are a not a number but a free man, I will consider what you have to say. Until then: Shut it and go eat some Christmas cookies.

    • 11144703

      I can never be free in xristianist imperialistic ameriKKKa.  I upchuck xmas cookies here that I’m forcefed by the fascists.  That’s why tenured radicals and I (and presumably Claire) feel at home in especially English and anthropology departments in ameriKKKa.

      Power to the people…

  • judithcbrown

    Thanks so much for your comments, which are very thoughtful. I agree with you that many institutions, including my own, require good quality publications for tenure and promotion (with that elusive term, “good quality,” evaluated by the institution’s tenured faculty whose recommendations regarding promotion and tenure are based on reading dossiers that include the opinions of outside experts in the field). But the expectations regarding a faculty member’s scholarship are not nearly as strenuous as they are at Harvard, and teaching is given much greater weight, both because it’s considered more important and because most faculty do so much more of it. Even at the research universities that I’ve been at, some faculty members did not receive tenure because those involved in the evaluation process concluded that the quality of their teaching did not meet the institution’s expectations.

    Observing the list of comments below, it seems to me that historiann’s experience teaching large numbers of students and spending a great portion of her time on responsibilities associated with them is more the norm than not.

  • judithcbrown

    Paying a living wage to adjuncts, or for that matter, to all people is a worthy cause to pursue, but it’s highly unlikely in our society that schools will be “compelled” to do this, at least in the foreseeable future. In the meantime, reducing the number of Ph.D.’s in certain fields will help.  Supply and demand may not be the only variables, but they count.  It’s not coincidental that colleges and universities can pay really low wages and find highly qualified adjuncts in certain fields but cannot do so in others.

  • judithcbrown

    I’m with you on getting rid of the semi-pro sports, the arenas that host them, and the entertainment culture that helped spawn. And I wish that the situation could be remedied simply by getting rid of all those pesky, overpaid administrators. But the situation we face is more complex. Studies of the administation of hundreds of colleges and universities agree that some administrators are overpaid and that there’s been costly administrative bloat, particularly at 4-year public institutions. In response, institutions such as the University of California, North Carolina, etc.,  have begun to reign in some administrative salaries and to cut back on administrative layers — streamlining, centralizing, sharing personnel or services with other institutions, etc. Yet reducing spending on administration apparently yields at best something well below a 10% reduction in operating budget  expenditures. Not enough to solve the financial problems facing most institutions, especially public ones, which experienced the most growth in administration and related costs. This then brings me back to the role of faculty. In an era when public funding for higher education is likely to remain the same or to shrink, and when students and their families balk at paying higher costs for a college education [reflected among others in the recent Ocuppy (you name the campus) protests], how education is provided and how faculty are involved in that process will likely change at most institutions, not because faculty have served students poorly, but because the needs of students are changing and because there are new ways to meet their needs. In the last decade the fastest growth in undergraduate education has taken place at for-profit and 2-year public institutions, where on-line instruction is growing rapidly.  Public four-year colleges now account for a smaller share of overall enrollments. So, eventually you may get your wish after all and  some of your students will go elsewhere (See among others, Delta Cost Project, Trends in Spending 1999-2009, Kevin Kiley, “Where Universities Can Be Cut,” Inside Higher Ed).

  • judithcbrown

    The issue of adjunct exploitation is heartbreaking and difficult. Good for you for trying to help out the person in your program. I wish you could tell me more about your institution, the program you’re in, and the qualifications of the person who is both staff and adjunct. Feel free to write me at my Wesleyan email address if you don’t want to air this publicly (jbrown@ wesleyan.edu).  In the meantime, I don’t know whether what I’m about to say pertains to your situation or not, but I wonder if finding an ally who is a mid or high level administrator might help. When I arrived as an administrator at a previous institution and saw the salaries of adjuncts, I was so upset that I doubled them. I found the $ somewhere, cobbled together from everything else and fortunately, this involved only about 15 people or so. My point is that if an academic administrator (not HR) believes it’s a priority, s/he may have access to financial resources or leverage with other administrators at the institution to  make it happen.

  • historiann

    I think the 2-year colleges may well be the best places for the students they’re serving.  (We end up seeing a lot of the same students when they transfer to my four-year campus, by the way.)  But until I see that Malia and Sasha Obama and the children of our political and economic elite are enrolling in online universities, I will remain highly skeptical that the value of online degrees will be on a par with even regional 4-year public universities.  I’ll call my shot now and predict that this will never be a problem in my career, which will probably end 20-25 years from now.

    All of this “crisis” talk and all of these warnings that change is coming so we’d better capitulate now rather than later have the smell of the political dictum never to let a crisis go to waste.  But in the case of the faculty, we’ve already been doing more with less for 15-20 years.  How much more can we give, realistically?  And by the way, I’m good with taking that 10% of the budget and investing it in the people who actually do the education around my uni.  I make less than half of $125,000, which I’m sure I’ll never make as my annual salary for my entire career.

    Four-year colleges–at least mine–seem to believe that they must dominate every sector of higher ed, when I think we’d be better off doing what we do what we do well & protect our brand rather than rushing headlong into inferior online courses.  Why this ideology of growth, and of monopolizing growth, at all costs? 

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