how to quote a quote in a essay

How to Quote a Quote?

• In American English , use double quotation marks for quotations and single quotation marks for quotations within quotations.
• In British English, use single quotation marks for quotations and double quotation marks for quotations within quotations.

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The rules for using quotation marks can seem complicated, but once you understand the basic principles, it’s not so bad. But what do you do when you’ve got a quote within a quote? Read on to find out.

Quotations within quotations

Why would you ever have a quotation within a quotation? Lots of reasons. For example, a character in a story may quote someone else aloud.

“Let us explore the meaning of the quote ‘Do unto others as you would have them do unto you,’”said the teacher.

The example above uses American-style quotation marks. The main quote is enclosed in double quotation marks. The quote within the quote, Do unto others as you would have them do unto you , is enclosed in single quotation marks. (The British convention is the opposite; the main quote would use single quotation marks and the quote within the quote would use double quotation marks.) If your single and double quotation marks end up next to each other (either at the beginning or end of the quote), you don’t need to add a space between them.

Quoting a quote

How do you quote a quote? That is to say, what do you do when you’re quoting material that already contains a quote? The principle doesn’t change. In American English, use double quotes for the outside quote and single quotes for the inside quote. In British English, do the opposite.

Let’s say you need to quote a book for an essay, and the passage you have in mind contains a quote from some other source.

Imagine the original passage from the book looks like this:

I remember our father having strong opinions about many things. Pop was fond of saying “there’s no such thing as a free lunch, Jimmy,” but it seemed a little disingenuous because he wasn’t much of a lunch-eater anyway.

When you quote from this passage, you might say:

In the introduction of the book, the author describes a memory of his father. “Pop was fond of saying ‘there’s no such thing as a free lunch, Jimmy,’ but it seemed a little disingenuous because he wasn’t much of a lunch-eater anyway.”

Notice that the quotes around there’s no such thing as a free lunch, Jimmy were double quotes in the original passage. But when you quote the passage, there’s no such thing as a free lunch, Jimmy becomes a quote within a quote, so you should change them to single quotation marks.

How to Quote in an Essay: A Step-by-Step Guide with Examples

Have you ever found yourself staring at a perfect quote, unsure of how to incorporate it into your essay? Quoting effectively is a skill that every student should master, as it adds credibility and depth to your arguments. However, it can be a daunting task to navigate the intricacies of quoting in an essay.

Fear not! In this blog post, we will guide you through the art of quoting, providing you with practical tips and examples to help you seamlessly integrate quotes into your writing.

The Importance of Quoting in an Essay

Quoting plays a crucial role in enhancing the quality of your essay. It serves two main purposes: establishing credibility and adding depth to your arguments. By incorporating quotes from reputable sources , you demonstrate that your ideas are supported by experts in the field. This helps to build trust with your readers and strengthens your overall argument.

Additionally, quoting allows you to provide evidence and examples that support your claims. It adds weight to your arguments by showcasing the thoughts and opinions of others who have studied the topic extensively. This not only adds depth to your essay but also helps to validate your own ideas.

To effectively use quotes in your essay, consider the following tips:

1. Choose quotes from credible sources: Ensure that the quotes you include are from reputable experts, scholars, or well-known publications.

2. Integrate quotes seamlessly: Avoid simply dropping quotes into your essay without any context. Instead, introduce the quote, provide a brief explanation, and then analyze its significance in relation to your argument.

3. Use quotes to support your own ideas: Quotes should be used to enhance and strengthen your own arguments, not replace them. Use quotes strategically to provide evidence and examples that support your claims.

4. Provide proper citation: Always include proper citation for any quotes you use. This not only gives credit to the original source but also helps your readers to locate the information if they wish to explore it further.

Different Types of Quotes

When it comes to incorporating quotes into your writing, it’s important to understand the different types and how to use them effectively. Let’s explore three common types of quotes: direct quotes, indirect quotes, and block quotes.

Direct quotes

These are exact words or phrases taken directly from a source and enclosed in quotation marks. They provide the reader with the original wording and are useful when you want to emphasize a specific point or capture the author’s unique expression.

Here is a good example from the economist article ‘The Economics of Thinness’ :

Today the perfect body is the “weasel bod”, says one Los Angelena, who is surrounded by women seeking physical perfection. 

Indirect quotes

Also known as paraphrasing , indirect quotes involve rephrasing someone else’s words in your own writing. They convey the same meaning as the original quote but are not enclosed in quotation marks. Indirect quotes are useful when you want to summarize or restate information from a source while maintaining your own voice.

In addition, they help you avoid over-reliance on quotes and demonstrate your understanding of the material. This is why you should only be quoting the most impactful sentences or phrases and give preferance to paraphrasing in all the other cases.

Here is a good example from the article exploring the relation between beauty standarts and women’s socio-economic mobility that quotes the research we have just mentioned:

The economist recently investigated the correlation between thinness and wealth – particularly for women – and the findings are rather striking. ‘The Economics of Thinness’  sheds light on the alarming correlation between body weight and financial prosperity. The study highlights that thinner women, on average, earn more than their heavier counterparts.

Block quotes

Block quotes are used when you want to include a longer quote of four or more lines. They are indented from the main text and do not require quotation marks. Block quotes are typically used to highlight significant passages or when the exact wording is crucial.

For example, if you were analyzing a poem, you might include a block quote from a poem to showcase the poet’s use of imagery and symbolism. Block quotes from a book or an article are only suitable in longer research papers or a thesis and should not be used in college essays.

How to Incorporate Quotes into Your Writing

When incorporating a quote into an essay, it is important to use signal phrases or introductory clauses to introduce the quote. These phrases serve as a way to smoothly integrate the quote into the text and provide context for the reader. Some common signal phrases include “according to,” “as stated by,” “in the words of,” and “as noted by.”

Additionally, introductory clauses can be used to introduce a quote, such as “In his/her article, [author name] argues that…” or “As [author name] explains,…” It is important to choose a signal phrase or introductory clause that fits the tone and style of the essay, while also accurately reflecting the source of the quote.

50 signal phrases to introduce a quote download PDF

Punctuating quotes correctly is crucial for maintaining clarity and accuracy in your writing. Remember to place quotation marks at the beginning and end of the quote, and use appropriate punctuation within the quote itself. For instance, if the quote ends with a question mark or exclamation point, include it within the quotation marks. If the quote is a complete sentence, place the punctuation inside the quotation marks as well.

Analyzing and Explaining Quotes

Analyzing and explaining quotes is a crucial step in any academic writing . It helps provide context, analyze the significance, and link them to your thesis statement . Here are some tips to effectively accomplish this:

1. Provide context and analysis:

• Introduce the quote by briefly explaining the background or the source;
• Analyze the quote by breaking it down and examining its key elements;
• Discuss the implications or interpretations of the quote within the context of your topic.

2. Explain the significance of quotes:

• Highlight why the quote is important in supporting your argument or providing evidence;
• Discuss how the quote contributes to the overall understanding of your topic.

3. Link quotes to your thesis statement:

• Clearly state how the quote supports or relates to your thesis statement,
• Connect the ideas presented in the quote to the main argument of your paper,
• Show how the quote strengthens your position or helps you make a persuasive case.

Avoiding Common Pitfalls

When it comes to quoting, the important question in not only how to quote in an essay, but also how much to quote. Here are three key pitfalls to avoid:

1. Overusing quotes: While incorporating quotes from reputable sources can enhance your arguments, it is important not to rely too heavily on them. Instead, strive for a balance between your own analysis and supporting evidence from experts. Quote only the most relevant and impactful sentence to strengthen your point.

2. Misquoting or misinterpreting sources: Accuracy is paramount when citing sources. Misquoting or misinterpreting can lead to misinformation and weaken your argument. Always double-check your quotes and ensure they align with the original context.

3. Failing to cite properly: Proper citation is essential to acknowledge the work of others and avoid plagiarism . Failing to cite can result in severe consequences, including academic penalties. Familiarize yourself with the appropriate citation style for your discipline and consistently apply it throughout your writing.

Final Thoughts

Quoting is an essential tool in essay writing. It helps to establish credibility and adds depth to your arguments. By incorporating quotes from reputable sources, you can enhance the quality of your essay and provide evidence to support your claims. Remember to choose quotes wisely, integrate them seamlessly, and provide proper citation to ensure the effectiveness of your essay.

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• How to Quote | Citing Quotes in Harvard & APA

How to Quote | Citing Quotes in Harvard & APA

Published on 15 April 2022 by Shona McCombes and Jack Caulfield. Revised on 3 September 2022.

Quoting means copying a passage of someone else’s words and crediting the source. To quote a source, you must ensure:

• The quoted text is enclosed in quotation marks (usually single quotation marks in UK English, though double is acceptable as long as you’re consistent) or formatted as a block quote
• The original author is correctly cited
• The text is identical to the original

The exact format of a quote depends on its length and on which citation style you are using. Quoting and citing correctly is essential to avoid plagiarism , which is easy to detect with a good plagiarism checker .

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Table of contents

How to cite a quote in harvard and apa style, introducing quotes, quotes within quotes, shortening or altering a quote, block quotes, when should i use quotes, frequently asked questions about quoting sources.

Every time you quote, you must cite the source correctly . This looks slightly different depending on the citation style you’re using.

Citing a quote in Harvard style

When you include a quote in Harvard style, you must add a Harvard in-text citation giving the author’s last name, the year of publication, and a page number if available. Any full stop or comma appears after the citation, not within the quotation marks.

Citations can be parenthetical or narrative. In a parenthetical citation , you place all the information in brackets after the quote. In a narrative citation , you name the author in your sentence (followed by the year), and place the page number after the quote.

• Evolution is a gradual process that ‘can act only by very short and slow steps’ (Darwin, 1859, p. 510) . Darwin (1859) explains that evolution ‘can act only by very short and slow steps’ (p. 510) .

Complete guide to Harvard style

Citing a quote in APA Style

To cite a direct quote in APA , you must include the author’s last name, the year, and a page number, all separated by commas. If the quote appears on a single page, use ‘p.’; if it spans a page range, use ‘pp.’

An APA in-text citation can be parenthetical or narrative. In a parenthetical citation , you place all the information in parentheses after the quote. In a narrative citation , you name the author in your sentence (followed by the year), and place the page number after the quote.

Punctuation marks such as full stops and commas are placed after the citation, not within the quotation marks.

• Evolution is a gradual process that ‘can act only by very short and slow steps’ (Darwin, 1859, p. 510) .
• Darwin (1859) explains that evolution ‘can act only by very short and slow steps’ (p. 510) .

Complete guide to APA

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Make sure you integrate quotes properly into your text by introducing them in your own words, showing the reader why you’re including the quote and providing any context necessary to understand it.  Don’t  present quotations as stand-alone sentences.

There are three main strategies you can use to introduce quotes in a grammatically correct way:

• Add an introductory sentence
• Use an introductory signal phrase
• Integrate the quote into your own sentence

The following examples use APA Style citations, but these strategies can be used in all styles.

Introductory sentence

Introduce the quote with a full sentence ending in a colon . Don’t use a colon if the text before the quote isn’t a full sentence.

If you name the author in your sentence, you may use present-tense verbs, such as “states’, ‘argues’, ‘explains’, ‘writes’, or ‘reports’, to describe the content of the quote.

• In Denmark, a recent poll shows that: ‘A membership referendum held today would be backed by 55 percent of Danish voters’ (Levring, 2018, p. 3).
• In Denmark, a recent poll shows that support for the EU has grown since the Brexit vote: ‘A membership referendum held today would be backed by 55 percent of Danish voters’ (Levring, 2018, p. 3).
• Levring (2018) reports that support for the EU has grown since the Brexit vote: ‘A membership referendum held today would be backed by 55 percent of Danish voters’ (p. 3).

Introductory signal phrase

You can also use a signal phrase that mentions the author or source but doesn’t form a full sentence. In this case, you follow the phrase with a comma instead of a colon.

• According to a recent poll, ‘A membership referendum held today would be backed by 55 percent of Danish voters’ (Levring, 2018, p. 3).
• As Levring (2018) explains, ‘A membership referendum held today would be backed by 55 percent of Danish voters’ (p. 3).

Integrated into your own sentence

To quote a phrase that doesn’t form a full sentence, you can also integrate it as part of your sentence, without any extra punctuation.

• A recent poll suggests that EU membership ‘would be backed by 55 percent of Danish voters’ in a referendum (Levring, 2018, p. 3).
• Levring (2018) reports that EU membership ‘would be backed by 55 percent of Danish voters’ in a referendum (p. 3).

When you quote text that itself contains another quote, this is called a nested quotation or a quote within a quote. It may occur, for example, when quoting dialogue from a novel.

To distinguish this quote from the surrounding quote, you enclose it in double (instead of single) quotation marks (even if this involves changing the punctuation from the original text). Make sure to close both sets of quotation marks at the appropriate moments.

Note that if you only quote the nested quotation itself, and not the surrounding text, you can just use single quotation marks.

• Carraway introduces his narrative by quoting his father: ‘ ‘ Whenever you feel like criticizing anyone, ‘ he told me, ‘ just remember that all the people in this world haven’t had the advantages that you’ve had ‘ ‘ (Fitzgerald 1).
• Carraway introduces his narrative by quoting his father: ‘”Whenever you feel like criticizing anyone,” he told me, “just remember that all the people in this world haven’t had the advantages that you’ve had “  (Fitzgerald 1).
• Carraway introduces his narrative by quoting his father: ‘“Whenever you feel like criticizing anyone,” he told me, “just remember that all the people in this world haven’t had the advantages that you’ve had”’ (Fitzgerald 1).
• Carraway begins by quoting his father’s invocation to ‘remember that all the people in this world haven’t had the advantages that you’ve had’ (Fitzgerald 1).

Note:  When the quoted text in the source comes from another source, it’s best to just find that original source in order to quote it directly. If you can’t find the original source, you can instead cite it indirectly .

Often, incorporating a quote smoothly into your text requires you to make some changes to the original text. It’s fine to do this, as long as you clearly mark the changes you’ve made to the quote.

Shortening a quote

If some parts of a passage are redundant or irrelevant, you can shorten the quote by removing words, phrases, or sentences and replacing them with an ellipsis (…). Put a space before and after the ellipsis.

Be careful that removing the words doesn’t change the meaning. The ellipsis indicates that some text has been removed, but the shortened quote should still accurately represent the author’s point.

Altering a quote

You can add or replace words in a quote when necessary. This might be because the original text doesn’t fit grammatically with your sentence (e.g., it’s in a different tense), or because extra information is needed to clarify the quote’s meaning.

Use brackets to distinguish words that you have added from words that were present in the original text.

The Latin term ‘ sic ‘ is used to indicate a (factual or grammatical) mistake in a quotation. It shows the reader that the mistake is from the quoted material, not a typo of your own.

In some cases, it can be useful to italicise part of a quotation to add emphasis, showing the reader that this is the key part to pay attention to. Use the phrase ’emphasis added’ to show that the italics were not part of the original text.

You usually don’t need to use brackets to indicate minor changes to punctuation or capitalisation made to ensure the quote fits the style of your text.

If you quote more than a few lines from a source, you must format it as a block quote . Instead of using quotation marks, you set the quote on a new line and indent it so that it forms a separate block of text.

Block quotes are cited just like regular quotes, except that if the quote ends with a full stop, the citation appears after the full stop.

To the end of his days Bilbo could never remember how he found himself outside, without a hat, a walking-stick or any money, or anything that he usually took when he went out; leaving his second breakfast half-finished and quite unwashed-up, pushing his keys into Gandalf’s hands, and running as fast as his furry feet could carry him down the lane, past the great Mill, across The Water, and then on for a mile or more. (16)

Avoid relying too heavily on quotes in academic writing . To integrate a source , it’s often best to paraphrase , which means putting the passage into your own words. This helps you integrate information smoothly and keeps your own voice dominant.

However, there are some situations in which quotes are more appropriate.

When focusing on language

If you want to comment on how the author uses language (for example, in literary analysis ), it’s necessary to quote so that the reader can see the exact passage you are referring to.

When giving evidence

To convince the reader of your argument, interpretation or position on a topic, it’s often helpful to include quotes that support your point. Quotes from primary sources (for example, interview transcripts or historical documents) are especially credible as evidence.

When presenting an author’s position or definition

When you’re referring to secondary sources such as scholarly books and journal articles, try to put others’ ideas in your own words when possible.

But if a passage does a great job at expressing, explaining, or defining something, and it would be very difficult to paraphrase without changing the meaning or losing the weakening the idea’s impact, it’s worth quoting directly.

