how to cite evidence in an essay from a play

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How to Quote and Cite a Play in an Essay Using MLA Format

MLA style provides guidelines for citing both small and large passages of plays in the body of your text. In addition, MLA requires you to note any plays you reference on a separate works cited list. How you include quotes from a play in your text will depend on how whether you're quoting a single character or dialogue between multiple characters.

Quoting a Play in Your Essay

Whenever you quote a play in your essay, MLA style requires you to include an in-text citation showing where the quote came from. For a play, this will include the abbreviated title of the play, and the section of the play in which the quote is found.

If you are quoting a single character's dialogue, or stage directions, in your paper, you can simply include the quote within quotation marks as part of your sentence.

If quoting a verse play, lines are separated by a slash /. Take the following from Shakepeare's "Measure for Measure":

In asking for his pardon, Claudio states "the miserable have no other medicine/But only hope" ( Measure , 3.1.2-3).

In the in-text citation, " Measure " show's the play's title, "3" is the act number, "1" the scene number, and "2-3" the lines on which the quote appears. Note that each item in the play's division is separated by periods. '},{'content':'If you're quoting a play that does not have scenes or lines, include the act, and note it as such, so it is not confused with a page number.

For example, Caryl Churchill's "Cloud 9" has no scenes, so you might cite it as follows:

Betty's anxiety is shown by her worry toward Tommy. "He's going to fall in. Make Martin make him move back" ( Cloud , act 2).

Quoting Dialogue From Multiple Characters

One of the features of plays is that multiple characters speak to each other in dramatic form. If you quote two characters speaking to each other this way in your paper, it is formatted as a block quote. Include a blank line between the body of your paper and the first line of your quote.

When dialogue switches characters, include a blank line between each character's lines. Each line in the block quote must be indented 1 inch from your the rest of your paper's text, and if a character's speech runs more than one line, each additional line is indented an additional 1/4-inch. The names of characters are written in full caps -- don't forget to include an in-text citation after the quote.

This quote is from Aristophanes's "The Birds":

PISTHETAIROS: I never saw so many birds! They make me nervous.

EUELPIDES: You said it. When they lift their wings you can't see where you're going. ("Birds", párodos)

Greek plays are divided into named subsections, such as episodes and strophes -- the name of each subsection should be included when citing a Greek play. In this case "párodos" is the choral section including the quote.

Including a Play on Your Works Cited List

In MLA style, an additional page is added after the last page of your paper to include all items that were cited in your essay.

When you quote or reference a play in your writing, you place a reference on this page to give the information of the book or anthology in which you found the play. Your reference will include the name of the author, the play title, the publication information, and the format in which it was found. MLA arranges this information in the following order:

Author Lastname, Firstname. Title of Play . Publication Location: Publisher, Year of Publication. Format.

For example:

Churchill, Caryl. Cloud 9 . New York: Theater Communications Group, 1985. Print.

If you are referencing a play that has been translated and/or edited, include the translator's and/or editor's name after the title of the play:

Pirandello, Luigi. Six Characters in Search of an Author . Trans. Edward Storer. Ed. Adam Frost. Mineola: Dover Publications, 1998. Print.

Plays in Anthologies

Plays will often be included in a multivolume work or anthology. If you are citing a specific play that is included in an anthology, the anthology name should be included in italics after the play title.

In addition, the pages the play appears on within the anthology should be included after the year of publication. Here's an example of an anthology citation:

Aristophanes. The Frogs . Four Comedies . Trans. and Ed. Dudley Fitts. New York: Harcourt, 1962. 69-156. Print.

Note that if the translator and editor are the same person, you list "Trans." first.

Plays Found Online

To include a play found online your reference list, you will replace the publisher information with the name and date of the Web page on which you found the play. Also note the source format as "Web." You do not need a URL to cite a Web source in MLA, but you need to indicate the date you last accessed the Web page. Format your citation as follows:

Author Lastname, Firstname. Title of Play . Name of Web page . Name of website, last date Web page was updated. Web. Date you accessed Web page.

Here is an example:

Shakespeare, William. Measure for Measure . The Complete Works of William Shakespeare . Massachusetts Institute of Technology, n.d. Web. 16 March 2015.

Note that "n.d." means "no date." You can use this in place of the update date for a webpage, or publication date for a book, if no date is available.

Need help with a citation? Try our citation generator .

• Pellissippi State Community College Library: MLA Style Guide - Drama
• Purdue University Online Writing Lab: MLA Works Cited -- Electronic Sources

Jon Zamboni began writing professionally in 2010. He has previously written for The Spiritual Herald, an urban health care and religious issues newspaper based in New York City, and online music magazine eBurban. Zamboni has a Bachelor of Arts in religious studies from Wesleyan University.

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• SCC Research Guides
• Citing a Play

When you refer to lines from a play in-text, you need to cite these lines according to MLA. There are several ways to do in-text citations for plays. Depending on what information you have about your play will determine how you do your citations.

• Citing a Play (MLA Works Cited)
• In-Text Citations for Plays
• Help Resources

Citing a Play from Textbook

Format:  Author.  Title of Play in Italics .  Title of Textbook,  edited by Editor Name, edition, vol. #, Publisher, Year, Page Numbers.

Example:  Hansberry, Lorraine.  A Raisin in the Sun. The Norton Anthology of African American Literature , edited by Henry Louis Gates, Jr. and Valerie Smith, 3rd ed. vol. 2, W.W. Norton and Company, 2014, pp. 470-532.

Citing a Play in a Book 

*Note:  this citation should be used if you find your play in a book where the play is the entire book

Format:  Author.  Title of Play in Italics.  Edition, Publisher, Year. Database Name in Italics (if electronic), URL.

Example:  Sophocles.  Antigone.  Translated by David Mulroy,   University of Wisconsin Press, 2013.  ProQuest Ebook Central,  ebookcentral.proquest.com/lib/sccsc/detail.action?docID=3445283.

How you cite in-text depends on whether you are using line numbers or page numbers. 

Using Line Numbers

Example:  (Hansberry, 4.5. lines 171-9)

*Note:  If the text of your play includes line numbers on the side of the page, then replace the page number with the act, scene, and line numbers.

*Notes:  Once you establish you are using line numbers for your in-text citations, you no longer need to use the word "line" in your parenthetical citation.

*Note:  If you have used the author's name or the play's title in the signal phrase before introducing a quote, you do not need to include it in your in-text citation.

Using Page Numbers

Example : (Wilson 200)

*Note:  If lines in your play are not numbered, you can use the page number in your citation.

• Sample Drama Paper
• Sample Drama Paper with Line Number Citations This sample drama paper will show examples of in-text citations using line numbers.
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How To Cite A Play In MLA – Formatting & Examples

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In academic writing , proper citation practices are essential to acknowledge the intellectual contributions of authors and to uphold the integrity of scholarly discourse. For scholars, students, and writers engaged in the study of drama and theater, understanding how to cite a play in MLA format is important. This guide delves into the intricacies of citing plays in MLA, providing a step-by-step elucidation of the citation process for various play types, including classic and contemporary works.

Inhaltsverzeichnis

• 1 How to cite a play in MLA – In a Nutshell
• 2 Definition: How to cite a play in MLA
• 3 How to cite a play in MLA: In-text citations
• 4 How to cite a play in MLA: Works Cited list

How to cite a play in MLA – In a Nutshell

• When quoting from a play in an essay, MLA style requires you to add an in-text citation indicating the source.
• Including quotes from a play in your work will vary based on whether you are quoting a single character or dialogue between numerous characters.
• In MLA format, an additional page is inserted after the last page of the academic essay to list all sources acknowledged within.

Definition: How to cite a play in MLA

An MLA parenthetical citation for a play with numbered lines should include the play’s title, author, act number, scene number, and line numbers. Without line numbers, refer to the page the text appears on. Capitalize, punctuate, and indent dialogue as necessary.

• Banquo: I’ll have it done.
• Macduff: What he hath lost, noble Macbeth hath won. (Shakespeare 1.2.94–95)

How to cite a play in MLA: In-text citations

An MLA in-text citation includes the author’s last name and page number:

• (Beckett 8)

Replace the page number with the act, scene, and line numbers, separated by periods if they’re included in the play:

• (Shakespeare 1.3.188–90)

If the text only employs lines, clarify what the numbers represent by including “lines” before the author’s name or title in the first citation of that piece. Subsequent references to the same play may omit “lines.”

• (Malcolm, lines 15–26)
• (Malcolm 35–40)

Multiple plays by the same author

In articles focusing on many works by a single playwright, italicize the play title instead of the writer’s name in each reference.

• ( Macbeth 1.3.188–90)

The MLA style manual suggests using abbreviations after the initial reference to avoid repeating play titles throughout your dissertation . If your study is on Shakespeare, you can utilize commonly accepted acronyms for play titles.

• ( Mac . 2.1.25)

Quoting dialogue

When quoting several dialogue lines from a play or film:

• Place the quotation on a new line with a half-inch left margin indent.
• The discourse should begin with the character’s name in capital letters and a period.
• If a character’s discourse extends beyond one line, indent the subsequent lines by a half inch.
• Add the citation following the punctuation mark.

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How to cite a play in MLA: Works Cited list

The Works Cited section contains the citation information used in the text. The citation format depends on whether it was published as a book, an anthology, or a live performance.

If the play is published as a book, the citation format is identical to the standard MLA format.

Collection or anthology

Put a period after the play’s title if published in a collection or anthology, and then give the complete details of the sourcebook.

If there is no editor listed, simply remove this section and proceed as illustrated above.

Live performance

To reference a live performance of a play, provide the date and location of the performance. Include the theater company as well.

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How to cite a play in MLA with a one-act play?

MLA style ensures that your reader knows the play being cited. Italicize the work’s title with the page number or scene, act , and lines and only use the full title in the initial citation.

How to cite a play in MLA with no author?

Use a shortened version of the work’s title when a source’s author is unknown. If the work is short, enclose the title in quotation marks ; if longer, italicize the title and include the page number.

How to cite a play in MLA with multiple lines

Quotes longer than four prose lines or three verse lines should be placed in a separate block of text without quotation marks. Begin the quotation on a new line, double-spacing throughout and indenting it by 1/2 inch from the left margin.

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Citation guides

All you need to know about citations

How to cite a play in MLA

To cite a play in a reference entry in MLA style 9th edition include the following elements:

• Author(s): Give the last name and name as presented in the source (e. g. Watson, John). For two authors, reverse only the first name, followed by ‘and’ and the second name in normal order (e. g. Watson, John, and John Watson). For three or more authors, list the first name followed by et al. (e. g. Watson, John, et al.)
• Play Title: Titles are italicized when independent. If part of a larger source add quotation marks and do not italize.
• Publisher: If the name of an academic press contains the words University and Press, use UP e.g. Oxford UP instead of Oxford University Press. If the word "University" doesn't appear, spell out the Press e.g. MIT Press.
• Year of publication: Give the year of publication as presented in the source.

Here is the basic format for a reference list entry of a play in MLA style 9th edition:

Author(s) . Play Title . Publisher , Year of publication .

Take a look at our works cited examples that demonstrate the MLA style guidelines in action:

Play with one author.

Williams, Tennessee . The Glass Menagerie . New Directions , 1999 .

Play with two authors.

Crouse, Lindsay and Peter Straub . Life with Father . Dramatists Play Service , 1990 .

This citation style guide is based on the MLA Handbook (9 th edition).

More useful guides

• Citation Help for MLA, 8th Edition: Plays
• MLA 8 Citation Guide: Three or more authors

More great BibGuru guides

• MLA: how to cite a newspaper article
• APA: how to cite a textbook
• Chicago: how to cite a master's thesis

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How to cite evidence.

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Citing textual evidence is critical to academic writing, professional communications, and even everyday discussions where arguments need to be supported by facts. Your ability to reference specific parts of a text improves credibility and strengthens your arguments, allowing you to present a well-rounded and persuasive case. For this reason, we wanted to give you a quick overview of how to cite evidence effectively, using one method in particular – the RACE strategy .

Introduction to Citing Text Evidence

The core reason for citing evidence is to lend credibility to an argument , showing the audience that the points being made are not just based on personal opinion but are backed by solid references. This practice is foundational in academic settings. There, the questions that students need to respond to are often constructed in a way that requires citing of evidence to support their answers. However, how can we make this process more quick and effectice? The answer lies in the RACE strategy, which is a special framework called to streamlines the process of citing textual evidence.

What is the RACE Strategy?

The RACE strategy stands for Restate, Answer, Cite evidence, and Explain. It is a methodical approach designed to help individuals construct well-structured answers that include textual proof. Let’s break down this method a little bit so you have some kind of impression on what we are going to talk about further.

• Restating the question or prompt in the introduction of the answer helps the writer to set the stage for a clear response.
• The direct answer, taht follows afterwards, presents the key point or thesis of the question.
• After we’e given an answer, we can move on to citing evidence, where we will integrate specific examples from the text to support the answer.
• Finally, we can move on to explaining our evidence. Here, it’s important to elaborating on how the cited examples support the argument we made.

This structured approach not only helps in organizing thoughts but also makes sure that the necessary components of a well-supported argument are present. Just like how to cite the constitution you have to be precise and factual. Let’s explore each step with actual examples to better illustrate how this strategy can help you with the process of citing textual evidence.

Restating basically means paraphrasing the original question or statement within your answer. This step demonstrates your understanding of the question and sets the stage for your response.

By answering directly, you respond to the question and therefore briefly present your main argument or thesis. You should stay clear and concise here, providing a straightforward statement of your position or understanding.

Cite Evidence

Citing evidence is where you integrate specific examples from the text to support your answer. This involves quoting or paraphrasing passages and pointing out where in the text your evidence can be found. Don’t forget to use quotation marks appropriately for direct quotes and to provide context for your citations or let a legal citation machine handle it.

For instance, to support the theme of racial injustice, you might cite evidence by saying,

When explaining, you elaborat on how your cited evidence supports your answer. This step connects your evidence back to your main argument, demonstrating a deeper understanding of the text.

