APA, MLA, Chicago에서 블록 인용문 서식 지정하는 방법

APA 7, 괄호 인용:

콜론으로 끝나는 도입 문장:

     40단어 이상의 인용문, 0.5인치 들여쓰기, 두 줄 간격, 따옴표 없음, 자체 마침표로 끝남. (저자, 연도, p. 쪽)

APA 7, 서술 인용:

저자 (연도)는 이렇게 말했다:

     40단어 이상의 인용문. (p. 쪽)

MLA 9:

콜론으로 끝나는 도입 문장:

     네 줄을 넘는 인용 산문, 0.5인치 들여쓰기, 두 줄 간격, 따옴표 없음. (저자 쪽)

Chicago 18, notes-bibliography:

콜론으로 끝나는 도입 문장:

     대략 100단어 이상, 또는 두 문단 이상의 인용 산문, 0.5인치 들여쓰기, 따옴표 없음.1

Chicago 18, author-date:

     인용 산문, 같은 레이아웃. (저자 연도, 쪽)

참고문헌:

Farrow, E. (2020). The ecology of attention. Lantern House.

논문에서:

Farrow rejects the idea that focus can be commanded:

     Attention is not a resource that a classroom can simply demand. It is trained by the environment, by the pace of the day, and by the number of competing signals a student has already absorbed before the lesson begins. A teacher who ignores that history is asking for a capacity the room has already spent, and no amount of insistence will refund it. (Farrow, 2020, p. 63)

Farrow (2020) rejects the idea that focus can be commanded:

     Attention is not a resource that a classroom can simply demand. It is trained by the environment, by the pace of the day, and by the number of competing signals a student has already absorbed before the lesson begins. A teacher who ignores that history is asking for a capacity the room has already spent, and no amount of insistence will refund it. (p. 63)

문단:

(Farrow, 2020, para. 4)

제목과 문단:

(Farrow, 2020, Borrowed Time section, para. 2)

장과 문단:

(Farrow, 2020, Chapter 3, para. 4)

타임스탬프 (시청각 저작):

(Farrow, 2021, 12:40)

작품 인용:

Farrow, Elena. The Ecology of Attention. Lantern House, 2020.

논문에서:

Farrow rejects the idea that focus can be commanded:

     Attention is not a resource that a classroom can simply demand. It is trained by the environment, by the pace of the day, and by the number of competing signals a student has already absorbed before the lesson begins. A teacher who ignores that history is asking for a capacity the room has already spent, and no amount of insistence will refund it. (63)

도입부에 저자를 밝히지 않은 경우:

(Farrow 63)

작품 인용:

Marlowe, Ines. "Harbor Light." Salt Ledger, Coppice Editions, 2018, p. 22.

흘려 넣기 (세 줄 이하):

The poem opens on refusal: "The tide keeps no appointment with the pier, / yet every hull that leans against the dark / is lifted, unasked, an inch toward the year" (Marlowe, lines 1–3).

블록 (세 줄 초과):

The poem opens on refusal and ends on return:

     The tide keeps no appointment with the pier,
     yet every hull that leans against the dark
     is lifted, unasked, an inch toward the year
     and set down where the morning left its mark. (Marlowe, lines 1–4)

참고문헌:

Farrow, Elena. The Ecology of Attention. Lantern House, 2020.

논문에서:

Farrow rejects the idea that focus can be commanded:

     Attention is not a resource that a classroom can simply demand. It is trained by the environment, by the pace of the day, and by the number of competing signals a student has already absorbed before the lesson begins.
          A teacher who ignores that history is asking for a capacity the room has already spent, and no amount of insistence will refund it.1

주:

1. Elena Farrow, The Ecology of Attention (Lantern House, 2020), 63–64.

이후의 주:

5. Farrow, Ecology of Attention, 71.

참고문헌 목록:

Farrow, Elena. 2020. The Ecology of Attention. Lantern House.

블록 뒤:

     . . . and no amount of insistence will refund it. (Farrow 2020, 63–64)

흘려 넣기:

Marlowe begins with a refusal, "The tide keeps no appointment with the pier, / yet every hull that leans against the dark / is lifted," before the poem turns toward return.2

주:

2. Ines Marlowe, "Harbor Light," in Salt Ledger (Coppice Editions, 2018), 22.

블록:

     The tide keeps no appointment with the pier,
     yet every hull that leans against the dark
     is lifted, unasked, an inch toward the year
     and set down where the morning left its mark.3

주:

3. Marlowe, "Harbor Light," 22.

완전한 문장, 콜론:

Farrow rejects the idea that focus can be commanded:

말하기 동사, 쉼표:

As Farrow (2020) put it,

문법적 이어짐, 구두점 없음:

Farrow (2020) insists that

쓰지 말 것:

Farrow argues that: — 콜론이 끝나지 않은 절을 끊음

원본:

Attention is not a resource that a classroom can simply demand. It is trained by the environment, by the pace of the day, and by the number of competing signals a student has already absorbed before the lesson begins. A teacher who ignores that history is asking for a capacity the room has already spent.

APA 7, 문장 중간에서 단어를 잘라냄:

It is trained by the environment . . . and by the number of competing signals a student has already absorbed before the lesson begins. (Farrow, 2020, p. 63)

APA 7, 문장 전체를 잘라냄:

Attention is not a resource that a classroom can simply demand. . . . A teacher who ignores that history is asking for a capacity the room has already spent. (Farrow, 2020, p. 63)

MLA 9, 같은 절삭:

Attention is not a resource that a classroom can simply demand. . . . A teacher who ignores that history is asking for a capacity the room has already spent. (Farrow 63)

Chicago 18, 삽입과 함께:

A teacher who ignores that history [of the school day] is asking for a capacity the room has already spent. (Farrow 2020, 63)

흘려 넣기 (안쪽은 작은따옴표):

Farrow (2020) reports that one teacher "called the first period ‘the borrowed hour’ and planned around it" (p. 65).

블록 (안쪽은 큰따옴표):

Farrow (2020) reports the phrase that shaped her study:

     One veteran teacher called the first period "the borrowed hour" and planned around it. She did not expect attention before nine; she expected to earn it by ten, and she built the lesson so that the earning was visible to the students who were doing it. (p. 65)