A quote is an exact copy of someone else’s words, usually enclosed in quotation marks and credited to the original author or speaker.

To present information from other sources in academic writing , it’s best to paraphrase in most cases. This shows that you’ve understood the ideas you’re discussing and incorporates them into your text smoothly.

It’s appropriate to quote when:

• Changing the phrasing would distort the meaning of the original text
• You want to discuss the author’s language choices (e.g., in literary analysis )
• You’re presenting a precise definition
• You’re looking in depth at a specific claim

Every time you quote a source , you must include a correctly formatted in-text citation . This looks slightly different depending on the citation style .

For example, a direct quote in APA is cited like this: ‘This is a quote’ (Streefkerk, 2020, p. 5).

Every in-text citation should also correspond to a full reference at the end of your paper.

In scientific subjects, the information itself is more important than how it was expressed, so quoting should generally be kept to a minimum. In the arts and humanities, however, well-chosen quotes are often essential to a good paper.

In social sciences, it varies. If your research is mainly quantitative , you won’t include many quotes, but if it’s more qualitative , you may need to quote from the data you collected .

As a general guideline, quotes should take up no more than 5–10% of your paper. If in doubt, check with your instructor or supervisor how much quoting is appropriate in your field.

If you’re quoting from a text that paraphrases or summarises other sources and cites them in parentheses , APA recommends retaining the citations as part of the quote:

• Smith states that ‘the literature on this topic (Jones, 2015; Sill, 2019; Paulson, 2020) shows no clear consensus’ (Smith, 2019, p. 4).

Footnote or endnote numbers that appear within quoted text should be omitted.

If you want to cite an indirect source (one you’ve only seen quoted in another source), either locate the original source or use the phrase ‘as cited in’ in your citation.

A block quote is a long quote formatted as a separate ‘block’ of text. Instead of using quotation marks , you place the quote on a new line, and indent the entire quote to mark it apart from your own words.

APA uses block quotes for quotes that are 40 words or longer.

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What this handout is about

Used effectively, quotations can provide important pieces of evidence and lend fresh voices and perspectives to your narrative. Used ineffectively, however, quotations can clutter your text and interrupt the flow of your argument. This handout will help you decide when and how to quote like a pro.

When should I quote?

Use quotations at strategically selected moments. You have probably been told by teachers to provide as much evidence as possible in support of your thesis. But packing your paper with quotations will not necessarily strengthen your argument. The majority of your paper should still be your original ideas in your own words (after all, it’s your paper). And quotations are only one type of evidence: well-balanced papers may also make use of paraphrases, data, and statistics. The types of evidence you use will depend in part on the conventions of the discipline or audience for which you are writing. For example, papers analyzing literature may rely heavily on direct quotations of the text, while papers in the social sciences may have more paraphrasing, data, and statistics than quotations.

Discussing specific arguments or ideas

Sometimes, in order to have a clear, accurate discussion of the ideas of others, you need to quote those ideas word for word. Suppose you want to challenge the following statement made by John Doe, a well-known historian:

“At the beginning of World War Two, almost all Americans assumed the war would end quickly.”

If it is especially important that you formulate a counterargument to this claim, then you might wish to quote the part of the statement that you find questionable and establish a dialogue between yourself and John Doe:

Historian John Doe has argued that in 1941 “almost all Americans assumed the war would end quickly” (Doe 223). Yet during the first six months of U.S. involvement, the wives and mothers of soldiers often noted in their diaries their fear that the war would drag on for years.

Giving added emphasis to a particularly authoritative source on your topic.

There will be times when you want to highlight the words of a particularly important and authoritative source on your topic. For example, suppose you were writing an essay about the differences between the lives of male and female slaves in the U.S. South. One of your most provocative sources is a narrative written by a former slave, Harriet Jacobs. It would then be appropriate to quote some of Jacobs’s words:

Harriet Jacobs, a former slave from North Carolina, published an autobiographical slave narrative in 1861. She exposed the hardships of both male and female slaves but ultimately concluded that “slavery is terrible for men; but it is far more terrible for women.”

In this particular example, Jacobs is providing a crucial first-hand perspective on slavery. Thus, her words deserve more exposure than a paraphrase could provide.

Jacobs is quoted in Harriet A. Jacobs, Incidents in the Life of a Slave Girl, ed. Jean Fagan Yellin (Cambridge: Harvard University Press, 1987).

Analyzing how others use language.

This scenario is probably most common in literature and linguistics courses, but you might also find yourself writing about the use of language in history and social science classes. If the use of language is your primary topic, then you will obviously need to quote users of that language.

Examples of topics that might require the frequent use of quotations include:

Southern colloquial expressions in William Faulkner’s Light in August

Ms. and the creation of a language of female empowerment

A comparison of three British poets and their use of rhyme

Spicing up your prose.

In order to lend variety to your prose, you may wish to quote a source with particularly vivid language. All quotations, however, must closely relate to your topic and arguments. Do not insert a quotation solely for its literary merits.

One example of a quotation that adds flair:

President Calvin Coolidge’s tendency to fall asleep became legendary. As H. L. Mencken commented in the American Mercury in 1933, “Nero fiddled, but Coolidge only snored.”

How do I set up and follow up a quotation?

Once you’ve carefully selected the quotations that you want to use, your next job is to weave those quotations into your text. The words that precede and follow a quotation are just as important as the quotation itself. You can think of each quote as the filling in a sandwich: it may be tasty on its own, but it’s messy to eat without some bread on either side of it. Your words can serve as the “bread” that helps readers digest each quote easily. Below are four guidelines for setting up and following up quotations.

In illustrating these four steps, we’ll use as our example, Franklin Roosevelt’s famous quotation, “The only thing we have to fear is fear itself.”

1. Provide context for each quotation.

Do not rely on quotations to tell your story for you. It is your responsibility to provide your reader with context for the quotation. The context should set the basic scene for when, possibly where, and under what circumstances the quotation was spoken or written. So, in providing context for our above example, you might write:

When Franklin Roosevelt gave his inaugural speech on March 4, 1933, he addressed a nation weakened and demoralized by economic depression.

2. Attribute each quotation to its source.

Tell your reader who is speaking. Here is a good test: try reading your text aloud. Could your reader determine without looking at your paper where your quotations begin? If not, you need to attribute the quote more noticeably.

Avoid getting into the “they said” attribution rut! There are many other ways to attribute quotes besides this construction. Here are a few alternative verbs, usually followed by “that”:

Different reporting verbs are preferred by different disciplines, so pay special attention to these in your disciplinary reading. If you’re unfamiliar with the meanings of any of these words or others you find in your reading, consult a dictionary before using them.

3. Explain the significance of the quotation.

Once you’ve inserted your quotation, along with its context and attribution, don’t stop! Your reader still needs your assessment of why the quotation holds significance for your paper. Using our Roosevelt example, if you were writing a paper on the first one-hundred days of FDR’s administration, you might follow the quotation by linking it to that topic:

With that message of hope and confidence, the new president set the stage for his next one-hundred days in office and helped restore the faith of the American people in their government.

4. Provide a citation for the quotation.

All quotations, just like all paraphrases, require a formal citation. For more details about particular citation formats, see the UNC Libraries citation tutorial . In general, you should remember one rule of thumb: Place the parenthetical reference or footnote/endnote number after—not within—the closed quotation mark.

Roosevelt declared, “The only thing we have to fear is fear itself” (Roosevelt, Public Papers, 11).

Roosevelt declared, “The only thing we have to fear is fear itself.”1

How do I embed a quotation into a sentence?

In general, avoid leaving quotes as sentences unto themselves. Even if you have provided some context for the quote, a quote standing alone can disrupt your flow.  Take a look at this example:

Hamlet denies Rosencrantz’s claim that thwarted ambition caused his depression. “I could be bounded in a nutshell and count myself a king of infinite space” (Hamlet 2.2).

Standing by itself, the quote’s connection to the preceding sentence is unclear. There are several ways to incorporate a quote more smoothly:

Lead into the quote with a colon.

Hamlet denies Rosencrantz’s claim that thwarted ambition caused his depression: “I could be bounded in a nutshell and count myself a king of infinite space” (Hamlet 2.2).

The colon announces that a quote will follow to provide evidence for the sentence’s claim.

Introduce or conclude the quote by attributing it to the speaker. If your attribution precedes the quote, you will need to use a comma after the verb.

Hamlet denies Rosencrantz’s claim that thwarted ambition caused his depression. He states, “I could be bounded in a nutshell and count myself a king of infinite space” (Hamlet 2.2).

When faced with a twelve-foot mountain troll, Ron gathers his courage, shouting, “Wingardium Leviosa!” (Rowling, p. 176).

The Pirate King sees an element of regality in their impoverished and dishonest life. “It is, it is a glorious thing/To be a pirate king,” he declares (Pirates of Penzance, 1983).

Interrupt the quote with an attribution to the speaker. Again, you will need to use a comma after the verb, as well as a comma leading into the attribution.

“There is nothing either good or bad,” Hamlet argues, “but thinking makes it so” (Hamlet 2.2).

“And death shall be no more,” Donne writes, “Death thou shalt die” (“Death, Be Not Proud,” l. 14).

Dividing the quote may highlight a particular nuance of the quote’s meaning. In the first example, the division calls attention to the two parts of Hamlet’s claim. The first phrase states that nothing is inherently good or bad; the second phrase suggests that our perspective causes things to become good or bad. In the second example, the isolation of “Death thou shalt die” at the end of the sentence draws a reader’s attention to that phrase in particular. As you decide whether or not you want to break up a quote, you should consider the shift in emphasis that the division might create.

Use the words of the quote grammatically within your own sentence.

When Hamlet tells Rosencrantz that he “could be bounded in a nutshell and count [him]self a king of infinite space” (Hamlet 2.2), he implies that thwarted ambition did not cause his depression.

Ultimately, death holds no power over Donne since in the afterlife, “death shall be no more” (“Death, Be Not Proud,” l. 14).

Note that when you use “that” after the verb that introduces the quote, you no longer need a comma.

The Pirate King argues that “it is, it is a glorious thing/to be a pirate king” (Pirates of Penzance, 1983).

How much should I quote?

As few words as possible. Remember, your paper should primarily contain your own words, so quote only the most pithy and memorable parts of sources. Here are guidelines for selecting quoted material judiciously:

Excerpt fragments.

Sometimes, you should quote short fragments, rather than whole sentences. Suppose you interviewed Jane Doe about her reaction to John F. Kennedy’s assassination. She commented:

“I couldn’t believe it. It was just unreal and so sad. It was just unbelievable. I had never experienced such denial. I don’t know why I felt so strongly. Perhaps it was because JFK was more to me than a president. He represented the hopes of young people everywhere.”

You could quote all of Jane’s comments, but her first three sentences are fairly redundant. You might instead want to quote Jane when she arrives at the ultimate reason for her strong emotions:

Jane Doe grappled with grief and disbelief. She had viewed JFK, not just as a national figurehead, but as someone who “represented the hopes of young people everywhere.”

Excerpt those fragments carefully!

Quoting the words of others carries a big responsibility. Misquoting misrepresents the ideas of others. Here’s a classic example of a misquote:

John Adams has often been quoted as having said: “This would be the best of all possible worlds if there were no religion in it.”

John Adams did, in fact, write the above words. But if you see those words in context, the meaning changes entirely. Here’s the rest of the quotation:

Twenty times, in the course of my late reading, have I been on the point of breaking out, ‘this would be the best of all possible worlds, if there were no religion in it!!!!’ But in this exclamation, I should have been as fanatical as Bryant or Cleverly. Without religion, this world would be something not fit to be mentioned in public company—I mean hell.

As you can see from this example, context matters!

This example is from Paul F. Boller, Jr. and John George, They Never Said It: A Book of Fake Quotes, Misquotes, and Misleading Attributions (Oxford University Press, 1989).

Use block quotations sparingly.

There may be times when you need to quote long passages. However, you should use block quotations only when you fear that omitting any words will destroy the integrity of the passage. If that passage exceeds four lines (some sources say five), then set it off as a block quotation.

Be sure you are handling block quotes correctly in papers for different academic disciplines–check the index of the citation style guide you are using. Here are a few general tips for setting off your block quotations:

• Set up a block quotation with your own words followed by a colon.
• Indent. You normally indent 4-5 spaces for the start of a paragraph. When setting up a block quotation, indent the entire paragraph once from the left-hand margin.
• Single space or double space within the block quotation, depending on the style guidelines of your discipline (MLA, CSE, APA, Chicago, etc.).
• Do not use quotation marks at the beginning or end of the block quote—the indentation is what indicates that it’s a quote.
• Place parenthetical citation according to your style guide (usually after the period following the last sentence of the quote).
• Follow up a block quotation with your own words.

So, using the above example from John Adams, here’s how you might include a block quotation:

After reading several doctrinally rigid tracts, John Adams recalled the zealous ranting of his former teacher, Joseph Cleverly, and minister, Lemuel Bryant. He expressed his ambivalence toward religion in an 1817 letter to Thomas Jefferson:

Adams clearly appreciated religion, even if he often questioned its promotion.

How do I combine quotation marks with other punctuation marks?

It can be confusing when you start combining quotation marks with other punctuation marks. You should consult a style manual for complicated situations, but the following two rules apply to most cases:

Keep periods and commas within quotation marks.

So, for example:

According to Professor Poe, werewolves “represent anxiety about the separation between human and animal,” and werewolf movies often “interrogate those boundaries.”

In the above example, both the comma and period were enclosed in the quotation marks. The main exception to this rule involves the use of internal citations, which always precede the last period of the sentence. For example:

According to Professor Poe, werewolves “represent anxiety about the separation between human and animal,” and werewolf movies often “interrogate those boundaries” (Poe 167).

Note, however, that the period remains inside the quotation marks when your citation style involves superscript footnotes or endnotes. For example:

According to Professor Poe, werewolves “represent anxiety about the separation between human and animal,” and werewolf movies often “interrogate those boundaries.” 2

Place all other punctuation marks (colons, semicolons, exclamation marks, question marks) outside the quotation marks, except when they were part of the original quotation.

Take a look at the following examples:

I couldn’t believe it when my friend passed me a note in the cafe saying the management “started charging $15 per hour for parking”!

The coach yelled, “Run!”

In the first example, the author placed the exclamation point outside the quotation mark because she added it herself to emphasize the outrageous nature of the parking price change. The original note had not included an exclamation mark. In the second example, the exclamation mark remains within the quotation mark because it is indicating the excited tone in which the coach yelled the command. Thus, the exclamation mark is considered to be part of the original quotation.

How do I indicate quotations within quotations?

If you are quoting a passage that contains a quotation, then you use single quotation marks for the internal quotation. Quite rarely, you quote a passage that has a quotation within a quotation. In that rare instance, you would use double quotation marks for the second internal quotation.

Here’s an example of a quotation within a quotation:

In “The Emperor’s New Clothes,” Hans Christian Andersen wrote, “‘But the Emperor has nothing on at all!’ cried a little child.”

Remember to consult your style guide to determine how to properly cite a quote within a quote.

When do I use those three dots ( . . . )?

Whenever you want to leave out material from within a quotation, you need to use an ellipsis, which is a series of three periods, each of which should be preceded and followed by a space. So, an ellipsis in this sentence would look like . . . this. There are a few rules to follow when using ellipses:

Be sure that you don’t fundamentally change the meaning of the quotation by omitting material.

Take a look at the following example:

“The Writing Center is located on the UNC campus and serves the entire UNC community.”

“The Writing Center . . . serves the entire UNC community.”

The reader’s understanding of the Writing Center’s mission to serve the UNC community is not affected by omitting the information about its location.

Do not use ellipses at the beginning or ending of quotations, unless it’s important for the reader to know that the quotation was truncated.

For example, using the above example, you would NOT need an ellipsis in either of these situations:

“The Writing Center is located on the UNC campus . . .”

The Writing Center ” . . . serves the entire UNC community.”

Use punctuation marks in combination with ellipses when removing material from the end of sentences or clauses.

For example, if you take material from the end of a sentence, keep the period in as usual.

“The boys ran to school, forgetting their lunches and books. Even though they were out of breath, they made it on time.”

“The boys ran to school. . . . Even though they were out of breath, they made it on time.”

Likewise, if you excerpt material at the end of clause that ends in a comma, retain the comma.

“The red car came to a screeching halt that was heard by nearby pedestrians, but no one was hurt.”