After citing evidence, an explanation could be structured the following way,

To put it all together, here’s how an integrated response using the RACE strategy might look:

Response : ⬇

“The novel ‘To Kill a Mockingbird’ primarily explores themes such as racial injustice and the loss of innocence. One of the central themes is racial injustice, which is depicted through the trial of Tom Robinson and its impact on the town of Maycomb. Harper Lee illustrates this theme through the character of Atticus Finch, who states, ‘In our courts, when it’s a white man’s word against a black man’s, the white man always wins.’ (Lee, 1960, p. 295). This quote highlights the deeply ingrained racial biases within the judicial system of Maycomb, underscoring the novel’s critique of racial injustice and its effects on individuals and society as a whole.”

By following the RACE strategy and using actual examples, you can effectively structure clear and relevant responses that add depth to your argumentation. This method not only help in organizing thoughts but also in demonstrating a deep understanding of the text and its main topics.

However, there are a few nuances that you have to be aware of. The first one is the use of quotation marks. Don’t forget them when referencing direct quotes from a text, as they indicate that you took those words verbatim. Furthermore, you have to understand and use citation styles relevant to the discipline or context you write on. This will help you appropriately format your references and avoid unintentional plagiarizing. A quick tip: sentence starters and tags for dialogue can also help with introduction of quoted or paraphrased evidence effectively, as they let the reader or listener easily follow the argument’s progression.

Still not sure? Try our Free Citation Generator

Adapting the race strategy for distance learning.

Even in the case of distance learnign , the RACE strategy remains a valuable tool for teaching students how to cite evidence effectively. Digital resources such as Google Docs often offer collaborative platforms where teachers can share templates, sentence stems, and color-coded examples to guide students through the response building process.

Moreover, interactive activities facilitated through online tools, can further engage students in practicing citing evidence, with digital resources providing immediate feedback and opportunities for revision. This adaptation help develop the skill of citing textual evidence even in a remote learning setting.

It’s hard to argue that citing textual evidence is useful skill that can help you get far in your academic writing as well as in other more professional fields. Following the RACE strategy and using our tips on referencing, you, as students, can create well-structured and compelling responses (which no professor could argue with).

How can I use the RACE strategy to improve my essay writing?

You can use the RACE strategy to structure your paragraphs or entire essays by ensuring that each section includes a restatement of the question (if applicable), a clear answer or thesis statement, cited evidence from your sources, and an explanation of how this evidence supports your argument. This approach can enhance clarity, coherence, and persuasiveness.

What are some tips for effectively citing evidence in my writing?

Some tips for effectively citing evidence are: using direct quotes from the text with proper quotation marks, paraphrasing accurately while maintaining the original meaning, providing specific examples, and ensuring that your citations are relevant and support your argument. Always include page numbers or other locator information if available.

Is the RACE strategy useful for standardized tests or only for classroom assignments?

The RACE strategy is beneficial for a wide range of writing tasks, including standardized tests, classroom assignments, and even professional writing. Its structured approach to constructing responses makes it a valuable tool for any situation requiring evidence-based writing.

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When you are gathering book sources, be sure to make note of the following bibliographic items: the author name(s), other contributors such as translators or editors, the book’s title, editions of the book, the publication date, the publisher, and the pagination.

The 8 th  edition of the MLA handbook highlights principles over prescriptive practices. Essentially, a writer will need to take note of primary elements in every source, such as author, title, etc. and then assort them in a general format. Thus, by using this methodology, a writer will be able to cite any source regardless of whether it’s included in this list.

Please note these changes in the new edition:

• Commas are used instead of periods between Publisher, Publication Date, and Pagination.
• Medium is no longer necessary.
• Containers are now a part of the MLA process. Commas should be used after container titles.
• DOIs should be used instead of URLS when available.
• Use the term “Accessed” instead of listing the date or the abbreviation, “n.d."

Below is the general format for any citation:

Author. Title. Title of container (do not list container for standalone books, e.g. novels), Other contributors (translators or editors), Version (edition), Number (vol. and/or no.), Publisher, Publication Date, Location (pages, paragraphs URL or DOI). 2 nd  container’s title, Other contributors, Version, Number, Publisher, Publication date, Location, Date of Access (if applicable).

Basic Book Format

The author’s name or a book with a single author's name appears in last name, first name format. The basic form for a book citation is:

Last Name, First Name. Title of Book . City of Publication, Publisher, Publication Date.

* Note: the City of Publication should only be used if the book was published before 1900, if the publisher has offices in more than one country, or if the publisher is unknown in North America.

Book with One Author

Gleick, James. Chaos: Making a New Science . Penguin, 1987.

Henley, Patricia. The Hummingbird House . MacMurray, 1999.

Book with More Than One Author

When a book has two authors, order the authors in the same way they are presented in the book. Start by listing the first name that appears on the book in last name, first name format; subsequent author names appear in normal order (first name last name format).

Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring . Allyn and Bacon, 2000.

If there are three or more authors, list only the first author followed by the phrase et al. (Latin for "and others") in place of the subsequent authors' names. (Note that there is a period after “al” in “et al.” Also note that there is never a period after the “et” in “et al.”).

Wysocki, Anne Frances, et al. Writing New Media: Theory and Applications for Expanding the Teaching of Composition . Utah State UP, 2004.

Two or More Books by the Same Author

List works alphabetically by title. (Remember to ignore articles like A, An, and The.) Provide the author’s name in last name, first name format for the first entry only. For each subsequent entry by the same author, use three hyphens and a period.

Palmer, William J. Dickens and New Historicism . St. Martin's, 1997.

---. The Films of the Eighties: A Social History . Southern Illinois UP, 1993.

Book by a Corporate Author or Organization

A corporate author may include a commission, a committee, a government agency, or a group that does not identify individual members on the title page.

List the names of corporate authors in the place where an author’s name typically appears at the beginning of the entry.

American Allergy Association. Allergies in Children . Random House, 1998.

When the author and publisher are the same, skip the author, and list the title first. Then, list the corporate author only as the publisher.

Fair Housing—Fair Lending. Aspen Law & Business, 1985.

Book with No Author

List by title of the book. Incorporate these entries alphabetically just as you would with works that include an author name. For example, the following entry might appear between entries of works written by Dean, Shaun and Forsythe, Jonathan.

Encyclopedia of Indiana . Somerset, 1993.

Remember that for an in-text (parenthetical) citation of a book with no author, you should provide the name of the work in the signal phrase and the page number in parentheses. You may also use a shortened version of the title of the book accompanied by the page number. For more information see the In-text Citations for Print Sources with No Known Author section of In-text Citations: The Basics .

A Translated Book

If you want to emphasize the work rather than the translator, cite as you would any other book. Add “translated by” and follow with the name(s) of the translator(s).

Foucault, Michel. Madness and Civilization: A History of Insanity in the Age of Reason . Translated by Richard Howard, Vintage-Random House, 1988.

If you want to focus on the translation, list the translator as the author. In place of the author’s name, the translator’s name appears. His or her name is followed by the label, “translator.” If the author of the book does not appear in the title of the book, include the name, with a “By” after the title of the book and before the publisher. Note that this type of citation is less common and should only be used for papers or writing in which translation plays a central role.

Howard, Richard, translator. Madness and Civilization: A History of Insanity in the Age of Reason . By Michel Foucault, Vintage-Random House, 1988.

Republished Book

Books may be republished due to popularity without becoming a new edition. New editions are typically revisions of the original work. For books that originally appeared at an earlier date and that have been republished at a later one, insert the original publication date before the publication information.

For books that are new editions (i.e. different from the first or other editions of the book), see An Edition of a Book below.

Butler, Judith. Gender Trouble . 1990. Routledge, 1999.

Erdrich, Louise. Love Medicine . 1984. Perennial-Harper, 1993.

An Edition of a Book

There are two types of editions in book publishing: a book that has been published more than once in different editions and a book that is prepared by someone other than the author (typically an editor).

A Subsequent Edition

Cite the book as you normally would, but add the number of the edition after the title.

Crowley, Sharon, and Debra Hawhee. Ancient Rhetorics for Contemporary Students . 3rd ed., Pearson, 2004.

A Work Prepared by an Editor

Cite the book as you normally would, but add the editor after the title with the label "edited by."

Bronte, Charlotte. Jane Eyre,  edited by Margaret Smith, Oxford UP, 1998.

Note that the format for citing sources with important contributors with editor-like roles follows the same basic template:

...adapted by John Doe...

Finally, in the event that the source features a contributor that cannot be described with a past-tense verb and the word "by" (e.g., "edited by"), you may instead use a noun followed by a comma, like so:

...guest editor, Jane Smith...

Anthology or Collection (e.g. Collection of Essays)

To cite the entire anthology or collection, list by editor(s) followed by a comma and "editor" or, for multiple editors, "editors." This sort of entry is somewhat rare. If you are citing a particular piece within an anthology or collection (more common), see A Work in an Anthology, Reference, or Collection below.

Hill, Charles A., and Marguerite Helmers, editors. Defining Visual Rhetorics . Lawrence Erlbaum Associates, 2004.

Peterson, Nancy J., editor. Toni Morrison: Critical and Theoretical Approaches . Johns Hopkins UP, 1997.

A Work in an Anthology, Reference, or Collection

Works may include an essay in an edited collection or anthology, or a chapter of a book. The basic form is for this sort of citation is as follows:

Last name, First name. "Title of Essay." Title of Collection , edited by Editor's Name(s), Publisher, Year, Page range of entry.

Some examples:

Harris, Muriel. "Talk to Me: Engaging Reluctant Writers." A Tutor's Guide: Helping Writers One to One , edited by Ben Rafoth, Heinemann, 2000, pp. 24-34.

Swanson, Gunnar. "Graphic Design Education as a Liberal Art: Design and Knowledge in the University and The 'Real World.'" The Education of a Graphic Designer , edited by Steven Heller, Allworth Press, 1998, pp. 13-24.

Note on Cross-referencing Several Items from One Anthology: If you cite more than one essay from the same edited collection, MLA indicates you may cross-reference within your works cited list in order to avoid writing out the publishing information for each separate essay. You should consider this option if you have several references from a single text. To do so, include a separate entry for the entire collection listed by the editor's name as below:

Rose, Shirley K, and Irwin Weiser, editors. The Writing Program Administrator as Researcher . Heinemann, 1999.

Then, for each individual essay from the collection, list the author's name in last name, first name format, the title of the essay, the editor's last name, and the page range:

L'Eplattenier, Barbara. "Finding Ourselves in the Past: An Argument for Historical Work on WPAs." Rose and Weiser, pp. 131-40.

Peeples, Tim. "'Seeing' the WPA With/Through Postmodern Mapping." Rose and Weiser, pp. 153-67.

Please note: When cross-referencing items in the works cited list, alphabetical order should be maintained for the entire list.

Poem or Short Story Examples :

Burns, Robert. "Red, Red Rose." 100 Best-Loved Poems, edited by Philip Smith, Dover, 1995, p. 26.

Kincaid, Jamaica. "Girl." The Vintage Book of Contemporary American Short Stories , edited by Tobias Wolff, Vintage, 1994, pp. 306-07.

If the specific literary work is part of the author's own collection (all of the works have the same author), then there will be no editor to reference:

Whitman, Walt. "I Sing the Body Electric." Selected Poems, Dover, 1991, pp. 12-19.

Carter, Angela. "The Tiger's Bride." Burning Your Boats: The Collected Stories, Penguin, 1995, pp. 154-69.

Article in a Reference Book (e.g. Encyclopedias, Dictionaries)

For entries in encyclopedias, dictionaries, and other reference works, cite the entry name as you would any other work in a collection but do not include the publisher information. Also, if the reference book is organized alphabetically, as most are, do not list the volume or the page number of the article or item.

"Ideology." The American Heritage Dictionary.  3rd ed. 1997. 

A Multivolume Work

When citing only one volume of a multivolume work, include the volume number after the work's title, or after the work's editor or translator.

Quintilian. Institutio Oratoria . Translated by H. E. Butler, vol. 2, Loeb-Harvard UP, 1980.

When citing more than one volume of a multivolume work, cite the total number of volumes in the work. Also, be sure in your in-text citation to provide both the volume number and page number(s) ( see "Citing Multivolume Works" on our in-text citations resource .)

Quintilian. Institutio Oratoria . Translated by H. E. Butler, Loeb-Harvard UP, 1980. 4 vols.

If the volume you are using has its own title, cite the book without referring to the other volumes as if it were an independent publication.

Churchill, Winston S. The Age of Revolution . Dodd, 1957.

An Introduction, Preface, Foreword, or Afterword

When citing an introduction, a preface, a foreword, or an afterword, write the name of the author(s) of the piece you are citing. Then give the name of the part being cited, which should not be italicized or enclosed in quotation marks; in italics, provide the name of the work and the name of the author of the introduction/preface/foreword/afterword. Finish the citation with the details of publication and page range.

Farrell, Thomas B. Introduction. Norms of Rhetorical Culture , by Farrell, Yale UP, 1993, pp. 1-13.

If the writer of the piece is different from the author of the complete work , then write the full name of the principal work's author after the word "By." For example, if you were to cite Hugh Dalziel Duncan’s introduction of Kenneth Burke’s book Permanence and Change, you would write the entry as follows:

Duncan, Hugh Dalziel. Introduction. Permanence and Change: An Anatomy of Purpose, by Kenneth Burke, 1935, 3rd ed., U of California P, 1984, pp. xiii-xliv.

Book Published Before 1900

Original copies of books published before 1900 are usually defined by their place of publication rather than the publisher. Unless you are using a newer edition, cite the city of publication where you would normally cite the publisher.

Thoreau, Henry David. Excursions . Boston, 1863.

Italicize “The Bible” and follow it with the version you are using. Remember that your in-text (parenthetical citation) should include the name of the specific edition of the Bible, followed by an abbreviation of the book, the chapter and verse(s). (See Citing the Bible at In-Text Citations: The Basics .)

