EYWARY S EPISCOPAL SCHOOL. Writing Handbook. Process Over Product

Transcription

1 EYWARY S EPISCOPAL SCHOOL Writing Handbook Process Over Product The time to begin writing an article is when you have finished it to your satisfaction. By that time you begin to clearly and logically perceive what it is you really want to say. Mark Twain

2 Rules for MLA Citation Elements Page 47 Table of Contents Stage I: Prewriting/Planning/Rehearslng Page Writing Thesis Statements Page 5 Writing Topic Sentences Page 7 Stage 2: Drafting Page 8 Writing the introduction Page g Writing body paragraphs Page io ii Providing Evidence Page n 14 Integrating Quotations Page Paraphrase and Summary Page zo Writing conclusions Page 21 Stage : Revision and Editing Page Essay Evaluation Checklist Page 24 Using strong verbs Page 25 Variety in Sentence Structure Page Common Grammar Error5 to Avoid Page Cohesion: Transitions Page Literary Elements Page Tropes Page Schemes Page In-Text Citations Page 56 Alphabetizing Entrie5 in your Works Cited Page 57 Chicago Formatting Page MLA Formatting Page MLA Practice Template Page 46

3 Hierarchy of Writing - Process Over Product Stage i: Prewriting/Planning/Rehearsing Discuss content = figuring out WHAT the writer is trying to say Departmental Policy: Because we value the writing process, the department offers you many options for generating and organizing ideas prior to beginning formal writing. Prewriting affords you the opportunity to express yourself clearly and effectively; therefore, we require the practice of and evidence of prewriting before every major assignment. We believe prewriting teaches you how to: Meet the basic needs of an assignment by fully exploring the topic Use the thesis to control focus and organize the paper Use a topic sentence as a control to focus and organize a paragraph Understand your audience and make decisions accordingly 3

4 paper with thoughts, ideas, and impressions Ways to prewrite/plan/rehearse: relaxed and informal technique that involves a 1. Brainstorming a - group of people generating as many thoughts and ideas as possible about a topic a 2. Mind mapping - visual record that includes key words, phrases, and pictures; attempts to group ideas in a logical way attempt to create connections and reveal 3. Clustering - relationships between ideas quick way to generate and order ideas a 4. Listing - informal or formal way of generating and organizing 5. Outlining - essential ideas quick scratch outline organized into chunks where 6. Chunking - an who? an a the essay is broken into workable parts what? when? why? where? how? can be answered 7. Questions - in a free-writing style visual map or diagram that represents and a 8. Graphic organizing organizes ideas used with a topic of interest in order often 9. Directed questioning - to generate more specific ideas by using these kinds of questions: how can I describe the topic? how can I define the topic? how does the topic resemble or differ from other topics? how does the topic affect other things/ideas/events? can I argue for or against the topic or perhaps somewhere in the middle (or a variation of a for/against stance)? why are other ideas associated with the topic? why does this topic interest me? for a sustained period of time without regard writing Freewriting - for punctuation, correct grammar, spelling, etc., and filling up

5 argument. Thus, it is a work in progress. is likely to change as you explore your topic and strengthen your Your working thesis: a thesis written in stage one of the writing process A thesis statement is an arguable idea that answers the prompt. 5 broader strokes (ideas). this captures the same idea as the three-pronged approach but with statement without naming each piece of evidence or every specific idea; Umbrella thesis: encompasses the entire argument in a concise Enumerative thesis (three-pronged): lists evidence or ideas that support than the umbrella thesis. the primary argument; this approach tends to be more specific in nature evidence (textual support). thesis is the controlling idea of the essay, and it must be supported with and supporting evidence must relate back to it. In other words, the main idea expressed in the essay, and all topic sentences, ideas, details, The most important part of an essay is its thesis statement. It is the Writing Thesis Statements

6 What a thesis is NOT: A statement of fact Atitle An announcement of a subject A statement of purpose A question Merely a topic What a thesis IS: Specific in its subject and direction Restricted in its scope in order to be supported with evidence that meets the requirements of the assignment A beautifully written, interesting, and thoughtful sentence(s) 6

7 Writing Topic Sentences A topic sentence expresses what the paragraph is going to be about by stating the central idea, thereby acting as a mini thesis. It should be clearly stated and supported with concrete details, and all following sentences should be subordinate to the topic sentence. When done well, this will create cohesion and help your reader better understand what you are communicating. 7

8 S Stage 2: Drafting Developing, organizing, and supporting your claims Departmental Policy: We teach, value, and require the drafting process; therefore, opportunities to draft and receive feedback are required for every major writing assignment. Types of feedback: A WRITE PLACE session In-class peer feedback Teacher feedback Self-assessment

9 Writing the introduction Keep in mind that you never get a second chance to make a first impression. Your introductory paragraph gives your reader a first impression of your ideas, your writing style, and the overall quality of your work. Generally, the introduction to an essay orients the reader, provides background information, and ends with a one- or two-sentence thesis statement. In other words, the introduction should introduce the topic, explain why it is important, and offer a road map for how you plan to proceed with the essay. Details are not discussed but may be referenced in order to create context for the discussion in the body paragraphs. Methods of introduction: 1. Anecdote 2. quotation 3. Historical connection 4. Rhetorical question (be careful with this one!) 5. Statistic 6. Funnel topic (general to specific) 7. Criticism of opposing position 8. signal phrase with research study or expert information Note: this should never include a dictionary definition 9. Illustration/scene/scenario io. Analogy Don t be afraid to write your introduction last. Sometimes it is easier to introduce your ideas after you have finished writing about them. If you feel like you need to write some kind of introduction before you begin your essay, then write something tentative so that you can get started. Just make sure to return to the introduction later to rewrite/revise it. Pay special attention to your first sentence! 9

10 10 Writing body paragraphs In the body paragraph you explore details and use examples to comment on the claims made in the thesis and topic sentences. The paragraph should end with some sentences of commentary that connect to the topic sentence. A body paragraph should: Focus on the claim made in the topic sentence Be coherent Provide evidence in the form of quotations, concrete details, facts, statistics, numbers, etc. Employ quotation sandwiches to integrate evidence and commentary smoothly (see more about this on page ii) Contain commentary that relates the evidence to the claim in the topic sentence by explaining and analyzing it Use transition, strong verbs, effective anguage, and a mature and uniform voice

11 3. Commentary 2. Concrete detail as evidence 1. Clear topic sentence that supports the thesis 11 paragraph thesis, and possibly frame up a smooth transition into the next 6. Final sentences that relate back to topic sentence, connect to 5. Commentary 4. Concrete detail as evidence Basic paragraph outline:

12 Providing Evidence: Working with others ideas Plagiarism and Academic Dishonesty The MLA Style Center You may have heard or read about cases in which a politician, a journalist, or another public figure was accused of plagiarism. No doubt you have also had classroom conversations about plagiarism and academic dishonesty. Your school may have an honor code that addresses academic dishonesty; it almost certainly has disciplinary procedures meant to address cases of plagiarism. But you may nonetheless find yourself with questions: What is plagiarism? What makes it a serious offense? What does it look like? And how can scrupulous research and documentation practices help you avoid it? What Is Plagiarism? Merriam-Webster s Collegiate Dictionary defines plagiarizing as committing literary theft. Plagiarism is presenting another person s ideas, information, expressions, or entire work as one s own. It is thus a kind of fraud: deceiving others to gain something of value. While plagiarism only sometimes has legal repercussions (e.g., when it involves copyright infringement violating an author s exclusive legal right to publication), it is always a serious moral and ethical offense. What Makes Plagiarism a Serious Offense? Plagiarists are seen not only as dishonest but also as incompetent, incapable of doing research and expressing original thoughts. When professional writers are exposed as plagiarists, they are likely to lose their jobs and are certain to suffer public embarrassment, diminished prestige, and loss of future credibility. The same is true of other professionals who write in connection with their jobs, even when they are not writing for publication. The charge of plagiarism is serious because it calls into question everything about the writer s work: it this piece of writing is misrepresented as being original, how can a reader trust any work by the writer? One instance of plagiarism can cast a shadow across an entire career. Schools consider plagiarism a grave matter for the same reason. If a student fails to give credit for the work of others in one project, how can a teacher trust any of the student s work? Plagiarism undermines the relationship between teachers and students, turning teachers into detectives instead of mentors, fostering suspicion instead of trust, and making it difficult for learning to take place. Students who plagiarize deprive themselves of the knowledge they would have gained if they had done their own writing. Plagiarism also can undermine public trust in educational institutions, if students are routinely allowed to pass courses and receive diplomas without doing the required work. What Does Plagiarism Look Like? Plagiarism can take a number of forms, including buying papers from a service on the Internet, reusing work done by another student, and copying text from published sources without giving credit to those who produced the sources. All forms of plagiarism have in common the misrepresentation of work not done by the writer as the writer s own. (And, yes, that includes work you pay for: while celebrities may put their names on work by 17

