Writing & Citation Guide

Table of Contents

Introduction3

Statement on Plagiarism4

Essential Elements of Essay Writing5

Tips for Writing a Research Paper6

General Writing Tips8

Words Commonly Used in Academic Writing10

Verbs that Introduce Quotes10

Coordinating Conjunctions11

Correlative Conjunctions11

Common Conjunctive Adverbs11

Common Transitional Expressions11

Ten Important Grammatical Issues12

Sample Title Page20

Standard Format of an Academic Paper21

Citing the Bible23

Citing Magisterial Documents24

Catechism of the Catholic Church24

Vatican II documents24

Exhortations and Encyclicals25

Papal Audiences25

USCCB Documents26

Summa Theologiae26

Code of Canon Law - 198327

Compendiums - Denzinger27

Writings of the Church Fathers28

Books within a Collection/Selection of Writings28

Liturgical Books29

Biblical Dictionaries & Commentaries31

Secondary Sources33

Books with one author33

Books with one author plus edition33

Books with foreword/introduction/preface/afterword written by different author33

Books with two authors34

Books with two authors plus editor and translator34

Books with multiple authors34

Books with author and editor(s)35

Books with editor(s) in place of an author35

Chapters within an edited book35

Textbook chapters with multiple book editors36

Books with translators36

Books in a series36

Books with volume numbers (same title for each volume)37

Journal articles37

Magazine articles38

Sample Paper with Comments39

Sample Bibliography57

Introduction

Welcome to St. Joseph's Seminary! This Writing and Citation Guide, together with its accompanying bibliography guide, is intended to help you navigate through the occasionally daunting process of writing and researching the papers that will be assigned to you during your time at St. Joseph's. It is designed to help students in all of our various seminary, diaconate, and M.A. programs. Even if you have not written a research paper in many years, you can learn to write papers that will enhance your understanding of the course material and serve you in your ministry.

Before you begin your first research paper, it is recommended that you read the section on writing and follow the suggested steps for starting your research. Close attention to the required formatting at the earliest stages of your research will prevent mistakes that require correction later. As you begin gathering sources for your research paper, format them into a bibliography by following the guidelines provided in the citation section that begins on page 24. To aid you in your research, the Bibliography Guide offers a list of fundamental sources in the areas of Scripture, dogmatic theology, moral theology, Church history, canon law, liturgical/sacramental theology, homiletics, and philosophy, respectively. The guides are also available on the St. Joseph's library website under the "Writing and Research" tab, along with links to sources that will help with your writing. The best time to start a research paper is at the beginning of the semester, so please check the seminary website for more information about the workshops and other services that are available. At any point during the semester, please feel free to directly contact Annmarie McLaughlin, Professor of Writing and Research, at annmarie.mclaughlin@archny.org, or to submit the help request form available on the "Writing and Research" tab of the library website.

Statement on Plagiarism

Plagiarism or academic fraud of any type will not be tolerated at St. Joseph’s Seminary. If plagiarism or cheating is suspected, the professor is to contact the Academic Dean immediately with the paper or exam in question. If an initial review of the evidence deems the suspicion to be credible, the Academic Dean convenes an ad hoc committee of three professors from the full-time faculty to review the evidence. If the committee deems that plagiarism or academic fraud has occurred, the Academic Dean thereafter requests a meeting with the student in which the student has the opportunity to explain their work and evidence.

If no credible explanation is proffered, the student receives an automatic failure for the course, and the rector and the faculty will review the student’s continued matriculation at St. Joseph’s.