“The red car came to a screeching halt . . . , but no one was hurt.”

Is it ever okay to insert my own words or change words in a quotation?

Sometimes it is necessary for clarity and flow to alter a word or words within a quotation. You should make such changes rarely. In order to alert your reader to the changes you’ve made, you should always bracket the altered words. Here are a few examples of situations when you might need brackets:

Changing verb tense or pronouns in order to be consistent with the rest of the sentence.

Suppose you were quoting a woman who, when asked about her experiences immigrating to the United States, commented “nobody understood me.” You might write:

Esther Hansen felt that when she came to the United States “nobody understood [her].”

In the above example, you’ve changed “me” to “her” in order to keep the entire passage in third person. However, you could avoid the need for this change by simply rephrasing:

“Nobody understood me,” recalled Danish immigrant Esther Hansen.

Including supplemental information that your reader needs in order to understand the quotation.

For example, if you were quoting someone’s nickname, you might want to let your reader know the full name of that person in brackets.

“The principal of the school told Billy [William Smith] that his contract would be terminated.”

Similarly, if a quotation referenced an event with which the reader might be unfamiliar, you could identify that event in brackets.

“We completely revised our political strategies after the strike [of 1934].”

Indicating the use of nonstandard grammar or spelling.

In rare situations, you may quote from a text that has nonstandard grammar, spelling, or word choice. In such cases, you may want to insert [sic], which means “thus” or “so” in Latin. Using [sic] alerts your reader to the fact that this nonstandard language is not the result of a typo on your part. Always italicize “sic” and enclose it in brackets. There is no need to put a period at the end. Here’s an example of when you might use [sic]:

Twelve-year-old Betsy Smith wrote in her diary, “Father is afraid that he will be guilty of beach [sic] of contract.”

Here [sic] indicates that the original author wrote “beach of contract,” not breach of contract, which is the accepted terminology.

Do not overuse brackets!

For example, it is not necessary to bracket capitalization changes that you make at the beginning of sentences. For example, suppose you were going to use part of this quotation:

“The colors scintillated curiously over a hard carapace, and the beetle’s tiny antennae made gentle waving motions as though saying hello.”

If you wanted to begin a sentence with an excerpt from the middle of this quotation, there would be no need to bracket your capitalization changes.

“The beetle’s tiny antennae made gentle waving motions as though saying hello,” said Dr. Grace Farley, remembering a defining moment on her journey to becoming an entomologist.

Not: “[T]he beetle’s tiny antennae made gentle waving motions as though saying hello,” said Dr. Grace Farley, remembering a defining moment on her journey to becoming an entomologist.

Works consulted

We consulted these works while writing this handout. This is not a comprehensive list of resources on the handout’s topic, and we encourage you to do your own research to find additional publications. Please do not use this list as a model for the format of your own reference list, as it may not match the citation style you are using. For guidance on formatting citations, please see the UNC Libraries citation tutorial . We revise these tips periodically and welcome feedback.

Barzun, Jacques, and Henry F. Graff. 2012. The Modern Researcher , 6th ed. Belmont, CA: Wadsworth Cengage Learning.

Booth, Wayne C., Gregory G. Colomb, Joseph M. Williams, Joseph Bizup, and William T. FitzGerald. 2016. The Craft of Research , 4th ed. Chicago: University of Chicago Press.

Gibaldi, Joseph. 2009. MLA Handbook for Writers of Research Papers , 7th ed. New York: The Modern Language Association of America.

Turabian, Kate. 2018. A Manual for Writers of Term Papers, Theses, Dissertations , 9th ed. Chicago: University of Chicago Press.

You may reproduce it for non-commercial use if you use the entire handout and attribute the source: The Writing Center, University of North Carolina at Chapel Hill

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Put a Quote in an Essay

Home / Blog / How To Put A Quote In An Essay (with Examples)

Introduction

When writing an essay , it is essential to incorporate quotes from reputable sources to support your arguments and ideas. However, knowing how to use quotes effectively is crucial in maintaining the flow and clarity of your essay. This blog will discuss the proper ways to put a quote in an essay with examples.

Why Use Quotes in an Essay?

Quotes are used in an essay to support or reinforce the writer's arguments and ideas. They provide evidence for your claims and demonstrate that your argument is backed up by research and authority. Incorporating quotes also helps to provide context and depth to your writing and can add a unique perspective to your essay.

Types of Quotes

There are two types of quotes you can use in your essay: direct quotes and indirect quotes.

Direct Quotes: Direct quotes are the exact words used by the source that you are quoting. When using direct quotes, you need to use quotation marks and indicate the source.

Example: According to John Smith, "The Earth is round."

Indirect Quotes: Indirect quotes are a paraphrase of the original source. When using indirect quotes, you do not need to use quotation marks.

Example: John Smith claims that the Earth is round.

How to Put a Quote in an Essay

When using quotes in an essay, there are several rules that you need to follow to ensure that your writing is clear, accurate, and appropriate. Here are the steps to follow:

Step 1: Choose a Relevant Quote

Before you start writing your essay, identify the quotes that you want to use to support your arguments. Ensure that the quotes you select are relevant, reliable, and add value to your essay.

Step 2: Introduce the Quote

Introduce the quote by providing context and indicating who the source is. This will help the reader understand the significance of the quote and its relevance to your argument.

Example: According to Jane Doe, a renowned climate scientist, "Climate change is the biggest threat facing humanity."

Step 3: Use Quotation Marks

When using a direct quote, use quotation marks to indicate that you are using the exact words of the source.

Example: According to Jane Doe, "Climate change is the biggest threat facing humanity."

Step 4: Provide the Source

Provide the source of the quote, including the author's name, the title of the book or article, and the page number. This will help the reader find the source if they want to read it.

Example: According to Jane Doe, a renowned climate scientist, "Climate change is the biggest threat facing humanity." (Doe, The State of the Climate, p. 25)

Step 5: Punctuate Correctly

Punctuate the quote correctly by placing the comma or period inside the quotation marks, depending on whether it is a part of the quote or your sentence.

Step 6: Explain the Quote

Explain the significance of the quote in your own words. This will help the reader understand how the quote supports your argument.

Example: Jane Doe's quote highlights the urgency of addressing climate change as it poses a significant threat to human survival.

Step 7: Cite Your Sources

Ensure that you cite your sources correctly using the citation style specified by your instructor or the style guide for your discipline.

Common Mistakes to Avoid When Using Quotes in an Essay

Using quotes in an essay can be tricky, and many students make mistakes that can impact the quality of their writing. Here are some common mistakes to avoid when using quotes in an essay:

Failing to provide context: It is essentialto provide context when using a quote in an essay. Failure to do so can confuse the reader and make the quote appear out of place. Always introduce the quote and provide some background information about the source and why you are using the quote.

Overusing quotes: While quotes can add value to your essay, it is essential not to overuse them. Use quotes sparingly and only when necessary. Overusing quotes can make your writing appear lazy, and it may give the impression that you are not confident in your own ideas.

Incorrectly citing sources: Always cite your sources correctly using the citation style specified by your instructor or the style guide for your discipline. Failure to do so can lead to accusations of plagiarism , which can have serious consequences.

Misquoting or altering a quote: When using a direct quote, it is essential to use the exact words of the source. Do not alter the quote or misquote the source as this can distort the meaning and accuracy of the quote.

Failing to explain the quote: When using a quote, it is important to explain its significance and how it supports your argument. Failure to do so can make the quote appear irrelevant and disconnected from your essay.

Examples of Quotes in an Essay

Here are some examples of how to use quotes in an essay:

Example 1: Argumentative Essay

Topic: Should students be required to wear school uniforms?

Quote: "School uniforms promote a sense of unity and equality among students, and they help to reduce instances of bullying based on clothing." (Johnson, School Uniforms, p. 10)

Explanation: The quote supports the argument that school uniforms can have a positive impact on student behavior and reduce instances of bullying. It is introduced with the source and provides context for the argument.

Example 2: Persuasive Essay

Topic: The importance of recycling

Quote: "Every ton of paper that is recycled saves 17 trees, 7,000 gallons of water, and 463 gallons of oil." (Environmental Protection Agency)

Explanation: The quote provides a powerful statistic that supports the importance of recycling. It is introduced with the source, and its significance is explained in the following sentences.

Example 3: Expository Essay

Topic: The history of the American Civil War

Quote: "Four score and seven years ago, our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal." (Lincoln, Gettysburg Address)

Explanation: The quote is an iconic line from Abraham Lincoln's Gettysburg Address, which is a significant event in American history. It is introduced with the source, and its significance is explained in the following sentences.

Incorporating quotes in an essay can add depth, context, and authority to your writing. However, it is important to use quotes effectively and appropriately. Always choose relevant and reliable quotes, introduce them with context, use the correct punctuation, explain their significance, and cite your sources correctly. By following these guidelines, you can effectively use quotes in your essay and improve the quality of your writing.

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Purdue Online Writing Lab Purdue OWL® College of Liberal Arts

In-Text Citations: The Basics

Welcome to the Purdue OWL

This page is brought to you by the OWL at Purdue University. When printing this page, you must include the entire legal notice.

Copyright ©1995-2018 by The Writing Lab & The OWL at Purdue and Purdue University. All rights reserved. This material may not be published, reproduced, broadcast, rewritten, or redistributed without permission. Use of this site constitutes acceptance of our terms and conditions of fair use.

Note:  This page reflects the latest version of the APA Publication Manual (i.e., APA 7), which released in October 2019. The equivalent resource for the older APA 6 style  can be found here .

Reference citations in text are covered on pages 261-268 of the Publication Manual. What follows are some general guidelines for referring to the works of others in your essay.

Note:  On pages 117-118, the Publication Manual suggests that authors of research papers should use the past tense or present perfect tense for signal phrases that occur in the literature review and procedure descriptions (for example, Jones (1998)  found  or Jones (1998)  has found ...). Contexts other than traditionally-structured research writing may permit the simple present tense (for example, Jones (1998)  finds ).

APA Citation Basics

When using APA format, follow the author-date method of in-text citation. This means that the author's last name and the year of publication for the source should appear in the text, like, for example, (Jones, 1998). One complete reference for each source should appear in the reference list at the end of the paper.

If you are referring to an idea from another work but  NOT  directly quoting the material, or making reference to an entire book, article or other work, you only have to make reference to the author and year of publication and not the page number in your in-text reference.

On the other hand, if you are directly quoting or borrowing from another work, you should include the page number at the end of the parenthetical citation. Use the abbreviation “p.” (for one page) or “pp.” (for multiple pages) before listing the page number(s). Use an en dash for page ranges. For example, you might write (Jones, 1998, p. 199) or (Jones, 1998, pp. 199–201). This information is reiterated below.

Regardless of how they are referenced, all sources that are cited in the text must appear in the reference list at the end of the paper.

In-text citation capitalization, quotes, and italics/underlining

• Always capitalize proper nouns, including author names and initials: D. Jones.
• If you refer to the title of a source within your paper, capitalize all words that are four letters long or greater within the title of a source:  Permanence and Change . Exceptions apply to short words that are verbs, nouns, pronouns, adjectives, and adverbs:  Writing New Media ,  There Is Nothing Left to Lose .

( Note:  in your References list, only the first word of a title will be capitalized:  Writing new media .)

• When capitalizing titles, capitalize both words in a hyphenated compound word:  Natural-Born Cyborgs .
• Capitalize the first word after a dash or colon: "Defining Film Rhetoric: The Case of Hitchcock's  Vertigo ."
• If the title of the work is italicized in your reference list, italicize it and use title case capitalization in the text:  The Closing of the American Mind ;  The Wizard of Oz ;  Friends .
• If the title of the work is not italicized in your reference list, use double quotation marks and title case capitalization (even though the reference list uses sentence case): "Multimedia Narration: Constructing Possible Worlds;" "The One Where Chandler Can't Cry."

Short quotations

If you are directly quoting from a work, you will need to include the author, year of publication, and page number for the reference (preceded by "p." for a single page and “pp.” for a span of multiple pages, with the page numbers separated by an en dash).

You can introduce the quotation with a signal phrase that includes the author's last name followed by the date of publication in parentheses.

If you do not include the author’s name in the text of the sentence, place the author's last name, the year of publication, and the page number in parentheses after the quotation.

Long quotations

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

Because block quotation formatting is difficult for us to replicate in the OWL's content management system, we have simply provided a screenshot of a generic example below.

Formatting example for block quotations in APA 7 style.

Quotations from sources without pages

Direct quotations from sources that do not contain pages should not reference a page number. Instead, you may reference another logical identifying element: a paragraph, a chapter number, a section number, a table number, or something else. Older works (like religious texts) can also incorporate special location identifiers like verse numbers. In short: pick a substitute for page numbers that makes sense for your source.

Summary or paraphrase

If you are paraphrasing an idea from another work, you only have to make reference to the author and year of publication in your in-text reference and may omit the page numbers. APA guidelines, however, do encourage including a page range for a summary or paraphrase when it will help the reader find the information in a longer work. 

How to use Quotes in an Essay in 7 Simple Steps

Chris Drew (PhD)

Dr. Chris Drew is the founder of the Helpful Professor. He holds a PhD in education and has published over 20 articles in scholarly journals. He is the former editor of the Journal of Learning Development in Higher Education. [Image Descriptor: Photo of Chris]

Learn about our Editorial Process

A quote can be an effective and powerful literary tool in an essay, but it needs to be done well. To use quotes in an essay, you need to make sure your quotes are short, backed up with explanations, and used rarely. The best essays use a maximum of 2 quotes for every 1500 words.

Rules for using quotes in essays:

• Avoid Long Quotes.
• Quotes should be less than 1 sentence long.
• Match Quotes with Explanations and Examples.
• Use Max. 2 Quotes for 1500 words.
• Use page numbers when Citing Quotes.
• Don’t Italicize Quotes.
• Avoid quotes inside quotes.

Once you have mastered these quotation writing rules you’ll be on your way to growing your marks in your next paper.

How to use Quotes in an Essay

1. avoid long quotes.

There’s a simple rule to follow here: don’t use a quote that is longer than one line. In fact,  four word quotes  are usually best.

Long quotes in essays are red flags for teachers. It doesn’t matter if it is an amazing quote. Many, many teachers don’t like long quotes, so it’s best to avoid them.

Too many students provide quotes that take up half of a paragraph. This will lose you marks – big time.

If you follow my  perfect paragraph formula , you know that most paragraphs should be about six sentences long, which comes out to about six or seven typed lines on paper. That means that your quote will be a maximum of one-sixth (1/6) of your paragraph. This leaves plenty of space for discussion in your own words.

One reason teachers don’t like long quotes is that they suck up your word count. It can start to look like you didn’t have enough to say, so you inserted quotes to pad out your essay. Even if this is only your teacher’s perception, it’s something that you need to be aware of.

Here’s an example of over-use of quotes in paragraphs:

Avoid Quotes that are Too Long

Children who grow up in poverty often end up being poor as adults. “Many adult Americans believe that hard work and drive are important factors on economic mobility. When statistics show that roughly 42% of children born into the bottom level of the income distribution will likely stay there (Isaacs, 2007), this Is a consequence of structural and social barriers.” (Mistry et al., 2016, p. 761). Therefore poverty in childhood needs to be addressed by the government.

This student made the fatal mistake of having the quote overtake the paragraph.

Simply put, don’t use a quote that is longer than one line long. Ever. It’s just too risky.

Personally, I like to use a 4-word quote in my essays. Four-word quotes are long enough to constitute an actual quote but short enough that I have to think about how I will fit that quote around my own writing. This forces me to write quotations that both show:

• I have read the original source, but also:
• I know how to paraphrase

2. Do not use a Quote to that takes up a full Sentence, Starts a Sentence, or Ends a Paragraph

These are three common but fatal mistakes.

Essay quotes that start sentences or end paragraphs make you appear passive.

If you use a quotation in an essay to start a sentence or end a paragraph, your teacher automatically thinks that your quote is replacing analysis, rather than supporting it.

You should instead start the sentence that contains the quote with your own writing. This makes it appear that you have an  active voice .

Similarly, you should end a paragraph with your own analysis, not a quote.

Let’s look at some examples of quotes that start sentences and end paragraphs. These examples are poor examples of using quotes:

Avoid Quotes that Start Sentences The theorist Louis Malaguzzi was the founder of the Reggio Emilia Approach to Education. “Children have the ability to learn through play and exploration. Play helps children to learn about their surroundings” (Malaguzzi, 1949, p. 10). Play is better than learning through repetition of drills or reading. Play is good for all children.