13 Plagiarism and Academic Dishonesty The MLA Style Center ghostwriters, students may not.) Even borrowing just a few words from an author without clearly indicating that you did so constitutes plagiarism. Moreover, you can plagiarize unintentionally; in hastily taken notes, it is easy to mistake a phrase copied from a source as your original thought and then to use it without crediting the source. Imagine, for example, that you read the following passage in the course of your research (from Michael Agar s book Language Shock): Everyone uses the word language and everybody these days talks about culture reminder, I hope, of the necessary connection between its two parts. Languaculture is a If you wrote the following sentence, it would constitute plagiarism: At the intersection of language and culture lies a concept that we might call languaculture. This sentence borrows a word from Agar s work without giving credit for it. Placing the term in quotation marks is insufficient. If you use the term, you must give credit to its source: At the intersection of language and culture lies a concept that Michael Agar has called languaculture (60). In this version, a reference to the original author and a parenthetical citation indicate the source of the term; a corresponding entry in your list of works cited will give your reader full information about the source. It s important to note that you need not copy an author s words to be guilty of plagiarism; if you paraphrase someone s ideas or arguments without giving credit for their origin, you have committed plagiarism. Imagine that you read the following passage (from Walter A. McDougall s Promised Land, Crusader State: The American Encounter with the World since 1776): American Exceptionalism as our founders conceived it was defined by what America was, at home. Foreign policy existed to defend, not define, what America was. If you write the following sentence, you have plagiarized, even though you changed some of the wording: For the founding fathers America s exceptionalism was based on the country s domestic identity, which foreign policy did not shape but merely guarded. In this sentence, you have borrowed an author s ideas without acknowledgment. You may use the ideas, however, if you properly give credit to your source: As Walter A. McDougall argues, for the founding fathers America s exceptionalism was based on the country s domestic identity, which foreign policy did not shape but merely guarded (37). In this revised sentence, which includes an in-text citation and clearly gives credit to McDougall as the source of the idea, there is no plagiarism. How Can You AvoW Plagiarism?

14 IA Plagiarism and Academic Dishonesty The MLA Style Center Avoiding plagiarism begins with being scrupulous in your research and note-taking. Keep a complete and thorough list of all the sources that you discover during your research and wish to use, linking each source to the information you glean from it, so that you can double-check that your work acknowledges it. Take care in your notes to distinguish between what is not yours and what is yours, identifying ideas and phrases copied from sources you consult, summaries of your sources, and your own original ideas. As you write, carefully identify all borrowed material, including quoted words and phrases, paraphrased ideas, summarized arguments, and facts and other information. Most important is that you check with your instructor it you are unsure about the way that you are using a particular source. Does Absence of Documentation Indicate Plagiarism? Documentation is not required for every type of borrowed material. Information and ideas that are common knowledge among your readers need not be documented. Common knowledge includes information widely available in reference works, such as basic biographical facts about prominent persons and the dates and circumstances of major historical events. When the facts are in dispute, however, or when your readers may want more information about your topic, it is good practice to document the material you borrow. Designed to be printed out and used in the classroom. From the MM Handbook, 8th ed, published by the Modem Language Association. There are three basic ways to work with others ideas: 1. Quotations 2. Summary 3. Paraphrase

15 Integrating quotations Information that is quoted MUST be properly cited. In order to provide evidence in your body paragraphs, it is important that you quote, paraphrase, and summarize from expert sources. When integrating quotations as evidence, it is important to move between the source information and your own thoughts not only smoothly but also clearly. In other words, it must be clear to your reader whose ideas are whose. Therefore, you should use the quotation sandwich to properly integrate quotations into your writing. The quotation sandwich: Top slice of bread = uses a signal phrase to introduce the quote by including the author s name and credentials or the name of the work from which the quote comes. This prepares the reader for the quotation and offers context. Meat and/or veggies = the quote itself in various forms (see below) Bottom slice of bread = uses a signal phrase to move out of the quote and provide commentary that explains the quote and analyzes the connection between the quotation and the information that you have already provided/claimed in your thesis and topic sentences. The more nuanced you can make this commentary, the more sophisticated your essay will become. This slice of bread is NOT simply a restatement of the quote. 15

16 16 1. Introduce the quotation with a complete sentence and a colon. Example: In Walden s Where I Lived, and What I Lived For, Thoreau states directly his purpose for going into the woods: I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. Example: Thoreau s philosophy might be summarized best by his repeated request for people to ignore the insignificant details of life: Our life is frittered away by detail. An honest man has hardly need to count more than his ten fingers, or in extreme cases he may add his ten toes, and lump the rest. Simplicity, simplicity, simplicity! Example: Thoreau ends his essay with a metaphor: Time is but the stream I go a- fishing in. This is an easy rule to remember: if you use a complete sentence to introduce a quotation, you need a colon after the sentence. Be careful not to confuse a colon.) with a semicolon (:). Using a comma in this situation will most likely create a comma splice. 2. U5e an introductory or explanatory phrase, but not a complete sentence, separated from the quotation with a comma. Example: Directly stating his purpose for going into the woods in Where I Lived, and What I Lived For, Thoreau claims, I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. Example: Thoreau suggests the consequences of making ourselves slaves to progress when he says, We do not ride on the railroad; it rides upon us. Example: Thoreau asks, Why should we live with such hurry and waste of life? Example: According to Thoreau, We do not ride on the railroad; it rides upon us. You should use a comma to separate your own words from the quotation when your introductory or explanatory phrase ends with a verb such as says, said, thinks, believes, pondered, recalls, questions, and asks (and many more). You should also use a comma when you introduce a quotation with a phrase such as According to Thoreau.

17 3. Make the quotation a part of your own sentence without any punctuation between your own words and the words you are quoting. In this case you will be assigning the quote a certain function within your own sentence (see notes below). Example: In Where I Lived, and What I Lived For, Thoreau states directly his purpose for going into the woods when he says [that I went to the woods because I wished to live deliberately, to front only the essential facts of life, and see if I could not learn what it had to teach, and not, when I came to die, discover that I had not lived. ] = noun clause Example: Thoreau suggests the consequences of making ourselves slaves to progress when he says [that We do not ride on the railroad; it rides upon us. l = noun clause Example: Thoreau argues [that shams and delusions are esteemed for soundest truths, while reality is fabulous. ] = noun clause Example: According to Thoreau, people (subject) are too often thrown(verb) off the track by every nutshell and mosquito s wing that falls on the rails. = predicate of sentence Notice that the word that is used in three of the examples above to introduce the quote as a noun clause, and when it is used as it is in the examples, that replaces the comma which would be necessary without that in the sentence. You usually have a choice, then, when you begin a sentence with a phrase such as Thoreau says. You either can add a comma after says (Thoreau says, quotation ), or you can add the word that with no comma (Thoreau says that quotation. ). 17

18 18 4. Use short quotations--only a few words as part of your own sentence. Example: In Where Lived, and What I Lived For, Thoreau states that his retreat to the woods around Walden Pond was motivated by his desire to live deliberately and to face only the essential facts of life. Example: Thoreau argues that people blindly accept shams and delusions as the soundest truths, while regarding reality as fabulous. Example: Although Thoreau drink[s] at the stream of Time, he can detect how shallow it is. Notice that it is necessary to change tense here. Changing a quote for the purpose of tense, person, or agreement indicates sophisticated writing but requires special notation according to MLA guidelines. When you integrate quotations in this way, you do not use any special punctuation. Instead, you should punctuate the sentence just as you would if all of the words were your own. No punctuation is needed in the sentences above in part because the sentences do not follow the pattern explained under numbers i and 2 above. There is not a complete sentence in front of the quotations, and a word such as says, said, or asks does not appear directly in front of the quoted words. All of the methods above for integrating quotations are correct, but you should avoid relying too much on just one method. Instead, you should use a variety of methods.

19 Punctuating Quotes Rule Example If a sentence contains a quotation and ends In her book, It s Complicated, Danah Boyd with a parenthetical reference, place the explains, [Teens] are grappling with battles sentence period after the parenthetical that adults lace, but they are doing so while reference. under constant surveillance and without a firm grasp olwho they are (Boyd 53). If you are quoting the beginning of a Shelley held a bold view: Poets are the sentence, capitalize the first word in the unacknowledged legislators of the World quote. (794). If you are dividing a quote with your own Poets, according to Shelley, are the words, do now capitalize the second part of unacknowledged legislators of the World the sentence and use a comma to set off the 794). quote. If you make the quote an integral part of Shelley thought poets the unacknowledged the sentence structure. legislators of the World (794). lfyou use only a small portion ofa quote, In his inaugural address, John F. Kennedy you do not need to use ellipses to indicate spoke of a new frontier. that you are not citing the original sentence. (We_sometimes_call_these_spliced_quotes) If you omit some words from the middle In surveying various responses to plagues in of a sentence, indicate the omission with the Middle Ages, Barbara W. Tuchman three periods. Put a space before each and a writes, Medical thinking.., stressed air as space after the last the communicator of disease, ignoring sanitation or visible carriers (101-02). If you omit some words from the end of a In surveying various responses to plagues in I sentence with a parenthetical reference, the Middle Ages, Barbara W. Tuchman indicate the omission with three periods, writes, Medical thinking, trapped in the Put a space before each and then put the theory of astral influences, stressed air as sentence period after the parenthesis. the communicator oldisease (101-03). Ifyou omit some words from the end ofa In surveying various responses to plagues in sentence, hut do not need a parenthetical the Middle Ages, Barbara W. Tuchman reference, indicate the omission by putting writes, Medical thinking, trapped in the a period at the end of your sentence and theory of astral influences, stressed air as then three periods with a space before each. the communicator of disease If you change any words in a quote, you In her book, It s Complicated, Danah Boyd must indicate the change with brackets. This explains, [Teens] are grappling with battles could be to clarily pronouns or to make that adults face, but they are doing so while verb forms flow in your writing, under constant surveillance and without a firm grasp of who they are (Boyd 53). *The original text said They, which would have been unclear in this context. If there is an error in something you are quoting, quote it exactly but use (sic) to indicate_that_the_error_was_in_the_original. Shaw admitted, Nothing can extinguish my interest in Shakespear (sic). 19