Plagiarism occurs when students

· directly copy the wording of an author without the use of quotation marks or proper acknowledgement

· copy and paste information from the web without using quotation marks or without citing the source

· attempt to paraphrase the wording of an author without significant changes and without the use of quotation marks where necessary, even if the source is acknowledged

· paraphrase the wording of an author without proper acknowledgement

· repeat the unique wording or idea of an author without quotation marks or proper acknowledgement

· purchase a paper, or hire or utilize someone else to write a paper, which is then presented as the student's own

Plagiarism often occurs when students procrastinate and/or fail to begin planning and writing a paper in advance. The best way to avoid plagiarism is to begin a research paper well in advance of the due date and to take careful notes from all sources. Your notes should either record the exact wording of an author in quotation marks or significantly paraphrase the wording of an author. Significant paraphrasing includes changes to word order, vocabulary, and possibly sentence structure without altering the meaning of the author's original wording. In your notes, be sure that the original context is apparent so that the author's meaning is preserved.

Whether you paraphrase or record direct quotes in your notes, be sure to record the name of the source and corresponding page number in order to avoid confusion and mistakes when adding footnotes to your paper. Finally, footnote as you write your paper. This will spare you the hassle of trying to determine the correct sources and page numbers at the last minute. For additional guidelines, see "Tips for Writing a Research Paper," pp. 4-5.

Essential Elements of Essay Writing

1. Strong introductory paragraph

2. Supporting body paragraphs

3. Concluding paragraph that sends the reader forward

An Introductory Paragraph should

1. Pique the reader’s interest

2. Contain a clear thesis statement

3. Provide supporting/secondary elements for the thesis

4. Include a sense of where the paper is going

5. Include a “plan” for the paper

Body Paragraphs should

1. Include at least 5-7 sentences

2. In some way refer back to the introductory paragraph, support the thesis, and be part of the “plan” for the paper

3. Have a clear topic or theme

4. Flow logically from one to the next and include transitional words

5. Not include tangents or digression (save these for the footnotes or eliminate them entirely)

Concluding Paragraphs should

1. Summarize the content of your essay

2. Demonstrate that the thesis has been proven

3. Refer back to the introductory paragraph/thesis

4. Send the reader forward with something to ponder

Tips for Writing a Research Paper

1. Pick a topic as soon as possible after the paper is assigned. If necessary, get approval for your topic from your professor.

2. Visit the library to select books; go online to the library catalog. Use EBSCO to find relevant journal articles, many of which can be downloaded as full-text PDFs. (Older articles may require a visit to the journal section of the library, but you will need to use these as well.)

3. Build a bibliography. Once you have selected even just a few books or articles that you would like to use for your paper, open a Word document and entitle it “Bibliography.” Using the guidelines found in Kate Turabian’s A Manual for Writers of Research Papers, Theses, and Dissertations and in the St. Joseph's Citation Guide, add your selected books and articles to your bibliography. The entries should be listed alphabetically according to the author’s last name. The bibliography is often the first thing your professor will check–even before reading your paper–so use it to make a good impression.

4. Make a template for your footnotes. As you build your bibliography, format each entry as a footnote and as an abbreviated citation. As you write your paper, you can copy and paste the entries into your footnotes, changing only the page numbers.

5. Take notes. Starting as far in advance of your due date as possible, select one or two books or articles a week and begin taking notes. Open a new Word document for your notes. At the top of the entry for each book or article you are reading, record the title and author’s name. As you take notes–whether you record direct quotes or paraphrase the author’s words–put the page numbers in parentheses. When it is time to write your paper and record the footnotes, you will have all the necessary information in your notes document; this will spare you the hassle of searching through your books to find the correct page numbers.

6. Organize your notes according to topic. Once you have taken notes on all the articles and books you intend to use, highlight the notes in different colors according to topic. For example, if you are writing a biblical exegesis, highlight in blue all the information pertaining to the historical context of the passage. Highlight in yellow all the information pertaining to word exegesis. Highlight in pink any disputed issues surrounding the passage. When you begin writing your paper, you can organize it according to subheadings. For a research paper of 10-15 pages, three or four different subheadings should provide you with a solid basis to make a strong presentation.