Avoid Quotes that End Paragraphs Before Judith Butler gender was seen as being a binary linked to sex, men were masculine and women were feminine. Butler came up with this new idea that gender is just something society has made up over time. “Gender is a fluid concept” (Butler, 1990, p. 136).

Both these quotes are from essays that were shared with me by colleagues. My colleagues marked these students down for these quotes because of the quotes:

• took up full sentences;
• started sentences; and
• were used to end paragraphs.

It didn’t appear as if the students were analyzing the quotes. Instead, the quotes were doing the talking for the students.

There are some easy strategies to use in order to make it appear that you are actively discussing and analyzing quotes.

One is that you should make sure the essay sentences with quotes in them  don’t start with the quote . Here are some examples of how we can change the quotes:

Example 1: Start Quote Sentences with an Active Voice The theorist Louis Malaguzzi was the founder of the Reggio Emilia Approach to Education. According to Malaguzzi (1949, p. 10), “children have the ability to learn through play and exploration.” Here, Malaguzzi is highlighting how to play is linked to finding things out about the world. Play is important for children to develop. Play is better than learning through repetition of drills or reading. Play is good for all children.

Here, the sentence with the quote was amended so that the student has an active voice. They start the sentence with According to Malaguzzi, ….

Similarly, in the second example, we can also insert an active voice by ensuring that our quote sentence does not start with a quote:

Example 2: Start Quote Sentences with an Active Voice In 1990, Judith Butler revolutionized Feminist understandings of gender by arguing that “gender is a fluid concept” (p. 136). Before Butler’s 1990 book  Gender Trouble , gender was seen as being a binary linked to sex. Men were masculine and women were feminine. Butler came up with this new idea that gender is just something society has made up over time.

In this example, the quote is not at the start of a sentence or end of a paragraph – tick!

How to Start Sentences containing Quotes using an Active Voice

• According to Malaguzzi (1949, p. 10), “…”
• Malaguzzi (1949, p. 10) argues that “…”
• In 1949, Malaguzzi (p. 10) highlighted that “…”
• The argument of Malaguzzi (1949, p. 10) that “…” provides compelling insight into the issue.

3. Match Quotes with Explanations and Examples

Earlier on, I stated that one key reason to use quotes in essays is so that you can analyze them.

Quotes shouldn’t stand alone as explanations. Quotes should be there to be analyzed, not to do the analysis.

Let’s look again at the quote used in Point 1:

Example: A Quote that is Too Long Children who grow up in poverty often end up being poor as adults.  “Many adult Americans believe that hard work and drive are important factors in economic mobility. When statistics show that roughly 42% of children born into the bottom level of the income distribution will likely stay there (Isaacs, 2007), this Is a consequence of structural and social barriers.”  (Mistry et al., 2016, p. 761). Therefore poverty in childhood needs to be addressed by the government.

This student has included the facts, figures, citations and key details in the quote. Essentially, this student has been lazy. They failed to paraphrase.

Instead, this student could have selected the most striking phrase from the quote and kept it. Then, the rest should be paraphrased. The most striking phrase in this quote was “[poverty] is a consequence of structural and social barriers.” (Mistry et al., 2016, p. 761).

So, take that one key phrase, then paraphrase the rest:

Example: Paraphrasing Long Quotes Children who grow up in poverty often end up being poor as adults. In their analysis, Mistry et al. (2016) highlight that there is a misconception in American society that hard work is enough to escape poverty. Instead, they argue, there is evidence that over 40% of people born in poverty remain in poverty. For Mistry et al. (2016, p. 761), this data shows that poverty is not a matter of being lazy alone, but more importantly  “a consequence of structural and social barriers.”  This implies that poverty in childhood needs to be addressed by the government.

To recap,  quotes shouldn’t do the talking for you . Provide a brief quote in your essay, and then show you understand it with surrounding explanation and analysis.

4. Know how many Quotes to use in an Essay

There’s a simple rule for how many quotes should be in an essay.

Here’s a good rule to follow: one quote for every five paragraphs. A paragraph is usually 150 words long, so you’re looking at  one quote in every 750 words, maximum .

To extrapolate that out, you’ll want a maximum of about:

• 2 quotes for a 1500-word paper;
• 3 quotes for a 2000-word paper;
• 4 quotes for a 3000-word paper.

That’s the maximum , not a target. There’s no harm in writing a paper that has absolutely zero quotes in it, so long as it’s still clear that you’ve closely read and paraphrased your readings.

The reason you don’t want to use more quotes than this in your essay is that teachers want to see you saying things in your own words. When you over-use quotes, it is a sign to your teacher that you don’t know how to paraphrase well.

5. Always use page numbers when Citing Quotes in Essays

One biggest problem with quotes are that many students don’t know how to cite quotes in essays.

Nearly every referencing format requires you to include a page number in your citation. This includes the three most common referencing formats: Harvard, APA, and MLA. All of them require you to provide page numbers with quotes.

Citing a Quote in Chicago Style – Include Page Numbers

• Incorrect: “Gender is a fluid concept” (Butler 1990).
• Correct: “Gender is a fluid concept” (Butler 1990, 136).

Citing a Quote in APA and Harvard Styles – Include Page Numbers

• Incorrect: “Gender is a fluid concept” (Butler, 1990).
• Correct: “Gender is a fluid concept” (Butler, 1990, p. 136).

Citing a Quote in MLA Style – Include Page Numbers

• Incorrect: “Gender is a fluid concept” (Butler).
• Correct: “Gender is a fluid concept” (Butler 136).

Including a page number in your quotation makes a huge difference when a marker is trying to determine how high your grade should be.

This is especially true when you’re already up in the higher marks range. These little editing points can mean the difference between placing first in the class and third. Don’t underestimate the importance of attention to detail.

6. Don’t Italicize Quotes

For some reason, students love to use italics for quotes. This is wrong in absolutely every major referencing format, yet it happens all the time.

I don’t know where this started, but please don’t do it. It looks sloppy, and teachers notice. A nice, clean, well-formatted essay should not contain these minor but not insignificant errors. If you want to be a top student, you need to pay attention to minor details.

7. Avoid quotes inside quotes

Have you ever found a great quote and thought, “I want to quote that quote!” Quoting a quote is a tempting thing to do, but not worth your while.

I’ll often see students write something like this:

Poor Quotation Example: Quotes Inside Quotes Rousseau “favored a civil religion because it would be more tolerant of diversity than Christianity. Indeed ‘no state has ever been founded without religion as its base’ (Rousseau, 1913: 180).” (Durkheim, 1947, p. 19).

Here, there are quotes on top of quotes. The student has quoted Durkheim quoting Rousseau. This quote has become a complete mess and hard to read. The minute something’s hard to read, it loses marks.

Here are two solutions:

• Cite the original source. If you really want the Rousseau quote, just cite Rousseau. Stop messing around with quotes on top of quotes.
• Learn the ‘as cited in’ method. Frankly, that method’s too complicated to discuss here. But if you google it, you’ll be able to teach yourself.

When Should I use Quotes in Essays?

1. to highlight an important statement.

One main reason to use quotes in essays is to emphasize a famous statement by a top thinker in your field.

The statement must be  important. It can’t be just any random comment.

Here are some examples of when to use quotes in essays to emphasize the words of top thinkers:

• The words of Stephen Hawking go a long way in Physics ;
• The words of JK Rowling go a long way in Creative Writing ;
• The words of Michel Foucault go a long way in Cultural Studies ;
• The words of Jean Piaget go a long way in Education Studies .

2. To analyze an Important Statement.

Another reason to use quotes in essays is when you want to analyze a statement by a specific author. This author might not be famous, but they might have said something that requires unpacking and analyzing. You can provide a quote, then unpack it by explaining your interpretation of it in the following sentences.

Quotes usually need an explanation and example. You can unpack the quote by asking:

• What did they mean,
• Why is it relevant, and
• Why did they say this?

You want to always follow up quotes by top thinkers or specific authors with discussion and analysis.

Quotes should be accompanied by:

• Explanations of the quote;
• Analysis of the ideas presented in the quote; or
• Real-world examples that show you understand what the quote means.

Remember: A quote should be a stimulus for a discussion, not a replacement for discussion.

What Bad Quotes Look Like

Many teachers I have worked with don’t like when students use quotes in essays. In fact, some teachers absolutely hate essay quotes. The teachers I have met tend to hate these sorts of quotes:

• When you use too many quotes.
• When you use the wrong citation format.
• When you don’t provide follow-up explanations of quotes.
• When you used quotes because you don’t know how to paraphrase .

Be a minimalist when it comes to using quotes. Here are the seven approaches I recommend for using quotes in essays:

• Avoid Long Quotes in Essays
• Do not use a Quote that takes up a full Sentence, Starts a Sentence, or Ends a Paragraph
• Match Quotes with Explanations and Examples
• Use a Maximum of 2 Quotes for every 1500 words
• Always use page numbers when Citing Quotes in Essays
• Don’t Italicize Quotes
• Avoid quotes inside quotes

• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 101 Hidden Talents Examples
• Chris Drew (PhD) https://helpfulprofessor.com/author/chris-drew-phd/ 15 Green Flags in a Relationship
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APA In-Text Citations and Sample Essay 7th Edition

This handout focuses on how to format in-text citations in APA.

Proper citation of sources is a two-part process . You must first cite each source in the body of your essay; these citations within the essay are called in-text citations . You MUST cite all quoted, paraphrased, or summarized words, ideas, and facts from sources. Without in-text citations, you are technically in danger of plagiarism, even if you have listed your sources at the end of the essay.

In-text citations point the reader to the sources’ information on the references page. The in-text citation typically includes the author's last name and the year of publication. If you use a direct quote, the page number is also provided.

More information can be found on p. 253 of the 7th edition of the Publication Manual of the American Psychological Association.

Citation Rules

Direct quotation with the author named in the text.

Heinze and Lu (2017) stated, “The NFL shifted its responses to institutional change around concussions significantly as the field itself evolved” (p. 509).

Note: The year of publication is listed in parenthesis after the names of the authors, and the page number is listed in parenthesis at the end of the quote.

Direct Quotation without the Author Named in the Text

As the NFL developed as an organization, it “shifted its responses to institutional change around concussions significantly” (Heinze & Lu, 2017, p. 509).

Note: At the end of the quote, the names of the authors, year of publication, and page number are listed in parenthesis.

Paraphrase with 1-2 Authors

As the NFL developed as an organization, its reactions toward concussions also transformed (Heinze & Lu, 2017).

Note: For paraphrases, page numbers are encouraged but not required.

Paraphrase with 3 or More Authors

To work toward solving the issue of violence in prisons begins with determining aspects that might connect with prisoners' violent conduct (Thomson et al., 2019).

Direct Quotation without an Author

The findings were astonishing "in a recent study of parent and adult child relationships" ("Parents and Their Children," 2007, p. 2).

Note: Since the author of the text is not stated, a shortened version of the title is used instead.

Secondary Sources

When using secondary sources, use the phrase "as cited in" and cite the secondary source on the References page.

In 1936, Keynes said, “governments should run deficits when the economy is slow to avoid unemployment” (as cited in Richardson, 2008, p. 257).

Long (Block) Quotations

When using direct quotations of 40 or more words, indent five spaces from the left margin without using quotation marks. The final period should come before the parenthetical citation.

At Meramec, an English department policy states:

To honor and protect their own work and that of others, all students must give credit to proprietary sources that are used for course work. It is assumed that any information that is not documented is either common knowledge in that field or the original work of that student. (St. Louis Community College, 2001, p. 1)

Website Citations

If citing a specific web document without a page number, include the name of the author, date, title of the section, and paragraph number in parentheses:

In America, “Two out of five deaths among U.S. teens are the result of a motor vehicle crash” (National Center for Injury Prevention and Control, 2004, Overview section, para. 1).

Here is a print-friendly version of this content.

Learn more about the APA References page by reviewing this handout .

For information on STLCC's academic integrity policy, check out this webpage .

For additional information on APA, check out STLCC's LibGuide on APA .

Sample Essay

A sample APA essay is available at this link .

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Suggested Ways to Introduce Quotations

When you quote another writer's words, it's best to introduce or contextualize the quote. 

How To Quote In An Essay?

To introduce a quote in an essay, don't forget to include author's last name and page number (MLA) or author, date, and page number (APA) in your citation. Shown below are some possible ways to introduce quotations. The examples use MLA format.

Use A Full Sentence Followed by A Colon To Introduce A Quotation

• The setting emphasizes deception: "Nothing is as it appears" (Smith 1).
• Piercy ends the poem on an ironic note: "To every woman a happy ending" (25).

Begin A Sentence with Your Own Words, Then Complete It with Quoted Words

Note that in the second example below, a slash with a space on either side ( / ) marks a line break in the original poem.

• Hamlet's task is to avenge a "foul and most unnatural murder" (Shakespeare 925).
• The speaker is mystified by her sleeping baby, whose "moth-breath / flickers among the flat pink roses" (Plath 17).

Use An Introductory Phrase Naming The Source, Followed By A Comma to Quote A Critic or Researcher

Note that the first letter after the quotation marks should be upper case. According to MLA guidelines, if you change the case of a letter from the original, you must indicate this with brackets. APA format doesn't require brackets.

• According to Smith, "[W]riting is fun" (215).
• In Smith's words, " . . .
• In Smith's view, " . . .

Use A Descriptive Verb, Followed by A Comma To Introduce A Critic's Words

Avoid using says unless the words were originally spoken aloud, for instance, during an interview.

• Smith states, "This book is terrific" (102).
• Smith remarks, " . . .
• Smith writes, " . . .
• Smith notes, " . . .
• Smith comments, " . . .
• Smith observes, " . . .
• Smith concludes, " . . .
• Smith reports, " . . .
• Smith maintains, " . . .
• Smith adds, " . . .

Don't Follow It with A Comma If Your Lead into The Quotation Ends in That or As

The first letter of the quotation should be lower case.

• Smith points out that "millions of students would like to burn this book" (53).
• Smith emphasizes that " . . .
• Smith interprets the hand washing in MacBeth as "an attempt at absolution" (106).
• Smith describes the novel as "a celebration of human experience" (233).

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Enhance your academic writing skills by exploring our additional writing resources that will help you craft compelling essays, research papers, and more.

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Changes to Quotations

You can change direct quotations under certain circumstances. Some changes require you to explain the change, and others you can make without indicating the change to readers.

Changes to a quotation not requiring explanation

Some changes can be made to direct quotations without alerting readers:

• The first letter of the first word in a quotation may be changed to an uppercase or a lowercase letter to fit the context of the sentence in which the quotation appears.
• Some punctuation marks at the end of a quotation may be changed to fit the syntax of the sentence in which the quotation appears, as long as meaning is not changed (e.g., it might alter meaning to change a period to a question mark, depending on how the sentence is written).
• Single quotation marks may be changed to double quotation marks and vice versa.
• Footnote or endnote number callouts can be omitted.
• Any other changes (e.g., italicizing words for emphasis or omitting words) must be explicitly indicated.

Changes to quotations are covered in the seventh edition APA Style manuals in the Publication Manual Sections 8.30 to 8.31 and the Concise Guide Sections 8.30 to 8.31

Changes to a quotation requiring explanation

Other changes require you to alert reader to the change:

• Use an ellipsis to indicate that you have omitted words within a quotation (e.g., to shorten a sentence or tie two sentences together).
• Either type three periods with spaces around each ( . . . ) or use the ellipsis character created by your word processing program when you type three periods in a row ( … ), with a space before and after.
• Use four periods—that is, a period plus an ellipsis (. … )—to show a sentence break within omitted material, such as when a quotation includes the end of one sentence and the beginning of another sentence.
• Use square brackets, not parentheses, to enclose material such as an addition or explanation you have inserted in a quotation.
• If you want to emphasize a word or words in a quotation, use italics. Immediately after the italicized words, insert “emphasis added” within square brackets as follows: [emphasis added].

If the quotation contains an error, it is necessary to indicate the error .

Encyclopedia

Writing with artificial intelligence, inserting or altering words in a direct quotation.

• CC BY-NC-ND 4.0 by Nancy Lewis

What punctuation should be used when words are inserted or altered in a direct quotation?

When writers insert or alter words in a direct quotation, square brackets—[ ]—are placed around the change. The brackets, always used in pairs, enclose words intended to clarify meaning, provide a brief explanation, or to help integrate the quote into the writer’s sentence.  A common error writers make is to use parentheses in place of brackets.

Table of Contents

How are square brackets used around clarifying or explanatory words?