20 20 Paraphrase and Summary Material that is summarized and/or paraphrased MUST be cited. Paraphrase and summary are indispensable toots in essay writing because they allow you to include other people s ideas without cluttering up your essay with quotations. Rely on these tools when an idea from one of your sources is important to your essay, but the wording is not! Above all, think about how much of the detail from your source is relevant to your argument. If your reader only needs to know the bare bones, then summarize. Paraphrasing must express all of someone else s ideas in your own words and must be attributed to the original author. Paraphrased material follows the order of the original text and includes the most important details importantly, the paraphrase should not sound like the original at all; you must change words and sentence structure completely and make them your own. Summarizing must distill only the most essential points of someone else s work. Summarized material is most often significantly shorter than the original because it only contains the main ideas in your own words and may omit supporting details; this material must also be attributed to the original author. is important not to manipulate another s ideas to suit your argument. In other words, you must be faithful to the text while paraphrasing or summarizing.

21 Most importantly, your conclusion should NOT be a summary of your 21 and you should show your reader how your ideas are part of a larger explaining the reasons why the idea(s) in the paper should matter to the paper. A strong conclusion answers So what? Who cares? by consequences by linking your argument to larger/broader implications, reader. This means that you should explicitly identify reasons and conversation that matters and explain why and how. Writing conclusions

22 22 Stage: Revision and Editing Discuss and consider style, correctness, and argument Departmental Policy: We teach and value the revision process as a critical element to all good writing; therefore, opportunities to revise all major pieces of writing are offered for all major writing assignments, and evidence of the revision process is required. Revision is much more than just turning in a clean copy of your paper or fixing errors. Real revision involves paying attention to content, organization, and style as well.

23 weaknesses Looking at the paper as a whole and considering all strengths and Clarifying the writer s arguments Polishing thesis and topic sentences Extending or narrowing ideas Rewriting confusing parts Adding to existing parts Polishing topic or sentence outline; you may consider using the Do I have a strong controlling idea that is arguable? Have I thought deeply? Am I writing logically, and are my paragraphs coherent? Do my topic sentences directly reflect my thesis claims? Do I have supporting evidence and thorough commentary? Is my writing complete and concise? Are there wasted words? Looking at the paper as a product Finding errors and correcting them: spelling, punctuation, 23 grammar, and word choice Editing: Questions to ask during revision: strategy of reverse outlining to check organization and logic of argument and analysis Revision:

24 12. Has the wrfter attempted to vary the structure of her sentences? 13. Is the essay formatted properly and absent of grammatical and spelling errors? 14. Has the writer properly cited all information? 24 Essay Evaluation Checklist: 1. Thesis: is the thesis clear and concise? Are the ideas presented sufficiently addressed? 2. Introduction: Is the topic introduced, and does it grab the reader s attention? 3. Body Paragraphs: Does each paragraph have a central idea that ties back to the thesis? Does the argument have momentum and build in informative and interesting ways? Has the writer sufficiently used detailed examples? Is there insightful commentary that connects the evidence back to the paper s main claim(s)? 4. Has the writer used quotation sandwiches and signal phrases well?. conclusion: Does the conclusion provide closure to the topic and answer the questions so what? who cares?? 6. Outline: If an outline has been required, does it accurately reflect the paper s content? 7. Has the writer used appropriate and effective transitions to create cohesion? 8. Has the writer used strong verbs? 9. Is the essay logically organized? 10. Are all sentences clearly written with appropriate level of diction? 11. is the essay absent of wordiness or awkwardness?

25 Verbs for Introducing Summaries and quotations/verbs for Making a Claim Using strong verbs helps you be clear, concise, and interesting. 25 Influence Guide Impact Instigate Provoke Provide Encourage Incite Verbs Expressing Cause and Effect Inspire Led to Effect Instill Cause Stimulate Affect Motivate Implore Encourage Demand Warn Plead Exhort Call for Urge Advocate Recommend Verbs for Making Recommendations Extol Support Admire Corroborate Praise Verity Endorse Reaffirm Agree Do not deny Acknowledge Celebrate the fact that Verbs for Expressing Agreement Complicate Deny Reject Disavow Refute Repudiate Question Renounce Contend Deplore the tendency to Complain Contradict Verbs for questioning or Disagreeing Believe Suggest Assert Report Observe Emphasize Insist Claim Argue Remind us Contend Using Strong Verbs

26 dimensional. This structure makes a hero in the truest sense an appositive phrase. 26 Variety in Sentence Style 1. Begin with an adverb or adverb clause. Suddenly, the author shifts to third person. Even though Atticus is essentially the same, his character exhibits some important changes. 2. Begin with a prepositional phrase or verbal phrase. To be really successful, you will need to be bilingual. For the author, the symbol highlights the protagonist s desire. Looking at the structure, we see a pattern of obsession and destruction. coordinating conjunction, a a 3. Begin with a sentence connective - conjunctive adverb, or a transitional expression. For one thing, I did not eat anything at all Saturday. Moreover, I believe the message that obsession leads to destruction holds true outside of the novel. 4. Begin with an appositive, an absolute phrase, or an introductory series. A home of ancient origins, Wuthering Heights lies on the Moors. His eyebrows raised in resignation, Atticus stood for equal rights for all. all destroy the these Greed, obsession, rage, hatred - protagonist. 5. Vary the conventional subject-verb sequence by occasionally separating subjects and verbs with words or phrases. (conventional) Atticus Finch is a hero in the truest sense, but he is a one-dimensional character. (varied) Atticus Finch, a hero in the truest sense, is one

27 the conjunction. with a conjunction (and, but, yet, or, nor, for, so), you should insert a comma before Missing comma in a compound sentence: When joining two independent sentences 27 information that interrupts but does not alter the meaning of a sentence. (error) Pip who had the most difficulties becomes the biggest hero. (error) The character, who had the most difficulties, becomes the biggest hero. hero. The information who had the most difficulties is essential here in understanding which character was the biggest hero. (corrected) Pip, who had the most difficulties, becomes the biggest hero. (corrected) The character who had the most difficulties becomes the biggest (corrected) Furthermore, Scout became the symbol of innocence in the novel. (corrected) From her perch in the balcony, Scout could see the trial unfold. (error) From her perch in the balcony Scout could see the trial unfold. (error) Furthermore Scout became the symbol of innocence in the novel. word, phrase, or adverb clause. 4. Missing comma after introductory element: A comma should follow an introductory him a likeable character. (corrected) iem spent a great deal of time looking out for Scout, which helps make likable character. complete verb by reading your essay out loud and backwards! (error) Jem spent a great deal of time looking out for Scout. Helping make him a 3. Sentence fragment: Check to make sure that no sentences lack a subject or a an ordinary hero. an ordinary hero. (error) Atticus fights for justice when no one else would, by doing this he becomes add a semicolon, a period, or restructure the sentences completely. between two independent clauses. In order to correct a comma splice, you could (corrected) Atticus fights for justice when no one else would; this action makes him 2. Comma splice: Check all the commas to make sure that you haven t placed a comma 5. Not using a comma to set off nonessential information: Use a comma to set off (correct) Harper Lee details Scout s childhood, but she does not tell readers about the inner struggles of her father. inner struggles of her father. (error) Harper Lee details Scout s childhood but she does not tell readers about the 10 Common Grammar Errors to Avoid

28 but effectively. (correct) Scout listened daily to the musings of her father about justice; she could not understand why everyone didn t agree with him Vague pronoun reference: This kind of error occurs when there is more than one word to which a pronoun might refer OR when the pronoun references a word that is implied but not directly stated. Check your essay to make sure that all pronouns refer clearly to a specific word or words in the sentence or in a previous sentence. (error) Before Atticus could defend the boy, he had to talk to Calpernia. (corrected) Before Atticus could defend the boy, the former had to talk to Calpernia. (error) The boy is a poor African American. This is why he is wrongly accused. (corrected) The boy is a poor African American. His skin color is why he is wrongly accused. 7. Lack of agreement between pronoun and antecedent: Pronouns must agree with their antecedents in both gender and number (note: each, either, neither, one, everyone, anyone, everybody, and anybody are ALWAYS singular). Check this by linking every pronoun with its antecedent by drawing a line between the two. Make sure they agree. (error) The novel speaks to the way one changes their appearance in front of others. (corrected) The novel speaks to the way one changes her appearance in front of others. (error) Neither Daisy nor Myrtle felt that they were truly loved. (corrected) Neither Daisy nor Myrtle felt that she was truly loved. 8. Lack of subject.verb agreement: A verb must agree with its subject in number. Check this by linking every verb to its subject by underlining them in each sentence. Make sure they agree. (error) The boys or the girl come every day to see the trial. (corrected) The boys or the girl comes every day to see the trial. *when two subjects are joined by or or nor, the verb agrees with the one closest to it. (error) Each of these characters are heroic. (corrected) Each of these character is heroic. * Most indefinite pronouns like each, neither, either, and one are singular. (error) Many of the characters symbolizes the desire to impress others. (corrected) Many of the characters symbolize the desire to impress others. *The indefinite pronouns both, few, many, others, and several are always plural. Other indefinite pronouns like all, any, enough, more, most, none, and some can be either singular or plural depending on the context in which they are used. 9. Semicolon mistakes: A semicolon should be used to separate two independent clauses that are closely related in content. You should use semicolons infrequently

