December 2-8
Legal Considerations in Photojournalism
Here are some potentially troublesome situations you might encounter. Discuss what you think is the correct answer legally and discuss how you personally might handle it.
1. If you take pictures of someone in their home with a hidden camera, could you be sued for invasion of privacy? (yes)
2. Is it legal for you to photograph a celebrity walking along a city street, even if they don't want to be photographed? (yes, because it's a public street)
3. If you photograph Ricky Martin driving down the street in a new BMW, could BMW use one of your pictures in an advertisement? (no, they need written permission)
4. You are editor of a feature magazine, and you need a picture of some troubled teens to illustrate a story. Your photographer goes by the high school and shoots some pictures of some teens waiting outside for their rides. You print one of the pictures, only to find out later that these were some of the school's top scholars. Could they sue you successfully? (yes, because you potentially hurt their reputations)
5. , You take a picture of woman with her dress blowing up, showing her undergarments underneath. Although her face is not visible, her children are next to her. Since she was in public view, can your editor run it without fear of being sued? (no, she could successfully prove that the photo was embarrassing but not newsworthy)
6. You're at the hospital visiting a sick friend and have a chance to get a photo of a local celebrity being wheeled into the X-ray room. This would be of great interest to your readers. You take the pictures and turn one into your editor. Can she legally run it? (no, the law protects people privacy in hospitals -- she would need written permission to run it)
7. . You see a bad car accident and begin taking photos immediately, of the smashed cars, of the victims being tended to and put into the ambulance, etc. The police at the scene order you to stop. As a representative of the media, can you legally continue? (yes) If so, are there any limits to what you can shoot? (you cannot take pictures of a victim in an ambulance)
8. From the street, you photograph two teen-agers kissing on a front porch. Even if you did not ask their permission, can your editor legally run it? (yes, legally it's OK since anything on a public street is fair game, but ethically you might decide against it)
9. . There has been a bad fire in someone's home, and you want to take pictures inside the house. The owner is not home, and the police and firefighters do not object. Do you, as a representative of the media, have a right to enter the house, or would you be trespassing? (you have a right to enter the house and take pictures)
10. You're shopping in a grocery store and witness a woman cut by a broken pickle jar. She sees your camera and asks you to photograph her wound. Can you legally take a picture? (yes) What if the manager sees you and asks you to stop? (you must stop since you're on their private property) What if the manager demands you turn your film over to her? (you don't have to -- that's your property)
_____________________________________________________________________________
Ethical Considerations in Photojournalism
Pair 1
Photographer: You are working with a reporter on a story about a coach who holds some national records for weightlifting. You still need a shot of him working out, so you arrange to meet him at the gym and take pictures of him lifting weights just as he normally does. Make an argument for running your photo.
Photo editor: Do you run this set-up photo? Why or why not?
Pair 2
Photographer: A baby left in a locked car died from the heat. You heard about it on a police scanner and were able to get a picture of the policeman taking the baby out of the car.
Photo editor: Do you run this as a warning to other parents? Why or why not?
Pair 3
Photographer: A fire escape collapses during a fire, plunging a woman to her death. A child who also falls miraculously survived.You get a picture of them in mid-air, just as the fire escape gives way. The photo is a potential Pulitzer Prize winner.
Photo editor: Do you run this photo of a woman falling to her death? Why or why not?
Pair 4
Photographer: A woman takes off her clothes in protest of being denied entrance to a building. You get a picture of her protest.
Photo editor: Do you run this photo of a nude woman? Why or why not?
Pair 5
Photographer: During a news conference, an important political figure makes an obscene gesture at some hecklers in the crowd. You take the picture and turn it into your editor.
Photo editor: This is definitely newsworthy but potentially offensive. Do you run it? Why or why not?
Pair 6
Photographer: A man notifies the press that a newsworthy event will be taking place at a certain time and location. He makes a statement protesting a government action, then douses himself with gasoline and lights a match. You get some dramatic pictures of the event, potential prize winners.
Photo editor: Should you run the picture because it's newsworthy or deny the protester the publicity he was seeking? Explain your decision.