7. Let the evidence speak to you. Rather than beginning a research paper with a firmly established thesis in mind, it is often better to let the results of your research guide you in formulating a thesis. Read through the work of various theologians on a particular topic. Consider the salient points of their research. Is there a common thread to what they are saying? Do theologians disagree on particular points pertaining to your topic? Often your thesis can involve presenting the different aspects of a disputed topic.

8. Formulate a thesis. Once you have read through your research thoroughly, write your thesis in one or two sentences. Then build an introductory paragraph around it. Introduce the topic in a manner that is engaging and piques the reader’s interest. Explain how you will demonstrate your thesis. Lay out the organizational structure of your paper–topic by topic–and follow that structure throughout your paper. You can always return to and refine your thesis statement once you have finished compiling your research.

9. Write body paragraphs according to the plan delineated in your introductory paragraph. The body paragraphs will form the bulk of your paper. Be sure to focus on one solid point in each paragraph. Begin a new paragraph whenever you introduce a different perspective on what you were previously discussing. Make sure that each paragraph pertains to your thesis and follows the plan you delineated in your introductory paragraph. Avoid tangents. If there is a tangential topic that you believe merits some attention in your paper, incorporate it into your introductory paragraph so that it coincides with the rest of your paper or delegate it to a footnote. Use subheadings to help you maintain focus.

10. End with a bang. It is easy to let a paper fizzle out at the end; this can unravel all the positive effects of your hard work. A concluding paragraph should summarize what you have discussed and refer back to the thesis you presented at the beginning, but it should also send the reader away with something to ponder.

11. EDIT, EDIT, EDIT!! First drafts should NEVER be submitted to your professors. Finish the first draft of your paper at least a few days or a week in advance of the due date. Spend time reading it over, checking for grammatical errors, and making sure it is cohesive. Think about it when you are not sitting in front of it. Do not hit “print” until you are sure it is the best possible representation of your work. On the television show Madame Secretary, the Secretary of State says of her speech writer, “I don’t usually like his first draft, or his second, but I love his third.” Your professors will love your third draft too.

General Writing Tips

1. Double-space papers in 12-point Times New Roman font.

2. Use only one space between sentences.

3. Justify the left margin only.

4. Indent one "tab" space at the beginning of each paragraph.

5. Use Chicago Manual of Style citations, 16th edition.

6. Footnotes are preferable to endnotes (unless otherwise specified by your professor).

7. All quotes should be introduced. This can be done in a variety of ways:

Ex. Pope Benedict observes, "Those words of Jesus, 'as I have loved you,' simultaneously invite and disturb us."[footnoteRef:2] [2: Benedict XVI, The Apostles (Huntington, IN: Our Sunday Visitor, Inc., 2007), 83.]

Ex. Pope Benedict observes that "Those words of Jesus, 'as I have loved you,' simultaneously invite and disturb us."[footnoteRef:3] [3: Ibid.]

Ex. Pope Benedict observes that these words serve as a Christological goal: "they are an incentive that....does not permit us to be content with what we are but spurs us to keep advancing towards this goal."[footnoteRef:4] [4: Ibid.]

8. When citing a Church document such as the Catechism, a Vatican II document, or a papal exhortation or encyclical, cite the first reference in a footnote, and then use parenthetical citations for all subsequent references. See pp. 4-6 of the Citation Guide for examples.

9. Research papers should include a "Bibliography" rather than a "Works Cited" page.

10. In written text, spell out numbers up through and including one hundred as well as numbers that can be written in one or two words. Hyphenated numbers count as one word. Longer numbers may use Arabic numerals.

Ex. twenty-two hundred

Ex. 1,463

11. Place all commas and periods inside the quotation marks. Question marks, exclamation points, semi-colons, and colons should be placed outside the quotation marks unless they are part of the quote.

12. Avoid contractions in formal writing.

13. Do not place commas between subjects and their verbs unless there is an intervening phrase.

incorrect: The young boy, was eager to go on vacation.

correct: The young boy was eager to go on vacation.

correct: The young boy, who just completed third grade, was eager to go on vacation.

