Let the reader know who it is you are quoting and from what context you took it. Be sure to follow quotes with analysis (why you used the quote).

Original:

Some people think that, "If we compete on wages in a no-win game of who can pay workers the least, we will grow to resemble our competitors" (Durbin 73).

Revision:

In her article on American workers and the American dream, Melissa Durbin argues, "If we compete on wages in a no-win game of who can pay workers the least, we will grow to resemble our competitors" (73). Published in the Houston Chronicle, Durbin's article expresses the perils of economic competition.

Generally speaking, it is better not to use a complete quotation unless you comment on it in some way. Try to include only the most relevant or important part of the quote. Introduce it with the author's name or with a phrase that links your ideas to the quotation. Continue the idea expressed by the quotation with your own words.

Original:

Debates about environmental issues and animal protection continue today. "In the four years that the Endangered Species Act has languished in congressional limbo, seven species have become extinct and the populations of dozens more have nosedived" (Begley 59).

Revision:

In her article on environmental debates, Sharon Begley refers to the Endangered Species Act as having "languished in congressional limbo" while the populations of various species are coming dangerously close to extinction (59).

You have a minimum amount of space to make your point; quotations, by themselves, do not build your argument. Save your quotations for when an exact phrase or sentence is absolutely necessary or for when you need a vivid example. No more than 30% of your paper should be quoted material.

Use present tense verbs when describing events occurring in a poem, story, novel or play. ("Hemingway writes. . ." or "Hamlet says. . .")

Original:

In her short stories, Flannery O'Connor wrote about violence and the grotesque in the Southern gothic experience.

Revision:

In her short stories, Flannery O'Connor writes about violence and the grotesque in the Southern gothic experience.

Instead of repeating the title, use "the work," "this novel," "the drama," "the tale," etc. Don't say something like, "The previously mentioned work" or "This work of our author."

Original:

"A Rose for Emily" by William Faulkner is a story about the decay of the Southern gentile class. In the previously mentioned work, Emily represents the traditions of past generations. This story has often been read as an example of the Southern gothic story.

Revision:

"A Rose for Emily" by William Faulkner explores the decay of the Southern gentile class. Emily, the title character, represents the traditions of past generations. This story has often been read as an example of the Southern gothic genre.

Refer to the author by his/her full name the first time you mention him/her and after that by last name only.

Original:

Sandra Cisneros began writing at the age of ten. Sandra Cisneros studied creative writing at the Iowa Writer's Workshop, where she earned a Master of Fine Arts degree. Sandra Cisneros is the author of House on Mango Street, Woman Hollering Creek, and various collections of poetry.

Revision:

Sandra Cisneros began writing at the age of ten. She later studied creative writing at the Iowa Writer's Workshop and earned a Master of Fine Arts degree. Cisneros is the author of House on Mango Street, Woman Hollering Creek, and various collections of poetry.

Consider your audience. Be direct, be professional, and be yourself. Don't be pompous and showy, but don't be over-familiar. Avoid slang and clichés.

Original:

This book was good, but I didn't really understand it.

Original:

The magnanimous aspects of the aforementioned novel were eclipsed by the Byzantine language and convoluted theoretical explications.

Revision:

This text presents a comprehensive exploration of certain concepts. However, the author's ideas are often difficult to decipher because of the complex vocabulary and insufficiently defined terms.

The author may not necessarily believe in his characters' actions, so don't say "Shakespeare felt it was okay to murder one's stepfather" when talking about the character Hamlet.

You can be sure your instructor will have read the work. Your thesis statement should analyze, not summarize a topic.

Save your best argument for last, or start with an obvious point and end with a compelling one.

Terms can be tricky. Before you use one, look it up in a handbook of literary terms.