29 (inappropriate use) The trial was won. remove5 the subject from the action in the sentence and is often appropriate when writing in science or business. which voice to use. In general, you should use the active voice. The passive voice 29 (inappropriate use) African Americans were treated unfairly. (appropriate use) Atticus won the trial. (appropriate use) White Americans often treated African Americans unfairly. grammatically correct or incorrect, students often do not appropriately choose io. Inappropriate active or pa5sive voice: While the use of active or passive voice is not

30 Cohesion: Transitions An essay without effective transitions is like a series of isolated islands. Your reader will struggle to get from one point to the next; therefore, you should use transitions as bridges between your ideas. i. Transitions within paragraphs Within a single paragraph, transitions, such as single words or short phrases, help the reader anticipate what will come next. The transition may signal an additional or similar piece of information, or it may prepare the reader for a change or exception to previously stated information. 2. Transitions between paragraphs Transitions between paragraphs serve as connections between old and new information. A word, a phrase, or a sentence signals to the reader that something different is coming and transitions the reader from old to new information. 30

31 Words that show Addition relationships: additionally, also, moreover, not to mention, in addition, furthermore, further, and, too, 31 conflict: conversely, on the other hand, though (final position), still Concession: but, however, in contrast, by way of contrast, (and) yet, when in fact, while, whereas, Emphasis: even more, above all, indeed, more importantly, besides, surely, indeed, in fact, truly (or) at least, (or) rather, instead either way, in either case, in either event, all the same, in any case, in any event, at any rate granted, admittedly, albeit Replacement: Dismissal: on the other hand, despite, in spite of, regardless, notwithstanding, be that as it may, but even so, however, still, yet, nevertheless, nonetheless, although, though, even though, conflict, contradiction, concession, or dismissal. ADVERSATIVE TRANSITIONS: These transitions are used to signal that is (to say), in other words, put another way similarly, likewise, in the same way, in a like manner, by the same token, equally including, as an illustration, to illustrate such as, for example, for instance, as, like, especially, particularly, in particular, notably, Words that Introduce: speaking about, as for, considering, concerning, regarding, on the subject of, with regard to, Words that Reference: Words that show Similarity: Words that Identify: Words that show Clarification: in fact, as a matter of fact, to say nothing of, actually, indeed, let alone, much less either (neither), besides, not only, but also, as well, or, alternatively, nor, on the other hand, the fact that that is, namely, specifically, thus to other ideas. ADDITIVE TRANSITIONS: These show addition, introduction, or similarity

32 32 CAUSAL TRANSITIONS: These transitions signal cause/effect and reason/result. Cause/Reason: seeing that, since, as, inasmuch as, forasmuch as, because, due to, in view of, owing to, for the (simple) reason that, for, in that Condition: if, in case, provided, providing, on (the) condition, in the event that, given that, granted, granting, as/so long as, even if, only if, unless Effect/Result: so that, so, so much (so) that, for this reason, as a result, because, therefore, consequently, as a consequence, thus, hence, in consequence, accordingly Purpose: so, so as to, so that, in order to, in order that, with this in mind, with this intention, in the hope that, for the purpose of, to the end that, for fear that, lest Consequence: then, if so, in that case, under those circumstances, if not, otherwise SEQUENTIAL TRANSITIONS: These transitions are used to signal a chronological or logical sequence. Numerical: in the (first, second, etc.) place, initially, secondly, at first, to start with, to begin with, for a start, first of all Continuation: previously, afterwards, eventually, subsequently, next, then Conclusion: finally, eventually, at last, in the end, at last, last but not least, as a final point, lastly Summation: to sum up, given these points, therefore, consequently, thus, hence, on the whole, altogether, in all, all in all, overall, in short, in a word, truly

33 Narrative Hook: catches the reader s attention Exposition: introduction to characters, setting, and situations Plot: sequence of events in a story, novel, or play, each causing or leading to the next 33 Atmosphere: emotional mood, not weather Place: location of events Setting: place and time in which a story, play, or novel takes place character s words and actions or (2) what other characters Indirect characterization: reveals a character s personality through (i) the Direct characterization: author states facts about a character personality Characterization: personality of a character and the method an author uses to reveal that Round character: shows varied, sometimes contradictory traits Dynamic character: changes, usually grows Static character: does not change in the course of the story Stereotyped character: common character type whose actions are predictable Character: a person in a story, novel, or play Irony in plot: contrast between reality and what seems to be real Verbal irony: when a person says one thing and means another Foreshadowing: use of clues by the author to prepare readers for events coming later Falling action: presents the results of the climax do not External Conflict: person versus outside force (another person, nature, fate, or society) Situational irony: what happens in a situation is the opposite of what we Conflict/Complication: struggle between two opposing forces Expect Resolution: gives the final outcome Dramatic irony: when the audience has important information the characters Rising action: adds complications to the conflict; leads to climax Climax: point of highest emotional involvement Flat character: reveals only one personality trait say and think about him Time: year, month, season, etc. (may not be stated) Literary Elements

34 34 Point of view: relationship of the storyteller to the story (not the author and not to be confused with opinion) First person: story told by one of the characters, referred to as I ; the effect is that the reader only gets one view and identifies with the narrator Limited third person: narrator tells the story from a limited viewpoint of only one character, speaking of the character as he or she ; the effect is that the narrator might keeps secrets or the reader might not be privy to all the information or multiple perspectives Omniscient: narrator stands outside of the story; the effect is that the narrator is all seeing as in the eyes of God Theme: author s message expressed as a complete sentence; a universal statement about the human experience Stated: announced directly Implied: revealed gradually through the unfolding of the story

35 Example: He whiffed the aroma of freshly brewed coffee. in a way that appeals to our senses Imagery: a trope in which figurative language is used to represent objects, actions, and ideas 35 Example: Crackle. Pop. Ding. My popcorn is ready! Onomatopoeia: a trope that consists of words that sound like what they mean Example: Beware of those headhunters. Metonymy: a trope in which an associated word is substituted for a word that is meant Example: Tom just bought a fancy new set of wheels. Synecdoche: a trope in which a part stands for the whole genocide. Example: What is happening is often described as ethnic cleansing, but it is nothing short of too harsh or offensive Euphemism: a trope in which a mild or indirect word is substituted for one that is considered Example: She is as cute as a button. essentially different objects, actions, or qualities Simile: a trope that uses like, as, or as if to make a direct comparison between two Example: She is a roaring lion. Metaphor: a trope in which one thing is referred to as another Donne ( The Flea ) Example: This flea is you and I, and this Our marriage bed, and marriage temple is John Analogy: a trope in which a comparison is made between two unrelated things or ideas Example: This place is like a Garden of Eden. Allusion: a trope in which there is a brief and indirect reference to a person, place, thing or idea of historical, cultural, literary or political significance diverged in a wood, and I, I took the one less traveled by, and that has made all the Example: I shalt be telling this with a sigh, somewhere ages and ages hence: Two roads characteristic emotion or attitude of the author toward her subject difference. Robert Frost Tone: a trope in which the viewpoint of the writer is conveyed through word choice; the beneath a source of little visible delight, but necessary. Emily Bronte, Wuthering Heights aware, as winter changes the trees. My love for Heathcliff resembles the eternal rocks Example: My love for Linton is like the foliage in the woods. Time will change it; I m well deeper or more significant meaning Symbol: a trope in which one object represents another in order to give the other object a Tropes: figures of speech dealing with word meanings