14. Use parallel phrasing when listing items or concepts.

Ex. In Amoris Laetitia, Pope Francis encourages parents to participate actively in the moral formation of their children, to use correction as an incentive for good behavior, and to exercise patient realism when formulating expectations.

15. It is preferable to place a comma after the penultimate item in a list.

Ex. All bishops, priests, and deacons are invited to the meeting.

16. When appropriate, use the active voice instead of the passive.

passive voice: In Amoris Laetitia, it is suggested that married couples face crises together.

active voice (preferred): In Amoris Laetitia, Pope Francis encourages married couples to face crises together.

Words Commonly Used in Academic Writing Verbs that Introduce Quotes

saysproposes

statesargues

notesasserts

explainsobserves

suggestsbelieves

Do not use the word "on" after any of these verbs. All of these verbs may be used in the following ways:

ex. In Laudato Si, Pope Francis says, "....."

OR

ex. In Laudato Si, Pope Francis says that "....."

ex. In Amoris Laetitia, Pope Frances observes, "....."

OR

ex. In Amoris Laetitia, Pope Frances observes that "....."

ex. In Amoris Laetitia, Pope Frances proposes that "....."

ex. The Church argues in favor of pro-life issues.

OR

ex. The Church argues against pro-abortion viewpoints.

However, some other similar verbs run more directly into the rest of the sentence without the use of a comma or "that."

ex. In Amoris Laetitia, Pope Francis discusses the important role played by parents in the ethical formation of their children.

ex. In Laudato Si, Pope Francis advises us to consider the future consequences of the decisions that we make about the earth in today's society.

ex. In Laudato Si, Pope Francis encourages us to contemplate the future consequences of how we care for the earth today.

Coordinating Conjunctions

For

And

Nor

But

Or

Yet

So

Correlative Conjunctions

both...and

not only...but also

either...or

neither...nor

Common Conjunctive Adverbs

alsofurthermoremeanwhilestill

accordinglyhowevermoreoverthen

anywayincidentallyneverthelesstherefore

besidesindeednextthus

consequentlyinsteadnonetheless

finallylikewiseotherwise

Common Transitional Expressions

after allfor examplein other words

as a resultfor instanceon the contrary

by the wayin additionon the other hand

even soin factthat is

Ten Important Grammatical Issues

1. Run-on sentences: A run-on sentence consists of two complete sentences that are combined together as if they are one sentence. Run-on sentences occur when two sentences are fused together with a comma where there should be a semi-colon, or when there is no punctuation or coordinating conjunction between the two sentences.

Run-on: St. Augustine was the greatest theologian of his time, his work became the foundation for many essential teachings of the Catholic Church.

Correct: St. Augustine was the greatest theologian of his time; his work became the foundation for many essential teachings of the Catholic Church.[compound sentence with semi-colon]

Correct: St. Augustine was the greatest theologian of his time. His work became the foundation for many essential teachings of the Catholic Church. [two sentences]

Run-on: St. Augustine’s mother, St. Monica, wanted him to become a Catholic, she was worried that he would continue to live a dissolute life.

Correct: St. Augustine’s mother, St. Monica, wanted him to become a Catholic, but she was worried that he would continue to live a dissolute life.[compound sentence with comma and coordinating conjunction]

Correct: St. Augustine’s mother, St. Monica, wanted him to become a Catholic; however, she was worried that he would continue to live a dissolute life. [compound sentence with semi-colon plus conjunctive adverb]

2. Fragments: A sentence fragment occurs when part of a sentence is punctuated as if it were a whole sentence. Fragments usually result when there are subjects or verbs missing from the sentence, or when a clause does not express a complete thought.

Fragment: Jesus and his disciples on the hill while Jesus preached. [missing verb]

Correct: Jesus and his disciples sat on the hill while Jesus preached.

Fragment: Jesus preaching to his disciples. [missing helping verb]

Correct: Jesus was preaching to his disciples.