The Bible. Authorized King James Version , Oxford UP, 1998.

The Bible. The New Oxford Annotated Version , 3rd ed., Oxford UP, 2001.

The New Jerusalem Bible. Edited by Susan Jones, Doubleday, 1985.

A Government Publication

Cite the author of the publication if the author is identified. Otherwise, start with the name of the national government, followed by the agency (including any subdivisions or agencies) that serves as the organizational author. For congressional documents, be sure to include the number of the Congress and the session when the hearing was held or resolution passed as well as the report number. US government documents are typically published by the Government Printing Office.

United States, Congress, Senate, Committee on Energy and Natural Resources. Hearing on the Geopolitics of Oil . Government Printing Office, 2007. 110th Congress, 1st session, Senate Report 111-8.

United States, Government Accountability Office. Climate Change: EPA and DOE Should Do More to Encourage Progress Under Two Voluntary Programs . Government Printing Office, 2006.

Cite the title and publication information for the pamphlet just as you would a book without an author. Pamphlets and promotional materials commonly feature corporate authors (commissions, committees, or other groups that does not provide individual group member names). If the pamphlet you are citing has no author, cite as directed below. If your pamphlet has an author or a corporate author, put the name of the author (last name, first name format) or corporate author in the place where the author name typically appears at the beginning of the entry. (See also Books by a Corporate Author or Organization above.)

Women's Health: Problems of the Digestive System . American College of Obstetricians and Gynecologists, 2006.

Your Rights Under California Welfare Programs . California Department of Social Services, 2007.

Dissertations and Master's Theses

Dissertations and master's theses may be used as sources whether published or not. Unlike previous editions, MLA 8 specifies no difference in style for published/unpublished works.

The main elements of a dissertation citation are the same as those for a book: author name(s), title (italicized) , and publication date. Conclude with an indication of the document type (e.g., "PhD dissertation"). The degree-granting institution may be included before the document type (though this is not required). If the dissertation was accessed through an online repository, include it as the second container after all the other elements.

Bishop, Karen Lynn. Documenting Institutional Identity: Strategic Writing in the IUPUI Comprehensive Campaign . 2002. Purdue University, PhD dissertation.

Bile, Jeffrey. Ecology, Feminism, and a Revised Critical Rhetoric: Toward a Dialectical Partnership . 2005. Ohio University, PhD dissertation.

Mitchell, Mark. The Impact of Product Quality Reducing Events on the Value of Brand-Name Capital: Evidence from Airline Crashes and the 1982 Tylenol Poisonings.  1987. PhD dissertation.  ProQuest Dissertations and Theses.

List the names of corporate authors in the place where an author’s name typically appears at the beginning of the entry if the author and publisher are not the same.

Fair Housing—Fair Lending. Aspen Law & Business, 1985.

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How to Properly to Cite Dialogue in MLA

Last Updated: February 13, 2024 References

This article was reviewed by Gerald Posner and by wikiHow staff writer, Jennifer Mueller, JD . Gerald Posner is an Author & Journalist based in Miami, Florida. With over 35 years of experience, he specializes in investigative journalism, nonfiction books, and editorials. He holds a law degree from UC College of the Law, San Francisco, and a BA in Political Science from the University of California-Berkeley. He’s the author of thirteen books, including several New York Times bestsellers, the winner of the Florida Book Award for General Nonfiction, and has been a finalist for the Pulitzer Prize in History. He was also shortlisted for the Best Business Book of 2020 by the Society for Advancing Business Editing and Writing. There are 8 references cited in this article, which can be found at the bottom of the page. This article has been viewed 74,566 times.

When you're writing a paper about a work of literature, such as a play or story, you might need to quote from the dialogue. If you're using the citation style of the Modern Language Association (MLA), your Works Cited entry will be the same as it would be for any book, play, or other source. However, the format and in-text citation of dialogue can be a little tricky, especially when you're quoting several lines of dialogue directly.

In-Text Citation

Use this method if your quote is short (3 lines or fewer) and only includes speech from one character. [1] X Research source

• For example, you might write: Nick, the narrator of the story, clearly has class insecurity: "'You make me feel uncivilized, Daisy,' I confessed on my second glass of corky but rather impressive claret. 'Can't you talk about crops or something?'" (Fitzgerald 15)

• For example, you might write: Tom brings his racism full center when he exclaims that "civilization's going to pieces." (Fitzgerald 15)
• For example, you might write: Tom describes a book he's been reading and asserts "The idea is if we don't look out the white race will be — will be utterly submerged. It's all scientific stuff; it's been proved" (Fitzgerald 16).

Block Quotes

Use this method for quotes that are longer than 3 lines or include speech from more than one character.

• For example, you might write: "You don't have to read far into Fitzgerald's book to encounter outright racism:" and then follow with a block quote about Tom discussing his white supremacist thoughts.

• With dialogue from a novel or short story, retain the paragraph format that appears in the original source and use double quotation marks around the spoken dialogue.
• If you're quoting dialogue from a play, the margins are different. The entire quote is set off 1 in (2.5 cm) from the text of your paper. Each subsequent line beyond a character's first is indented an additional 0.25 in (0.64 cm) (about 3 spaces). [7] X Research source

• Don't use quotation marks anywhere in the dialogue when block-quoting dialogue from a play.
• For example, you might quote the dialogue before Romeo and Juliet's first kiss: ROMEO. Have not saints lips, and holy palmers too? JULIET. Ay, pilgrim, lips that they must use in prayer. ROMEO. O then, dear saint, let lips do what hands do. They pray: grant thou, lest faith turn to despair. JULIET. Saints do not move, though grant for prayers' sake. ROMEO. Then move not while my prayer's effect I take. (Shakespeare 1.5.112-117)

• For example, the last lines of your block quote might look like this: And I hope she'll be a fool — that's the best thing a girl can be in this world, a beautiful little fool." (Fitzgerald 19-20)

Works Cited

Use this method to organize information about the source in your Works Cited entry.

• Example: Fitzgerald, F. Scott.
• If there are 2 authors, list them in the order they appear on the title page of the book. Place a comma after the first author's first name, then type the word "and," followed by the second author's first and last name. (Example: Smith, John and Sally Ride)
• If there are 3 or more authors, list only the first author's name, add a comma after their first name, then type the abbreviation "et al." (Example: Smith, John, et al.)

• Book example: Fitzgerald, F. Scott. The Great Gatsby .
• Short story example: Fitzgerald, F. Scott. "The Diamond as Big as the Ritz."

• Short story example: Fitzgerald, F. Scott. "The Diamond as Big as the Ritz." The Short Stories of F. Scott Fitzgerald , edited by Matthew J. Bruccoli,
• For literary journals or other periodicals , include the volume and issue numbers as well.

• Book example: Fitzgerald, F. Scott. The Great Gatsby . Scribner, 2004.
• Short story example: Fitzgerald, F. Scott. "The Diamond as Big as the Ritz." The Short Stories of F. Scott Fitzgerald , edited by Matthew J. Bruccoli, Scribner, 1995.

• Book example: Fitzgerald, F. Scott. The Great Gatsby . Scribner, 2004. gutenberg.net.au/ebooks02/0200041h.html.
• Short story example: Fitzgerald, F. Scott. "The Diamond as Big as the Ritz." The Short Stories of F. Scott Fitzgerald , edited by Matthew J. Bruccoli, Scribner, 1995. public-library.uk/ebooks/28/56.pdf.

Template to Cite Dialogue in MLA

Expert Q&A

• If you're quoting Shakespeare , use the act, verse, and line numbers, rather than the page numbers of the specific edition you're using. With other plays, use the page number, as you would with any book. [15] X Research source Thanks Helpful 0 Not Helpful 0

• This article describes how to cite dialogue using MLA 8th edition (2016). If your instructor or supervisor has you using a different edition, the format might be different. Thanks Helpful 0 Not Helpful 0

You Might Also Like

• ↑ https://www.monmouth.edu/resources-for-writers/documents/mla-citing-drama.pdf/
• ↑ https://style.mla.org/citing-dialogue-from-a-novel/
• ↑ https://libguides.msjc.edu/c.php?g=498977&p=3416596
• ↑ https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_page_books.html
• ↑ https://owl.purdue.edu/owl/research_and_citation/mla_style/mla_formatting_and_style_guide/mla_works_cited_page_basic_format.html
• ↑ https://style.mla.org/works-cited-a-quick-guide/
• ↑ https://dcc.libguides.com/c.php?g=904157&p=6508010
• ↑ http://msweinfurter.weebly.com/uploads/5/4/3/7/5437316/mla_in_text_citation_of_poetry_and_drama_godot_and_auden.pdf

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How To Cite Textual Evidence: Direct Quotes

Apr 11, 2021

One of the capstones of most reading comprehension standards is to HOW TO CITE TEXTUAL EVIDENCE ! Every answer and/or claim needs support!

Unfortunately, most students struggle with how to cite textual evidence. They might know an answer because they understand the central idea or the main topic. Or they can make a basic inference. Many, however, don’t understand the need for citing textual evidence.

And really, this skill is key to pretty much any area of comprehension, analysis, and argument. Because we need to substantiate what we believe, we MUST teach our students how to cite textual evidence before pretty much any other standard!

Keep reading for ideas and activities that help you teach How To Cite Textual Evidence as Direct Quotes !

Need help with Reading Test Prep? Check out this  FREE Pack of 3 Test Prep Activities  to help students achieve success on standardized tests!

Table of Contents

3 Characteristics of GOOD Evidence!

• Relevant:  The evidence should directly support the answer to the question. If there is better evidence, then students need to learn to choose the BEST evidence possible. And the toughest part is the time it takes to find the best support. Patience is vital. Students need to practice rereading, skimming, and annotating, so they can locate the best and most relevant textual support.
• Specific:  Sometimes, the evidence is vague. Vague is a no-go. The textual evidence might still be relevant and related, yet it might not be specific enough to connect to the student’s response. The more specific, the better. Think about our world today. People are lazy and/or uninformed, and instead of doing the hard work of researching, we are content to know generalities. As teachers, we can help our students become critical thinkers who know the facts and the actual research! Specificity is necessary when teaching our kids how to cite textual evidence!
• Essential:  We only need to cite the evidence that is the most essential. I don’t know about you, but in college, I had a ton of professors who had a word or page limit. Because of this requirement, I was tempted to use a longer sentence or even a full paragraph in a paper. Let’s be real. We have all tried to extend our papers with evidence. We know this practice is not the best, so we need to teach our students to only use the detail, word, phrase, or sentence that is essential. When we cite, we may only need one, two, or ten words to prove our point. This use of evidence is good practice for the real world, where most people appreciate brevity. Substantiate your claim and move on!

What is Direct Textual Evidence?

Direct textual evidence includes words, phrases, sentences, or even paragraphs from a passage.  Too often, we as teachers get either incredibly general details or we get super long paragraphs in quotation marks. Instead, we want concise evidence directly from the passage. Simply put, we need to teach our students how to cite textual evidence almost every time we want them to use evidence…

How to Cite Textual Evidence in 3 Steps:

• Reread the passage; go back to the text!
• Locate the specific word, phrase, or sentence that answers the question/supports your response.
• Cite the evidence by embedding a quote and referencing the source for a written response.

Look at the 2 examples below for how to provide and how to cite textual evidence. You will see that students are asked to locate the evidence and underline the phrases for the first activity. Then, for the second activity (like a quiz or state test), students have a choice of five phrases. They are all of varying lengths. The longest is not always correct, nor should it be assumed that it is more valid because it is long.

Here is an example of a citing evidence activity for an excerpt from Jack London’s  The Scarlet Plague!

Directions:  Write down 2 pieces of evidence from Passage 1 (excerpt from The Scarlet Plague ) that support the answer to each question. Then, write at least 2 sentences explaining how the evidence could be used to answer the question.

Here is an example QUIZ QUESTION from this paired texts bundle .

Quiz Question

With which 2 quotations from Passage 1 might the speaker of Passage 2 agree concerning reactions to the possibility of death?

□“They were heroes.”

□“Anything you can’t see, ain’t, that’s what.”

□“Fighting things that ain’t with things that ain’t!”

□“As fast as they perished, others stepped forth and took their places.”

□“The coldness and the numbness crept up past her hips to her heart, and when it reached her heart she was dead.”

□“I ceased speaking and could only look at her, for the first fear of the plague was already on all of us and we knew that it had come.”

Here is the full paired passages reading test prep bundle, which requires students to learn how to cite textual evidence >>> Death and Plague Reading Test Prep BUNDLE

Want must-read short story ideas for this year? Click below!

How to CITE TEXTUAL EVIDENCE in various ways:

1. using a word, phrase, or sentence from 1 text like a reading passage, poem, short story, etc..

Here is an example from an Imagery Activity Pack for “The Tell-Tale Heart” by Edgar Allan Poe for how to cite textual evidence in a VERY short response!

How does Poe use imagery to convey meaning in the text? Use evidence to support your ideas in 2-3 sentences!

SAMPLE RESPONSE: In “The Tell-Tale Heart,” Edgar Allan Poe uses imagery in order to convey that a person’s misdeeds lead to increasing guilt and fear.  For example, Poe continuously refers to the heart as a symbol for the speaker’s conscience.  He describes the old man’s heart as a “noise” that “steadily increased.” 

Notice, we have 3 key elements. We embedded the following:

• The author’s full name is introduced at the beginning.
• The title of the text is mentioned.
• The word, phrase, or sentence is located in a sentence.

Want to read more about Edgar Allan Poe? Check out Edgar Allan Poe Love Poems: Teaching of Poetry!

2. Using a word, phrase, or sentence from 2 passages like for a paired passage short response or a comparison/contrast paper.

Here is an example from a Characterization Lesson for the Paired Passages: Tom Sawyer and Poem  for how to cite textual evidence in a short paragraph!