36 36 Allegory: a story that expresses truths or generalizations about the human experience by means of symbolic figures and actions Example: The novel Animal Farm by George Orwell uses animals on a farm to describe the overthrow of communist Russia before WWII. Per5onification: a trope in which human qualities or abilities are assigned to abstractions or inanimate objects Example: Her Louis Vuitton purse cried as the burglar tried to snatch it! Irony: a trope in which a word or phrase is used to mean the opposite of its literal meaning Example: I just adore sticking my hands in dirty dishwater. Satire: a trope in which foolishness and corruption are criticized through humor, irony, or exaggeration; purpose is to stimulate change Example: What s the use you learning to do right, when it s troublesome to do right and isn t no trouble to do wrong, and the wages is just the same? Mark Twain (Huckleberry Fin) Parody: a trope in which caricatures and peculiarities are imitated and overstressed to created a humorous effect; imitation of a serious piece of work Example: My mistress eyes are nothing like the sun... Shakespeare (Sonnet 13) Paradox: a trope in which contradiction is used in a manner that makes sense Example: He that would save his life must lose it; and he that would lose his life will save it. (Mark 8:35) Oxymoron: a two-word paradox Example: The concert was an example of controlled chaos. Pun: a trope in which a humorous effect is produced by using a word that suggests two or more meanings or by exploiting similar sounding words having different meanings Example: Time flies like an arrow. Fruit flies like a banana. Hyperbole: a trope in which exaggerated words are used for emphasis and not to be taken literally Example: Bryce has kissed his dog a billion times. Apostrophe: a trope in which someone or some personified abstraction that is not present is addressed Example: Oh, Death, be not proud. John Donne

37 certain topic or idea Anecdote: a trope that consists of a brief story, usually used to make the reader ponder a Example: Are you crazy? 37 fur-clad men Rush to my rescue; frail am I; Feeble and dying, dazed and glad. There is the Example: What is that? Bells, dogs again! Is it a dream? I sob and cry. See! The door opens, pistol where it dropped. Boys, it was hard (Death in the Artic) Now, let me rest a little while Looking to God and Love.. and Love... Robert W. Service stopped, it stopped. Carry me out. The heavens smile. See! There s an arch of gold above. but I m not mad.... Look at the clock it answer is expected Rhetorical question: a trope in which a question is asked to emphasize a point when no real

38 Ellipsis: a scheme in which an omitted word is implied by the previous clause Example: Prosperity is a great teacher; adversity a greater. William Hazlitt 38 Schemes: figures of speech dealingwith word order or patterns Parallelism: a scheme in which similar patterns of a grammatical structure and length are established Example: Her purpose was to impress the ignorant, to perplex the dubious, and to startle the complacent. Alliteration: a scheme in which there is a repetition of a sound in multiple words Example: Billy Bob blew billows of bubble gum into the bucket. Chiasmus: a scheme in which parallelism is deliberately interchanged Example: Naked I rose from the earth; to the grave I fall clothed. Antithesis: a scheme that makes use of contrasting words, phrases, sentences, or ideas for emphasis Example: To err is human; to forgive divine. Anaphora: a scheme in which the same word or phrase is repeated at the beginning of successive phrases, clauses, or sentences Example: World domination is key. World domination excites antagonist cartoon characters. World domination is an extremist idea. Epistrophe: a scheme in which there is a repetition of a concluding word Example: The big sycamore by the creek was gone. The willow tangle was gone. The little enclave of untrodden bluegrass was gone. The clump of dogwood on the little rise across the creek now that, too, was gone... Anastrophe: a scheme in which normal word order is changed for emphasis Example: Of an egg does not an entire cake consist? Parentheses: a scheme in which material that would not normally fit into the flow of the usually interrupts the flow while it adds this sentence is inserted into the text explanatory information Example: Robert Frost (we remember him at Kennedy s inauguration) remains America s favorite poet. Apposition: a scheme in which a noun or noun phrase is followed by another noun or noun phrase that refers to the same thing Example: My friend the attorney...

39 Polysyndeton: a scheme in which many conjunctions are used to create an overwhelming effect. Example: Been there. Done that. Bought the tshirt. 39 having known the love of man or child. Emma Goldman Loo5e Sentences: a scheme where the sentence is grammatically complete before its end Example: I knew I had found a friend in the woman, who herself was a lonely soul, never phrase heart is true for all men, that is genius. Ralph Waldo Emerson Example: To believe your own thought, to believe that what is true for you in your private Periodic Sentences: a scheme where the sentence is not grammatically complete until its last cookies and fruity candy and juice and a white chocolate fountain and cotton candy machines and bubble gum machines. Example: For my little sister s birthday, we will have cake and ice cream and chips and simplicity. Asyndetoru a scheme in which no conjunctions are used to create an effect of speed or

40 S Formatting a Research Paper The MLA Style Center TheMLA Style Center Writing Resources (mill the Modern I CInLlflC Assoc Mion Formatting a Research Paper If your instructor has specific requirements for the format of your research paper, check them before preparing your final draft. The most common formatting is presented here. When you submit your paper, be sure to keep a secure copy. Margins Except for the running head (see below), leave margins of one inch at the top and bottom and on both sides of the text. If you plan to submit a printout on paper larger than 8½ by 11 inches, do not print the text in an area greater than 6½ by 9 inches. Text Formatting Always choose an easily readable typeface (e.g., Times New Roman) in which the regular type style contrasts clearly with the italic, and set it to a standard size (e.g., 12 points). Do not justify the lines of text at the right margin; turn off any automatic hyphenation feature in your writing program. Double-space the entire research paper, including quotations, notes, and the list of works cited. Indent the first line of a paragraph half an inch from the left margin, Indent set-off quotations half an inch as well (for examples, see in the MM Handbook). Leave one space after a period or other concluding punctuation mark, unless your instructor prefers two spaces. Heading and Title A research paper does not need a title page. Instead, beginning one inch from the top of the first page and flush with the left margin, type your name, your instructor s name, the course number, and the date on separate lines, double-spacing the lines. On a new, double-spaced line, center the title (fig. 1). Do not italicize or underline your title, put it in quotation marks or boldface, or type it in all capital letters. Follow the rules for capitalization in the MLA Handbook (67 68), and italicize only the words that you would italicize in the text. Local Television Coverage of International News Events The Attitude toward Violence in A Clockwork Orange The Use of the Words Fair and Foul in Shakespeare s Macbeth Romanticism in England and the Scapigliatura in Italy 40 hrrnc1/ctvlp ml,, nmnlrnrmn,tinq n,,nprq) t

41 /26I2Ol6 Formatting a Research Paper The MLA Style Center Do not use a period after your title or after any heading in the paper (e.g., Works Cited). Begin your text on a new, double-spaced line after the title, indenting the first line of the paragraph half an inch from the left margin. If your teacher requires a title page, format it according to the instructions you are given. Laura N. Jsephson Josephson 1 Professor Bennett -, Doiiblo.spaco I Humanities I SMay2Ol6 -. Inclont ½ Jilingtons Adventures in Music and Geography - in studying the influence of Latin American, African, and Asian music on I modern American composers, music historians tend to discuss such figures as Aaron Copland, George Cershwin Henry Coweit Man Hovhaness. and John Cage _ _---j Fig. 1. The top of the first page of a research paper. Running Head with Page Numbers Number all pages consecutively throughout the research paper in the upper right-hand corner, half an inch from the top and flush with the right margin. Type your last name, followed by a space, before the page number (fig. 2). Do not use the abbreviation p. before the page number or add a period, a hyphen, or any other mark or symbol. Your writing program will probably allow you to create a running head of this kind that appears automatically on every page. Some teachers prefer that no running head appear on the first page. Follow your teacher s preference. 1 josephson 2 1 Eilington s earliest attempts to move beyond the four-minute limit imposed by the 1 Fig. 2. The running head of a research paper. Placement of the List of Works Cited The list of works cited appears at the end of the paper, after any endnotes. Begin the list on a new page. The list contains the same running head as the main text. The page numbering in the running head continues uninterrupted throughout. For example, if the text of your research paper (including any endnotes) ends on page 10, the works-cited list begins on page 11. Center iiiin/icttij. mm nroiin,,,,,,tth,.,_,,,,.,,.,-,i 4-i

42 S/26/20 16 Formatting a Research Paper The MLA Style Center the title, Works Cited, an inch from the top of the page (fig. 3). (If the list contains only one entry, make the heading Work Cited.) Double-space between the title and the first entry. Begin each entry flush with the left margin; if an entry runs more than one line, indent the subsequent line or lines half an inch from the left margin. This format is sometimes called hanging indention, and you can set your writing program to create it automatically for a group of paragraphs. Hanging indention makes alphabetical lists easier to use. Double-space the entire list. Continue it on as many pages as necessary. [3ngiti ni lituiblu spaci! hntweeii i ngu niinilwr left margin title and first entry Workst Cite d Josephson IS I Edwards, Brent [(ayes. The Literary Ellington. Represer;rarsoits.ito. 77, Winter I pp /STOR, dci /,ep I 1. Indent ½ Gaines, 4(enn. Ouke Ellitigion. flack, Biown, and ReILle, and the Cultural Politics of Race Radano and Echlrnan, pp S8S Fig. 3. The top of the first page of a works-cited list. Drni hi ( SpI ce within and between entries Tables and Illustrations Place tables and illustrations as close as possible to the parts of the text to which they relate. A table is usually labeled Table, given an arabic numeral, and titled. Type both label and title flush left on separate lines above the table, and capitalize them as titles (do not use all capital letters). Give the source of the table and any notes immediately below the table in a caption. To avoid confusion between notes to the text and notes to the table, designate notes to the table with lowercase letters rather than with numerals. Double-space throughout; use dividing lines as needed (fig. 4). 42