Fragment: Said that he came to fulfill the law, not to abolish it. [missing subject]

Correct: Jesus said that he came to fulfill the law, not to abolish it.

Fragment: By providing them with loaves of bread and fish. [not a complete thought – missing subject and verb]

Correct: By providing them with loaves of bread and fish, Jesus taught his disciples that God would provide for them.

Fragment: After the Passover preparations had been completed. [adverb clause fragment]

Correct: After the Passover preparations had been completed, Jesus shared a meal with his disciples.

3. Semi-colons v. commas: Use semi-colons between independent clauses that are closely related in thought. Semi-colons should also be used to separate items in a list if the items in the list already contain commas or if the items in the list are detailed and complicated.

Incorrect: Pope Francis was the first Jesuit to become a pope, he was also the first pope from the Americas. [two independent clauses]

Correct: Pope Francis was the first Jesuit to become a pope; he was also the first pope from the Americas. [two independent clauses joined by a semi-colon]

Incorrect: Pope Francis completed Pope Benedict’s encyclical on faith, subsequently he has written influential encyclicals of his own. [run-on sentence]

Correct: Pope Francis completed Pope Benedict’s encyclical on faith; subsequently, he has written encyclicals of his own. [semi-colon with conjunctive adverb and comma]

Incorrect: Pope Francis has visited many influential cities, such as Rio de Janeiro, Brazil, Seoul, South Korea, and Strasbourg, France.

Correct: Pope Francis has visited many influential cities, such as Rio de Janeiro, Brazil; Seoul, South Korea; and Strasbourg, France.

Incorrect: The Synod on the Family covered many topics, such as the need for greater pastoral awareness of the challenges faced by blended families, the question of how to deal with divorced and remarried Catholics, and outreach to Catholics who feel alienated from the Church.

Correct: The Synod on the Family covered many topics, such as the need for greater pastoral awareness of the challenges faced by blended families; the question of how to minister to divorced and remarried Catholics; and outreach to Catholics who feel alienated from the Church.

4. Punctuation marks with quotations:

· Commas and periods are always placed inside closing quotation marks.

Ex. With regard to racism, Cardinal Dolan has said that "neither I nor anyone in the Church would ever tolerate hatred of or prejudice towards any of the Lord's children."

Ex. When speaking of his recent move to New York, Cardinal Dolan noted, "New York has grown on me," while patting his belly.

· An exception to this occurs when providing in-text citations; in this case, all punctuation marks are placed after the bracketed citations.

Ex. Jesus told Nicodemus, "Unless one is born of water and the Spirit, he cannot enter the kingdom of God" (John 3:5).

· Semi-colons and colons that are not part of a quote are placed outside closing quotation marks.

Ex. Jesus told the rich man, "You shall love your neighbor as yourself"; however, the man "went away sorrowful; for he had great possessions" (Matt 19:19, 22).

· Question marks and exclamation points are placed inside closing quotation marks if the quotation is a question or an exclamation. Otherwise, they are placed outside.

Ex. At the Wedding at Cana, Jesus says to his mother, "O woman, what have you to do with me?" (John 2:4).

Ex. What did Jesus mean in Matthew 17:20 when he spoke of having "faith as small as a mustard seed"?

**Always place footnote numbers directly after the closing quotation marks.**

Ex. When discussing St. Francis of Assisi's approach to self-denial, G.K. Chesterton notes that "It was not...merely in the sense of self-control....He devoured fasting as a man devours food. He plunged after poverty as men have dug madly for gold."[footnoteRef:5] [5: ]

5. Direct quotes: All direct quotes should have an introduction; a direct quote should not stand as a sentence by itself. Whenever possible, include your own analysis along with the quote.

Incorrect: The Church at Corinth was one of Paul's strongest communities, yet it experienced a variety of difficulties which Paul addressed in his letters. "Therefore, my brothers, when you come together to eat, wait for one another" (1 Cor 11:33).