Short Response: How are ONE of the characters from Passage 1 and the speaker of Passage 2 similar? Use evidence to support your ideas.

Jim from Passage 1 and the speaker of the poem for Passage 2 are similar in that they both want to take time to enjoy their lives, and they are also busy with various aspects of life. For example, Jim wants to take the time to interact with Tom; the narrator states, “He put down his pail, took the white alley, and bent over the toe with absorbing interest while the bandage was being unwound.” For Jim, viewing a sore toe was fascinating and worth his valuable time.  Similarly, the speaker of the poem feels he has “No time” to view nature. Instead of being able to observe the beauty in nature, he is forced to “pass” by the “woods.” Likewise, both Jim and the speaker seem too busy and/or concerned with certain burdens. Jim claims, “I’s powerful ’ fraid ole missis.” He is clearly afraid of the woman who has authority over him. In the same way, the poem’s speaker feels he has a “poor life” that is “full of care.” Because he is burdened by certain elements of life, most likely because of work, he is too busy to notice what really matters to him. Overall, both Jim and the speaker reveal the human struggle of wanting to play but needing to fulfill their responsibilities.

Notice: We have 3 key elements. When teaching how to cite textual evidence, embed the following:

• A reference to the speaker/author.
• The title of the text is mentioned; if it is just Passage 1 or Passage 2, that is fine as long as the directions allow for that.

Check out the reading test prep resource below for help with how to cite textual evidence when writing a short response!

3. Using a word, phrase, or sentence from an online source for a research paper or rhetorical analysis.

• Ex. Bill Miller from the article “10 Steps to a Better You” claims that “everyone should exercise at least 60 minutes a day.”
• Ex. In the article “10 Steps to a Better You,” Bill Miller claims that “everyone should exercise at least 60 minutes a day.”
• Ex. The article “10 Steps to a Better You” outlines that “everyone should exercise at least 60 minutes a day” (Miller).
• Ex. The article “10 Steps to a Better You” outlines that “everyone should exercise at least 60 minutes a day.”
• Ex. Some assert that “everyone should exercise at least 60 minutes a day” (“10 Steps to a Better You”).

*Check out OWL Purdue for more specifics regarding research paper citations and how to cite textual evidence!

If you need help with how to cite textual evidence and analyze it for a rhetorical analysis essay, click HERE !

4 Sentence starters for EMBEDDING direct quotes:

• The author writes, “____________________.”
• Overall, Smith believes that “______________.”
• The article “5 Ways to Cite Evidence” relates the following: “_________________.”
• Some people argue that “________________” because________________________(your own ideas).

Why do we need to teach our students how to cite textual evidence?

More than anything, we want our students to be successful not just in our own classrooms but in the world beyond. They might choose to go to college. In any academic arena, professors will assign them tasks that will require students to cite textual evidence. Teaching them how to cite textual evidence repeatedly and offering our kiddos consistent practice will help in mastering this important skill!

Even if they don’t go to college or write another paper beyond high school, we want to empower our students to not merely accept a basic summary of someone else’s ideas. Instead, we want them to be critical thinkers and debaters who do research, find evidence, and cite their sources. This process will enable our students to become citizens who are critical and analytical; they will have something to say and actually know how to support their ideas with FACTS!

Let’s encourage our students not to rely on others to tell them what they need to know. Learning how to cite textual evidence is key! As a member of society, we individually need to think for ourselves and support all of our ideas with relevant, specific, and essential evidence at all times!

Need more activities for how to cite textual evidence! Check out my store !

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I primarily focus on  integrating multiple disciplines and subjects. The goal is to make teaching simplified and effective!

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Encyclopedia

Writing with artificial intelligence, citation guide – learn how to cite sources in academic and professional writing.

• © 2023 by Joseph M. Moxley - Professor of English - USF

Citation isn't just about adhering to prescribed rules or ensuring each dot and comma is in its rightful place. It's a rhetorical , fluid, intuitive process where writers must balance the authoritative voices of external sources with their own unique voice . Learn actionable strategies to weave sources into your writing .

Table of Contents

For writers, learning how to cite sources in academic and professional writing is twofold: one aspect is rule-bound and procedural, while the other is open-ended and creative:

• Communities of practice — such as The APA – American Psychological Association or the MLA – The Modern Language Association — develop unique textual practices — including conventions for acknowledging, quoting , paraphrasing , and summarizing sources
• research the status of the scholarly conversation on any particular topic among domain experts (e.g., scholars, researchers and practitioners)
• engage in rhetorical analysis (especially audience analysis ) to determine the reader’s expectations regarding citation , media , genre , voice –and related matters
• realize, through drafting , what it is they want to say — and, consequently, whom they need to cite.

Key Concepts: Academic Dishonesty ; Attribution; Evidence ; Information, Data ; Archive ; Epistemology ; Plagiarism ; Textual Research ; Symbol Analyst ; The CRAAP Test

Introduction

Citation — the act of informing your audience when you integrate material into your work that originates from another source — is both (1) a procedural, rule-bound process and (2) a creative act.

Citation as a Procedural, Rule-bound Process

First and foremost, citation functions as a methodical, rule-driven process, where adhering to the conventions of specific citation styles is paramount. For instance, if you are a scientist attempting to publish an article in The New England Journal of Medicine , you would need to follow the ICMJE Recommendations or the Vancouver system to ensure your references are correctly formatted and accepted by the journal’s editors.

This procedural aspect of citation can be broken down into four main steps:

• Determine the Citation Style: Understand the specific citation style your assignment or publication demands, be it APA, MLA, Chicago, or others.
• Choose Your Citation Strategy or Tool: Opt for a strategy or citation tool to systematically track and organize your citations.
• Compose Citations: Ensure accurate representation for all material borrowed from other sources, be it summarized , paraphrased , or quoted .
• Review and Revise: As your work develops, rigorously verify that your citations — in-text (parenthetical, numbered, or note citations, and in the reference list — conform to the requirements of the required citation style.

For a deeper understanding of these basic steps, consult the following:

• Citation – When & Why You Must Cite Sources in Academic & Professional Writing
• Paraphrase – Definition & Examples – How to Paraphrase with Clarity & Concision
• Quotation – When & How to Use Quotes in Your Writing
• Summary – How to Summarize Sources in Academic & Professional Writing

Citation as a Creative Act

Beyond the specific conventions dictated by formats like APA or MLA , citation is fundamentally about joining an ongoing dialogue with fellow scholars, past and present. Thus, beyond being rule-bound, citation is also a rhetorical, creative act.

When writers summarize , paraphrase , or quote others, they’re not just borrowing words or thoughts. Instead, they’re actively positioning themselves within a broader, dynamic conversation that encompasses centuries of human thought and inquiry. Take, for instance, the act of referencing Michelle Alexander’s “The New Jim Crow” . Citing Alexander’s work is akin to stepping into an expansive auditorium, catching Alexander’s eye, and confidently contributing to a resounding, layered discussion. Happily, in attendance at the auditorium are all of the writers that Alexander quoted — and all of the authors those writers cited. And, streaming in the door are new authors who are eager to add their two cents to the conversation .

Here’s the bottom line: human nature instinctively pushes us toward collaboration and the sharing of knowledge . Across history, great thinkers have acknowledged and celebrated this collective instinct.

The Association of College and Research Libraries reinforces this through their “Scholarship as a Conversation ” framework. They posit that knowledge isn’t just a treasure waiting to be discovered but an ongoing dialogue to be engaged with. Within this context, citation isn’t just a formality; it’s an essential tether, anchoring our ideas to the vast mosaic of scholarly exchange.

Historical reflections affirm this communal approach to knowledge. Bernard of Chartres, in 1159, coined the metaphor of “dwarves perched on the shoulders of giants,” emphasizing our continuous build on the foundational work of predecessors. Similarly, Isaac Newton, in 1675, noted that his groundbreaking discoveries were possible due to the insights of those before him. In turn, Kenneth Burke’s ‘parlor metaphor’ offers a vivid portrayal of this timeless academic exchange. He likens it to a conversation that’s been underway long before we join in and will continue long after we’ve departed, with new voices continually enriching the discourse.

Today, platforms like Google Scholar echo this enduring philosophy, with its motto, “Stand on the shoulders of Giants.” It serves as a reminder that as we wade through the extensive realm of human understanding, citation acts as our guiding star – enabling us to both find our way and add our unique insights to humanity’s unending scholarly conversation.

How Can I Determine Which Citation Style to Use?

Each community of practice adopts its own discourse conventions for citation. For instance, a paper written for an English course might expect citations to follow the Modern Language Association (MLA) style, while a psychology research article would typically utilize the American Psychological Association (APA) format. Similarly, a historian might lean towards the Chicago Manual of Style. Thus, there isn’t a one-size-fits-all approach to incorporating sources into your writing.

Thus, your first step when endeavoring to weave the ideas and words of others into your writing is to engage in rhetorical analysis :

• What citation format does your audience anticipate? This often hinges on the academic discipline, publication venue, or even a specific instructor’s preference.
• Do your readers prefer direct quotations , paraphrases , or a mix of both?
• How frequently do they expect sources to be cited?
• Are primary sources prioritized over secondary ones?

Is Using a Citation Tool a Good Idea?

Yes! Utilizing a citation tool scugh as Zotero can greatly benefit students and professionals alike for several reasons:

• Efficiency and Consistency: These tools automate the creation of citations and ensure consistency across all references, which is especially beneficial when handling multiple sources.
• Accuracy: Many citation tools extract data directly from journals, databases, or websites, which minimizes potential human errors in capturing details such as authors, publication dates, or titles.
• Adaptability: One of the notable benefits of citation tools is their ability to quickly switch between various citation styles. This is invaluable if you’re writing assignments for different courses or if you’re publishing in diverse venues with distinct citation requirements.
• Archival and Organizational Benefits: Citation tools store and organize references, providing a valuable archive of your reading history. This not only helps you keep track of sources you’ve read but also leverages your reading history to aid in future research or writing projects. The ability to categorize, tag, and annotate references can be a game-changer for extensive research projects.
• Cross-Platform Synchronization: Many citation tools synchronize across devices and platforms. This means you can access, add to, or edit your library from any device, ensuring seamless integration into your workflow.

When Should I Directly Quote a Source Versus Paraphrasing or Summarizing It?

Use a Direct Quote :

• When Original Phrasing is Important : Some authors have a unique way of expressing thoughts that can’t be recreated without losing its essence. If a particular turn of phrase or specific words are crucial, retain them.
• When It Supports Your Point Strongly : If a quote directly aligns with your argument and bolsters it more than a paraphrase or summary would, opt for a direct quote .
• For Credibility : Quoting renowned experts or primary sources can lend your work credibility . Direct quotes serve as evidence that your claims are rooted in established research or authoritative opinions.

Paraphrase :

• To Personalize Information : Paraphrasing allows you to present information in your voice . This not only showcases your understanding but ensures the information seamlessly blends with your narrative.
• To Simplify Complex Content : Some original texts may be laden with jargon or complex structures. Paraphrasing can distill these intricate concepts into more accessible language. It’s an opportunity to break down and explain content, making it easier for your audience to grasp.

Summarize :

• Providing an Overview : When you need to touch upon the general themes or major points of a large body of work without diving deep into specifics, summarizing is your go-to tool.
• Condensing Information : Summarizing is especially useful when dealing with lengthy sources. It allows you to present the core ideas succinctly, giving readers a snapshot of the content without overwhelming them with details.

How Can I Distinguish My Ideas from Those of My Sources?

It’s essential that writers neither claim others’ ideas as their own (which is plagiarism ) nor allow their original thoughts to be overshadowed by external sources. To ensure clarity for your readers, you must differentiate between your ideas and those of your sources.

Readers, moving from left to right, shouldn’t have to double back to figure out the origin of the information in a paragraph or section. Take Theresa Lovins’s essay, “Objectionable Rock Lyrics”, as an instance:

“Many Americans fear government intervention when it comes to human rights. They fear that government censorship of rock lyrics might lead to other restrictions. Then too, what would the guidelines be, who would make these decisions, and how might it affect our cherished constitutional rights? Questions like these should always be approached with serious consideration. We have obligations as parents to protect our children and as Americans to uphold and protect our rights. Therefore, it’s important to ask what effects proposals like Tipper Gore’s, president of PMRC, might have on our freedoms in the future. She recommends that the record companies utilize a rating system: X would stand for profane or sexually explicit lyrics, V for violence, O for occultism, and D/A for drugs/alcohol. The PMRC also suggest that the lyrics be displayed on the outside cover along with a general warning sticker which perhaps might read “Parental Guidance: Explicit Lyrics.” To date, record companies have not agreed to all these demands but some have decided to put warning labels on certain questionable albums (Morthland).”

While Lovins provides complete documentation for her source (i.e., Morthland), she doesn’t clearly delineate what precisely she’s borrowing from him. This ambiguity could be effortlessly addressed with a transitional phrase, such as, “In a recent examination of this controversy, John Morthland’s essay in High Fidelity notes that Tipper Gore has proposed…”. By doing so, Lovins ensures her audience knows exactly where her own thoughts conclude and Morthland’s begin.

First-time Introductions:

• MLA Style Example : “Before exploring the intricacies of cultural hybridity, it’s valuable to understand Homi Bhabha’s viewpoint. In The Location of Culture , he notes that mimicry often renders “the colonial subject… as a ‘partial’ presence” (Bhabha 123).”
• APA Style Example : “When assessing cultural hybridity, Bhabha (1994) in his seminal work, The Location of Culture , suggests that mimicry can make “the colonial subject… a ‘partial’ presence” (p. 123).”

Subsequent References:

• After the initial introduction, you can frequently refer just to the author’s last name. Only revert to the full reference if there’s ambiguity or if you’re switching to another work by the same author.
• Example : “As the discussion progresses, Bhabha (1994) further unpacks the intricate dynamics of post-colonial identities, emphasizing the transformative potential of hybrid cultures.”