Pair 7
Photographer: You photograph a family grieving over their son who drowned in a local canal. You capture them at the moment the authorities unzip the body bag for them to make identification of him.
Photo editor: Do you run this to urge other families to be cautious or respect the privacy of their grief?
Pair 8
Photographer: You photograph two students exchanging money and a bag of something. You realize this would be a great photo to go with a story your staff is doing on drugs on campus.
Photo editor: Do you run this? Why or why not?
Teacher Survey:
cff.psu.edu/survey
ID # is 0650148
Monday, November 24, 2008
Ethical Decisions in Journalism
Nov 25
Students will be presented with situations of libel and libelous photography. They will justify is situations are printable in a newspaper or must be held back.
*Please see the last two previous blogs
-Students will review works by photo journalist, Gary Fabiano
http://www.garyfabiano.com/Artist.asp?ArtistID=14952&Akey=YXPRY2JP
Students will be presented with situations of libel and libelous photography. They will justify is situations are printable in a newspaper or must be held back.
*Please see the last two previous blogs
-Students will review works by photo journalist, Gary Fabiano
http://www.garyfabiano.com/Artist.asp?ArtistID=14952&Akey=YXPRY2JP
Monday, November 17, 2008
Libel
PowerPoints:
Let's talk about Libel:
PowerPoint Presentation
Law of the Student Press
Libel and the First Amendment
The Student Press Law Center
http://www.splc.org/default.asp
Begin into the Tinker story why you have liberties at the school house door.
Three students in Des Moines, Iowa decided to protest the Vietnam War in 1965 by wearing black armbands to school. The school learned of their plans and made a rule prohibiting black arm bands. They were told to take them off when they refused, they were suspended.
Students and their parents sued the school district. Four years later, in 1969, in a landmark decision the court ruled that students were permitted to their First Amendment rights as long as they did not cause a substantial disruption of or material interference with school activities. Administrator must demonstrate facts in order for a legal censorship to hold up in court. This case paved the way for uncensored school newspapers until 1985.
Tinker says that a newspaper may not be censored if the story or the research for the story is not causing a disruption to the school
Procedure Three:
Break students up into groups.
Hand students scenarios of real court cases taken from "Law of the Student Press." Group must determine which was determined as a censorship and which case wasn’t. Students must read their scenario to the class and give their opinion and why.
Procedure Four:
Bring students back into class.
Have students read an article that was censored from the Hazelwood case.
Read the scenario from Hazelwood and ask the class if they believe this should be censored.
Why or why not?
Is there anything wrong with these articles that you feel could cause a disruption?
Procedure Five: The Hazelwood Case
In 1983 students at Hazelwood East High School in St. Louis were shocked when they received their paper back and found two stories missing. One had been about teenage pregnancies and had featured anonymous students in the high school. The other had been about divorces and how it affects teenagers. The past adviser (who had just left the district) had started a tradition of giving the principal the newspaper as a common courtesy before it went to press. The principal had been concerned about the articles -- thinking they were too revealing and did not fully cover the stories. (Did not interview all needed sources etc.) He cut the stories without telling the students or the new adviser. His first claims were that the stories were “too sensitive” and that the topic of divorce was inappropriate for high school students. In court he claimed that the girls in the pregnancy story were easily identifiable, that students were sexually active, and that the parents did not respond. In the divorce story he did not like the reference that the father that was gone all the time.
The newspaper decided to sue based on Tinker. The case made it to the Supreme Court. In a defeat to student journalists, the court sided with the school and drew up new rules for censorship from the school.
The court decided that if the following were true...
The newspaper must be an open forum of public expression. (Newspapers must have an editorial policy proclaiming they are an open forum.
Public open forum means that any student may write a letter and have it published. Any student or teacher may request to have a guest column.)
Students must have the final say in content about the paper.
Papers should not be given to administration before going to print. (This is how the students in Hazelwood got in trouble.)
... then Tinker applies: The school may only censor when they feel that it will disturb the learning process.) If there is a written school policy then the newspaper cannot be under prior review by the school!
