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APA Style Guide 7th Edition

General Guidelines for Block Quotations 

  • Block quotes are used for direct quotations that are longer than 40 words.
  • They should be offset from the main text and do not include quotation marks.
  • Introduce the block quote on a new line and indent the entire quote .5 inch.
  • If your block quote consists of two or more paragraphs, indent the additional paragraph and additional  .5 inch.
  • If your block quotation contains a citation from another source, include it in the quotation. However, you do not need to cite the quoted source in your reference page.
  • The block quote should be double spaced. 
  • Block quotes can be cited in either a narrative or parenthetical form. 
  • The citation information at the end is not considered part of the sentence and comes after the period. 
  • Use p. for a single page number (Example: p. 15) and pp. for multiple page numbers (Example: pp. 125-126).
  • If citing a source without page numbers, cite the paragraph number (Example: para. 4) or other identifying information (Example: Slide 7, Table 2, Results section).
  • If you have two or more authors, use the word 'and' for narrative citations and the ampersand  '&' for parenthetical citations 
  • If you have three or more authors, use 'et al.' after the first authors last name to indicated there are additional authors. 

 

Narrative Block Quote With Page Numbers  

Martikainen (2020) notes the difficulties of students making judgments on teachers using visual cues: 

      What makes the informative value of visual nonverbal features problematic is that, maybe more than 
      words, their meanings and levels of intentionality are often ambiguous. Teachers’ visual features are
      hardly all meant as mediators of deliberate meanings, but they may become interpreted as such by
      students. (p. 584) 

 

Parenthetical Block Quote With Page Numbers 

Several difficulties arise when students make judgments on teachers using visual cues: 

      What makes the informative value of visual nonverbal features problematic is that, maybe more than 
      words, their meanings and levels of intentionality are often ambiguous. Teachers’ visual features are
      hardly all meant as mediators of deliberate meanings, but they may become interpreted as such by
      students. (Martikainen, 2020, p. 584) 

 

Narrative Block Quote Without Page Numbers

Koehler (2020) explains the complicated experience:  

     ​Conceptualized as a sense of wonder, amazement, or fascination, awe is a complex emotion associated
     with deep and personal change. The experience of this multifaceted sensation is atypical, powerful, and
     memorable. People who experience awe are intensely moved and often propelled toward a feeling of
     self-transcendence—becoming aware they are one minor part of a larger whole. (para. 2) 
   

Parenthetical Block Quote Without Page Numbers

It is helpful to thing of this complicated experience in these terms:  

     ​Conceptualized as a sense of wonder, amazement, or fascination, awe is a complex emotion associated
     with deep and personal change. The experience of this multifaceted sensation is atypical, powerful, and
     memorable. People who experience awe are intensely moved and often propelled toward a feeling of 
     self-transcendence—becoming aware they are one minor part of a larger whole. (Koehler, 2020, para. 2) 

Block Quotation Containing an Embedded Source 

 Yaden et al. (2019) provide context for this concept:

     The contemporary psychological understanding of awe comes largely from a foundational article written by
     Keltner and Haidt (2003). According to the prototypical approach presented in this article, the following
     two
 cognitive appraisals are central to awe experiences: the perception of vastness and the need to 
    
 mentally attempt to accommodate this vastness into existing mental schemas. (p. 474) 

Note: Yaden et al. would be cited in your reference page but not Keltner and Haidt as that is the embedded source. 

Block Quotation With Two Paragraphs  

Hamedoglu (2019) point out: 

     Students can watch the subjects they do not understand on different channels on the Internet, teachers 
     give homework to their students via various education sites or WhatsApp messages and demand their
     students to do their homework. Student grades, attendance, views about students are processed on
     e‐school system and parents can follow these data by using their own passwords.
          
As seen, the proliferation of the information and computer technologies have affected classroom
     management activities and changed physical arrangements, environmental arrangement, communication,
     course materials, teaching lesson, and the relationship between environment and students’ parents.
     (p.147)