Let’s look at an example:

Quotation with brackets used correctly around a clarifying word:

“It [driving] imposes a heavy procedural workload on cognition that . . . leaves little processing capacity available for other tasks” (Salvucci and Taatgen 107). [1]

Note : Brackets are placed around the inserted word in this example to let the reader know that ‘driving’ clarifies the meaning of the pronoun ‘it.’

Quotation with parentheses incorrectly used in place of brackets:

“It (driving) imposes a heavy procedural workload on cognition that . . . leaves little processing capacity available for other tasks” (Salvucci and Taatgen 107).

Note : Parentheses are used incorrectly in place of brackets in this example, making the inserted word look like it could be part of the original text.

Let’s look at another example:

Quotation with brackets used correctly around an explanatory insert:

“[D]riving is not as automatic as one might think; in fact, it imposes a heavy procedural workload [visual and motor demands] on cognition that . . . leaves little processing capacity available for other tasks” (Salvucci and Taatgen 107).

Note : Brackets are placed around the inserted words in this example to provide further explanation of the “procedural workload” discussed in the original text.

“[D]riving is not as automatic as one might think; in fact, it imposes a heavy procedural workload (visual and motor demands) on cognition that . . . leaves little processing capacity available for other tasks” (Salvucci and Taatgen 107).

Note : Parentheses are used incorrectly in place of brackets in this example, making the inserted words look like they are part of the original text.

How are square brackets used to help integrate a quote properly?

Original direct quotation beginning with an upper case letter:

“The heavy cognitive workload of driving suggests that any secondary task has the potential to affect driver behavior” (Salvucci and Taatgen 108).

Integrated quotation with brackets used correctly to indicate a change in letter case:

Salvucci and Taatgen propose that “[t]he heavy cognitive workload of driving suggests that any secondary task has the potential to affect driver behavior” (108).

Note : Brackets are placed around the lower-case letter ‘t’ to indicate that the letter case has been changed. The quotation is introduced by a signal phrase, which makes the quote an integral part of the writer’s sentence; as a result of this syntactical change, the upper case ‘T’ in the original is changed to a lower case letter.

Original direct quotation written in the past tense:

“Not coincidentally, drivers have been increasingly engaging in secondary tasks while driving” (Salvucci and Taatgen 68).

Note : The authors’ words appear in the past tense in the original text.

Quotation with brackets used correctly to indicate a change in verb tense:

“Not coincidentally, drivers [are] increasingly engaging in secondary tasks while driving” (Salvucci and Taatgen 68).

Note : Brackets are placed around the word ‘are’ to indicate that the verb has been changed to the present tense, which is the preferred tense for most writing in MLA style. The past tense is preferred for APA style writing. 

A word of caution : Bracketed insertions may not be used to alter or add to the quotation in a way that inaccurately or unfairly represents the original text. Quite simply, do not use bracketed material in a way that twists the author’s meaning.

Bracket Use: Quick Summary

[1] Salvucci, Dario D., and Niels A. Taatgen. Multitasking Minds . Oxford: Oxford UP, 2011. eBook Collection (EBSCOhost) . Web. 20 Feb. 2012.

Brevity – Say More with Less

Clarity (in Speech and Writing)

Coherence – How to Achieve Coherence in Writing

Flow – How to Create Flow in Writing

Inclusivity – Inclusive Language

The Elements of Style – The DNA of Powerful Writing

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How to Quote a Book

Last Updated: December 25, 2023 References

This article was reviewed by Gerald Posner . 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 9 references cited in this article, which can be found at the bottom of the page. This article has been viewed 517,145 times.

When you’re writing an essay, using a quote can help validate your argument and make your writing stronger. Whether your paper is required to be in MLA or APA format, it’s easy to quote and cite a book the right way.

Incorporating Quotations into Your Text

• Quotations are often used to support ideas that might be disputed or are not common knowledge. An idea like, “Most people never live to see 100,” doesn’t need to be backed up by a quotation, but something like, “Many writers have described the power of fiction,” should probably be supported with quotations.
• One can sometimes emphasize a particular point by backing it up with a quotation from a particularly impressive author.
• Quotations can also add stylistic flare to your prose. For example, a sentence like, “When Shakespeare “shuffled off this mortal coil,” he likely had no idea the impact his work would make on Western culture” is a bit more interesting than if the same sentence started simply, “When Shakespeare died…”

• If you are having trouble deciding if you’ve incorporated a quotation correctly, try reading it aloud to yourself. It can be easier to tell if a sentence works when you speak it.
• Some examples of verbs used in signal phrases are claims, adds, writes, argues, asserts, confirms, points out, admits, concludes, observes, and implies. [3] X Research source

• Insert new words into quotations by putting them inside brackets.
• Remove existing words by replacing them with an ellipsis.
• Note that this is only appropriate if you maintain the basic meaning of the quotation. It should not be used to twist an author’s words into something other than what she intended.
• As an example, one could change the Nabokov quotation, “…art--not an "escape" (which is only a cleaner cell on a quieter floor), but relief from the itch of being,” into the sentence, “…art [is] not an “escape”…but relief from the itch of being.”

Quoting Books in MLA Format

• Indent the whole quotation one inch from the left.
• Double-space it (in an MLA style research paper, everything should be double spaced).
• Do not use quotation marks.

• For example: "Maybe the best definition of art is simply “beauty plus pity” (Nabokov 251)."
• If you reference the author’s name before the quotation, you don’t need to repeat it in the parenthesis following the quote. For example: "Nabokov defined art as “beauty plus pity” (251)."

• Double-space the page, but do not skip spaces between citations.
• Do not indent the first line of each citation, but indent all subsequent lines by 0.5 inches from the left.

• There are many variations on this basic format based on factors like how many authors the book has, and whether it is something like anthology, an ebook, or a self-published book. If the book you are quoting does not fit neatly into this formula, consult a resource like The Purdue Online Writing Lab. [10] X Research source

Quoting Books in APA Format

• Indent the whole quotation 1/2 inch from the left.
• Double-space it (in an APA style paper, everything should be double spaced).

• If the author’s name is not included in the signal phrase, include the author’s last name, the year of publication, and the page number (all separated by commas) in the parenthetical citation following the quotation. For example: “He insists that “Quoting books is not difficult, but it can take time to get the hang of” (Smith, 2011, p. 15).”

• Double-space the page, like the rest of the paper, but do not skip spaces between citations.

• There are many variations on this basic format based on factors like how many authors the book has, and whether it is something like anthology, an ebook, or a self-published book. If the book you are quoting does not fit neatly into this formula, consult a resource like The Purdue Online Writing Lab. [16] X Research source

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• ↑ http://writingcenter.unc.edu/handouts/quotations
• ↑ http://department.monm.edu/english/mew/signal_phrases.htm
• ↑ https://owl.english.purdue.edu/owl/resource/747/03
• ↑ https://owl.english.purdue.edu/owl/resource/747/02
• ↑ https://owl.english.purdue.edu/owl/resource/747/05
• ↑ https://owl.english.purdue.edu/owl/resource/747/06
• ↑ https://owl.english.purdue.edu/owl/resource/560/02
• ↑ https://owl.english.purdue.edu/owl/resource/560/05
• ↑ https://owl.english.purdue.edu/owl/resource/560/08

About This Article

If you want to use a quotation from a book when you’re writing an essay, try to work the quotation into the text as naturally as possible so it reads like a normal sentence. Connect the quote to the point you’re making by saying something like “Thoreau summed this up by saying…” or “Mark Twain once argued…” To make the quote as concise and relevant as possible, replace unnecessary passages with ellipses or use brackets to add or change words if necessary. For tips on citing your sources, keep reading! Did this summary help you? Yes No

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Seneca the Younger

Lucius Annaeus Seneca (c. 4 BC – A.D. 65 ), often known simply as Seneca , or Seneca the Younger , was a Roman Stoic philosopher, statesman, dramatist, and humorist. He was the son of Seneca the Elder .

• 1.1.1 Hercules Furens (The Madness of Hercules)
• 1.1.2 Troades (The Trojan Women)
• 1.1.3 Medea
• 1.1.4 Phaedra
• 1.1.5 Thyestes
• 1.2.1 Letter I: On Saving Time
• 1.2.2 Letter II: On discursiveness in reading
• 1.2.3 Letter III: On true and false friendship
• 1.2.4 Letter IV: On the terrors of death
• 1.2.5 Letter V: On the Philosopher’s Mean
• 1.2.6 Letter VI: On precepts and exemplars
• 1.2.7 Letter VII: On crowds
• 1.2.8 Letter X: On living to oneself
• 1.2.9 Letter XII: On old age
• 1.2.10 Letter XIII: On Groundless Fears
• 1.2.11 Letter XV
• 1.2.12 Letter XVII: On Philosophy and Riches
• 1.2.13 Letter XVIII: On Festivals and Fasting
• 1.2.14 Letter XIX: On worldliness and retirement
• 1.2.15 Letter XX: On practicing what you preach
• 1.2.16 Letter XXII: On the futility of half-way measures
• 1.2.17 Letter XXIV: On despising death
• 1.2.18 Letter XXV: On Reformation
• 1.2.19 Letter XXVI: On Old Age and Death
• 1.2.20 Letter XXVII
• 1.2.21 Letter XXVIII: On travel as a cure for discontent
• 1.2.22 Letter XXX: On conquering the conqueror
• 1.2.23 Letter XXXI: On Siren Songs
• 1.2.24 Letter XXXII: On Progress
• 1.2.25 Letter XXXIII
• 1.2.26 Letter XXXV
• 1.2.27 Letter XXXVII: On Allegiance to Virtue
• 1.2.28 Letter XXXIX: On Noble Aspirations
• 1.2.29 Letter XLI: On the god within us
• 1.2.30 Letter XLII: On Values
• 1.2.31 Letter XLIII: On the relativity of fame
• 1.2.32 Letter XLV: On sophistical argumentation
• 1.2.33 Letter XLVII: On master and slave
• 1.2.34 Letter XLVII: On master and slave
• 1.2.35 Letter XLIX: On the Shortness of Life
• 1.2.36 Letter L: On Our Blindness and Its Cure
• 1.2.37 Letter LI: On Baiae and Morals
• 1.2.38 Letter LII: On choosing our teachers
• 1.2.39 Letter LV: On Vatia’s Villa
• 1.2.40 Letter LVI: On quiet and study
• 1.2.41 Letter LVIII: On Being
• 1.2.42 Letter LIX: On Pleasure and Joy
• 1.2.43 Letter LXI: On meeting death cheerfully
• 1.2.44 Letter LXII
• 1.2.45 Letter LXIII
• 1.2.46 Letter LXV: On the first cause
• 1.2.47 Letter LXVI: On Various Aspects of Virtue
• 1.2.48 Letter LXVII: On Ill-Health and Endurance of Suffering
• 1.2.49 Letter LXX: On the proper time to slip the cable
• 1.2.50 Letter LXXI: On the supreme good
• 1.2.51 Letter LXXIV: On Virtue as a Refuge From Worldly Distractions
• 1.2.52 Letter LXXVI: On Learning Wisdom in Old Age
• 1.2.53 Letter LXXVII: On Taking One’s Own Life
• 1.2.54 Letter LXXVIII: On the Healing Power of the Mind
• 1.2.55 Letter LXXXI: On benefits
• 1.2.56 Letter LXXXII: On the Natural Fear of Death
• 1.2.57 Letter LXXXIII: On Drunkenness
• 1.2.58 Letter LXXXIV: On gathering ideas
• 1.2.59 Letter LXXXV: On Some Vain Syllogisms
• 1.2.60 Letter LXXXVII: Some arguments in favor of the simple life
• 1.2.61 Letter LXXXVIII: On liberal and vocational studies
• 1.2.62 Letter XC: On the Part Played by Philosophy in the Progress of Man
• 1.2.63 Letter XCI: On the Lesson to be Drawn From the Burning of Lyons
• 1.2.64 Letter XCII: On the Happy Life
• 1.2.65 Letter XCV: On the usefulness of basic principles
• 1.2.66 Letter XCVI
• 1.2.67 Letter XCVIII: On the Fickleness of Fortune
• 1.2.68 Letter XCIX: On Consolation to the Bereaved
• 1.2.69 Letter CI: On the Futility of Planning Ahead
• 1.2.70 Letter CIV: On Care of Health and Peace of Mind
• 1.2.71 Letter CV: On Facing the World With Confidence
• 1.2.72 Letter CVI: On the corporeality of virtue
• 1.2.73 Letter CVII: On Obedience to the Universal Will
• 1.2.74 Letter CVIII: On the Approaches to Philosophy
• 1.2.75 Letter CIX: On the Fellowship of Wise Men
• 1.2.76 Letter CX: On True and False Riches
• 1.2.77 Letter CXV: On the Superficial Blessings
• 1.2.78 Letter CXVI: On Self-Control
• 1.2.79 Letter CXVI: On Real Ethics as Superior to Syllogistic Subtleties
• 1.2.80 Letter CXX: More About Virtue
• 1.2.81 Letter CXXIII: On the conflict between pleasure and virtue
• 1.3 De Superstitione (On Superstition)
• 1.4 Moral Essays
• 1.5 On Tranquility of the Mind
• 1.6 Seneca: Dialogues
• 1.7 Dialogi de Tranquillitate Animi (Concerning Peace of Mind)
• 1.8 Other works
• 3 Misattributed
• 4 Quotes about Seneca
• 5 External links
• As quoted from Seneca: Moral and Political Essays (1995), Cambridge University Press, p. 32

Hercules Furens (The Madness of Hercules)

• line 84; ( Juno )
• lines 251-253; ( Amphitryon )
• Alternate translation: Successful and fortunate crime is called virtue. (translator unknown)
• Alternate translation: Might makes right. (translator unknown).
• line 276; ( Amphitryon )
• In this line, Seneca adapts a well-known saying "Inveniam viam aut faciam" (commonly attributed to the Carthaginian general Hannibal ) for use in his drama
• lines 325-328; ( Megara ).
• lines 340-341; ( Lycus ).
• Alternate translation: He who boasts of his descent, praises the deeds of another (translator unknown).
• line 353; ( Lycus )
• Alternate translation: To be able to endure odium is the first art to be learned by those who aspire to power (translator unknown).
• lines 403-405; ( Lycus ).
• line 407; ( Lycus ).
• line 426; ( Megara ).
• Alternate translation: Who can be compelled does not know how to die.
• line 437; ( Megara ).
• lines 656-657; ( Amphitryon )
• Alternate translation: Things that were hard to bear are sweet to remember. (translator unknown).

Troades (The Trojan Women)

• line 291; ( Agamemnon )
• Alternate translation: He who does not prevent a crime, when he can, encourages it. (translator unknown).
• line 329; ( Pyrrhus )
• Alternate translation: Mercy often means giving death, not life. (trans. Emily Wilson)
• lines 333-336
• Alternate translation: Pyrrhus: No law demands mercy to prisoners Agamemnon: Though the law forbids it not, yet decency forbids it. Pyrrhus: The victor is at liberty to do whatever he likes. Agamemnon: To whom much is allowed, it is least suitable to act wantonly.
• Line 155; ( Medea )
• Line 163; ( Medea )
• Who can hope for nothing should despair of nothing. (trans. A. J. Boyle)
• Line 196; ( Medea )
• Alternate translations: Unjust dominion cannot be eternal.
• Alternate translation: Authority founded on injustice is never of long duration.
• Lines 500-501; ( Medea )
• Alternate translation: Who profits by a sin has done the sin.
• Alternate translation: He who profits by crime commits it.
• line 607; ( Phaedra ) [1]
• Alternate translation: We give voice to our trivial cares, but suffer enormities in silence
• line 721; ( Nurse )
• Alternate translation: One crime has to be concealed by another.
• line 735; ( Nurse )
• Alternate translation: Impurity is caused by attitude, not events. (trans. Emily Wilson)
• line 380; ( Chorus )
• Alternate translation: A good mind possesses a kingdom. (translator unknown).
• lines 401-403; ( Chorus ).
• Alternate translation: Death weighs on him who is known to all, but dies unknown to himself. ( The Philisophical Life by James Miller).
• line 572 ( Chorus ).