43 Year Degrees Degrees Degrees Degrees in Modern Foreign LangLiages and Literatures Conferred by Degree-Granting Institutions of Higher Education in the United Stacesa Table I bachelor s Master s Doctor s hftni1etui,,,,,i.,.,..,r,.,.,,...,,.,.... graph, or chart should be labeled Figure (usually abbreviated Fig.), assigned an arabic as the text of the paper (fig. 5). If the caption of a table or illustration provides complete the works-cited list is necessary. numeral, and given a caption: Fig. 1. Mary Cassatt, Mother ond Child, Wichita Museum: A label and caption ordinarily appear directly below the illustration and have the same one-inch margins information about the source and the source is not cited in the text, no entry for the source in Any other type of illustrative visual material for example, a photograph, map, line drawing, Fig. 4. A table in a research paper. Source: table 291 in Digest of Education Statistics: 2007 ed., United Indian languages, and sign language and sign language interpretation. or a combination or modern foreign languages and exclude degrees in and Semitic languages, ancient and classical Greek, Sanskrit arid classical a. These figures include degrees conferred in a single language d ig es t/do 7/t ab le s/d to 7_297. as p. Center for Education Statistics, June 2007, ncesed.gov/programsj linguistics, Latin, classics, ancient and Middle and Near Eastern biblical States Dept. of Education, Institute of Education Sciences, National 2004-OS 1 6,008 2, ,408 2, ga 13,618 2, I 3,053 2, ,292 2, , ,236 2, ,854 2, , Fnrmathng a Research Paper The MIA StyLe Center ,1 86 2,

44 8/ Formatting a Research Paper The MLA Style Center Fig. 1. Manticore, woodcut 1mm Edward Topsell: The History Beasts and.. ; London, 1658, p. 344: Curious Woodcurs of Fanciful Real Beasts, by Konrad Gesner, Dover, 1971, p. 8 and Serpents. of FourFooted Fig. 5. A figure in a research paper. Musical illustrations are labeled Example (usually abbreviated Ex.), an arabic numeral, and given a caption: Ex. 1. Pyotr lhch Tchaikovsky, Symphony no. 6 in B, opus 74 (Pathétique), finale. A label and caption ordinarily directly below example and have the one-inch margins as text of (fig. 6). the appear the paper the assigned same AIkro cm trio (J.= 6) Woawinds and brass Violins and viola ciio i1-kk, L9k I Al.1 J jrk k V I LtjrL1-f11 y,, -+- fl I 7,,. c p Crete. ii) Ex. 1. Ludwig van Beethoven, Symphony no. 3 in E flat, opus 55 (Eroica), first movement, opening. I JJ! J j Fig. 6. A musical example in a research paper. 44 CJL

45 sides as a means of conserving paper; follow your instructor s preference. papers printed on a single side because they re easier to read, but others allow printing on both If you print your paper, use only white, 8½-by-li-inch paper of good quality. If you lack 8½-by-ilinch paper, choose the closest size available. Use a high-quality printer Some instructors prefer Paper and Printing Corrections and Insertions on Printouts le.mla.org;formatti ng -paprs/ 2o16Modem Language AssociatIortofAmerica aimla.... i Modern. Designed to be printed out and used in the classroom. follow them closely. There are at present no commonly accepted standards for the electronic submission of guidelines for formatting, mode of submission (e.g., by , on a Web site), and so forth and research papers. If you are asked to submit your paper electronically, obtain from your teacher Electronic Submission commenting on students work. Many prefer that a paper be secured with a simple paper or binder clip, which can be easily removed and restored. Others prefer the use of staples. seem an attractive finishing touch, most instructors find such devices a nuisance in reading and merely folded down at a corner Although a plastic folder or some other kind of binder may Pages of a printed research paper may get misplaced or lost if they are left unattached or Binding a Printed Paper go. Do not use the margins or write a change below the line it affects, If corrections on any page checkers are h&pful when used with caution. They do not find all errors and sometimes label the corrected page or pages. Be sure to save the changed file. Spelling checkers and usage printout and find a mistake, reopen the document, make the appropriate revisions, and reprint neatly and legibly in ink directly above the lines involved, using carets (/) to indicate where they Proofread and correct your research paper carefully before submitting it. If you are checking a are numerous or substantial, revise your document and reprint the page. correct material as erroneous. If your instructor permits corrections on the printout, write them 8/26/2016 Formatting a Research Papcr The MLA Style Center

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47 Authors Rules for MLA Citation Elements One One Rule Type the author s last name, followed by a Authors do not have to be individual comma and the rest of the name, as presented persons. A work may be created by a in the work (21). corporate author an institution, an association, a government agency, or In general, omit titles, affiliations, and another kind of organization (21). degrees that precede or follow names (103). These are called If a Anthony, T. Boyle, PhD = Boyle, Anthony T. corporate is also the do Sister Jean Daniel = Daniel. Jean. not enter an author. Just begin your Sir Walter Scott Scott Walter. citation with the title of the work (21). person author organization corporate authors. publisher, Do not include The before any organization in the works cited list (104). For more specific rules about government agencies as corporate authors, see page 104. Format Last name, First name Middle initial. Name of Organization, Examples Baron, Naomi S. United Nations. Jacobs, Alan. United States, Congress. House Rule Format Examples Two Authors When a source has two authors, include them in the order in which they are presented in the work [21). Give the first author in last name, first name order, follow this with a comma and the word and, and give the second name in first name last name order (21). Last name, First name, and first name, last name. Dorris. Michael, and Louise Erdrich. 3 or More Authors When a source has three or more authors, reverse the first of the names and follow it with a comma and et al ( and others ) [22). Last name, First name, et al. Burdick, Anne, et al. I Pseudonyms Anonymous Works Rule Pseudonyms, including online user When a work is published without an names, are mostly given like regular name, do not list the author as author names (24). Anonymous. Instead, skip the author element and begin the entry with the work s If you know the real name of an author tide (24). listed under a pseudonym, you may add it in parenthesis. Adding the real name is not essential for famous pseudonyms, like George Eliot Stendhal, and Mark Twain, but may be useful for less familiar pseudonyms and is particularly desirable for online user names (102). Same as authors unless it does not take a traditional form. A pseudonym that does not take the traditional form should be given unchanged (102) Tribble, Ivan. Film Grit Hulk Format author s 47

48 Other Contributors (Editors, Translators, Directors, etc.) Aside from the author whose name appears at the of the entry, other people maybe credited in the source as contributors. If their participation is important to your research or to the identification of the work, name the other contributors in the entry. Precede each name (or each group of name, if more than one person performed the same function) with a description of the role. (37). start Edited by Translated by Directed by Adapted by Illustrated by Narrated by Performance by The editors of scholarly editions and of collections and the translators of works originally published in another language are usually recorded in documentation because they play key roles (37). Place other contributors after the title as in the example below. Examples: Chartier, Roger. The Order of Books: Readers, Authors, and Libraries in Europe between the Fourteenth and Eighteenth Centuries. Translated by Lydia G. Cochrane, Stanford UP, When Other Contributors are More Most of the time you ll cite other contributors as above. But, you may wish to cite a work by a contributor who was not responsible for producing the main content of a source, but instead played important role [for example an editor or translator). When citing by this type of contributor, you person or group and add a descriptive label (22-23]. another Important start your entry with this Editor/Editors Translators Rule List sources by their editors only when When you discuss a source that was you are citing the work as a whole (not translated from another language and a shorter work within the work like your focus is on the translation, treat the an essay in a book). Enter editors translator as author (23). names just as you would authors, but add a comma and the word editor or editors._(23). Same as authors but followed by, Same as authors but followed by, editor. translator. Examples Nunberg, Geoffrey, editor. Pevear, Richard, and Larissa Volokhonsky, Holland, Merlin, and Rupert Davis, translators. editors. Baron,_Sabrina_A.,_et._al.,_editors. Format 48

49 Titles Most titles should be italicized or enclosed in quotation marks. In general, italicize the titles of sources that are self-contained and independent (e.g. books) and the titles of containers (e.g. anthologies); use quotation marks for the titles of sources that are contained in larger works Ie.g. short stories ) Type of Title Format Examples Books, including Italics Reading anthologies Essay Quotation Marks the Fab Four. The Cultural Consequences of Printing and Story Poem Journal Magazine Newspaper Article in a journal, Magazine, or Newspaper Television Series Episode of a Television Series Website Web Page or Article on a Website Album Song Tweet Quotation Marks Quotation Marks ltalics Italics Italics Quotation Marks Italics Quotation Marks Italics Quotation Marks Italics Quotation Marks Quotatibn Marks and you do not standardize capitalization Quotation Marks and you do standardize capitalization Buffy Hush, the Vampire Slayer. Internet Movie Database Democracies the Beatles: Cultural Studies, Literary Criticism, in and the Internet. the Magi. The Gift of The Road Not Taken. The English Journal. National Geographic. The New York Times. Humans Still Quicker than Robots at to Drive. Learning Modern Vampires Unbelievers. We of have report east & west of Tehran the World. of the City, large streetbatties now - Re: Lunch Meeting on Monday. in #Iranelection. There are a few categories (Scripture, Laws and Acts, Musical Compositions Identified by Form, Number, and Key, Series, Conferences and Seminars) of titles that are not formatted following general MLA conventions. The ones you are most likely to use are similar to the following. Bible Declaration of Independence Old Testament Bill of Rights Genesis Magna Carta Gospels Koran or Quran or Qur an Talmud Treaty of Trianon lfyou are citing a specific published edition of scripture, like The Interlinear Bible, you will use standard capitalization. 49