If paper does not proclaim itself an open forum, then it is subject to prior review.
Schools must still justify why they censored material and why it is not educationally fit. Papers must be careful to be grammatically correct, research correct sources, not use vulgar words, have balanced reporting, etc…
Procedure Six:
Review with students over how to tell the difference between what law a newspaper falls under.
Assessment:
The following class, students to be able to come in and define what Tinker is and what Hazelwood in a short essay quiz.
Have students look up Libel and Privacy Law
http://www.rcfp.org/handbook/viewpage.cgi
Additional Websites for related research include:
Why is freedom of speech and press important?
http://www.freedomforum.org/about/today.asp
http://www.rcfp.org/
Overview of First Amendment Law (Review sites)
http://www.aclu.org/library/pbp10.htm
l
http://www.law.cornell.edu/topics/first_amendment.html
http://supreme.lp.findlaw.com/constitution/amendment01/06.html
Let's talk about Libel:
PowerPoint Presentation
Law of the Student Press
Libel and the First Amendment
The Student Press Law Center
http://www.splc.org/default.asp
Begin into the Tinker story why you have liberties at the school house door.
Three students in Des Moines, Iowa decided to protest the Vietnam War in 1965 by wearing black armbands to school. The school learned of their plans and made a rule prohibiting black arm bands. They were told to take them off when they refused, they were suspended.
Students and their parents sued the school district. Four years later, in 1969, in a landmark decision the court ruled that students were permitted to their First Amendment rights as long as they did not cause a substantial disruption of or material interference with school activities. Administrator must demonstrate facts in order for a legal censorship to hold up in court. This case paved the way for uncensored school newspapers until 1985.
Tinker says that a newspaper may not be censored if the story or the research for the story is not causing a disruption to the school
Procedure Three:
Break students up into groups.
Hand students scenarios of real court cases taken from "Law of the Student Press." Group must determine which was determined as a censorship and which case wasn’t. Students must read their scenario to the class and give their opinion and why.
Procedure Four:
Bring students back into class.
Have students read an article that was censored from the Hazelwood case.
Read the scenario from Hazelwood and ask the class if they believe this should be censored.
Why or why not?
Is there anything wrong with these articles that you feel could cause a disruption?
Procedure Five: The Hazelwood Case
In 1983 students at Hazelwood East High School in St. Louis were shocked when they received their paper back and found two stories missing. One had been about teenage pregnancies and had featured anonymous students in the high school. The other had been about divorces and how it affects teenagers. The past adviser (who had just left the district) had started a tradition of giving the principal the newspaper as a common courtesy before it went to press. The principal had been concerned about the articles -- thinking they were too revealing and did not fully cover the stories. (Did not interview all needed sources etc.) He cut the stories without telling the students or the new adviser. His first claims were that the stories were “too sensitive” and that the topic of divorce was inappropriate for high school students. In court he claimed that the girls in the pregnancy story were easily identifiable, that students were sexually active, and that the parents did not respond. In the divorce story he did not like the reference that the father that was gone all the time.
The newspaper decided to sue based on Tinker. The case made it to the Supreme Court. In a defeat to student journalists, the court sided with the school and drew up new rules for censorship from the school.
The court decided that if the following were true...
The newspaper must be an open forum of public expression. (Newspapers must have an editorial policy proclaiming they are an open forum.
Public open forum means that any student may write a letter and have it published. Any student or teacher may request to have a guest column.)
Students must have the final say in content about the paper.
Papers should not be given to administration before going to print. (This is how the students in Hazelwood got in trouble.)
... then Tinker applies: The school may only censor when they feel that it will disturb the learning process.) If there is a written school policy then the newspaper cannot be under prior review by the school!
If paper does not proclaim itself an open forum, then it is subject to prior review.
Schools must still justify why they censored material and why it is not educationally fit. Papers must be careful to be grammatically correct, research correct sources, not use vulgar words, have balanced reporting, etc…
Procedure Six:
Review with students over how to tell the difference between what law a newspaper falls under.
