You cannot claim something happens in a text without evidence. Quotations ground your interpretation in the text itself. They show that you have read the text closely, that you can select meaningful moments, and that you understand how language creates meaning.
If the point is the claim, the quotation is the proof. Without textual evidence, a paragraph remains unsupported. With it, the analysis becomes persuasive and precise.
Embed the quotation naturally into the sentence so it reads as part of the analysis. Avoid simply dropping the quote on its own.
- Ineffective:
- In line 18, the author writes, "The city streets were littered with broken glass, echoing the chaos that had unfolded hours earlier."
- Improved:
- In line 18, the phrase "littered with broken glass" symbolises the aftermath of destruction and reinforces the theme of urban decay.
- Why this works:
- Short, integrated quotes preserve sentence flow and allow you to focus your analysis directly.
You can modify quotations in two ways: use square brackets to add or change words (tense, pronouns), and use ellipses to omit irrelevant parts.
- Original quote:
- "The lanterns flickered like distant stars, casting golden halos over the snow-covered road, quiet and empty."
- Modified example:
- The simile "flickered like distant stars" and the image of "golden halos" (line 12) transform the winter scene into a dreamlike memory.
- Why this works:
- Only the relevant words are quoted, keeping the sentence focused and concise.
Before or around the quotation, include minimal context so the reference makes sense to the reader.
- Ineffective:
- The phrase "she let go" implies detachment and emotional numbness.
- Improved:
- After her argument with her mother, the phrase "she let go" (line 22) suggests both physical release and emotional resignation.
- Why this works:
- A few words of context clarify the speaker, action, or situation, making your analysis more coherent.
Line numbers can be presented in two ways. Be consistent throughout your essay.
- In the sentence:
- In lines 10 to 12, the narrator reflects on his guilt...
- In parentheses:
- The metaphor "a silence louder than screams" (line 14) highlights repression.
- Why this works:
- Citing line numbers shows precision and aligns with IB expectations.
- Quote:
- "The sun vanished behind the hills as the boy trudged forward, the wind biting at his cheeks."
- Effective integration:
- In line 27, the disappearing sun and the "wind bit[ing] at his cheeks" reflect the boy's isolation, with the personification of the wind highlighting nature's emotional indifference.
- Why this works:
- The quote is integrated, modified for clarity, supported by context, and properly cited, all within a single analytical sentence.
- Prompt:
- How does the writer use imagery to convey the character's emotional state?
- Weak integration:
- In line 17, the author writes, "She stood frozen at the edge of the platform, the train's lights blinding her," which shows that she is scared and doesn't know what to do.
This fails for three reasons: the quote is dropped awkwardly, the analysis is vague ("shows that she is scared"), and no technique is identified. It also lacks context for the moment in the passage.
- Strong integration (PEEL structure):
- Point: The author uses vivid visual imagery to reflect the protagonist's emotional paralysis.
- Evidence: In line 17, "she stood frozen at the edge of the platform" while "the train's lights blind[ed] her" evokes mental overload and fear.
- Explanation: The imagery of "blinding" lights and being "frozen" symbolises internal conflict and powerlessness.
- Link: This shows how the author uses external, sensory details to mirror the protagonist's internal emotional state.
| Bad Integration | Good Integration |
|---|
| Drops the quote without context | Embeds the quote smoothly in the sentence |
| Doesn't identify a technique | Names and analyzes the literary device |
| Analysis is vague or shallow | Explains how the quote supports the point |
| No clear link to the thesis | Clearly connects to the writer's purpose |
- What three things do quotations demonstrate to an examiner?
- How can you modify a quote using square brackets or ellipses?
- What is the difference between dropping a quote and integrating it?
- What are the four elements of the PEEL structure?