50 fl:..,, Titles within Titles You will sometimes find yourself in situations where you are dealing with titles that have titles within them. This might be the title of an article in a journal that refers to the title of a book, play, poem or essay. You could also have the title of a book that contains the title of another book, poem, or play. The MLA rules for how to format different situations of titles within title are covered here. Italicize a in enclosed title normally indicated quotation marks (71). by italics when it appears within a title I k A. Using a Prop Rox to Create Emutional Memory and Creative Play for Teaching Shakespeares Othello.,..fl.,I S. ih I 4 1_._....I...,I..n.,t.I. P.. A._tI_A,1,1Y - -1 I I,I ,,..A 3 L, i. b,,,...1.,.j ¾ -,.U.,._...I. 3. K.. This is the first page of an article from The English Journal. Vol. 102, No. 2 (November 2012) pp Othello is the title of the play so it is italicized. When you cite this article or refer to it in the body of your essay, you will need to put the title of the article in quotation marks, but you ll need to keep the title of the play in italics. It will look like:.4.4, - - U.. I...I L.A f. U_&.,1...1 e...1 I U.. I Using a Prop Box to Create Emotional Memory and CreatIve Play for Teaching Shakespeare s Othello......a....fl....4,,.II,:., I.q....4 IA.,. 3 - I- i-.,fl. I- 3.. p.., I I P...4..,_. Italicizing Titles within Titles in NoodleTools To format this in NoodleTools, you will use bracket codes to indicate what part of your title needs to be in italics. Just before the title that needs to be in italics, type [title]. Then type the title right next to that (no spaces in between) and right after that type an ending like this Title of specific work: bracket [/title]. live Play for Teaching Shakespeare s Jtitle]Othaho[/titlelIl 50

51 SICULAR lhptsinb IN A GOOD FIIAS ISHARD O H%D story, MLA says to enclose the inner title in single quotation marks (71). 51 of Usher. Twentieth Century Interpretations of The Fall of the House lfi lift It will look like: marks and keep the whole title of in correct MLA style, you will need to enclose the title of the / 7 MLA also says to [u]se quotation marks around a title This book title contains the title of a short story To format it IlOtSE (IF ISIIEB normally indicated by quotation marks when it appears within an italicized title (71). TilE [lila OF I iie liii \1 Hhii ii T1 ifl i\[ihiiiiitllii)\\ place single quotation marks around the inner title in NoodleTools. There are no special directions to make NoodleTools format this for you. Simply A4 dun know I don IL now Sticiptir sad rhi,i and I Jun blnccisjcaune sheiaudttai rind tones me lnnuiantcn,rumcd to Secular Meaning in A Good ih,pposdcdiie,eaoreglorulpralcc TIir.piipl esn,,n flj ail,ela Hi 1,1 I, YtiridPr quotes around the inner title It Stanley Rcnp,a This is the first page of an article a Iiten,lure Iluminaita life. plc pliuminatre literature ouncticun fro rn the journal College English. Cal a ilpock of r ralofilil Ian I hut op null aneoco ly cci rca the anpitor i Ir nino inc vol on and,r our comprehcn.pon of bait. hr talon and e 11w means ompio d antr, reveal Ii A account in a Smith cnn nrwipa per edo rcnt * k of dcnctepmcnt, in a nppsrdcr trial casts tori, lieht on rlantpcr, 0 Coritinur s or s 0 ry, oo an is a r A Goad tan is Hard fl I nd, a I or has prti ad p It tot i.iriy II cusp hienonic hnvautnc 0 Connor list $ tial emend abou I icr lapel, an in pta 50 0 n I Ian Lienija eiu)opna.411 Ii luptetappcn hat dora aol appear Pu be so pporped 3n he lopc ol Kown I cit or) c oinuurvrerscscnta on that IC hr vorini lit harda of an atwaped Lii Cr moinrito rsrdn oilr d:atftai a hen ihe wet ion of ocr, children I C CTIIO) t a auddn, acres on odpn,n:graec a nit spccpalkindofir ran umph hat tecns&aidplceract a,, nt t a,,, m rkc TN a LI lie ciseottee a, sic lice he nr ni irn story O Ccnror I reading of hr ci secret to demand tro, a doc cinalre ii aerroach hat onc wade arcu nahic In brine in hit story The design of he usd1 nso,eo r, a I sior, a c es are a so p u in quo a ion ill me, ping us icr hap ha i indicated by ii, riulipo r ow tins erple lilian Th nrprwt paper a scant tic rate Fred to Ins let a reading or the grandmother s asp words in termn or a causal relat in n,ippp with bro, d trill turd inpiucal Loll arid Overinhin If iii The newipaper l,ti cra picac lcaiurrd by a pnetiopoiltait daily rrpuris on lare c i he pnpp,rdc, P iruti A or a usuiia manaccipscd 1 he pnoicpcaipan ia ng send 0 0 ioad t e ru e, put sing e pops hat heartarem3rkablevlnp ar It Luop4 tone. Whi io0 lire. II cdi rind as may he seen in ira follow, tas I arts 1 iserpi Iron It it a m.d ace_tell 5 -Ian ra cc suit SI I t it d ihc C ipalsi ott des i-li to in 1st papcsi coils nsacp,ts ret cord ft i Q Do A 4. A hips I,Piii* Robent hy you kulied ha?.. an is a ru.0 r in. F) Who, the told you that J not loses y nut A h nah Q_.. no bpied up, ii that particular pipicg ask e 54,0 as Liii I ha nco at 23 d d ] h h I f f h marks too. When you have an article title that includes the title of a poem, essay, or Poem) essays, and stories are put in quotation marks. Articles are put in quotation

52 The final MLA rule regarding titles within titles concerns what to do when you are citing a source that is normally italicized that appears within another italicized title. According to MLA, [w]hen a normally italicized title appears within another italicized title, the title within is neither italicized nor enclosed in quotation marks; it is in roman. What this means is that the inner title will have no special formatting. It will be just in plain text. You actually will have to make sure that the inner title is un italicized while the rest of the title remains italicized. The Bluest Eye is a book by Toni Morrison. This book by Laura Smith is about The Bluest Eye. It is important to indicate that The Bluest Eye is the title of a book, but since it appears within the title of another book, italics will not work. So in this case, you will un-italicize The Bluest Eye. It will look like: Toni Morrison s The Bluest Eye: Exploring the Role of Victim as Oppressor. Un-italicizing Titles within Titles in NoodleTools Just as you use bracket codes to put titles in italics in NoodleTools, you can use the same brackets to un-italicize titles within titles. : T1Ue of book or multivolume work: Toni Morrscn s [title]the Bluest Eye[/title]: Exploring th 52

53 write ordinal numbers with arabic numerals (2nd, 34th) and abbreviate 53 newspapers), works published by their authors or editors, Web sites or WordPress.com. whose title is basically the same as the publisher name, Web sites not involved in producing the works [they] make available, like YouTube making it available to the public (40). The MLA rules for publishers are: The publisher is the organization primarily responsible for producing the source or Publisher Episode of a television show season 4, episode 10, vol 128, no.1, Comic books no. 14 Journals that do no use volume numbers no. 128 (abbreviate number to no.) numbers with a comma and the number Journals that use volume and issue Abbreviate the word volume, follow it vol. 2, (V is not capitalized if it follows an Multi-volume sets of books Abbreviate the word volume and Type of Source How to Indicate the Number follow it by the volume number. television series. other reference sources, issues of journals, issues of comic books, and episodes of Many types of sources are numbered. These include volumes of encyclopedias or Number James Version) Edition are proper nouns (names of unique things) and therefore should be Capitalize the first word of descriptive terms for versions (Expanded ed.) By contrast, names like Authorized King James Version and Norton CriticaL Vol. 2, (V is capitalized when there is no edition) edition) You do not need to list publishers for periodicals (magazines, journals, revised (rev.) and edition (edj (107). capitalized like titles. Words in them are not abbreviated. (Authorized King Sources will sometimes provide an indication of a version. For books, versions are usually indicated by the edition. The MLA rules for citing versions are: Version

54 Seasons will be lowercase in the body of your essays, but you should capitalize seasons when they appear in your Works Cited (93). 54 Do not include business words in publisher names: Company, Co. Corporation, Corp., Incorporated, Inc. Limited, Ltd. If the title page contains the names of a parent company and of a division of it, generally cite the division (108). If the title page contains an imprint (a kind of brand name that the publisher attaches to some of its publications), as well as the publisher s name, omit the imprint (109). Shorten the names of academic press by changing University Press to UP. This may sometimes also appear with words in between like U of Chicago P or without the word University, like MIT P (97). If two or more organizations are named in the source and they seem equally responsible for the work, cite each of them, separating the names with a forward slash (fl (40). For websites, try to find the organization responsible for the site (usually at the bottom of the page). Include the name of the organization, and if it is a museum, library, or university, include the name of the city where it is located. Example: Folger Shakespeare Library / Bodlelan Libraries, U of Oxford / Harry Ransom Center, U of Texas, Austin Publication Dates In the body of your paper, you may use either month-day-year style dates or daymonth-year style dates, as long as you are consistent. MLA says that the works cited should use day month year so that you have fewer commas (93). Dates in the works cited list should be given as fully as they appear in your sources. When times are available, include them as well. Times should be expressed consistently in either twelve-hour or the twenty-four hour clock. Include time zone information when provided (93). You may abbreviate months in the works cited (Only abbreviate months that are longer than four letters and use the first three letters and a period: jan., Feb., Mar., Apr., etc. (93-94).