Assessment:
The following class, students to be able to come in and define what Tinker is and what Hazelwood in a short essay quiz.
Have students look up Libel and Privacy Law
http://www.rcfp.org/handbook/viewpage.cgi
Additional Websites for related research include:
Why is freedom of speech and press important?
http://www.freedomforum.org/about/today.asp
http://www.rcfp.org/
Overview of First Amendment Law (Review sites)
http://www.aclu.org/library/pbp10.htm
l
http://www.law.cornell.edu/topics/first_amendment.html
http://supreme.lp.findlaw.com/constitution/amendment01/06.html
Wednesday, November 12, 2008
Access NY Times
1. Classroom Account: (click below)
http://classroom.nytimes.com
2. Account number: 200276996
3. When you get to the Classroom Subscription landing page, click on the newspaper image to launch the Electronic Edition.
**See yesterday's blog for daily work
http://classroom.nytimes.com
2. Account number: 200276996
3. When you get to the Classroom Subscription landing page, click on the newspaper image to launch the Electronic Edition.
**See yesterday's blog for daily work
Monday, November 10, 2008
Quotes R Us
Quiz:
http://www.newsroom101.com/
Monday: Quiz 32
Tuesday: Quiz 33
Daily Reading:
Read the Times Leader
Goal: Students will review quotation rules
Students will practice using quotation rules
Monday:
1. Workbook: Pg. 97
Exercise 1: A-C
Exercise 3: complete entire exercise
We will review these exercises in class
Tuesday:
2. Quiz
Students will find two examples for the following quotes:
Label each and include page numbers type:
Direct
Partial
Split
Paraphrased
Students will highlight all punctuation including quotation marks.
Students will create two original examples of each type of quote. Highlight each punctuation mark in the original examples
http://www.newsroom101.com/
Monday: Quiz 32
Tuesday: Quiz 33
Daily Reading:
Read the Times Leader
Goal: Students will review quotation rules
Students will practice using quotation rules
Monday:
1. Workbook: Pg. 97
Exercise 1: A-C
Exercise 3: complete entire exercise
We will review these exercises in class
Tuesday:
2. Quiz
Students will find two examples for the following quotes:
Label each and include page numbers type:
Direct
Partial
Split
Paraphrased
Students will highlight all punctuation including quotation marks.
Students will create two original examples of each type of quote. Highlight each punctuation mark in the original examples
AP RULES AND LEARNING ABOUT OTHERS
Wednesday - Friday
You will complete the following AP writing rule exercises.
http://www.newsroom101.com/NR_exercises/AP1/
A, B, C (Monday, Tuesday and Wednesday)
Daily Reading:
Read the Times Leader.
Read two AP articles each day and write a brief summary (turn them in for 20pts.)
-include pg. number and headline.
Goal: Students will become familiar with AP rules for writing
1. Students will complete the three exercises Wed, Thurs and Fri.
2. Students will take notes on the new rules
3. There will be a quiz on Thursday on the AP Style Rules
Students will conduct an interview scavenger hunt:
-Talk to 3 people with unique pets.
~be able to tell how long they have that pet, why they have that pet, etc.
-Find 3 people who have met or had an experience with famous people.
-Find someone who has an educational military experience that they can share or ask a math teacher what their favorite aspect of math.
-Go up to 3 people you have never met and learn about their study habits. Different ones.
-Find out what the best place in the high school is to hang out. (Ask several people)
-Find where the best place in Berwick to hang out is. (Ask several people)
-Find someone with a fascinating college story to inspire others to go to college from a teacher or dual enrollment high school student (Keep your story rated PG....Mrs. Christian will be reading!!)
-Ask one of our administrators and find out what their favorite meal in our cafeteria is.
-Ask 10 students the following questions: What is your fav. pizza place in Berwick ?
and What pizza topping would you like to order, but are afraid to try.
-Learn a dream / goal of a student you never met
You must talk to different people. Your answers must be from DIFFERENT PEOPLE!!
Have fun! Interview parameter is limited to BHS!