Key Points to Remember:

• Clarity is Essential : Your audience should always be aware of whose perspective is being presented: yours or a cited source. Proper introductions and references prevent any mix-ups.
• Signposting is Beneficial : Using verbs like “claims,” “asserts,” or “proposes” acts as indicators that the ensuing information is from a cited work.
• Your Voice is Vital : Although external sources bolster your content’s credibility , your personal interpretations , analysis, and synthesis are what set your work apart. Make sure to regularly interject with your perspectives or evaluations of the cited material.

Why Should I End a Paragraph in My Own Voice Instead of a Quote or Paraphrase?

Your paper’s primary voice should be yours, highlighting your unique perspective and contributions. While it’s essential to support your claims with reliable evidence, the primary voice guiding the conversation should be yours. Each paragraph should start and conclude with your insights, ensuring your narrative remains central.

So, how can you, as a writer, effectively conclude a paragraph in your own voice?

• Echo key terms from the quotation or paraphrase in your concluding sentences.
• Identify connections between your viewpoint and the cited content.
• Align the quotation or paraphrase with the overarching aim of the paragraph or your main thesis.
• Draw from the source to craft a smooth transition to the subsequent paragraph.

Illustrative Example :

Main Point : The presence of plastics is ubiquitous in America, yet only a fraction are recycled.

Quotation : “In 2023, merely 8% of the entire plastic waste was redirected for recycling” (“Plastics”).

Initial Paragraph :

Every day, recyclable plastic items surround us. Found in shopping malls, restaurants, offices, schools, or homes, these plastics come as shopping bags, packaging, containers, and more. The choice arises: trash or recycle? The Environmental Protection Agency (EPA) underscores, “only 8% of the total plastic waste generated in 2023 was recovered for recycling” (“Plastics”).

Drawback : The paragraph halts suddenly with the EPA’s statement.

Improved Conclusion :

This figure indicates that most of the plastic waste in 2023 remained unrecycled in America. Addressing this sizable non-recycling demographic with targeted campaigns might be the next strategic step.

Citations :

MLA: “Plastics.” EPA. U.S. Environmental Protection Agency, 16 Apr. 2023. Web. 26 Apr. 2023.

APA: U.S. Environmental Protection Agency. (2023). Plastics. www.epa.gov/plastics.

What’s the Difference Between a Primary and a Secondary Source, and How Might I Approach Integrating Each Into My Writing?

Understanding the distinction between primary and secondary sources is foundational for both academic and professional writing . These sources form the underpinning of our arguments and narratives . For instance, while a comprehensive report may state thousands are affected by an issue, often it’s the personal account of an individual that resonates profoundly with readers.

1. Definitions:

• Examples : Original documents (e.g., diaries, letters), raw data, artworks, and interviews.
• Examples : Articles, books, or documentaries that critique or comment on primary sources; literature reviews.

2. Strengths of Each Source:

Primary Sources:

• They offer firsthand, unvarnished insights.
• Allow readers to engage directly with raw evidence.
• Provide an authentic voice to a narrative.

Secondary Sources:

• They are part of the written archive, allowing other researchers to validate and engage with the information.
• Provide synthesized views, amalgamating various primary sources.
• Offer expert interpretations, shedding light on complexities and nuances.

3. Approaching Integration:

• Contextualize : Describe the broader setting or circumstances of the primary source. For a diary entry, detail the societal backdrop and key events of that time to anchor readers.
• Analyze : Examine the material’s themes, biases, and underlying messages, and explain its relevance to your argument.
• Reference Correctly : Given their place in the written archive, ensure bibliographic information is accurate so others can trace back to the original source.
• Discuss Specific Interpretations : When using a secondary source, highlight its unique perspective or analytical approach. For instance, if referencing a book review that offers a novel interpretation of a classic work, explain this viewpoint and its significance.

4. Balancing the Two:

The manner in which you integrate primary and secondary sources is influenced by the genre of your writing and the rhetorical strategies you’re employing:

• Purpose and Genre : If you’re writing a case study or ethnography , the genre itself dictates a heavier reliance on primary data, giving voice to firsthand experiences. Contrastingly, a literature review or meta-analysis would lean more on secondary sources to map out existing scholarship on a topic.
• Rhetorical Impact : Primary sources, with their raw and unmediated essence, can be powerful tools for ethos and pathos , grounding your narrative in authenticity and evoking emotional responses. Secondary sources, on the other hand, can bolster logos , providing scholarly depth, breadth, and validation to your claims .
• Crafting a Cohesive Narrative : Seamlessly weaving in primary and secondary sources isn’t just about juxtaposing raw data with textual research . It’s about crafting a narrative where each type of source complements the other. A quote from an individual might be the heart of your argument , but the scholarly discussions surrounding that quote give it context and broader significance.

How Can I Effectively Connect My Claims with Sourced Evidence?

Connecting your claims with sourced evidence is pivotal in academic and professional writing . It not only fortifies your arguments but also ensures that your readers understand the relevance of the evidence you’re providing.

1. Avoid Assumptions: Many writers think the relationship between their claim and the evidence is obvious. However, readers might not see the link as clearly. Hence, after presenting sourced material, always explain its significance to your point, purpose, and thesis.

2. Make Direct Connections: Consider the reader as someone who isn’t familiar with your topic. This means after introducing a quote or data, bridge it to your argument.

• Example: Palin suggests most of our oil is sourced from unstable regions. While this concern is valid, we believe offshore drilling poses a bigger economic risk.
• Example: Although Palin’s viewpoint underscores the significance of domestic oil production, it doesn’t consider the environmental risks associated with offshore drilling.
• Example: Despite arguments favoring offshore drilling, our stance is that its potential hazards far outweigh the benefits.

3. Engage with the Source:

• Explain the importance: Clarify why the sourced material is vital to your argument. Don’t assume the reader grasps its significance.
• Talk back to the source: Showcase your understanding and use it to bolster your stance.
• Discuss the implications: Dive into the consequences of your argument in light of the sourced material.

Ultimately, the goal is to ensure the reader comprehends how the evidence supports, complicates, or even challenges your claims. Remember, you’re not just citing sources; you’re weaving them into your narrative, making your arguments robust and nuanced.

APA Example: Flower and Hayes (1981) argue that many writers view writing as a “serendipitous experience, an act of discovery” (p. 286). This notion underscores the unpredictable nature of the writing process and suggests that exploring various writing methods can be a journey of discovery in itself.

MLA Example: According to Flower and Hayes, many authors perceive writing as “a serendipitous experience, an act of discovery” (286). This perspective highlights the evolving nature of writing, emphasizing the need to embrace diverse writing techniques.

How Can I Show the Relevance or Credibility of a Source to My Readers?

When you’re crafting an argument or presenting information , the strength and credibility of your sources are paramount. Especially in an academic or professional setting, readers seek evidence that’s not only compelling but also credible . Here’s how you can underscore the relevance and credibility of your sources:

• Highlight the Author’s Expertise: When referring to a notable author, highlight their qualifications and achievements in the relevant field. If you’re discussing the topic of grit and perseverance in writing and citing Angela Duckworth , an esteemed psychologist and author known for her work on this topic, leverage her credentials. Example: “Angela Duckworth, a celebrated psychologist and the author of Grit: The Power of Passion and Perseverance , argues that grit is a more significant predictor of success than talent.”
• Publication Type: University presses, often associated with established academic institutions, are generally held in higher regard compared to trade presses or self-publishing platforms like Amazon. This is because university presses often undergo rigorous peer- review processes .
• Journal Credibility: Is the journal you’re citing from peer-reviewed? Peer-reviewed journals maintain a stringent evaluation process where experts in the field review articles before publication. Journals published by professional societies, like the American Psychological Association, often carry weight due to their association with established experts in the field.
• Journal Rankings: In many professions, journals are ranked based on factors like citation rates and impact factor. Quoting from a top-tier journal can add gravitas to your argument. Example: “A recent study published in The Journal of Positive Psychology , a peer-reviewed journal ranked among the top 10 in the field, supports Duckworth’s theory…”
• Prioritize Recent Sources (When Applicable): In rapidly evolving subjects like technology or health, the currency of your source can attest to its relevance. Example: “In her 2023 Ted Talk, Duckworth updated her theory on grit by introducing…”
• Demonstrate How the Source Augments Your Argument: Seamlessly connect your source’s assertions to the point you’re underscoring. Example: “Duckworth’s emphasis on sustained effort aligns with studies on successful writers who, despite initial setbacks, persisted and improved over time.”
• Address Potential Bias: By identifying any inherent bias in your source, you enhance your credibility as a discerning researcher. Example: “Although the research was funded by the National Writers’ Association , its findings resonate with independent studies conducted at institutions like Yale and Cambridge.”
• Cross-reference with Other Credible Sources: Support from multiple authoritative sources reinforces the credibility of a point. Example: “This perspective on grit isn’t limited to Duckworth. Both The Journal of Educational Psychology and articles from the British Psychological Society have echoed similar findings.”
• Recognize Limitations: Accepting and indicating the limitations of a source showcases a balanced approach. Example: “Duckworth’s research, while pioneering, focuses mainly on students and educators. It’s essential to consider its applicability to writers from diverse backgrounds and experiences.”

Can I Ever Integrate a Source Without Directly Citing It in the Text? If So, How?

It’s essential to give credit to sources to maintain the integrity of your work and avoid plagiarism. While in-text citations are a direct way to do this, there are other methods to reference sources more discreetly:

• Endnotes or Footnotes: Some documentation styles permit the use of endnotes or footnotes instead of in-text citations. This method prevents the main body of your text from being disrupted by citations. Instead, you’d insert a superscript number that leads to a note at the end of your paper (endnote) or the bottom of the page (footnote) with the source’s full details. Example : You might write, “Grit, a combination of passion and perseverance, plays a significant role in achieving long-term goals[^1].” The corresponding note would provide the full citation for Angela Duckworth’s work on grit.
• General Bibliography/Works Cited: If you’ve integrated overarching ideas from a source, like Duckworth’s foundational theories on grit, but haven’t quoted or paraphrased a specific section, you might not need an in-text citation. Instead, Duckworth’s work would appear in a general bibliography or works cited page, signaling its influence on your understanding.
• Indirect Citations: There may be times when you encounter a perspective on Duckworth’s work cited in another author’s study. If you can’t access Duckworth’s original material, you can reference the intermediary source. Your citation method will vary depending on the documentation style. Example (in APA style): A recent interpretation of Duckworth’s theory, as discussed by Thompson (2022), suggests…
• Paraphrasing Broad Ideas: If you’re referring to widespread knowledge, like the basic definition of grit, you might not need an in-text citation. However, if you’re diving into detailed theories or unique interpretations specific to Duckworth, a citation is essential.

What about Newspapers & Magazines?

Mainstream publications, such as The New York Times or renowned magazines, adopt a different approach to referencing than scholarly or professional works. In these outlets, formal citation methods typical of academic journals aren’t always employed. Instead, there’s a general assumption that these publications have undergone a comprehensive editorial process, ensuring the information’s credibility. A key component of this process is the understanding that if readers or other stakeholders have questions regarding the sources of specific information, they can reach out to the author or publication directly to request these details. Thus, when you use information from such outlets in your writing, it’s essential to maintain this practice: always be prepared to direct readers to your primary source if questioned.

If I’m Reviewing Someone’s Research, How Much Detail Should I Provide about Their Research Methods?

If I’m Reviewing Someone’s Research, How Much Detail Should I Provide About Their Research Methods?

When reviewing another’s research, especially in academic or professional settings, it’s essential to strike a balance. You want to provide enough detail so readers can assess the study’s validity and relevance without overwhelming them with minutiae. The amount of detail needed can depend on your audience, the nature of the study, and the context in which you’re discussing it.

Consider the Purpose of Your Review :

• For Broad Overviews : When discussing the general findings of a study for a more general audience, a brief mention of the methods might suffice. E.g., “In her research on grit, Angela Duckworth conducted extensive surveys across diverse groups, finding a significant correlation between grit and long-term success.”
• For In-depth Analyses or Critiques : If you’re critiquing the study’s methodology or comparing methodologies across studies, you’ll need to delve deeper. E.g., “Duckworth’s study used a five-point Likert scale to measure respondents’ perseverance and passion for long-term goals, a decision that some researchers have debated due to potential response biases.”
• For Replication or Further Studies : If the aim is to allow others to replicate the study or to build upon it, every detail becomes vital, from the sample size to the statistical tests used.

Tips for Detailing Research Methods :

• Highlight Key Components : Describe the research design (e.g., longitudinal, experimental), the participants (sample size, demographics), the tools used (e.g., surveys, interviews), and the analysis methods (e.g., statistical tests, coding procedures).
• Address Potential Biases : For more critical reviews, discuss any potential sources of bias or limitations in the study. Was the sample representative? Were there any confounding variables?
• Compare with Other Studies : If relevant, compare the methods used in the research you’re reviewing with those of other similar studies. This can help readers gauge the study’s uniqueness or reliability.
• Use Visual Aids : Charts, tables, or diagrams can be beneficial in summarizing complex methods or when comparing methods across multiple studies.

For most college-level papers or articles, it’s advisable to include a clear and concise description of the research methods, allowing readers to gauge the study’s reliability and relevance to your discussion or argument. As you become more familiar with your audience and their expectations, you’ll develop a sense for the right level of detail to include.

How Do I Handle Sources From Non-Traditional Mediums, Like Podcasts, Tweets, or YouTube Videos?

In the digital age, research isn’t limited to books, journals, or articles. Multimedia platforms offer rich content that can be invaluable for your work. However, citing these non-traditional mediums can feel a bit daunting. Here’s a guide on how to navigate this terrain:

1. Podcasts:

• Host(s) of the episode.
• “Title of the episode.”
• Name of the podcast ,
• Production company or publisher,
• Date of publication.
• Platform (if applicable).

Example (in MLA style): Duckworth, Angela, host. “The Power of Grit.” Character Lab , Character Lab, 6 June 2021, characterlab.org/podcast/.