Epistulae Morales ad Lucilium (Moral Letters to Lucilius)

Letter I: On Saving Time

• What man can you show me who places any value on his time, who reckons the worth of each day, who understands that he is dying daily?
• For we are mistaken when we look forward to death; the major portion of death has already passed. Whatever years be behind us are in death's hands.
• Lay hold of today’s task, and you will not need to depend so much upon tomorrow’s. While we are postponing, life speeds by.
• What fools these mortals be!
• This quote is often directly attributed to Seneca, but he is referring to lines 368-369 of Works and Days by the Greek poet Hesiod  : Take your fill when the cask is first opened and when it is nearly spent, but midways be sparing: it is poor saving when you come to the lees. (translated by Hugh G. Evelyn-White)
• Alternate translation: Thrift comes too late when you find it at the bottom of your purse. (translator unknown)
• Alternate translation: It is too late to be thrifty when the bottom has been reached. (translator unknown).

Letter II: On discursiveness in reading

• The primary indication, to my thinking, of a well-ordered mind is a man’s ability to remain in one place and linger in his own company.

Letter III: On true and false friendship

Letter iv: on the terrors of death.

• Most men ebb and flow in wretchedness between the fear of death and the hardships of life; they are unwilling to live, and yet they do not know how to die.
• No man has ever been so far advanced by Fortune that she did not threaten him as greatly as she had previously indulged him.

Letter V: On the Philosopher’s Mean

• I commend you and rejoice in the fact that you are persistent in your studies, and that, putting all else aside, you make it each day your endeavour to become a better man.

Letter VI: On precepts and exemplars

• Alternate translation: Teaching by precept is a long road, but short and beneficial is the way by example.
• Seneca is quoting Hecato.

Letter VII: On crowds

• But both courses are to be avoided; you should not copy the bad simply because they are many, nor should you hate the many because they are unlike you.

Letter X: On living to oneself

Letter xii: on old age, letter xiii: on groundless fears.

• ... the only contestant who can confidently enter the lists is the man who has seen his own blood, who has felt his teeth rattle beneath his opponent’s fist, who has been tripped and felt the full force of his adversary’s charge, who has been downed in body but not in spirit, one who, as often as he falls, rises again with greater defiance than ever.
• Let another say. “Perhaps the worst will not happen.” You yourself must say. “Well, what if it does happen? Let us see who wins! Perhaps it happens for my best interests; it may be that such a death will shed credit upon my life.”
• Socrates was ennobled by the hemlock draught. Wrench from Cato's hand his sword, the vindicator of liberty, and you deprive him of the greatest share of his glory.
• There are more things, Lucilius, likely to frighten us than there are to crush us; we suffer more often in imagination than in reality.
• The old Romans had a custom which survived even into my lifetime. They would add to the opening words of a letter: "If you are well, it is well; I also am well." Persons like ourselves would do well to say. "If you are studying philosophy, it is well." For this is just what "being well" means. Without philosophy the mind is sickly.

Letter XVII: On Philosophy and Riches

• There is no reason why poverty should call us away from philosophy—no, nor even actual want. For when hastening after wisdom, we must endure even hunger. Men have endured hunger when their towns were besieged, and what other reward for their endurance did they obtain than that they did not fall under the conqueror’s power? How much greater is the promise of the prize of everlasting liberty, and the assurance that we need fear neither God nor man! Even though we starve, we must reach that goal.
• Armies have endured all manner of want, have lived on roots, and have resisted hunger by means of food too revolting to mention. All this they have suffered to gain a kingdom, and—what is more marvellous—to gain a kingdom that will be another’s. Will any man hesitate to endure poverty, in order that he may free his mind from madness?

Letter XVIII: On Festivals and Fasting

• If you would not have a man flinch when the crisis comes, train him before it comes.

Letter XIX: On worldliness and retirement

Letter xx: on practicing what you preach.

• Prove your words by your deeds.
• Here, Seneca uses the same observation that Sallust made regarding friendship (in his historical account of the Catilinarian conspiracy, Bellum Catilinae [XX.4]) to define wisdom.
• Press on, therefore, as you have begun; perhaps you will be led to perfection, or to a point which you alone understand is still short of perfection.

Letter XXII: On the futility of half-way measures

Letter xxiv: on despising death.

• It is indeed foolish to be unhappy now because you may be unhappy at some future time.
• You will thus understand that what you fear is either insignificant or short-lived.
• Mucius put his hand into the fire. It is painful to be burned; but how much more painful to inflict such suffering upon oneself!
• [Mucius] might have accomplished something more successful in that camp, but never anything more brave.
• It was a great deed to conquer Carthage, but a greater deed to conquer death.
• Alternate translation: You will understand that there is nothing dreadful in this except fear itself. (translator unknown).

Letter XXV: On Reformation

• I may become a poor man; I shall then be one among many. I may be exiled; I shall then regard myself as born in the place to which I shall be sent. They may put me in chains. What then? Am I free from bonds now? Behold this clogging burden of a body, to which nature has fettered me! “I shall die,” you say; you mean to say “I shall cease to run the risk of sickness; I shall cease to run the risk of imprisonment; I shall cease to run the risk of death.”
• I do not know whether I shall make progress; but I should prefer to lack success rather than to lack faith.

Letter XXVI: On Old Age and Death

• You do not know where death awaits you; so be ready for it everywhere.

Letter XXVII

• "What," say you, "are you giving me advice? Indeed, have you already advised yourself, already corrected your own faults? Is this the reason why you have leisure to reform other men?" No, I am not so shameless as to undertake to cure my fellow-men when I am ill myself. I am, however, discussing with you troubles which concern us both, and sharing the remedy with you, just as if we were lying ill in the same hospital.
• Virtue alone affords everlasting and peace-giving joy ; even if some obstacle arise, it is but like an intervening cloud, which floats beneath the sun but never prevails against it.

Letter XXVIII: On travel as a cure for discontent

• You need a change of soul rather than a change of climate.
• You must lay aside the burdens of the mind; until you do this, no place will satisfy you.

Letter XXX: On conquering the conqueror

• He who does not wish to die cannot have wished to live.

Letter XXXI: On Siren Songs

• I forbid you to be cast down or depressed. It is not enough if you do not shrink from work; ask for it.

Letter XXXII: On Progress

• Would you know what makes men greedy for the future? It is because no one has yet found himself.

Letter XXXIII

• That is why we give to children a proverb, or that which the Greeks call Chreia , to be learned by heart; that sort of thing can be comprehended by the young mind, which cannot as yet hold more. For a man, however, whose progress is definite, to chase after choice extracts and to prop his weakness by the best known and the briefest sayings and to depend upon his memory, is disgraceful; it is time for him to lean on himself. He should make such maxims and not memorize them. For it is disgraceful even for an old man, or one who has sighted old age, to have a note-book knowledge. "This is what Zeno said." But what have you yourself said? "This is the opinion of Cleanthes." But what is your own opinion? How long shall you march under another man's orders? Take command, and utter some word which posterity will remember. Put forth something from your own stock.
• Besides, he who follows another not only discovers nothing but is not even investigating.
• What then? Shall I not follow in the footsteps of my predecessors? I shall indeed use the old road, but if I find one that makes a shorter cut and is smoother to travel, I shall open the new road. Men who have made these discoveries before us are not our masters, but our guides. Truth lies open for all; it has not yet been monopolized. And there is plenty of it left even for posterity to discover.

Letter XXXV

• Friendship is always helpful, but love sometimes even does harm

Letter XXXVII: On Allegiance to Virtue

• You must die erect and unyielding.
• It is disgraceful, instead of proceeding ahead, to be carried along, and then suddenly, amid the whirlpool of events, to ask in a dazed way: “How did I get into this condition?”

Letter XXXIX: On Noble Aspirations

• It is the quality of a great soul to scorn great things and to prefer that which is ordinary rather than that which is too great.
• Then it is that the height of unhappiness is reached, when men are not only attracted, but even pleased, by shameful things, and when there is no longer any room for a cure, now that those things which once were vices have become habits.

Letter XLI: On the god within us

• You are doing an excellent thing, one which will be wholesome for you, if, as you write me, you are persisting in your effort to attain sound understanding; it is foolish to pray for this when you can acquire it from yourself. We do not need to uplift our hands towards heaven, or to beg the keeper of a temple to let us approach his idol's ear, as if in this way our prayers were more likely to be heard. A god is near you, with you, and in you. This is what I mean, Lucilius: there sits a holy spirit within us, one who marks our good and bad deeds, and is our a guardian.
• A golden bit does not make a better horse.
• If you see a man who is unterrified in the midst of dangers, untouched by desires, happy in adversity, peaceful amid the storm, who looks down upon men from a higher plane, and views the gods on a footing of equality, will not a feeling of reverence for him steal over you, will you not say: “This quality is too great and too lofty to be regarded as resembling this petty body in which it dwells? A divine power has descended upon that man.”
• No man ought to glory except in that which is his own.
• Man is a reasoning animal.

Letter XLII: On Values

• Very often the things that cost nothing cost us the most heavily; I can show you many objects the quest and acquisition of which have wrested freedom from our hands.
• “You will have less money.” Yes, and less trouble. “Less influence.” Yes, and less envy.
• He that owns himself has lost nothing. But how few men are blessed with ownership of self!

Letter XLIII: On the relativity of fame

Letter xlv: on sophistical argumentation.

• At any rate, if you wish to sift doubtful meanings of this kind, teach us that the happy man is not he whom the crowd deems happy, namely, he into whose coffers mighty sums have flowed, but he whose possessions are all in his soul, who is upright and exalted, who spurns inconstancy, who sees no man with whom he wishes to change places, who rates men only at their value as men, who takes Nature for his teacher, conforming to her laws and living as she commands, whom no violence can deprive of his possessions, who turns evil into good, is unerring in judgment, unshaken, unafraid, who may be moved by force but never moved to distraction, whom Fortune when she hurls at him with all her might the deadliest missile in her armoury, may graze, though rarely, but never wound.

Letter XLVII: On master and slave

• “They are slaves,” people declare. Nay, rather they are men. “Slaves!” No, comrades. “Slaves!” No, they are unpretentious friends. “Slaves!” No, they are our fellow-slaves, if one reflects that Fortune has equal rights over slaves and free men alike.
• This can be related to other expressions on the ethics of reciprocity, often referred to as the variants of the Golden Rule .
• I propose to value them according to their character, and not according to their duties. Each man acquires his character for himself, but accident assigns his duties.
• “He is a slave.” His soul, however, may be that of a freeman. “He is a slave.” But shall that stand in his way? Show me a man who is not a slave; one is a slave to lust, another to greed, another to ambition, and all men are slaves to fear.
• Would you really know what philosophy offers to humanity? Philosophy offers counsel.

Letter XLIX: On the Shortness of Life

• Show me that the good in life does not depend upon life’s length, but upon the use we make of it; also, that it is possible, or rather usual, for a man who has lived long to have lived too little. Say to me when I lie down to sleep: “You may not wake again!” And when I have waked: “You may not go to sleep again!” Say to me when I go forth from my house: “You may not return!” And when I return: “You may never go forth again!”

Letter L: On Our Blindness and Its Cure

• For what else are you busied with except improving yourself every day, laying aside some error, and coming to understand that the faults which you attribute to circumstances are in yourself?

Letter LI: On Baiae and Morals

• And what is freedom, you ask? It means not being a slave to any circumstance, to any constraint, to any chance; it means compelling Fortune to enter the lists on equal terms.
• Would not anyone who is a man have his slumbers broken by a war-trumpet rather than by a chorus of serenaders?

Letter LII: On choosing our teachers

Letter lv: on vatia’s villa.

• Our luxuries have condemned us to weakness; we have ceased to be able to do that which we have long declined to do.

Letter LVI: On quiet and study

• Alternate translation: Nothing is so certain as that the evils of idleness can be shaken off by hard work. (translator unknown).

Letter LVIII: On Being

• We are weak, watery beings standing in the midst of unrealities; therefore let us turn our minds to the things that are everlasting.

Letter LIX: On Pleasure and Joy

• But the wise man is fortified against all inroads; he is alert; he will not retreat before the attack of poverty, or of sorrow, or of disgrace, or of pain. He will walk undaunted both against them and among them.
• The wise man is joyful, happy and calm, unshaken, he lives on a plane with the gods.
• That which Fortune has not given, she cannot take away.

Letter LXI: On meeting death cheerfully

• I am endeavouring to live every day as if it were a complete life.

Letter LXII

• The shortest way to wealth is through the contempt of wealth.

Letter LXIII

• Fortune has taken away, but Fortune has given.
• Let us greedily enjoy our friends, because we do not know how long this privilege will be ours.
• Translation: Nothing becomes so offensive so quickly as grief. When fresh it finds someone to console it, but when it becomes chronic, it is ridiculed and rightly.
• Whatever can happen at any time can happen today.

Letter LXV: On the first cause

Letter LXVI: On Various Aspects of Virtue

• Great also are the souls of the defenders—men who know that, as long as the path to death lies open, the blockade is not complete, men who breathe their last in the arms of liberty.
• Allow me, excellent Lucilius, to utter a still bolder word: if any goods could be greater than others, I should prefer those which seem harsh to those which are mild and alluring, and should pronounce them greater. For it is more of an accomplishment to break one’s way through difficulties than to keep joy within bounds.
• There stood Mucius, despising the enemy and despising the fire, and watched his hand as it dripped blood over the fire on his enemy’s altar, until Porsenna, envying the fame of the hero whose punishment he was advocating, ordered the fire to be removed against the will of the victim.
• I cannot help believing that Mucius was all the more lucky because he manipulated the flames as calmly as if he were holding out his hand to the manipulator. He had wiped out all his previous mistakes; he finished the war unarmed and maimed; and with that stump of a hand he conquered two kings.

Letter LXVII: On Ill-Health and Endurance of Suffering

• I should prefer to be free from torture; but if the time comes when it must be endured, I shall desire that I may conduct myself therein with bravery, honour, and courage. Of course I prefer that war should not occur; but if war does occur, I shall desire that I may nobly endure the wounds, the starvation, and all that the exigency of war brings. Nor am I so mad as to crave illness; but if I must suffer illness, I shall desire that I may do nothing which shows lack of restraint, and nothing that is unmanly. The conclusion is, not that hardships are desirable, but that virtue is desirable, which enables us patiently to endure hardships.
• Now a life of honour includes various kinds of conduct; it may include the chest in which Regulus was confined, or the wound of Cato which was torn open by Cato’s own hand, or the exile of Rutilius, or the cup of poison which removed Socrates from gaol to heaven .
• Clothe yourself with a hero’s courage, and withdraw for a little space from the opinions of the common man. Form a proper conception of the image of virtue, a thing of exceeding beauty and grandeur; this image is not to be worshipped by us with incense or garlands, but with sweat and blood.
• “I should prefer that Fortune keep me in her camp rather than in the lap of luxury. If I am tortured, but bear it bravely, all is well; if I die, but die bravely, it is also well.”
• Why should I not regard this as desirable—not because the fire, burns me, but because it does not overcome me?

Letter LXX: On the proper time to slip the cable

Letter lxxi: on the supreme good.

• Alternate translation: If one does not know to which port one is sailing, no wind is favorable. (translator unknown).
• These actions are not essentially difficult; it is we ourselves that are soft and flabby.
• He knows his own strength; he knows that he was born to carry burdens.
• Do you ask me whom I have conquered? Neither the Persians, nor the far-off Medes, nor any warlike race that lies beyond the Dahae; not these, but greed, ambition, and the fear of death that has conquered the conquerors of the world.

Letter LXXIV: On Virtue as a Refuge From Worldly Distractions

• But no wall can be erected against Fortune which she cannot take by storm; let us strengthen our inner defences. If the inner part be safe, man can be attacked, but never captured.

Letter LXXVI: On Learning Wisdom in Old Age

• But the wise man knows that all things are in store for him. Whatever happens, he says: “I knew it.”
• As long as you live, keep learning how to live.

Letter LXXVII: On Taking One’s Own Life

• Would you not think him an utter fool who wept because he was not alive a thousand years ago? And is he not just as much of a fool who weeps because he will not be alive a thousand years from now? It is all the same; you will not be, and you were not. Neither of these periods of time belongs to you.
• So near at hand is freedom, and is anyone still a slave?
• What else is there which you would regret to have taken from you? Friends? But who can be a friend to you? Country? What? Do you think enough of your country to be late to dinner? The light of the sun? You would extinguish it, if you could; for what have you ever done that was fit to be seen in the light?