You will complete the following AP writing rule exercises.
http://www.newsroom101.com/NR_exercises/AP1/
A, B, C (Monday, Tuesday and Wednesday)
Daily Reading:
Read the Times Leader.
Read two AP articles each day and write a brief summary (turn them in for 20pts.)
-include pg. number and headline.
Goal: Students will become familiar with AP rules for writing
1. Students will complete the three exercises Wed, Thurs and Fri.
2. Students will take notes on the new rules
3. There will be a quiz on Thursday on the AP Style Rules
Students will conduct an interview scavenger hunt:
-Talk to 3 people with unique pets.
~be able to tell how long they have that pet, why they have that pet, etc.
-Find 3 people who have met or had an experience with famous people.
-Find someone who has an educational military experience that they can share or ask a math teacher what their favorite aspect of math.
-Go up to 3 people you have never met and learn about their study habits. Different ones.
-Find out what the best place in the high school is to hang out. (Ask several people)
-Find where the best place in Berwick to hang out is. (Ask several people)
-Find someone with a fascinating college story to inspire others to go to college from a teacher or dual enrollment high school student (Keep your story rated PG....Mrs. Christian will be reading!!)
-Ask one of our administrators and find out what their favorite meal in our cafeteria is.
-Ask 10 students the following questions: What is your fav. pizza place in Berwick ?
and What pizza topping would you like to order, but are afraid to try.
-Learn a dream / goal of a student you never met
You must talk to different people. Your answers must be from DIFFERENT PEOPLE!!
Have fun! Interview parameter is limited to BHS!
Monday, November 03, 2008
Monday- Friday
Daily Quiz:
http://www.newsroom101.com/
Monday: Quiz 25-28
Tuesday: 29
Wednesday: 30
Thursday: 31
Friday: Review Quiz (Yep, it's a big quiz!!)
Daily Reading:
Monday:
Read two stories in today's Times Leader
Tuesday:
Read two news stories in today's Times Leader
Wednesday: Times Leader
Thursday: Times Leader
Friday: Times leader
Goal: Students will finalize their interviews
Students will write rough drafts
Students will peer edit their articles
Students will finalize their articles and turn them in by Friday
Daily Quotation worksheet
-Students will complete a quotation worksheet each day to practice their quoting skills
-Test on Friday
Monday: Worksheet
Tuesday: http://www.primaryresources.co.uk/online/speechmarks.htm
Wednesday: http://owl.english.purdue.edu/handouts/grammar/g_quoteEX1.html
Thursday: http://teacher.scholastic.com/ACTIVITIES/writing/worksheet_1.asp?topic=
Daily Quiz:
http://www.newsroom101.com/
Monday: Quiz 25-28
Tuesday: 29
Wednesday: 30
Thursday: 31
Friday: Review Quiz (Yep, it's a big quiz!!)
Daily Reading:
Monday:
Read two stories in today's Times Leader
Tuesday:
Read two news stories in today's Times Leader
Wednesday: Times Leader
Thursday: Times Leader
Friday: Times leader
Goal: Students will finalize their interviews
Students will write rough drafts
Students will peer edit their articles
Students will finalize their articles and turn them in by Friday
Daily Quotation worksheet
-Students will complete a quotation worksheet each day to practice their quoting skills
-Test on Friday
Monday: Worksheet
Tuesday: http://www.primaryresources.co.uk/online/speechmarks.htm
Wednesday: http://owl.english.purdue.edu/handouts/grammar/g_quoteEX1.html
Thursday: http://teacher.scholastic.com/ACTIVITIES/writing/worksheet_1.asp?topic=
Sunday, November 02, 2008
Quotation rules
Quotation Marks
Brought to you by the Purdue University Online Writing Lab
For additional information on quoting sources, see the Purdue OWL handout Quoting, Paraphrasing, and Summarizing. For practice using quotation marks, try the separate exercise (and check your answers with the Answer Key). For more information on writing research papers and citing sources, see our extensive research paper workshop.
--------------------------------------------------------------------------------
Quotation Marks with Direct and Indirect Quotations
Quoting Prose
Direct quotations are another person's exact words--either spoken or in print--incorporated into your own writing.