55 quotation Location Location refers to where this source can be found does not refer to the city where it was published. in its container. It Type of Source Location Example Type Print Sources or PDF page copies of print sources p. 12 Print Sources or PDF Range of copies of print sources pp Online works Online works with Digital Object Identifiers n :4. rqe notic pages url thatyou do not include http //in the un In the works cited doi:1o.1038/nphysll7o Optional Elements There are several elements that are not required in MLA citations, that you may want to consider including in your citations. Element When to use Where to put it Date oforiginal if it will provide the reader with insight into Immediately after publication the work s creation or relation to other works the source s title (50). (50) City ofpublication When a book was published before, Place the name of 1900 (in this case it can replace the the city before that of publisher s name) the publisher (51). when you read an unexpected version i of a text (such as a British edition when you are in the United States) whenever it might help a reader locate a text released by an unfamiliar publisher located outside North America _(51). Series If the title page or a preceding page indicates At the very end of the that a book you are documenting is part of a citation (52). series, you might include the series name, neither italicized nor enclosed in quotation marks, and the number of the book, (if any) in the series (52). Type of work When it is an unexpected type of work, like a At the very end of the transcript, lecture, or address. Like the series, citation (52). it should not be italicized, nor enclosed in marks (52). Date of access if the source provides no date specifying At the very end of the when it was produced or published (53). citation (53). 55

56 the text as a block indented half an inch from the left margin. Don not indent the first line an extra amount or add quotation marks not present in the original. A colon introduces a quotation displayed this way except when the grammatical connection between your introductory wording and the quotation requires a different mark of punctuation or none at all. A parenthetical reference for a prose quotation set off from the text follows the last line of the quotation. (77) Notice how when long quotations are set off from the text, the parenthetical reference comes after the period and is not followed by any punctuation. 56 In-Text Citations The in-text citation should direct the reader unambiguously to the entry in your workscited list for the source and, if possible, to a passage in the source while creating the least possible interruption in your text (54). Parts of In-Text Citations An indication of which source on your works cited list you are citing This is usually the author s last name, but when there is no author it will be a title. A page number when one is available There are two ways to construct in-text citations. A voice marker indicating the source in the text According to Naomi Baron, reading is 7ust half of literacy. The other half is writing (194). A parenthesis including both required parts of the in-text citation Reading is 7ust half of literacy. The other half is writing (Baron 194). *MLA does not recommend putting a page number in the text (As Naomi Baron argues on page 194) because it would disrupt the flow of ideas (54). Placement of parenthetical citations Place in-text citations where there is a natural pause in the text, but before the concluding punctuation mark. Paraphrase: In her book, It s Complicated, Danah Boyd explains the complexities teens face as they try to understand themselves in environments where they are under perpetual scrutiny from invisible audiences (53). The parenthetical reference conies after the text, but before the period. Quote: In her book, It s Complicated, Danah Boyd explains, [Teens] are grappling with battles that adults face, but they are doing so while under constant surveillance and without a firm grasp of who they are (Boyd 53). The parenthetical reference comes after the closing quotation mark, but before the period. When You are Quoting More than Four Lines (But You Almost Never Should) According to the MLA Handbook: If a quotation extends to more than four lines when run into your text, set it off from

57 mistakes. NoodleTools will alphabetize your works cited list for you, but it is good to understand some of the MLA conventions NoodleTools is following so you do not think they are 57 * For more details about formatting your works cited page, see page 41. Scholes, Robert, and Robert Kellogg. Scholes, Robert, and Eric S. Rabkin. names and alphabetize by the second authors last names. If two or more entries have the same first author, but a different second author, give all the Tannen, Deborah, and Roy 0. Freedle, editors. Tannen, Deborah, and Muriel Saville-Troike, editors. name both times. 3. [fan author is listed once by herself and then again with multiple authors, list her as above with three hyphens. author s name in the first entry only. After that, indicate that the author is the same 2. [1 you have two or more works by the same author or group of authors, give the 1. Alphabetize the entries by their first element (usually last name or the title) Alphabetizing entries in your Works Cited

58 Chicago (CMS) Research Paper (Bishop) The Massacre at Fort Pillow: Holding Nathan Bedford Forrest Accountable Title at paper. Ned Bishop Writers name. History 214 Professor Citro March 22, XXXX Title ni enlirse, insiructdr s lame, and date. Marginal annotations indicate Chicago-style lermiittmg and tl li!. Source: Diana Hacker (Boston: Bedford/St. Martin s. 2007). This paper follows the style guidelines in The Chicago Manual of Style, 15th ed. (2003). 58

59 Bishop 8 Notes First line ci each 1. John Cimprich and Robert C. Mainfort Jr., eds., Fort note is indented Pillow Revisited: New Evidence about an Old Controversy, Civil /2 (cr5 spaces). V/ar History 28, no. 4 (1982): Note number is not 2. Quoted in Brian Steel Wills, A Battle from the Start: The raised and is tel- L(fe of Nathan Bedford Forrest (New York: HarperCollins, 1992), lowed by a period Ibid., Shelby Foote, The Civil War, a Narrative: Red River to Appomaftox (New York: Vintage, 1986), 110. Anihors nanies 5. Nathan Bedford Forrest, Report of Maj. Gen. Nathan arc not inverted. B. Forrest, C. 5. Army, Commanding Cavalry, of the Capture of Fort PilLow, Shotgun s Home of the American Civil War, Jack Hurst, Nathan Bedford Forrest: A Biography (New York: Knopf, 1993), 174. Last lame and 7. Foote, Civil War, 111. title refer to an e:irlier note 8. Cimprich and Mainfoft, Fort Pillow, 295. iiie same author 9. Ibid., Ibid., Foote, CMI War, 110. Bishop cites an 12. Quoted in Wills, Battle from the Start, 187. nd i reel source: woids (holed in 13. Albert Castel, The Fort PilLow Massacre: A Fresh Examina onolhier snuite. tion of the Evidence, Civil War History 4, no. 1(1958): Notes are single- 14. Cimprich and Mainfoft, Fort Pillow, 300. spaced, with rloubhe-spacinrj 15. Hurst, Nathan Bedford Forrest, 177. between notes. (Seine instructors nay peter rho u b Ic-spacing throughout.) 16. Ibid. Source: Diana Hacker (Boston: Bedford/St. Martin s, 2007). 59

60 Bishop DudLey Taylor Cornish, The Sable Arm: Black Troops in the Union Army, (Lawrence, KS: University Press of Kansas, 1987), Foote, Civil War, Cimpdch and Mainfort, Fort Pillow, Quoted in Wills, Battle from the Start, Ibid., Quoted in Hurst, Nathan Bedford Forrest, Quoted in James M. McPherson, Battle Cry of Freedom: The Civil War Era (New York: Oxford University Press, 1988), Hurst, Nathan Bedford Forrest, Quoted in Foote, Civil War, 105. Source: Diana Hacker (Boston: Bedford/St. Martin s, 2007).

61 Cl Source: Diana Hacker (Boston: Bedford/St. Martin s, 2007). Bedford Forrest. New York: HarperCollins, between entries. McPherson, James M. Battle Cry of Freedam: The Civil War Era. New spocinqthroiigho[it.1 Wills, Brian Steel. A Battle from the Start: The Life of Nathan may prefer double Sonic instructors York: Oxford University Press, nov hi n spacing S1)1iCCd, with Entries are sinqie- Hurst, Jack. Nathan Bedford Forrest: A Biography. New York: Knopi, Pillow. Shatgun s Home of the American Civil War. C. S. Army, Commanding Cavalry, of the Capture of Fort New York: Vintage, Foote, Shelby. The Civil War, a Narrative: Red River to Appomattax. Forrest, Nathan Bedford. Report of Maj. Gen. Nathan B. Forrest, (or 5 spaces). dilitional lines is at oh niarqin; Army, Lawrence, KS: University Press of Kansas, History 28, no. 4 (1982): Revisited: New Evidence about an Old Controversy. Civil War Cimprich, John, and Robert C. Mainfort Jr., eds. Fort Pillow betized by authors the Evidence. Civil War History 4, no. 1 (1958): are indented ½ Entries are alpha- Castel, Albert. The Fort Pillow Massacre: A Fresh Examination of last iiaixies, First line of entry Cornish, Dudley Taylor. The Sable Arm: Black Troops in the Union Bibliography Bishop 10

62 Material Collected From: Bedford St. Martin s Easy Writer: A High School Reference MLA Handbook Eighth Edition Purdue OWL The Writing Center at UNC Modesto City Schools ( They Say I Say: The Moves That Matter in Academic Writing 62