• Host(s) of the episode (Year, Month Day of publication).
• Title of the episode (No. episode number) [Audio podcast episode].
• In Name of the podcast .
• Production company or publisher.

Example (in APA style): Duckworth, A. (Host). (2021, June 6). The Power of Grit (No. 23) [Audio podcast episode]. In Character Lab . Character Lab.

• Author (individual or organization).
• Full text of the tweet.
• Twitter, Date of the tweet.

Example (in MLA style): Duckworth, Angela [@angeladuckw]. “Delving deeper into the nuances of grit and determination…” Twitter, 15 February 2022, twitter.com/angeladuckw/status/xxxxxx.

• Author (Year, Month Day of tweet).
• Full text of the tweet (up to the first 20 words) [Tweet].

Example (in APA style): Duckworth, A. [@angeladuckw]. (2022, February 15). Delving deeper into the nuances of grit and determination… [Tweet]. Twitter. https://twitter.com/angeladuckw/status/xxxxxx

3. YouTube Videos:

• Author(s) or creator(s) (individual, group, or organization).
• “Title of the video.”

Example (in MLA style): Duckworth, Angela. “Exploring Grit in Education.” YouTube , 1 September 2021, www.youtube.com/watch?v=xxxxxx .

• Author (Year, Month Day of publication).
• Title of the video [Video].

Example (in APA style): Duckworth, A. (2021, September 1). Exploring Grit in Education [Video]. YouTube. https://www.youtube.com/watch?v=xxxxxx

• Citation formats might slightly change based on specific style guide versions or nuances. Always consult the relevant style guide.
• While MLA traditionally doesn’t include URLs, modern editions have adapted to the digital age by including them. Check with your instructor or publication’s preference.

How Do I Cite a Source That Was Quoted by Another Author I’m Reading?

When you come across a situation where you want to cite a quotation or idea that your primary source (the source you’re reading) has taken from another source (the original source), this is known as a secondary or indirect citation. It’s always preferable to locate the original source and cite from it directly; however, there are instances where this may not be feasible. In such cases, you’ll need to provide a citation that acknowledges both the primary and the original sources.

Here’s how you can handle secondary or indirect citations in both APA and MLA styles:

APA : When citing a source you found in another source, name the original author within your sentence, but follow it with “as cited in” and then immediately use the author, publication date, and page number (if available) of the secondary source in your parenthetical citation.

Example : Let’s say you’re reading a book by Thompson (2022) in which he quotes Duckworth (2007). You want to use Duckworth’s quote, but you can’t access her original work. Your in-text citation would look something like this:

Duckworth (2007, as cited in Thompson, 2022, p. 56) asserts that “grit is a combination of passion and perseverance.”

In your reference list, you would only include the secondary source, Thompson’s book, since that’s the source you actually read.

MLA : In MLA style, you’ll indicate the quote’s indirect nature in the in-text citation by using the phrase “qtd. in” (short for “quoted in”).

Example : Using the same scenario, your in-text citation would look like this:

Duckworth asserts that “grit is a combination of passion and perseverance” (qtd. in Thompson 56).

On your Works Cited page, you would only include a full citation for Thompson’s book, the secondary source you consulted.

Remember, using secondary citations should be an exception rather than the rule. Whenever possible, always try to consult and cite the original source directly to ensure the accuracy and context of the information.

Related Articles:

Citation - how to connect evidence to your claims, citation & voice - how to distinguish your ideas from your sources.

Citation Conventions - What is the Role of Citation in Academic & Professional Writing?

Citation Conventions - When Are Citations Required in Academic & Professional Writing?

Paraphrasing - How to Paraphrase with Clarity & Concision

Quotation - when & how to use quotes in your writing.

Summary - Learn How To Summarize Sources in Academic & Professional Writing

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Home / Guides / Citation Guides / How to Cite Sources

How to Cite Sources

Here is a complete list for how to cite sources. Most of these guides present citation guidance and examples in MLA, APA, and Chicago.

If you’re looking for general information on MLA or APA citations , the EasyBib Writing Center was designed for you! It has articles on what’s needed in an MLA in-text citation , how to format an APA paper, what an MLA annotated bibliography is, making an MLA works cited page, and much more!

MLA Format Citation Examples

The Modern Language Association created the MLA Style, currently in its 9th edition, to provide researchers with guidelines for writing and documenting scholarly borrowings.  Most often used in the humanities, MLA style (or MLA format ) has been adopted and used by numerous other disciplines, in multiple parts of the world.

MLA provides standard rules to follow so that most research papers are formatted in a similar manner. This makes it easier for readers to comprehend the information. The MLA in-text citation guidelines, MLA works cited standards, and MLA annotated bibliography instructions provide scholars with the information they need to properly cite sources in their research papers, articles, and assignments.

• Book Chapter
• Conference Paper
• Documentary
• Encyclopedia
• Google Images
• Kindle Book
• Memorial Inscription
• Museum Exhibit
• Painting or Artwork
• PowerPoint Presentation
• Sheet Music
• Thesis or Dissertation
• YouTube Video

APA Format Citation Examples

The American Psychological Association created the APA citation style in 1929 as a way to help psychologists, anthropologists, and even business managers establish one common way to cite sources and present content.

APA is used when citing sources for academic articles such as journals, and is intended to help readers better comprehend content, and to avoid language bias wherever possible. The APA style (or APA format ) is now in its 7th edition, and provides citation style guides for virtually any type of resource.

Chicago Style Citation Examples

The Chicago/Turabian style of citing sources is generally used when citing sources for humanities papers, and is best known for its requirement that writers place bibliographic citations at the bottom of a page (in Chicago-format footnotes ) or at the end of a paper (endnotes).

The Turabian and Chicago citation styles are almost identical, but the Turabian style is geared towards student published papers such as theses and dissertations, while the Chicago style provides guidelines for all types of publications. This is why you’ll commonly see Chicago style and Turabian style presented together. The Chicago Manual of Style is currently in its 17th edition, and Turabian’s A Manual for Writers of Research Papers, Theses, and Dissertations is in its 8th edition.

Citing Specific Sources or Events

• Declaration of Independence
• Gettysburg Address
• Martin Luther King Jr. Speech
• President Obama’s Farewell Address
• President Trump’s Inauguration Speech
• White House Press Briefing

Additional FAQs

• Citing Archived Contributors
• Citing a Blog
• Citing a Book Chapter
• Citing a Source in a Foreign Language
• Citing an Image
• Citing a Song
• Citing Special Contributors
• Citing a Translated Article
• Citing a Tweet

6 Interesting Citation Facts

The world of citations may seem cut and dry, but there’s more to them than just specific capitalization rules, MLA in-text citations , and other formatting specifications. Citations have been helping researches document their sources for hundreds of years, and are a great way to learn more about a particular subject area.

Ever wonder what sets all the different styles apart, or how they came to be in the first place? Read on for some interesting facts about citations!

1. There are Over 7,000 Different Citation Styles

You may be familiar with MLA and APA citation styles, but there are actually thousands of citation styles used for all different academic disciplines all across the world. Deciding which one to use can be difficult, so be sure to ask you instructor which one you should be using for your next paper.

2. Some Citation Styles are Named After People

While a majority of citation styles are named for the specific organizations that publish them (i.e. APA is published by the American Psychological Association, and MLA format is named for the Modern Language Association), some are actually named after individuals. The most well-known example of this is perhaps Turabian style, named for Kate L. Turabian, an American educator and writer. She developed this style as a condensed version of the Chicago Manual of Style in order to present a more concise set of rules to students.

3. There are Some Really Specific and Uniquely Named Citation Styles

How specific can citation styles get? The answer is very. For example, the “Flavour and Fragrance Journal” style is based on a bimonthly, peer-reviewed scientific journal published since 1985 by John Wiley & Sons. It publishes original research articles, reviews and special reports on all aspects of flavor and fragrance. Another example is “Nordic Pulp and Paper Research,” a style used by an international scientific magazine covering science and technology for the areas of wood or bio-mass constituents.

4. More citations were created on  EasyBib.com  in the first quarter of 2018 than there are people in California.

The US Census Bureau estimates that approximately 39.5 million people live in the state of California. Meanwhile, about 43 million citations were made on EasyBib from January to March of 2018. That’s a lot of citations.

5. “Citations” is a Word With a Long History

The word “citations” can be traced back literally thousands of years to the Latin word “citare” meaning “to summon, urge, call; put in sudden motion, call forward; rouse, excite.” The word then took on its more modern meaning and relevance to writing papers in the 1600s, where it became known as the “act of citing or quoting a passage from a book, etc.”

6. Citation Styles are Always Changing

The concept of citations always stays the same. It is a means of preventing plagiarism and demonstrating where you relied on outside sources. The specific style rules, however, can and do change regularly. For example, in 2018 alone, 46 new citation styles were introduced , and 106 updates were made to exiting styles. At EasyBib, we are always on the lookout for ways to improve our styles and opportunities to add new ones to our list.

Why Citations Matter

Here are the ways accurate citations can help your students achieve academic success, and how you can answer the dreaded question, “why should I cite my sources?”

They Give Credit to the Right People

Citing their sources makes sure that the reader can differentiate the student’s original thoughts from those of other researchers. Not only does this make sure that the sources they use receive proper credit for their work, it ensures that the student receives deserved recognition for their unique contributions to the topic. Whether the student is citing in MLA format , APA format , or any other style, citations serve as a natural way to place a student’s work in the broader context of the subject area, and serve as an easy way to gauge their commitment to the project.

They Provide Hard Evidence of Ideas

Having many citations from a wide variety of sources related to their idea means that the student is working on a well-researched and respected subject. Citing sources that back up their claim creates room for fact-checking and further research . And, if they can cite a few sources that have the converse opinion or idea, and then demonstrate to the reader why they believe that that viewpoint is wrong by again citing credible sources, the student is well on their way to winning over the reader and cementing their point of view.

They Promote Originality and Prevent Plagiarism

The point of research projects is not to regurgitate information that can already be found elsewhere. We have Google for that! What the student’s project should aim to do is promote an original idea or a spin on an existing idea, and use reliable sources to promote that idea. Copying or directly referencing a source without proper citation can lead to not only a poor grade, but accusations of academic dishonesty. By citing their sources regularly and accurately, students can easily avoid the trap of plagiarism , and promote further research on their topic.

They Create Better Researchers

By researching sources to back up and promote their ideas, students are becoming better researchers without even knowing it! Each time a new source is read or researched, the student is becoming more engaged with the project and is developing a deeper understanding of the subject area. Proper citations demonstrate a breadth of the student’s reading and dedication to the project itself. By creating citations, students are compelled to make connections between their sources and discern research patterns. Each time they complete this process, they are helping themselves become better researchers and writers overall.

When is the Right Time to Start Making Citations?

Make in-text/parenthetical citations as you need them.

As you are writing your paper, be sure to include references within the text that correspond with references in a works cited or bibliography. These are usually called in-text citations or parenthetical citations in MLA and APA formats. The most effective time to complete these is directly after you have made your reference to another source. For instance, after writing the line from Charles Dickens’ A Tale of Two Cities : “It was the best of times, it was the worst of times…,” you would include a citation like this (depending on your chosen citation style):

(Dickens 11).

This signals to the reader that you have referenced an outside source. What’s great about this system is that the in-text citations serve as a natural list for all of the citations you have made in your paper, which will make completing the works cited page a whole lot easier. After you are done writing, all that will be left for you to do is scan your paper for these references, and then build a works cited page that includes a citation for each one.

Need help creating an MLA works cited page ? Try the MLA format generator on EasyBib.com! We also have a guide on how to format an APA reference page .

2. Understand the General Formatting Rules of Your Citation Style Before You Start Writing

While reading up on paper formatting may not sound exciting, being aware of how your paper should look early on in the paper writing process is super important. Citation styles can dictate more than just the appearance of the citations themselves, but rather can impact the layout of your paper as a whole, with specific guidelines concerning margin width, title treatment, and even font size and spacing. Knowing how to organize your paper before you start writing will ensure that you do not receive a low grade for something as trivial as forgetting a hanging indent.

Don’t know where to start? Here’s a formatting guide on APA format .

3. Double-check All of Your Outside Sources for Relevance and Trustworthiness First

Collecting outside sources that support your research and specific topic is a critical step in writing an effective paper. But before you run to the library and grab the first 20 books you can lay your hands on, keep in mind that selecting a source to include in your paper should not be taken lightly. Before you proceed with using it to backup your ideas, run a quick Internet search for it and see if other scholars in your field have written about it as well. Check to see if there are book reviews about it or peer accolades. If you spot something that seems off to you, you may want to consider leaving it out of your work. Doing this before your start making citations can save you a ton of time in the long run.

Finished with your paper? It may be time to run it through a grammar and plagiarism checker , like the one offered by EasyBib Plus. If you’re just looking to brush up on the basics, our grammar guides  are ready anytime you are.

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GPT-fabricated scientific papers on Google Scholar: Key features, spread, and implications for preempting evidence manipulation

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Academic journals, archives, and repositories are seeing an increasing number of questionable research papers clearly produced using generative AI. They are often created with widely available, general-purpose AI applications, most likely ChatGPT, and mimic scientific writing. Google Scholar easily locates and lists these questionable papers alongside reputable, quality-controlled research. Our analysis of a selection of questionable GPT-fabricated scientific papers found in Google Scholar shows that many are about applied, often controversial topics susceptible to disinformation: the environment, health, and computing. The resulting enhanced potential for malicious manipulation of society’s evidence base, particularly in politically divisive domains, is a growing concern.

