如何在 APA、MLA 和 Chicago 中格式化块引用

APA 7，括号引用：

以冒号结尾的引导句：

     40 个词或以上的引语文本，缩进 0.5 英寸，双倍行距，不加引号，以自己的句号结尾。(作者, 年份, p. 页码)

APA 7，叙述性引用：

作者 (年份) 这样说道：

     40 个词或以上的引语文本。(p. 页码)

MLA 9：

以冒号结尾的引导句：

     超过四行的散文引语，缩进 0.5 英寸，双倍行距，不加引号。(作者 页码)

Chicago 18，notes-bibliography：

以冒号结尾的引导句：

     约 100 个词或以上，或两段及以上的散文引语，缩进 0.5 英寸，不加引号。1

Chicago 18，author-date：

     散文引语，版式相同。(作者 年份, 页码)

参考文献：

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

论文中：

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)

段落：

(Farrow, 2020, para. 4)

标题加段落：

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

章节加段落：

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

时间戳（音视频作品）：

(Farrow, 2021, 12:40)

作品引用：

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

论文中：

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)

作者未在引导句中出现：

(Farrow 63)

作品引用：

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

并入正文（三行或以内）：

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).

设为块引用（超过三行）：

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)

文献表：

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

论文中：

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

注释：

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

后续注释：

5. Farrow, Ecology of Attention, 71.

参考文献表：

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

块引用之后：

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

并入正文：

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

注释：

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

设为块引用：

     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

注释：

3. Marlowe, "Harbor Light," 22.

完整句子，冒号：

Farrow rejects the idea that focus can be commanded:

表示“说”的动词，逗号：

As Farrow (2020) put it,

语法上的延续，不加标点：

Farrow (2020) insists that

不要写：

Farrow argues that: — 冒号截断了一个未完成的从句

原文：

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，句子中间被删减：

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，整句被删减：

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，同样的删减：

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，带一处插入：

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

并入正文（内部用单引号）：

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

设为块引用（内部用双引号）：

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)