Use a set of quotation marks to enclose each direct quotation included in your writing.
Use a capital letter with the first word of a direct quotation of a whole sentence. Do not use a capital letter with the first word of a direct quotation of part of a sentence.
If the quotation is interrupted and then continues in your sentence, do not capitalize the second part of the quotation.
Mr. and Mrs. Allen, owners of a 300-acre farm, said, "We refuse to use that pesticide because it might pollute the nearby wells."
Mr. and Mrs. Allen stated that they "refuse to use that pesticide" because of possible water pollution.
"He likes to talk about football," she said, "especially when the Super Bowl is coming up."
Indirect quotations are not exact words but rather rephrasings or summaries of another person's words. Do not use quotation marks for indirect quotations.
According to their statement to the local papers, the Allens refuse to use pesticide because of potential water pollution.
Below are some further explanations and examples of how to integrate quoted prose into your own writing.
Quotation within a quotation
Use single quotation marks for a quotation enclosed inside another quotation. For example:
The agricultural reporter for the newspaper explained, "When I talked to the Allens last week, they said, 'We refuse to use that pesticide.' "
Omitted words in a quotation
If you leave words out of a quotation, use an ellipsis mark to indicate the omitted words. If you need to insert something within a quotation, use a pair of brackets to enclose the addition. For example:
full quotation
The welfare agency representative said, "We are unable to help every family that we'd like to help because we don't have the funds to do so."
omitted material with ellipsis
The welfare agency representative said, "We are unable to help every family . . . because we don't have the funds to do so."
added material with brackets
The welfare agency representative explained that they are "unable to help every family that [they would] like to help."
Block quotations
A quotation that extends more than four typed lines on a page should be indented one inch from the left margin (the equivalent of two half-inch paragraph indentations). Maintain double spacing as in the main text, and do not use quotation marks for the block quotation.
Quoting Poetry
Short quotations
When you quote a single line of poetry, write it like any other short quotation. Two lines can be run into your text with a slash mark to indicate the end of the first line. Use quotation marks.
In his poem "Mending Wall," Robert Frost writes: "Something there is that doesn't love a wall, / That sends the frozen-ground-swell under it."
Long quotations
If the quotation is three lines or longer, set it off like a block quotation (see above). Some writers prefer to set off two-line verse quotations also, for emphasis. Quote the poem line by line as it appears on the original page, and do not use quotation marks. Indent one inch from the left margin.
In his poem "Mending Wall," Robert Frost questions the building of barriers and walls:
Before I built a wall I'd ask to know
What I was walling in or walling out,
And to whom I was like to give offense.
Writing Dialogue
Write each person's spoken words, however brief, as a separate paragraph. Use commas to set off dialogue tags such as "she said" or "he explained." Closely related narrative prose can be included in a paragraph with dialogue. If one person's speech goes on for more than one paragraph, use quotation marks to open the speech and at the beginning--but not the end--of each new paragraph in the speech. To close the speech, use quotation marks at the end of the final paragraph.
Quotation Marks for Titles of Minor Works and Parts of Wholes
Use quotation marks for:
titles of short or minor works, such as songs, short stories, essays, short poems, one-act plays, and other literary works that are shorter than a three-act play or a complete book.
titles of parts of larger works, such as chapters in books; articles in newspapers, magazines, journals, or other periodical publications; and episodes of television and radio series.
Use underlining or italics for titles of major works or of works that contain smaller segments such as books; plays of three or more acts; newspapers, magazines, journals, or other periodical publications; films; and television and radio series.
Do not use quotation marks for referring to the Bible or other sacred texts or to legal documents.
Quotation Marks for Words
Use quotation marks to indicate words used ironically, with reservations, or in some unusual way.
The great march of "progress" has left millions impoverished and hungry.
For words used as words themselves or for technical or unfamiliar terms used for the first time (and defined), use italics.
The English word nuance comes from a Middle French word meaning "shades of color."
The use of chiasmus, or the inversion of syntactic elements in parallel phrases, can create rhetorically powerful expressions.