Swedish School of Library and Information Science, University of Borås, Sweden

Department of Arts and Cultural Sciences, Lund University, Sweden

Division of Environmental Communication, Swedish University of Agricultural Sciences, Sweden

Research Questions

• Where are questionable publications produced with generative pre-trained transformers (GPTs) that can be found via Google Scholar published or deposited?
• What are the main characteristics of these publications in relation to predominant subject categories?
• How are these publications spread in the research infrastructure for scholarly communication?
• How is the role of the scholarly communication infrastructure challenged in maintaining public trust in science and evidence through inappropriate use of generative AI?

research note Summary

• A sample of scientific papers with signs of GPT-use found on Google Scholar was retrieved, downloaded, and analyzed using a combination of qualitative coding and descriptive statistics. All papers contained at least one of two common phrases returned by conversational agents that use large language models (LLM) like OpenAI’s ChatGPT. Google Search was then used to determine the extent to which copies of questionable, GPT-fabricated papers were available in various repositories, archives, citation databases, and social media platforms.
• Roughly two-thirds of the retrieved papers were found to have been produced, at least in part, through undisclosed, potentially deceptive use of GPT. The majority (57%) of these questionable papers dealt with policy-relevant subjects (i.e., environment, health, computing), susceptible to influence operations. Most were available in several copies on different domains (e.g., social media, archives, and repositories).
• Two main risks arise from the increasingly common use of GPT to (mass-)produce fake, scientific publications. First, the abundance of fabricated “studies” seeping into all areas of the research infrastructure threatens to overwhelm the scholarly communication system and jeopardize the integrity of the scientific record. A second risk lies in the increased possibility that convincingly scientific-looking content was in fact deceitfully created with AI tools and is also optimized to be retrieved by publicly available academic search engines, particularly Google Scholar. However small, this possibility and awareness of it risks undermining the basis for trust in scientific knowledge and poses serious societal risks.

Implications

The use of ChatGPT to generate text for academic papers has raised concerns about research integrity. Discussion of this phenomenon is ongoing in editorials, commentaries, opinion pieces, and on social media (Bom, 2023; Stokel-Walker, 2024; Thorp, 2023). There are now several lists of papers suspected of GPT misuse, and new papers are constantly being added. 1 See for example Academ-AI, https://www.academ-ai.info/ , and Retraction Watch, https://retractionwatch.com/papers-and-peer-reviews-with-evidence-of-chatgpt-writing/ . While many legitimate uses of GPT for research and academic writing exist (Huang & Tan, 2023; Kitamura, 2023; Lund et al., 2023), its undeclared use—beyond proofreading—has potentially far-reaching implications for both science and society, but especially for their relationship. It, therefore, seems important to extend the discussion to one of the most accessible and well-known intermediaries between science, but also certain types of misinformation, and the public, namely Google Scholar, also in response to the legitimate concerns that the discussion of generative AI and misinformation needs to be more nuanced and empirically substantiated  (Simon et al., 2023).

Google Scholar, https://scholar.google.com , is an easy-to-use academic search engine. It is available for free, and its index is extensive (Gusenbauer & Haddaway, 2020). It is also often touted as a credible source for academic literature and even recommended in library guides, by media and information literacy initiatives, and fact checkers (Tripodi et al., 2023). However, Google Scholar lacks the transparency and adherence to standards that usually characterize citation databases. Instead, Google Scholar uses automated crawlers, like Google’s web search engine (Martín-Martín et al., 2021), and the inclusion criteria are based on primarily technical standards, allowing any individual author—with or without scientific affiliation—to upload papers to be indexed (Google Scholar Help, n.d.). It has been shown that Google Scholar is susceptible to manipulation through citation exploits (Antkare, 2020) and by providing access to fake scientific papers (Dadkhah et al., 2017). A large part of Google Scholar’s index consists of publications from established scientific journals or other forms of quality-controlled, scholarly literature. However, the index also contains a large amount of gray literature, including student papers, working papers, reports, preprint servers, and academic networking sites, as well as material from so-called “questionable” academic journals, including paper mills. The search interface does not offer the possibility to filter the results meaningfully by material type, publication status, or form of quality control, such as limiting the search to peer-reviewed material.

To understand the occurrence of ChatGPT (co-)authored work in Google Scholar’s index, we scraped it for publications, including one of two common ChatGPT responses (see Appendix A) that we encountered on social media and in media reports (DeGeurin, 2024). The results of our descriptive statistical analyses showed that around 62% did not declare the use of GPTs. Most of these GPT-fabricated papers were found in non-indexed journals and working papers, but some cases included research published in mainstream scientific journals and conference proceedings. 2 Indexed journals mean scholarly journals indexed by abstract and citation databases such as Scopus and Web of Science, where the indexation implies journals with high scientific quality. Non-indexed journals are journals that fall outside of this indexation. More than half (57%) of these GPT-fabricated papers concerned policy-relevant subject areas susceptible to influence operations. To avoid increasing the visibility of these publications, we abstained from referencing them in this research note. However, we have made the data available in the Harvard Dataverse repository.

The publications were related to three issue areas—health (14.5%), environment (19.5%) and computing (23%)—with key terms such “healthcare,” “COVID-19,” or “infection”for health-related papers, and “analysis,” “sustainable,” and “global” for environment-related papers. In several cases, the papers had titles that strung together general keywords and buzzwords, thus alluding to very broad and current research. These terms included “biology,” “telehealth,” “climate policy,” “diversity,” and “disrupting,” to name just a few.  While the study’s scope and design did not include a detailed analysis of which parts of the articles included fabricated text, our dataset did contain the surrounding sentences for each occurrence of the suspicious phrases that formed the basis for our search and subsequent selection. Based on that, we can say that the phrases occurred in most sections typically found in scientific publications, including the literature review, methods, conceptual and theoretical frameworks, background, motivation or societal relevance, and even discussion. This was confirmed during the joint coding, where we read and discussed all articles. It became clear that not just the text related to the telltale phrases was created by GPT, but that almost all articles in our sample of questionable articles likely contained traces of GPT-fabricated text everywhere.

Evidence hacking and backfiring effects

Generative pre-trained transformers (GPTs) can be used to produce texts that mimic scientific writing. These texts, when made available online—as we demonstrate—leak into the databases of academic search engines and other parts of the research infrastructure for scholarly communication. This development exacerbates problems that were already present with less sophisticated text generators (Antkare, 2020; Cabanac & Labbé, 2021). Yet, the public release of ChatGPT in 2022, together with the way Google Scholar works, has increased the likelihood of lay people (e.g., media, politicians, patients, students) coming across questionable (or even entirely GPT-fabricated) papers and other problematic research findings. Previous research has emphasized that the ability to determine the value and status of scientific publications for lay people is at stake when misleading articles are passed off as reputable (Haider & Åström, 2017) and that systematic literature reviews risk being compromised (Dadkhah et al., 2017). It has also been highlighted that Google Scholar, in particular, can be and has been exploited for manipulating the evidence base for politically charged issues and to fuel conspiracy narratives (Tripodi et al., 2023). Both concerns are likely to be magnified in the future, increasing the risk of what we suggest calling evidence hacking —the strategic and coordinated malicious manipulation of society’s evidence base.

The authority of quality-controlled research as evidence to support legislation, policy, politics, and other forms of decision-making is undermined by the presence of undeclared GPT-fabricated content in publications professing to be scientific. Due to the large number of archives, repositories, mirror sites, and shadow libraries to which they spread, there is a clear risk that GPT-fabricated, questionable papers will reach audiences even after a possible retraction. There are considerable technical difficulties involved in identifying and tracing computer-fabricated papers (Cabanac & Labbé, 2021; Dadkhah et al., 2023; Jones, 2024), not to mention preventing and curbing their spread and uptake.

However, as the rise of the so-called anti-vaxx movement during the COVID-19 pandemic and the ongoing obstruction and denial of climate change show, retracting erroneous publications often fuels conspiracies and increases the following of these movements rather than stopping them. To illustrate this mechanism, climate deniers frequently question established scientific consensus by pointing to other, supposedly scientific, studies that support their claims. Usually, these are poorly executed, not peer-reviewed, based on obsolete data, or even fraudulent (Dunlap & Brulle, 2020). A similar strategy is successful in the alternative epistemic world of the global anti-vaccination movement (Carrion, 2018) and the persistence of flawed and questionable publications in the scientific record already poses significant problems for health research, policy, and lawmakers, and thus for society as a whole (Littell et al., 2024). Considering that a person’s support for “doing your own research” is associated with increased mistrust in scientific institutions (Chinn & Hasell, 2023), it will be of utmost importance to anticipate and consider such backfiring effects already when designing a technical solution, when suggesting industry or legal regulation, and in the planning of educational measures.

Recommendations

Solutions should be based on simultaneous considerations of technical, educational, and regulatory approaches, as well as incentives, including social ones, across the entire research infrastructure. Paying attention to how these approaches and incentives relate to each other can help identify points and mechanisms for disruption. Recognizing fraudulent academic papers must happen alongside understanding how they reach their audiences and what reasons there might be for some of these papers successfully “sticking around.” A possible way to mitigate some of the risks associated with GPT-fabricated scholarly texts finding their way into academic search engine results would be to provide filtering options for facets such as indexed journals, gray literature, peer-review, and similar on the interface of publicly available academic search engines. Furthermore, evaluation tools for indexed journals 3 Such as LiU Journal CheckUp, https://ep.liu.se/JournalCheckup/default.aspx?lang=eng . could be integrated into the graphical user interfaces and the crawlers of these academic search engines. To enable accountability, it is important that the index (database) of such a search engine is populated according to criteria that are transparent, open to scrutiny, and appropriate to the workings of  science and other forms of academic research. Moreover, considering that Google Scholar has no real competitor, there is a strong case for establishing a freely accessible, non-specialized academic search engine that is not run for commercial reasons but for reasons of public interest. Such measures, together with educational initiatives aimed particularly at policymakers, science communicators, journalists, and other media workers, will be crucial to reducing the possibilities for and effects of malicious manipulation or evidence hacking. It is important not to present this as a technical problem that exists only because of AI text generators but to relate it to the wider concerns in which it is embedded. These range from a largely dysfunctional scholarly publishing system (Haider & Åström, 2017) and academia’s “publish or perish” paradigm to Google’s near-monopoly and ideological battles over the control of information and ultimately knowledge. Any intervention is likely to have systemic effects; these effects need to be considered and assessed in advance and, ideally, followed up on.

Our study focused on a selection of papers that were easily recognizable as fraudulent. We used this relatively small sample as a magnifying glass to examine, delineate, and understand a problem that goes beyond the scope of the sample itself, which however points towards larger concerns that require further investigation. The work of ongoing whistleblowing initiatives 4 Such as Academ-AI, https://www.academ-ai.info/ , and Retraction Watch, https://retractionwatch.com/papers-and-peer-reviews-with-evidence-of-chatgpt-writing/ . , recent media reports of journal closures (Subbaraman, 2024), or GPT-related changes in word use and writing style (Cabanac et al., 2021; Stokel-Walker, 2024) suggest that we only see the tip of the iceberg. There are already more sophisticated cases (Dadkhah et al., 2023) as well as cases involving fabricated images (Gu et al., 2022). Our analysis shows that questionable and potentially manipulative GPT-fabricated papers permeate the research infrastructure and are likely to become a widespread phenomenon. Our findings underline that the risk of fake scientific papers being used to maliciously manipulate evidence (see Dadkhah et al., 2017) must be taken seriously. Manipulation may involve undeclared automatic summaries of texts, inclusion in literature reviews, explicit scientific claims, or the concealment of errors in studies so that they are difficult to detect in peer review. However, the mere possibility of these things happening is a significant risk in its own right that can be strategically exploited and will have ramifications for trust in and perception of science. Society’s methods of evaluating sources and the foundations of media and information literacy are under threat and public trust in science is at risk of further erosion, with far-reaching consequences for society in dealing with information disorders. To address this multifaceted problem, we first need to understand why it exists and proliferates.

Finding 1: 139 GPT-fabricated, questionable papers were found and listed as regular results on the Google Scholar results page. Non-indexed journals dominate.

Most questionable papers we found were in non-indexed journals or were working papers, but we did also find some in established journals, publications, conferences, and repositories. We found a total of 139 papers with a suspected deceptive use of ChatGPT or similar LLM applications (see Table 1). Out of these, 19 were in indexed journals, 89 were in non-indexed journals, 19 were student papers found in university databases, and 12 were working papers (mostly in preprint databases). Table 1 divides these papers into categories. Health and environment papers made up around 34% (47) of the sample. Of these, 66% were present in non-indexed journals.

Finding 2: GPT-fabricated, questionable papers are disseminated online, permeating the research infrastructure for scholarly communication, often in multiple copies. Applied topics with practical implications dominate.

The 20 papers concerning health-related issues are distributed across 20 unique domains, accounting for 46 URLs. The 27 papers dealing with environmental issues can be found across 26 unique domains, accounting for 56 URLs.  Most of the identified papers exist in multiple copies and have already spread to several archives, repositories, and social media. It would be difficult, or impossible, to remove them from the scientific record.

As apparent from Table 2, GPT-fabricated, questionable papers are seeping into most parts of the online research infrastructure for scholarly communication. Platforms on which identified papers have appeared include ResearchGate, ORCiD, Journal of Population Therapeutics and Clinical Pharmacology (JPTCP), Easychair, Frontiers, the Institute of Electrical and Electronics Engineer (IEEE), and X/Twitter. Thus, even if they are retracted from their original source, it will prove very difficult to track, remove, or even just mark them up on other platforms. Moreover, unless regulated, Google Scholar will enable their continued and most likely unlabeled discoverability.