Correct: The Church at Corinth was one of Paul's strongest communities, yet it experienced a variety of difficulties which Paul addressed in his letters: "Therefore, my brothers, when you come together to eat, wait for one another" (1 Cor 11:33).

Correct: The Church at Corinth was one of Paul's strongest communities, yet it experienced a variety of difficulties which Paul addressed in his letters. For example, he notes in his letter to them that "your meetings are doing more harm than good" (1 Cor 11:17).

Correct, with additional analysis added: The Church at Corinth was one of Paul's strongest communities, yet it experienced a variety of difficulties which Paul addressed in his letters. One such difficulty was the inequality that existed between the wealthy and the servants in their community. In 1 Corinthians 11:33, Paul encourages them to practice unity when sharing the Lord's Supper. He writes, "Therefore, my brothers, when you come together to eat, wait for one another" (1 Cor 11:33).

6. Verb tense consistency: Avoid switching verb tenses within a paragraph

or within the course of your paper unless it is grammatically appropriate.

Incorrect: In Amoris Laetitia, Pope Francis speaks about what it means to be truly patient in our relationships with others. He noted that "Unless we cultivate patience, we will always find excuses for responding angrily" (92).

Correct: In Amoris Laetitia, Pope Francis speaks about what it means to be truly patient in our relationships with others. He notes that "Unless we cultivate patience, we will always find excuses for responding angrily" (92).

· When writing about a text, the present tense is preferable; write about the text as though the author is still speaking to us today. However, when speaking of events that clearly took place in the past, use the past tense.

Ex. In his Confessions, St. Augustine speaks of the sordid details of his past life. He describes the sins he committed as a young boy, which even included lying about sinning in order to impress his friends (II,3).

7. Subject-verb agreement: Present tense verbs, except be and have, add -s or -es when the subject is third-person singular. Present tense verbs do not add -s or -es when the subject is a first-person pronoun (I, we), a second-person pronoun (you), or a third-person plural pronoun (they).

Ex. I believe in a triune God. Do you believe in a triune God? They believein a triune God. However, she believes in Allah.

· Singular nouns take singular verbs.

Ex. The Archdiocese of New York has many auxiliary bishops.

Ex. The pope promotes many missionary activities throughout the world.

· Plural nouns take plural verbs.

Ex. Some dioceses in the U.S. have very elaborate cathedrals.

Ex. Missionary priests travel throughout the world helping those in need.

· A gerund phrase or an infinitive phrase used as a complete subject usually takes a singular verb. The gerund or infinitive serves as a singular simple subject.

Ex. Studying the works of the Church Fathers requires much diligence.

Ex. To achieve success in one's theological studies demands a strong work ethic.

· The number of a subject is not changed by a word in a phrase or a clause following the subject.

Ex. The works are written by the Church Fathers.

Ex. The works in this anthology are written by the Church Fathers.

· The use of a phrase that begins with a compound preposition (such as in addition to, as well as, or in conjunction with) does not affect the number of a subject.

Ex. Jesus, along with his disciples, celebrates the Last Supper in an upper room. [singular subject and singular verb]

Ex. The early Christians, as well as St. Paul in particular, were responsible for spreading the gospel throughout parts of the Middle East and Asia. [plural subject and plural verb]

· Some indefinite pronouns are singular, some are plural, and some can be singular or plural depending upon their usage.

· The following are singular and always take singular verbs, regardless of any intervening prepositional phrases: anybody, anyone, anything, each, either, everybody, everyone, everything, neither, nobody, no one, nothing, one, somebody, someone, and something.

Ex. Anyone who is going on the pilgrimage should meet at the church.

Ex. Each of the students is being assigned to a different parish.

Ex. Either of these articles is suitable as a source for your paper.

· The following indefinite pronouns are plural and always take plural verbs: both, few, many, and several.

Ex. Both of the courses offer a comprehensive survey of church history.

Ex. Several of the students have already received parish assignments.

· The indefinite pronouns all, any, more, most, none, and some may be singular or plural, depending on their meaning in a sentence.