Punctuation with Quotation Marks
Use a comma to introduce a quotation after a standard dialogue tag, a brief introductory phrase, or a dependent clause, for example, "He asked," "She stated," "According to Bronson," or "As Shakespeare wrote." Use a colon to introduce a quotation after an independent clause.
As D. H. Nachas explains, "The gestures used for greeting others differ greatly from one culture to another."
D. H. Nachas explains cultural differences in greeting customs: "Touching is not a universal sign of greeting. While members of European cultures meet and shake hands as a gesture of greeting, members of Asian cultures bow to indicate respect."
Put commas and periods within closing quotation marks, except when a parenthetical reference follows the quotation.
He said, "I may forget your name, but I never remember a face."
History is stained with blood spilled in the name of "civilization."
Mullen, criticizing the apparent inaction, writes, "Donahue's policy was to do nothing" (27).
Put colons and semicolons outside closing quotation marks.
Williams described the experiment as "a definitive step forward"; other scientists disagreed.
Benedetto emphasizes three elements of what she calls her "Olympic journey": family support, personal commitment, and great coaching.
Put a dash, question mark, or exclamation point within closing quotation marks when the punctuation applies to the quotation itself and outside when it applies to the whole sentence.
Philip asked, "Do you need this book?"
Does Dr. Lim always say to her students, "You must work harder"?
Sharon shouted enthusiastically, "We won! We won!"
I can't believe you actually like that song, "If You Wanna Be My Lover"!
Unnecessary Quotation Marks
Do not put quotation marks around the titles of your essays.
Do not use quotation marks for common nicknames, bits of humor, technical terms that readers are likely to know, and trite or well-known expressions.
You can practice these rules by doing the accompanying exercise.
http://owl.english.purdue.edu/handouts/grammar/g_quoteEX1.html
Brought to you by the Purdue University Online Writing Lab
For additional information on quoting sources, see the Purdue OWL handout Quoting, Paraphrasing, and Summarizing. For practice using quotation marks, try the separate exercise (and check your answers with the Answer Key). For more information on writing research papers and citing sources, see our extensive research paper workshop.
--------------------------------------------------------------------------------
Quotation Marks with Direct and Indirect Quotations
Quoting Prose
Direct quotations are another person's exact words--either spoken or in print--incorporated into your own writing.
Use a set of quotation marks to enclose each direct quotation included in your writing.
Use a capital letter with the first word of a direct quotation of a whole sentence. Do not use a capital letter with the first word of a direct quotation of part of a sentence.
If the quotation is interrupted and then continues in your sentence, do not capitalize the second part of the quotation.
Mr. and Mrs. Allen, owners of a 300-acre farm, said, "We refuse to use that pesticide because it might pollute the nearby wells."
Mr. and Mrs. Allen stated that they "refuse to use that pesticide" because of possible water pollution.
"He likes to talk about football," she said, "especially when the Super Bowl is coming up."
Indirect quotations are not exact words but rather rephrasings or summaries of another person's words. Do not use quotation marks for indirect quotations.
According to their statement to the local papers, the Allens refuse to use pesticide because of potential water pollution.
Below are some further explanations and examples of how to integrate quoted prose into your own writing.
Quotation within a quotation
Use single quotation marks for a quotation enclosed inside another quotation. For example:
The agricultural reporter for the newspaper explained, "When I talked to the Allens last week, they said, 'We refuse to use that pesticide.' "
Omitted words in a quotation
If you leave words out of a quotation, use an ellipsis mark to indicate the omitted words. If you need to insert something within a quotation, use a pair of brackets to enclose the addition. For example:
full quotation
The welfare agency representative said, "We are unable to help every family that we'd like to help because we don't have the funds to do so."
omitted material with ellipsis
The welfare agency representative said, "We are unable to help every family . . . because we don't have the funds to do so."
added material with brackets
The welfare agency representative explained that they are "unable to help every family that [they would] like to help."
Block quotations
A quotation that extends more than four typed lines on a page should be indented one inch from the left margin (the equivalent of two half-inch paragraph indentations). Maintain double spacing as in the main text, and do not use quotation marks for the block quotation.