Letter LXXVIII: On the Healing Power of the Mind

• Seneca, Ad Lucilium epistulae morales, transl. Richard M. Gummere, 1920 ed., Epistle LXXVIII, pp. 181-182
• There is no sorrow in the world, when we have escaped from the fear of death.
• You will die, not because you are ill, but because you are alive; even when you have been cured, thesame end awaits you; when you have recovered, it will be not death, but ill health, that you have escaped.
• No man can suffer both severely and for a long time; Nature, who loves us most tenderly, has so constituted us as to make pain either endurable or short.
• “It is nothing—a trifling matter at most; keep a stout heart and it will soon cease”; then in thinking it slight, you will make it slight. Everything depends on opinion; ambition, luxury, greed, hark back to opinion. It is according to opinion that we suffer.
• Two elements must therefore be rooted out once for all—the fear of future suffering, and the recollection of past suffering; since the latter no longer concerns me, and the former concerns me not yet.
• Is it for this purpose that we are strong—that we may have light burdens to bear?
• Meanwhile, hold fast to this thought, and grip it close: yield not to adversity; trust not to prosperity; keep before your eyes the full scope of Fortune’s power, as if she would surely do whatever is in her power to do.

Letter LXXXI: On benefits

• Alternate translation: The spirit in which a thing is given determines that in which the debt is acknowledged; it's the intention, not the face-value of the gift, that's weighed. (translator unknown).

Letter LXXXII: On the Natural Fear of Death

• Seneca is citing [ Marcus Calpurnius Flamma, a Roman general in the First Punic War ]

Letter LXXXIII: On Drunkenness

Letter lxxxiv: on gathering ideas.

Letter LXXXV: On Some Vain Syllogisms

• But he has no fear; unconquered he looks down from a lofty height upon his sufferings.
• Thus no fortune, no external circumstance, can shut off the wise man from action. For the very thing which engages his attention prevents him from attending to other things. He is ready for either outcome: if it brings goods, he controls them; if evils, he conquers them.
• So the wise man will develop virtue, if he may, in the midst of wealth, or, if not, in poverty; if possible, in his own country—if not, in exile; if possible, as a commander—if not, as a common soldier; if possible, in sound health—if not, enfeebled. Whatever fortune he finds, he will accomplish therefrom something noteworthy.

Letter LXXXVII: Some arguments in favor of the simple life

• Seneca is here describing arguments used by 'certain men,' not stating his own opinion.
• Alternate translation: A sword never kills anybody; it is a tool in the killer's hand. (translator unknown).

Letter LXXXVIII: On liberal and vocational studies

• Just as an enemy is more dangerous to a retreating army, so every trouble that fortune brings attacks us all the harder if we yield and turn our backs.

Letter XC: On the Part Played by Philosophy in the Progress of Man

• A thatched roof once covered free men; under marble and gold dwells slavery.

Letter XCI: On the Lesson to be Drawn From the Burning of Lyons

• Alexander, king of Macedon, began to study geometry; unhappy man, because he would thereby learn how puny was that earth of which he had seized but a fraction! Unhappy man, I repeat, because he was bound to understand that he was bearing a false title. For who can be “great” in that which is puny?
• Imagine that nature is saying to us: “Those things of which you complain are the same for all. I cannot give anything easier to any man, but whoever wishes will make things easier for himself.” In what way? By equanimity. You must suffer pain, and thirst, and hunger, and old age too, if a longer stay among men shall be granted you; you must be sick, and you must suffer loss and death.

Letter XCII: On the Happy Life

• That man, I declare, is happy whom nothing makes less strong than he is; he keeps to the heights, leaning upon none but himself; for one who sustains himself by any prop may fall.
• For no man is free who is a slave to his body.

Letter XCV: On the usefulness of basic principles

• Seneca himself states that he is quoting a 'common saying' here.
• Alternate translation: Do not ask for what you will wish you had not got. (translator unknown).
• Lines 30-32.
• As our acts and our thoughts are, so will our lives be.

Letter XCVI

• And yet life, Lucilius, is really a battle.
• For this reason those who are tossed about at sea, who proceed uphill and downhill over toilsome crags and heights, who go on campaigns that bring the greatest danger, are heroes and front-rank fighters; but persons who live in rotten luxury and ease while others toil, are mere turtle-doves safe only because men despise them.

Letter XCVIII: On the Fickleness of Fortune

• “All the Good of mortals is mortal.”
• “Of all these experiences that seem so frightful, none is insuperable. Separate trials have been over- come by many: fire by Mucius, crucifixion by Regulus, poison by Socrates, exile by Rutilius, and a sword-inflicted death by Cato; therefore, let us also overcome something.”
• Pain he endures, death he awaits.

Letter XCIX: On Consolation to the Bereaved

• Whoever complains about the death of anyone, is complaining that he was a man. Everyone is bound by the same terms: he who is privileged to be born, is destined to die.
• Accept in an unruffled spirit that which is inevitable.

Letter CI: On the Futility of Planning Ahead

• But how foolish it is to set out one’s life, when one is not even owner of the morrow!
• Therefore, my dear Lucilius, begin at once to live, and count each separate day as a separate life.
• The point is, not how long you live, but how nobly you live. And often this living nobly means that you cannot live long.

Letter CIV: On Care of Health and Peace of Mind

• Socrates is reported to have replied, when a certain person complained of having received no benefit from his travels: “It serves you right! You travelled in your own company!”
• What profit is there in crossing the sea and in going from one city to another? If you would escape your troubles, you need not another place but another personality. Perhaps you have reached Athens, or perhaps Rhodes; choose any state you fancy, how does it matter what its character may be? You will be bringing to it your own.
• “New friends, however, will not be the same.” No, nor will you yourself remain the same; you change with every day and every hour.
• Alternate translation: Hope not without despair, despair not without hope. (translated by Zachariah Rush).
• Or, if you enjoy living with Greeks also, spend your time with Socrates and with Zeno: the former will show you how to die if it be necessary; the latter how to die before it is necessary. Live with Chrysippus, with Posidonius: they will make you acquainted with things earthly and things heavenly; they will bid you work hard over something more than neat turns of language and phrases mouthed forth for the entertainment of listeners; they will bid you be stout of heart and rise superior to threats. The only harbour safe from the seething storms of this life is scorn of the future, a firm stand, a readiness to receive Fortune’s missiles full in the breast, neither skulking nor turning the back.
• This spirit thrusts itself forward, confident of commendation and esteem. It is superior to all, monarch of all it surveys; hence it should be subservient to nothing, finding no task too heavy, and nothing strong enough to weigh down the shoulders of a man.
• But how much more highly do I think of these men! They can do these things, but decline to do them. To whom that ever tried have these tasks proved false? To what man did they not seem easier in the doing? Our lack of confidence is not the result of difficulty. The difficulty comes from our lack of confidence.
• He maintained this attitude up to the very end, and no man ever saw Socrates too much elated or too much depressed. Amid all the disturbance of Fortune, he was undisturbed.
• Do you desire another case? Take that of the younger Marcus Cato, with whom Fortune dealt in a more hostile and more persistent fashion. But he withstood her, on all occasions, and in his last moments, at the point of death, showed that a brave man can live in spite of Fortune, can die in spite of her. His whole life was passed either in civil warfare, or under a political regime which was soon to breed civil war.
• No one ever saw Cato change, no matter how often the state changed: he kept himself the same in all circumstances—in the praetorship, in defeat, under accusation, in his province, on the platform, in the army, in death.
• And this is the vote which [Cato] casts concerning them both: “If Caesar wins, I slay myself; if Pompey, I go into exile.” What was there for a man to fear who, whether in defeat or in victory, had assigned to himself a doom which might have been assigned to him by his enemies in their utmost rage? So he died by his own decision.
• You see that man can endure toil: Cato, on foot, led an army through African deserts. You see that thirst can be endured: he marched over sun-baked hills, dragging the remains of a beaten army and with no train of supplies, undergoing lack of water and wearing a heavy suit of armour; always the last to drink of the few springs which they chanced to find. You see that honour, and dishonour too, can be despised: for they report that on the very day when Cato was defeated at the elections, he played a game of ball. You see also that man can be free from fear of those above him in rank: for Cato attacked Caesar and Pompey simultaneously, at a time when none dared fall foul of the one without endeavouring to oblige the other. You see that death can be scorned as well as exile: Cato inflicted exile upon himself and finally death, and war all the while.
• If you set a high value on liberty, you must set a low value on everything else.

Letter CV: On Facing the World With Confidence

• Besides, he who is feared, fears also; no one has been able to arouse terror and live in peace of mind.

Letter CVI: On the corporeality of virtue

• Alternate translation: Not for life, but for school do we learn. (translator unknown)
• Alternate translation: We are taught for the schoolroom, not for life. (translator unknown).

Letter CVII: On Obedience to the Universal Will

• And we cannot change this order of things; but what we can do is to acquire stout hearts, worthy of good men, thereby courageously enduring chance and placing ourselves in harmony with Nature.
• Seneca: Epistulae morales ad Lucilium, Letter CVII: On Obedience to the Universal Will, sentence 9 . In: Seneca. Epistulae morales ad Lucilium. With an english tranaslation by Richard Mott Gummere, Ph.D. of Havervord College. In three volumes. A Loeb Classical Library edition; volume 1 published 1917; volume 2 published 1920; volume 3 published 1925. London: William Heinemann. New York: G.P. Putnams.
• Translation: It is best to bear what cannot be changed.
• Seneca, Moral Letters , 107. 9. As quoted in: Frank Breslin (Retired High-School Teacher) (December 21, 2017): Teaching Latin Quotations -- Part 1: The Art of Survival. In: The Huffington Post. Archived from the original on November 23, 2022.
• Alternate translation: It is best to endure what you cannot change. Translated by Twitter user Melanie Antao in a tweet from July 3, 2012. Archived from the original on November 23, 2022.

Letter CVIII: On the Approaches to Philosophy

• They have been spoken by Plato, spoken by Zeno, spoken by Chrysippus or by Posidonius, and by a whole host of Stoics as numerous as excellent. I shall show you how men can prove their words to be their own: it is by doing what they have been talking about.

Letter CIX: On the Fellowship of Wise Men

You assured me that I should be unterrified though swords were flashing round me, though the point of the blade were grazing my throat; you assured me that I should be at ease though fires were blazing round me, or though a sudden whirlwind should snatch up my ship and carry it over all the sea. Now make good for me such a course of treatment that I may despise pleasure and glory. Thereafter you shall teach me to work out complicated problems, to settle doubtful points, to see through that which is not clear; teach me now what it is necessary for me to know!

Letter CX: On True and False Riches

Learn to be content with little, and cry out with courage and with greatness of soul: ‘We have water, we have porridge; let us compete in happiness with Jupiter himself.’

Letter CXV: On the Superficial Blessings

• Let words proceed as they please, provided only your soul keeps its own sure order, provided your soul is great and holds unruffled to its ideals, pleased with itself on account of the very things which displease others, a soul that makes life the test of its progress, and believes that its knowledge is in exact proportion to its freedom from desire and its freedom from fear.

Letter CXVI: On Self-Control

And do you know why we have not the power to attain this Stoic ideal? It is because we refuse to believe in our power. Nay, of a surety, there is something else which plays a part: it is because we are in love with our vices; we uphold them and prefer to make excuses for them rather than shake them off. We mortals have been endowed with sufficient strength by nature, if only we use this strength, if only we concentrate our powers and rouse them all to help us or at least not to hinder us. The reason is unwillingness, the excuse, inability.

Letter CXVI: On Real Ethics as Superior to Syllogistic Subtleties

• Tell me what to avoid, what to seek, by what studies to strengthen my tottering mind, how I may rebuff the waves that strike me abeam and drive me from my course, by what means I may be able to cope with all my evils, and by what means I can be rid of the calamities that have plunged in upon me and those into which I myself have plunged. Teach me how to bear the burden of sorrow without a groan on my part, and how to bear prosperity without making others groan; also, how to avoid waiting for the ultimate and inevitable end, and to beat a retreat of my own free will, when it seems proper to me to do so.
• Why then do you occupy me with the words rather than with the works of wisdom? Make me braver, make me calmer, make me the equal of Fortune, make me her superior.

Letter CXX: More About Virtue

• I will tell you: that perfect man, who has attained virtue, never cursed his luck, and never received the results of chance with dejection; he believed that he was citizen and soldier of the universe, accepting his tasks as if they were his orders. Whatever happened, he did not spurn it, as if it were evil and borne in upon him by hazard; he accepted it as if it were assigned to be his duty. “Whatever this may be,”he says, “it is my lot; it is rough and it is hard, but I must work diligently at the task.”

Letter CXXIII: On the conflict between pleasure and virtue

De superstitione (on superstition).

• Apostle Paul: A Polite Bribe by Robert Orlando; p. 108

Moral Essays

• De Beneficiis (On Benefits): Book 2, cap. 22, line 1.
• De Providentia (On Providence), 2.4
• De Providentia (On Providence), 2.6; translation by John W. Basore
• De Providentia (On Providence), 2.10; translation by John W. Basore
• De Providentia (On Providence), 4.8, translated by Aubrey Stewart
• De Providentia (On Providence), 5.9, translated by Aubrey Stewart
• Alternate translation: Fire is the test of gold; adversity, of strong men. (translator unknown).
• De Ira (On Anger): Book 1, cap. 16, line 6.
• De Ira (On Anger): Book 2, cap. 15, line 4
• From The Imitation of Christ , Liber I, cap. 20 (Of the Love of Solitude and Silence), line 2 : by Thomas à Kempis (1380-1471).
• De Ira (On Anger): Book 2, cap. 22, line 2
• Alternate translation: Time discovers truth. (translator unknown).
• De Ira (On Anger): Book 2, cap. 28, line 7.
• De Ira (On Anger): Book 2, cap. 28, line 8
• De Ira (On Anger): Book 2, cap. 33, line 6
• Alternate translation: Men whose spirit has grown arrogant from the great favour of fortune have this most serious fault – those whom they have injured they also hate. (translation by John W. Basore)
• Alternate translation: Whom they have injured they also hate. (translator unknown).
• De Ira (On Anger): Book 2, cap. 34, line 5.
• De Ira (On Anger); Book III, Chapter V
• De Vita Beata (On the Happy Life): cap. 2, line 2
• Alternate translation: I do not distinguish by the eye, but by the mind, which is the proper judge of the man. (translator unknown).
• De Vita Beata (On the Happy Life): cap. 3, line 4
• As quoted in Caxtoniana: A Series of Essays on Life, Literature, and Manners (1864), Harper & brothers, Sir Edward Bulwer-Lytton, p. 174 (in the essay The Sympathetic Temperment ).
• De Brevitate Vitae ("On the Shortness of Life", trans. John W. Basore), Ch. 1
• De Brevitate Vitae ("On the Shortness of Life", trans. C. D. N. Costa), Ch. 7

On Tranquility of the Mind

• We are all chained to fortune: the chain of one is made of gold, and wide, while that of another is short and rusty. But what difference does it make? The same prison surrounds all of us, and even those who have bound others are bound themselves; unless perchance you think that a chain on the left side is lighter. Honors bind one man, wealth another; nobility oppresses some, humility others; some are held in subjection by an external power, while others obey the tyrant within; banishments keep some in one place, the priesthood others. All life is slavery. Therefore each one must accustom himself to his own condition and complain about it as little as possible, and lay hold of whatever good is to be found near him. Nothing is so bitter that a calm mind cannot find comfort in it. Small tablets, because of the writer's skill, have often served for many purposes, and a clever arrangement has often made a very narrow piece of land habitable. Apply reason to difficulties; harsh circumstances can be softened, narrow limits can be widened, and burdensome things can be made to press less severely on those who bear them cleverly.
• Chapter 11, Section 4
• I shall never be ashamed of citing a bad author if the line is good.
• Chapter 11, Section 8
• Virtue runs no risk of becoming contemptible by being exposed to view, and it is better to be despised for simplicity than to be tormented by continual hypocrisy.
• Our minds must have relaxation: rested, they will rise up better and keener. Just as we must not force fertile fields (for uninterrupted production will quickly exhaust them), so continual labor will break the power of our minds. They will recover their strength, however, after they have had a little freedom and relaxation.
• In Latin, nullum magnum ingenium sine mixtura dementiae fuit (There is no great genius without some touch of madness). This passage by Seneca is the source most often cited in crediting Aristotle with this thought, but in Problemata xxx. 1, Aristotle says: 'Why is it that all those who have become eminent in philosophy or politics or poetry or the arts are clearly melancholic?' The quote by Plato is from the Dialogue Phaedrus (245a).