Ex. All of the book was easy to read. [All refers to the singular noun book and takes a singular verb.]

Ex. All of the chapters were well organized. [All refers to the plural noun chapters and takes a plural verb.]

Ex. Is any of the dinner left? [Any refers to the singular noun dinner and takes a singular verb.]

Ex. Are any of the students studying for their exams? [Any refers to the plural noun students and takes a plural verb.]

8. Past, Present Perfect, and Past Perfect verb tenses:

· When speaking of events that occurred in the simple past, use the past tense.

Incorrect: David saw Bathsheba from the rooftop of his palace. He

had sent one of his men to bring her to him.

Correct: David saw Bathsheba from the rooftop of his palace. He sent

one of his men to bring her to him.

· Use the present perfect tense when speaking of events that took place before the current time, but which still may be continuing.

Ex. I have given you sufficient time to complete the project; there can be no more extensions.

Ex. He has been working on his thesis for many months, but he still has not completed the first chapter.

· Use the past perfect tense when speaking of events that took place before a specific time in the past.

Ex. Prior to his conversion, Paul had persecuted many Christians.

Ex. Nathan's parable reminded King David of the sins he had committed in order to cover up his relationship with Bathsheba.

9. Parallel Structure: Be sure to express similar concepts using similar structures. For example, pair an adjective with an adjective, a prepositional phrase with a prepositional phrase, and a noun clause with a noun clause. Similar ideas should be expressed using the same grammatical form.

Ex. Jesus is both divine and human. [divine and human are both adjectives]

Ex. Sr. Marianne serves her parish as both youth minister and pastoral associate. [minister and associate are both nouns with preceding adjectives]

Ex. In order to improve his grades, Jason has resolved to study harder, complete all writing assignments, and eliminate an hour of television every day. [to study, complete, and eliminate are all verbs that are used as infinitives following "to"]

Ex. In his spare time, Fr. Jones enjoys swimming and biking. [swimming and biking are both gerunds]

10. Paragraph structure: Each paragraph should contain at least five sentences. The first line of each paragraph should be indented one "tab" space. Begin a new paragraph when changing topic, and make sure that all sentences within a paragraph share a common theme. Try to vary the types of sentences within a paragraph. Use transitional words to connect sentences and paragraphs, particularly when presenting an opposing point of view.

Ex. At the core of The Only Way is the belief that you cannot preach the first commandment, love of God, without living the second, love of neighbor.[footnoteRef:6] Las Casas [6: Bartolomé de las Casas, The Only Way, ed. Helen Rand Parish, trans. Francis Patrick Sullivan, S.J. (New York: Paulist Press, 1992), 58.]

argues that one must draw people to the faith the way teachers draw students to knowledge. In order to learn, students must be freed of anything that will distract them. Las Casas quotes John Chrysostom in saying, "'A teacher must never harm students with truths intended to help them.'"[footnoteRef:7] Those with no prior knowledge of Christianity, such as the Native Americans, cannot be expected to embrace it when the only Christians they know spread their message through violence in God's name. Instead, Las Casas advocates the use of "gentleness" and a prayer demeanor. He says, "Christ deeds are expressive. As expressive as His words. So Christ's deeds are His words."[footnoteRef:8] [7: John Chrysostom, PG 62:399−406, 405, quoted in Las Casas, The Only Way, 104.] [8: Las Casa, The Only Way, 88.]

--definitions and format for examples based on John E. Warriner’s Holt Handbook: Grammar, Usage, Mechanics, Sentences, Sixth Course. Austin, TX: Holt, Rinehart, and Winston, 2003.

Sample Title Page

Title:

Subtitle

Your first and last name

Name of the course

Your instructor's name

Date of submission

Standard Format of an Academic Paper

1. Title Page

· Center the title one-third of the way down the page, with the main title on one line and the subtitle on the second line. Place a colon after the main title.

· Boldface the title.

