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Example: <quote> (quotation)
These search results reproduce every example of the use of <quote> in the Guidelines, including all localised and translated versions. In some cases, the examples have been drawn from discussion of other elements in the Guidelines and illustrating the use of <quote> is not the main focus of the passage in question. In other cases, examples may be direct translations of each other, and hence identical from the perspective of their encoding.
4. Divisions, Paragraphs, Lists and Other Block Elements
4.4. Quotations, Inline and Block
<p>In his blog post, <title level="a">Text: A Massively Addressable Object</title>,
published in the 2012 anthology <title level="m">Debates in the Digital
Humanities</title>, Michael Witmore defines texts as objects that are
<quote source="#quoteref3">massively addressable at different levels of scale</quote>
(<ref type="bibl" xml:id="quoteref3"
target="#witmore12">Witmore 2012, 325</ref>).
</p>
published in the 2012 anthology <title level="m">Debates in the Digital
Humanities</title>, Michael Witmore defines texts as objects that are
<quote source="#quoteref3">massively addressable at different levels of scale</quote>
(<ref type="bibl" xml:id="quoteref3"
target="#witmore12">Witmore 2012, 325</ref>).
</p>
4.4. Quotations, Inline and Block
<p>An exchange on the TEI electronic mailing list sparked the research published
in this article, when a community expert wrote that given
<quote source="#quoteref1">a graduate student in English who has heard about TEI
and wants to dip her toes into it because she thinks it may be a better way of
putting on the Web some 17th century poems<gap/> Where does she go for help?
Where in the TEI universe is the level of ubiquitous Grade I support?</quote>
(<bibl xml:id="quoteref1">Martin Mueller, pers. comm, Jan. 18, 2013</bibl>).</p>
in this article, when a community expert wrote that given
<quote source="#quoteref1">a graduate student in English who has heard about TEI
and wants to dip her toes into it because she thinks it may be a better way of
putting on the Web some 17th century poems<gap/> Where does she go for help?
Where in the TEI universe is the level of ubiquitous Grade I support?</quote>
(<bibl xml:id="quoteref1">Martin Mueller, pers. comm, Jan. 18, 2013</bibl>).</p>
4.4. Quotations, Inline and Block
<p>In <title level="a">Wampum as Hypertext</title>, Angela Haas complicates the
distinction between technology and high technology by discussing the way wampum
belts function the same as Western hypertexts. Haas contends that while there are
many similarities, they differ when we understand the way wampum is reliant on
cultural practices and memory:
<cit>
<quote source="#quoteref8">Consequently one could argue that wampum is limited
in relation to contemporary Western hypertexts in that it requires human
intervention to remember the intent and content of the original message; however,
one could also posit that such interaction encourages continuous civic involvement
instead of an over-reliance on technology.</quote>
<ref type="bibl" xml:id="quoteref8"
target="#haas07">Haas 2007, 93</ref>
</cit>
</p>
distinction between technology and high technology by discussing the way wampum
belts function the same as Western hypertexts. Haas contends that while there are
many similarities, they differ when we understand the way wampum is reliant on
cultural practices and memory:
<cit>
<quote source="#quoteref8">Consequently one could argue that wampum is limited
in relation to contemporary Western hypertexts in that it requires human
intervention to remember the intent and content of the original message; however,
one could also posit that such interaction encourages continuous civic involvement
instead of an over-reliance on technology.</quote>
<ref type="bibl" xml:id="quoteref8"
target="#haas07">Haas 2007, 93</ref>
</cit>
</p>