Seneca: Dialogues

(translated by Aubrey Stewart, (1887-1898) [ full text ])

To Marcia on Consolation

• When the changes of our times gave you an opportunity, you restored to the use of man that genius of your father for which he had suffered, and made him in real truth immortal by publishing as an eternal memorial of him those books which that bravest of men had written with his own blood. You have done a great service to Roman literature: a large part of Cordus ’s books had been burned; a great service to posterity, who will receive a true account of events, which cost its author so dear; and a great service to himself, whose memory flourishes and ever will flourish, as long as men set any value upon the facts of Roman history , as long as anyone lives who wishes to review the deeds of our fathers, to know what a true Roman was like — one who still remained unconquered when all other necks were broken in to receive the yoke of Sejanus , one who was free in every thought, feeling, and act.
• By Hercules , the state would have sustained a great loss if you had not brought him forth from the oblivion to which his two splendid qualities, eloquence and independence, had consigned him: he is now read, is popular, is received into men’s hands and bosoms, and fears no old age: but as for those who butchered him, before long men will cease to speak even of their crimes, the only things by which they are remembered.
• All vices sink into our whole being, if we do not crush them before they gain a footing; and in like manner these sad, pitiable, and discordant feelings end by feeding upon their own bitterness, until the unhappy mind takes a sort of morbid delight in grief... In like manner, wounds heal easily when the blood is fresh upon them: they can then be cleared out and brought to the surface, and admit of being probed by the finger: when disease has turned them into malignant ulcers, their cure is more difficult.
• Octavia lost Marcellus , whom both his father-in-law and his uncle had begun to depend upon, and to place upon his shoulders the weight of the empire — a young man of keen intelligence and firm character, frugal and moderate in his desires to an extent which deserved especial admiration in one so young and so wealthy, strong to endure labour, averse to indulgence, and able to bear whatever burden his uncle might choose to lay, or I may say to pile upon his shoulders. Augustus had well chosen him as a foundation, for he would not have given way under any weight, however excessive.
• What madness this is, to punish oneself because one is unfortunate, and not to lessen, but to increase one’s ills! You ought to display, in this matter also, that decent behaviour and modesty which has characterised all your life: for there is such a thing as self-restraint in grief also.
• When we leave you and assemble together by ourselves, we talk freely about his sayings and doings, treating them with the respect which they deserve: in your presence deep silence is observed about him, and thus you lose that greatest of pleasures, the hearing the praises of your son, which I doubt not you would be willing to hand down to all future ages, had you the means of so doing, even at the cost of your own life.

On Anger to Novatus. Book I

• You have demanded of me, Novatus , that I should write how anger may be soothed, and it appears to me that you are right in feeling especial fear of this passion, which is above all others hideous and wild: for the others have some alloy of peace and quiet, but this consists wholly in action and the impulse of grief, raging with an utterly inhuman lust for arms, blood and tortures, careless of itself provided it hurts another, rushing upon the very point of the sword, and greedy for revenge even when it drags the avenger to ruin with itself.
• Some of the wisest of men have in consequence of this called anger a short madness: for it is equally devoid of self control, regardless of decorum, forgetful of kinship, obstinately engrossed in whatever it begins to do, deaf to reason and advice, excited by trifling causes, awkward at perceiving what is true and just, and very like a falling rock which breaks itself to pieces upon the very thing which it crushes.
• That you may know that they whom anger possesses are not sane, look at their appearance; for as there are distinct symptoms which mark madmen, such as a bold and menacing air, a gloomy brow, a stern face
• Other vices can be concealed and cherished in secret; anger shows itself openly and appears in the countenance, and the greater it is, the more plainly it boils forth. Do you not see how in all animals certain signs appear before they proceed to mischief, and how their entire bodies put off their usual quiet appearance and stir up their ferocity? Boars foam at the mouth and sharpen their teeth by rubbing them against trees, bulls toss their horns in the air and scatter the sand with blows of their feet
• Next, if you choose to view its results and the mischief that it does, no plague has cost the human race more dear
• See the foundations of the most celebrated cities hardly now to be discerned; they were ruined by anger. See deserts extending for many miles without an inhabitant: they have been desolated by anger.
• What, if you were to pass from the consideration of those single men against whom anger has broken out to view whole assemblies cut down by the sword, the people butchered by the soldiery let loose upon it, and whole nations condemned to death in one common ruin... as though by men who either freed themselves from our charge or despised our authority?
• Everything of this sort is not anger, but the semblance of anger, like that of boys who want to beat the ground when they have fallen upon it, and who often do not even know why they are angry, but are merely angry without any reason or having received any injury, yet not without some semblance of injury received, or without some wish to exact a penalty for it.
• Thus they are deceived by the likeness of blows, and are appeased by the pretended tears of those who deprecate their wrath, and thus an unreal grief is healed by an unreal revenge.
• We must admit, however, that neither wild beasts nor any other creature except man is subject to anger: for, whilst anger is the foe of reason, it nevertheless does not arise in any place where reason cannot dwell. Wild beasts have impulses, fury, cruelty, combativeness: they have not anger any more than they have luxury: yet they indulge in some pleasures with less self-control than human beings.
• Dumb creatures have not human feelings, but have certain impulses which resemble them: for if it were not so, if they could feel love and hate, they would likewise be capable of friendship and enmity, of disagreement and agreement. Some traces of these qualities exist even in them, though properly all of them, whether good or bad, belong to the human breast alone.
• To no creature besides man has been given wisdom, foresight, industry, and reflection.
• To animals not only human virtues but even human vices are forbidden: their whole constitution, mental and bodily, is unlike that of human beings...they possess intellect, the greatest attribute of all, but in a rough and inexact condition. It is, consequently, able to grasp those visions and semblances which rouse it to action, but only in a cloudy and indistinct fashion. Their impulses and outbreaks are violent, and that they do not feel fear, anxieties, grief, or anger, but some semblances of these feelings: wherefore they quickly drop them and adopt the converse of them: they graze after showing the most vehement rage and terror, and after frantic bellowing and plunging they straightaway sink into quiet sleep.
• What anger is has been sufficiently explained. The difference between it and irascibility is evident: it is the same as that between a drunken man and a drunkard; between a frightened man and a coward. It is possible for an angry man not to be irascible; an irascible man may sometimes not be angry. I shall omit the other varieties of anger, which the Greeks distinguish by various names, because we have no distinctive words for them in our language, although we call men bitter and harsh, and also peevish, frantic, clamorous, surly and fierce: all of which are different forms of irascibility.
• Let us now enquire whether anger be in accordance with nature, and whether it be useful and worth entertaining in some measure.
• What is more affectionate to others than man? Yet what is more savage against them than anger?
• Mankind is born for mutual assistance, anger for mutual ruin: the former loves society, the latter estrangement.
• The one loves to do good, the other to do harm; the one to help even strangers, the other to attack even its dearest friends.
• The one is ready even to sacrifice itself for the good of others, the other to plunge into peril provided it drags others with it.
• Who, then, can be more ignorant of nature than he who classes this cruel and hurtful vice as belonging to her best and most polished work?
• Anger, as we have said, is eager to punish; and that such a desire should exist in man’s peaceful breast is least of all according to his nature; for human life is founded on benefits and harmony and is bound together into an alliance for the common help of all, not by terror, but by love towards one another.

Dialogi de Tranquillitate Animi (Concerning Peace of Mind)

• Much must also be withdrawn into oneself: for a well-composed conversation of differences disturbs and renews the affections, and infuriates whatever is weak in the mind and has not been cared for... Loneliness will cure the hatred of the crowd, the boredom of solitude will be cured by the crowd. ... A certain dullness and languor of the mind is born from constant toil. ...Nor would the desire of men so much tend to this, unless play and fun had a kind of natural voluptuousness. The frequent use of which will relieve all the weight of the soul and all the vigor. For sleep is also necessary for refreshment, but if you continue it day and night, death will result.
• It makes a big difference whether you give something back or pay it off... The framers of the laws instituted festivals, in order that men should be publicly compelled to gaiety, as a necessary temperance for labors; We remember the great orator Pollio Asinius , who was not detained by anything beyond the tenth hour: he did not even need letters for an hour after that, so that no new concern arose, but he put the fatigue of the whole day in those two hours. Some joined in the middle of the day and put off some lighter work in the afternoon hours. Our elders also forbade a new report to be made in the senate after ten o'clock. The army divided the vigils, and the night was safe from the return of the expedition.
• The mind must be indulged, and leisure must be given from time to time, which is the place of food and strength.
• To roam in open walks, that the soul may increase and lift itself up in the free air and with much spirit; sometimes travel and a change of country will give vigor , and marriage and more liberal drink. Sometimes even to the point of drunkenness, not that it drowns us, but that it depresses us: for it washes away cares and moves the mind from below, and, as with certain diseases, so it heals sadness.
• You have, dearest Serene, things that can protect tranquility, things that restore it, things that resist creeping escapes. Be it known, however, that none of these things is sufficient for those who hold a feeble matter, unless a constant concern surrounds the slipping mind.

Other works

• From Ad Marciam De Consolatione (Of Consolation, To Marcia), cap. XIX, line 5
• In L. Anneus Seneca: Minor Dialogues (1889), translated by Aubrey Stewart, George Bell and Sons (London), p. 190.
• From Moral Essays : Ad Marciam De Consolatione (trans. J. W. Basore)
• From Ad Polybium De Consolatione (Of Consolation, To Polybius), chap. I; translation based on work of Aubrey Stewart
• From Ad Polybium De Consolatione (Of Consolation, To Polybius), chap. VI, line 5
• Ugo Bardi (2017). "The Seneca Effect: Why growth is slow but collapse is rapid". ISSN 1612-3018 . DOI : 10.1007/978-3-319-57207-9 .
• Letters to Lucilius , letter 91, page 294.

The various modes of worship which prevailed in the Roman world were all considered by the people as equally true; by the philosopher as equally false; and by the magistrate as equally useful. — Edward Gibbon, The History of the Decline and Fall of the Roman Empire , Vol. I , Ch. II

"The best wrestler," he would say, "is not he who has learned thoroughly all the tricks and twists of the art, which are seldom met with in actual wrestling, but he who has well and carefully trained himself in one or two of them, and watches keenly for an opportunity of practising them." — Seneca, On Benefits , vii. 1

Misattributed

• Seneca quotes this in Epistulae Morales ad Lucilium ; Epistle IX and attributes it to Hecato
• The quote is from a Roman tragedy Octavia ; Act 2, Line 444, where Seneca advises Nero against carrying out his tyrannical plans. Seneca's attribution to the play is generally discredited by modern scholarship.

Quotes about Seneca

• Robin Campbell, introduction to Seneca's Letters
• Richard Mott Gummere, Seneca the Philosopher, and His Modern Message (1922)
• Michel de Montaigne , Essays , II:32, Defense of Seneca and Plutarch .
• Suetonius , Caligula , 53.

External links

• Works by Seneca the Younger at Project Gutenberg
• Essays by Seneca at Quotidiana.org
• Seneca's essays in English (at Stoics.com)
• Original texts of Seneca's works at The Latin Library
• Modern Commentaries on Seneca's Epistulae Morales

• Philosophers from Rome
• Latin authors
• Political leaders
• Playwrights from Rome
• Poets from Rome
• 1st century deaths
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• People from Andalusia

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How to Cite a Poem in MLA | Quoting & Citing Correctly

Published on August 9, 2019 by Shona McCombes . Revised on June 16, 2022 by Jack Caulfield.

When you quote poetry, you have to properly format the quotation and the in-text citation, in order to direct the reader to the correct source entry in the Works Cited list.

Separate lines in a poetry quotation with a slash , and include the poet’s last name either in your text or in parentheses after the quote. To show the location of the quote, include line numbers (if specified in the text) or a page number (if the poem is published across multiple pages).

The second stanza begins with an ominous prophetic voice asking “What are the roots that clutch, what branches grow / Out of this stony rubbish?” ( Eliot , lines 19–20 ).

In the Works Cited entry, include the full publication details of the source in which you found the poem (e.g. a book or website ). You can use our free MLA citation generator to create Works Cited entries and in-text citations.

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Table of contents

How to quote poetry in mla, mla in-text citations for poems, mla works cited entry for a poem, frequently asked questions about citing poetry in mla.

When you quote a single line of a poem (or part of a line), simply put it in quotation marks as you would for any other quote . For quotations of multiple lines, there are some specific formatting requirements.

If you quote two or three lines, use a forward slash to mark the line breaks. Put a space before and after the slash. Make sure to use the same punctuation, capitalization, and styling as in the original text.

Mahon writes that “Deep in the grounds of a burnt-out hotel, / Among the bathtubs and the washbasins / A thousand mushrooms crowd to a keyhole.”

If there is a stanza break between the lines, use a double slash.

A haunting image comes next: “They lift frail heads in gravity and good faith. // They are begging us, you see, in their wordless way, / To do something, to speak on their behalf” (Mahon).

If you quote more than three lines of poetry, set them off as a block quote . Use an introductory sentence ending with a colon, then start the quotation on a new line, indented half an inch from the left margin, with no quotation marks.

When block quoting poetry, include all line breaks in the quotation and keep the formatting as close to the original as possible. If there is any unusual spacing, reproduce this in the block quote.

Mahon’s poem opens with a series of images of eerily deserted spaces:

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When quoting a poem, the poet’s last name must be clearly stated so that the reader can locate the source in the Works Cited list. If you cite more than one poem by the same author, you also need to mention the title of the poem you are quoting.

Often you will name the poet and title in the main text as you introduce the quote. If not, or if there is any ambiguity about which poem you are referring to, include the author name and/or title in a parenthetical citation after the quote.

Line numbers and page numbers in in-text citations

Sometimes poems are published with line numbers in the margin. In this case, use the line numbers in your in-text citation to more precisely locate the quote. Use the word “line” or “lines” (preceded by a comma) in the first citation, but only the numbers in subsequent citations.

If there are no line numbers displayed in the source, do not count them manually. If the poem is published over multiple pages, use the page number instead.

If there are no page or line numbers available (for example, when accessing a poem on a website), or if the poem appears on a single page of the published text, without line numbers, you only need to include the poet’s name .

If you have already mentioned the author when introducing the quotation, and there are no line or page numbers, no parenthetical citation is needed.

Consecutive citations of the same poem

If you cite the same poem repeatedly within a paragraph, you only need to mention the author’s name in the first citation . Subsequent citations can just consist of line or page numbers (or be omitted entirely if there are no numbers to give), as long as it’s clear from the context that you’re still citing the same poem.

The second stanza begins with an ominous prophetic voice asking “What are the roots that clutch, what branches grow / Out of this stony rubbish?” (Eliot, lines 19–20) . The “heap of broken images” (22) referenced in the following lines could be taken for a symbol of the fragmentary structure of the poem itself.

However, give the full citation again if you start a new paragraph or cite another source in between.

In the Works Cited entry, you start with the poet’s name, followed by the title of the poem in quotation marks. Then include details of the source where the poem was published. Usually you will follow the format of an MLA book citation or an MLA website citation .

Poem in a book

If the poem is from a collection of the poet’s work, add the name of the book in italics; the publisher; the year; and the page or page range on which the poem appears.

Poem in an anthology

If the poem was published as part of an edited collection, follow the same format as above, but add the name(s) of the book’s editor(s).

Poem on a website

If you accessed the poem on a website, include the name of the website and the URL. If the web page has a publication date , include this; if not, add the date on which you accessed it. If relevant, you can also add the original publication year directly after the poem’s title.

To quote poetry in MLA style , introduce the quote and use quotation marks as you would for any other source quotation .

If the quote includes line breaks, mark these using a forward slash with a space on either side. Use two slashes to indicate a stanza break.

If the quote is longer than three lines, set them off from the main text as an MLA block quote . Reproduce the line breaks, punctuation, and formatting of the original.

An MLA in-text citation should always include the author’s last name, either in the introductory text or in parentheses after a quote .

If line numbers or page numbers are included in the original source, add these to the citation.

If you are discussing multiple poems by the same author, make sure to also mention the title of the poem (shortened if necessary). The title goes in quotation marks .

Only use line numbers in an MLA in-text citation if the lines are numbered in the original source. If so, write “lines” in the first citation of the poem , and only the numbers in subsequent citations.

If there are no line numbers in the source, you can use page numbers instead. If the poem appears on only one page of a book (or on a website ), don’t include a number in the citation.

In the list of Works Cited , start with the poet’s name and the poem’s title in quotation marks. The rest of the citation depends on where the poem was published.

If you read the poem in a book or anthology, follow the format of an MLA book chapter citation . If you accessed the poem online, follow the format of an MLA website citation .

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