Quoting Poetry
Short quotations
When you quote a single line of poetry, write it like any other short quotation. Two lines can be run into your text with a slash mark to indicate the end of the first line. Use quotation marks.
In his poem "Mending Wall," Robert Frost writes: "Something there is that doesn't love a wall, / That sends the frozen-ground-swell under it."
Long quotations
If the quotation is three lines or longer, set it off like a block quotation (see above). Some writers prefer to set off two-line verse quotations also, for emphasis. Quote the poem line by line as it appears on the original page, and do not use quotation marks. Indent one inch from the left margin.
In his poem "Mending Wall," Robert Frost questions the building of barriers and walls:
Before I built a wall I'd ask to know
What I was walling in or walling out,
And to whom I was like to give offense.
Writing Dialogue
Write each person's spoken words, however brief, as a separate paragraph. Use commas to set off dialogue tags such as "she said" or "he explained." Closely related narrative prose can be included in a paragraph with dialogue. If one person's speech goes on for more than one paragraph, use quotation marks to open the speech and at the beginning--but not the end--of each new paragraph in the speech. To close the speech, use quotation marks at the end of the final paragraph.
Quotation Marks for Titles of Minor Works and Parts of Wholes
Use quotation marks for:
titles of short or minor works, such as songs, short stories, essays, short poems, one-act plays, and other literary works that are shorter than a three-act play or a complete book.
titles of parts of larger works, such as chapters in books; articles in newspapers, magazines, journals, or other periodical publications; and episodes of television and radio series.
Use underlining or italics for titles of major works or of works that contain smaller segments such as books; plays of three or more acts; newspapers, magazines, journals, or other periodical publications; films; and television and radio series.
Do not use quotation marks for referring to the Bible or other sacred texts or to legal documents.
Quotation Marks for Words
Use quotation marks to indicate words used ironically, with reservations, or in some unusual way.
The great march of "progress" has left millions impoverished and hungry.
For words used as words themselves or for technical or unfamiliar terms used for the first time (and defined), use italics.
The English word nuance comes from a Middle French word meaning "shades of color."
The use of chiasmus, or the inversion of syntactic elements in parallel phrases, can create rhetorically powerful expressions.
Punctuation with Quotation Marks
Use a comma to introduce a quotation after a standard dialogue tag, a brief introductory phrase, or a dependent clause, for example, "He asked," "She stated," "According to Bronson," or "As Shakespeare wrote." Use a colon to introduce a quotation after an independent clause.
As D. H. Nachas explains, "The gestures used for greeting others differ greatly from one culture to another."
D. H. Nachas explains cultural differences in greeting customs: "Touching is not a universal sign of greeting. While members of European cultures meet and shake hands as a gesture of greeting, members of Asian cultures bow to indicate respect."
Put commas and periods within closing quotation marks, except when a parenthetical reference follows the quotation.
He said, "I may forget your name, but I never remember a face."
History is stained with blood spilled in the name of "civilization."
Mullen, criticizing the apparent inaction, writes, "Donahue's policy was to do nothing" (27).
Put colons and semicolons outside closing quotation marks.
Williams described the experiment as "a definitive step forward"; other scientists disagreed.
Benedetto emphasizes three elements of what she calls her "Olympic journey": family support, personal commitment, and great coaching.
Put a dash, question mark, or exclamation point within closing quotation marks when the punctuation applies to the quotation itself and outside when it applies to the whole sentence.
Philip asked, "Do you need this book?"
Does Dr. Lim always say to her students, "You must work harder"?
Sharon shouted enthusiastically, "We won! We won!"
I can't believe you actually like that song, "If You Wanna Be My Lover"!
Unnecessary Quotation Marks
Do not put quotation marks around the titles of your essays.
Do not use quotation marks for common nicknames, bits of humor, technical terms that readers are likely to know, and trite or well-known expressions.
You can practice these rules by doing the accompanying exercise.
http://owl.english.purdue.edu/handouts/grammar/g_quoteEX1.html
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