A word rain visualization (Centre for Digital Humanities Uppsala, 2023), which combines word prominences through TF-IDF 5 Term frequency–inverse document frequency , a method for measuring the significance of a word in a document compared to its frequency across all documents in a collection. scores with semantic similarity of the full texts of our sample of GPT-generated articles that fall into the “Environment” and “Health” categories, reflects the two categories in question. However, as can be seen in Figure 1, it also reveals overlap and sub-areas. The y-axis shows word prominences through word positions and font sizes, while the x-axis indicates semantic similarity. In addition to a certain amount of overlap, this reveals sub-areas, which are best described as two distinct events within the word rain. The event on the left bundles terms related to the development and management of health and healthcare with “challenges,” “impact,” and “potential of artificial intelligence”emerging as semantically related terms. Terms related to research infrastructures, environmental, epistemic, and technological concepts are arranged further down in the same event (e.g., “system,” “climate,” “understanding,” “knowledge,” “learning,” “education,” “sustainable”). A second distinct event further to the right bundles terms associated with fish farming and aquatic medicinal plants, highlighting the presence of an aquaculture cluster.  Here, the prominence of groups of terms such as “used,” “model,” “-based,” and “traditional” suggests the presence of applied research on these topics. The two events making up the word rain visualization, are linked by a less dominant but overlapping cluster of terms related to “energy” and “water.”

The bar chart of the terms in the paper subset (see Figure 2) complements the word rain visualization by depicting the most prominent terms in the full texts along the y-axis. Here, word prominences across health and environment papers are arranged descendingly, where values outside parentheses are TF-IDF values (relative frequencies) and values inside parentheses are raw term frequencies (absolute frequencies).

Finding 3: Google Scholar presents results from quality-controlled and non-controlled citation databases on the same interface, providing unfiltered access to GPT-fabricated questionable papers.

Google Scholar’s central position in the publicly accessible scholarly communication infrastructure, as well as its lack of standards, transparency, and accountability in terms of inclusion criteria, has potentially serious implications for public trust in science. This is likely to exacerbate the already-known potential to exploit Google Scholar for evidence hacking (Tripodi et al., 2023) and will have implications for any attempts to retract or remove fraudulent papers from their original publication venues. Any solution must consider the entirety of the research infrastructure for scholarly communication and the interplay of different actors, interests, and incentives.

We searched and scraped Google Scholar using the Python library Scholarly (Cholewiak et al., 2023) for papers that included specific phrases known to be common responses from ChatGPT and similar applications with the same underlying model (GPT3.5 or GPT4): “as of my last knowledge update” and/or “I don’t have access to real-time data” (see Appendix A). This facilitated the identification of papers that likely used generative AI to produce text, resulting in 227 retrieved papers. The papers’ bibliographic information was automatically added to a spreadsheet and downloaded into Zotero. 6 An open-source reference manager, https://zotero.org .

We employed multiple coding (Barbour, 2001) to classify the papers based on their content. First, we jointly assessed whether the paper was suspected of fraudulent use of ChatGPT (or similar) based on how the text was integrated into the papers and whether the paper was presented as original research output or the AI tool’s role was acknowledged. Second, in analyzing the content of the papers, we continued the multiple coding by classifying the fraudulent papers into four categories identified during an initial round of analysis—health, environment, computing, and others—and then determining which subjects were most affected by this issue (see Table 1). Out of the 227 retrieved papers, 88 papers were written with legitimate and/or declared use of GPTs (i.e., false positives, which were excluded from further analysis), and 139 papers were written with undeclared and/or fraudulent use (i.e., true positives, which were included in further analysis). The multiple coding was conducted jointly by all authors of the present article, who collaboratively coded and cross-checked each other’s interpretation of the data simultaneously in a shared spreadsheet file. This was done to single out coding discrepancies and settle coding disagreements, which in turn ensured methodological thoroughness and analytical consensus (see Barbour, 2001). Redoing the category coding later based on our established coding schedule, we achieved an intercoder reliability (Cohen’s kappa) of 0.806 after eradicating obvious differences.

The ranking algorithm of Google Scholar prioritizes highly cited and older publications (Martín-Martín et al., 2016). Therefore, the position of the articles on the search engine results pages was not particularly informative, considering the relatively small number of results in combination with the recency of the publications. Only the query “as of my last knowledge update” had more than two search engine result pages. On those, questionable articles with undeclared use of GPTs were evenly distributed across all result pages (min: 4, max: 9, mode: 8), with the proportion of undeclared use being slightly higher on average on later search result pages.

To understand how the papers making fraudulent use of generative AI were disseminated online, we programmatically searched for the paper titles (with exact string matching) in Google Search from our local IP address (see Appendix B) using the googlesearch – python library(Vikramaditya, 2020). We manually verified each search result to filter out false positives—results that were not related to the paper—and then compiled the most prominent URLs by field. This enabled the identification of other platforms through which the papers had been spread. We did not, however, investigate whether copies had spread into SciHub or other shadow libraries, or if they were referenced in Wikipedia.

We used descriptive statistics to count the prevalence of the number of GPT-fabricated papers across topics and venues and top domains by subject. The pandas software library for the Python programming language (The pandas development team, 2024) was used for this part of the analysis. Based on the multiple coding, paper occurrences were counted in relation to their categories, divided into indexed journals, non-indexed journals, student papers, and working papers. The schemes, subdomains, and subdirectories of the URL strings were filtered out while top-level domains and second-level domains were kept, which led to normalizing domain names. This, in turn, allowed the counting of domain frequencies in the environment and health categories. To distinguish word prominences and meanings in the environment and health-related GPT-fabricated questionable papers, a semantically-aware word cloud visualization was produced through the use of a word rain (Centre for Digital Humanities Uppsala, 2023) for full-text versions of the papers. Font size and y-axis positions indicate word prominences through TF-IDF scores for the environment and health papers (also visualized in a separate bar chart with raw term frequencies in parentheses), and words are positioned along the x-axis to reflect semantic similarity (Skeppstedt et al., 2024), with an English Word2vec skip gram model space (Fares et al., 2017). An English stop word list was used, along with a manually produced list including terms such as “https,” “volume,” or “years.”

• Artificial Intelligence
• / Search engines

Cite this Essay

Haider, J., Söderström, K. R., Ekström, B., & Rödl, M. (2024). GPT-fabricated scientific papers on Google Scholar: Key features, spread, and implications for preempting evidence manipulation. Harvard Kennedy School (HKS) Misinformation Review . https://doi.org/10.37016/mr-2020-156

• / Appendix B

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This research has been supported by Mistra, the Swedish Foundation for Strategic Environmental Research, through the research program Mistra Environmental Communication (Haider, Ekström, Rödl) and the Marcus and Amalia Wallenberg Foundation [2020.0004] (Söderström).

Competing Interests

The authors declare no competing interests.

The research described in this article was carried out under Swedish legislation. According to the relevant EU and Swedish legislation (2003:460) on the ethical review of research involving humans (“Ethical Review Act”), the research reported on here is not subject to authorization by the Swedish Ethical Review Authority (“etikprövningsmyndigheten”) (SRC, 2017).

This is an open access article distributed under the terms of the Creative Commons Attribution License , which permits unrestricted use, distribution, and reproduction in any medium, provided that the original author and source are properly credited.

Data Availability

All data needed to replicate this study are available at the Harvard Dataverse: https://doi.org/10.7910/DVN/WUVD8X

Acknowledgements

The authors wish to thank two anonymous reviewers for their valuable comments on the article manuscript as well as the editorial group of Harvard Kennedy School (HKS) Misinformation Review for their thoughtful feedback and input.

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• Citing sources

How to Cite Sources | Citation Generator & Quick Guide

Citing your sources is essential in  academic writing . Whenever you quote or paraphrase a source (such as a book, article, or webpage), you have to include a  citation crediting the original author.

Failing to properly cite your sources counts as plagiarism , since you’re presenting someone else’s ideas as if they were your own.

The most commonly used citation styles are APA and MLA. The free Scribbr Citation Generator is the quickest way to cite sources in these styles. Simply enter the URL, DOI, or title, and we’ll generate an accurate, correctly formatted citation.

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Table of contents

When do you need to cite sources, which citation style should you use, in-text citations, reference lists and bibliographies.

Scribbr Citation Generator

Other useful citation tools

Citation examples and full guides, frequently asked questions about citing sources.

Citations are required in all types of academic texts. They are needed for several reasons:

• To avoid plagiarism by indicating when you’re taking information from another source
• To give proper credit to the author of that source
• To allow the reader to consult your sources for themselves

A citation is needed whenever you integrate a source into your writing. This usually means quoting or paraphrasing:

• To quote a source , copy a short piece of text word for word and put it inside quotation marks .
• To paraphrase a source , put the text into your own words. It’s important that the paraphrase is not too close to the original wording. You can use the paraphrasing tool if you don’t want to do this manually.

Citations are needed whether you quote or paraphrase, and whatever type of source you use. As well as citing scholarly sources like books and journal articles, don’t forget to include citations for any other sources you use for ideas, examples, or evidence. That includes websites, YouTube videos , and lectures .

Prevent plagiarism. Run a free check.

Usually, your institution (or the journal you’re submitting to) will require you to follow a specific citation style, so check your guidelines or ask your instructor.

In some cases, you may have to choose a citation style for yourself. Make sure to pick one style and use it consistently:

• APA Style is widely used in the social sciences and beyond.
• MLA style is common in the humanities.
• Chicago notes and bibliography , common in the humanities
• Chicago author-date , used in the (social) sciences
• There are many other citation styles for different disciplines.

If in doubt, check with your instructor or read other papers from your field of study to see what style they follow.

In most styles, your citations consist of:

• Brief in-text citations at the relevant points in the text
• A reference list or bibliography containing full information on all the sources you’ve cited

In-text citations most commonly take the form of parenthetical citations featuring the last name of the source’s author and its year of publication (aka author-date citations).

An alternative to this type of in-text citation is the system used in numerical citation styles , where a number is inserted into the text, corresponding to an entry in a numbered reference list.

There are also note citation styles , where you place your citations in either footnotes or endnotes . Since they’re not embedded in the text itself, these citations can provide more detail and sometimes aren’t accompanied by a full reference list or bibliography.

A reference list (aka “Bibliography” or “Works Cited,” depending on the style) is where you provide full information on each of the sources you’ve cited in the text. It appears at the end of your paper, usually with a hanging indent applied to each entry.

The information included in reference entries is broadly similar, whatever citation style you’re using. For each source, you’ll typically include the:

• Author name
• Publication date
• Container (e.g., the book an essay was published in, the journal an article appeared in)
• Location (e.g., a URL or DOI , or sometimes a physical location)

The exact information included varies depending on the source type and the citation style. The order in which the information appears, and how you format it (e.g., capitalization, use of italics) also varies.

Most commonly, the entries in your reference list are alphabetized by author name. This allows the reader to easily find the relevant entry based on the author name in your in-text citation.

In numerical citation styles, the entries in your reference list are numbered, usually based on the order in which you cite them. The reader finds the right entry based on the number that appears in the text.

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Because each style has many small differences regarding things like italicization, capitalization , and punctuation , it can be difficult to get every detail right. Using a citation generator can save you a lot of time and effort.

Scribbr offers citation generators for both APA and MLA style. Both are quick, easy to use, and 100% free, with no ads and no registration required.

Just input a URL or DOI or add the source details manually, and the generator will automatically produce an in-text citation and reference entry in the correct format. You can save your reference list as you go and download it when you’re done, and even add annotations for an annotated bibliography .

Once you’ve prepared your citations, you might still be unsure if they’re correct and if you’ve used them appropriately in your text. This is where Scribbr’s other citation tools and services may come in handy:

Plagiarism Checker

Citation Checker

Citation Editing

Plagiarism means passing off someone else’s words or ideas as your own. It’s a serious offense in academia. Universities use plagiarism checking software to scan your paper and identify any similarities to other texts.

When you’re dealing with a lot of sources, it’s easy to make mistakes that could constitute accidental plagiarism. For example, you might forget to add a citation after a quote, or paraphrase a source in a way that’s too close to the original text.

Using a plagiarism checker yourself before you submit your work can help you spot these mistakes before they get you in trouble. Based on the results, you can add any missing citations and rephrase your text where necessary.

Try out the Scribbr Plagiarism Checker for free, or check out our detailed comparison of the best plagiarism checkers available online.

Scribbr Plagiarism Checker

Scribbr’s Citation Checker is a unique AI-powered tool that automatically detects stylistic errors and inconsistencies in your in-text citations. It also suggests a correction for every mistake.

Currently available for APA Style, this is the fastest and easiest way to make sure you’ve formatted your citations correctly. You can try out the tool for free below.

If you need extra help with your reference list, we also offer a more in-depth Citation Editing Service.

Our experts cross-check your in-text citations and reference entries, make sure you’ve included the correct information for each source, and improve the formatting of your reference page.

If you want to handle your citations yourself, Scribbr’s free Knowledge Base provides clear, accurate guidance on every aspect of citation. You can see citation examples for a variety of common source types below:

And you can check out our comprehensive guides to the most popular citation styles:

At college level, you must properly cite your sources in all essays , research papers , and other academic texts (except exams and in-class exercises).

Add a citation whenever you quote , paraphrase , or summarize information or ideas from a source. You should also give full source details in a bibliography or reference list at the end of your text.

The exact format of your citations depends on which citation style you are instructed to use. The most common styles are APA , MLA , and Chicago .

The abbreviation “ et al. ” (Latin for “and others”) is used to shorten citations of sources with multiple authors.

“Et al.” is used in APA in-text citations of sources with 3+ authors, e.g. (Smith et al., 2019). It is not used in APA reference entries .

Use “et al.” for 3+ authors in MLA in-text citations and Works Cited entries.

Use “et al.” for 4+ authors in a Chicago in-text citation , and for 10+ authors in a Chicago bibliography entry.

The Scribbr Citation Generator is developed using the open-source Citation Style Language (CSL) project and Frank Bennett’s citeproc-js . It’s the same technology used by dozens of other popular citation tools, including Mendeley and Zotero.

You can find all the citation styles and locales used in the Scribbr Citation Generator in our publicly accessible repository on Github .

APA format is widely used by professionals, researchers, and students in the social and behavioral sciences, including fields like education, psychology, and business.

Be sure to check the guidelines of your university or the journal you want to be published in to double-check which style you should be using.

MLA Style  is the second most used citation style (after APA ). It is mainly used by students and researchers in humanities fields such as literature, languages, and philosophy.

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