· Three-quarters of the way down the page, your paper should have four separate lines that include the following:

1. your name

2. the course title

3. the name of your instructor

4. the date submitted

2. Pagination

· Center the page numbers at the top of the page, beginning with the first page of your text. The title page should not be numbered.

3. Margins

· Use standard one-inch margins at the top, bottom, and sides.

4. Text Formatting

· Use 12-point Times New Roman font, left margin justification.

5. Spacing

· Double-space the text of your paper.

· Use one space only between sentences.

· Single-space all block quotes, footnotes, and indented lists.

· Bibliographical entries should be single-spaced with an extra line in between entries.

6. Abbreviations

· In the body of your paper, spell out the titles of all biblical books, Church documents, and other references. Use appropriate abbreviations in footnotes or in-text citations.

7. Capitalization

· Capitalize titles, subtitles, section headings, and subheadings according to "headline style" (see Kate Turabian's A Manual for Writers of Research Paper, Theses, and Dissertations, Eighth Edition, pp. 312-314, or Ninth Edition, pp. 324-328).

8. Quotations

· See Turabian's A Manual for Writers, chapter 25, pp. 346-357 (Eighth Edition), or pp. 358-369 (Ninth Edition).

· Use block quotations when a quote runs five or more lines in the body of the paper. Block quotations should be single-spaced and indented one "tab" space at the left margin only. Add an extra line of space before and after the block quotation. Block quotations do not require quotation marks. Quoted statements within the block quotation should preserve the original quotation marks. Place the footnote number after the period at the end of the quote.

· When citing the Bible in a block quotation, place a period at the end of the quoted material, followed by the bracketed biblical reference.

9. Punctuation with Quotation Marks

· See "Writing Guide."

10. Footnotes

· To insert a footnote in Word, click on "References" and then "Insert Footnote." Footnotes should be 10 point Times New Roman font. Indent the first line of each footnote one "tab" space. Place a space between the footnote number and the ensuing text. Single-space each footnote, and place a line of space between footnotes.

· When referring to the same source and page number as an immediately preceding citation, write "Ibid." When referring to the same source as an immediately preceding citation but a different page number, format the footnote as follows:

Ibid., 39.

· Use "Ibid." only when referring to an immediately preceding citation. "Ibid." cannot be used to refer back to a source cited on a previous page of your paper. In that case, use an abbreviated citation that includes the author's last name, an abbreviated title of the book, and the page number:

Rahner, Foundations of Christian Faith, 191.

· For additional examples, see the guidelines for footnotes (FN) and for "Abbreviated Subsequent Citations" on p. 7 and following.

11. Bibliography

· Center the word "Bibliography" in boldface at the top of your bibliography page. Skip two lines before beginning to insert your entries.

· Single-space your bibliography.

· Alphabetize your bibliography according to the last name of each author.

· The first line of each bibliographical entry should be flush to the left margin. All subsequent lines of each entry should be indented one "tab" space so that the author's last name stands out. Using a hanging margin will provide the proper format. In Word, click on the arrow next to "paragraph" and select "hanging" under the "special" category for indentation.

· For additional examples, see the guidelines for bibliographical entries (BIB) on pp. 4 and following, as well as the sample bibliographies included in this guide.

Citing the Bible

All biblical references should be included parenthetically within the body of your paper. Place all sentence periods after the bracketed citation, except in block quotations (see "Quotations,"

p. 22). The first time you refer to the Bible in your paper, cite the version to which you are referring (NAB, NRSV, etc.). If the same version of the Bible is used throughout your paper, cite it only the first time. If different versions are used throughout the paper, indicate the version with each reference.

Ex. "His mother said to the servers, 'Do whatever he tells you'" (John 2:5 NRSV).

When referencing consecutive verses, separate the first and last verse numbers with the longer en dash, not a hyphen. Do not include a space after the colon.

Ex. Matt 12:1−5.

When citing specific books of the Bible, use the references recommended by the Society of Biblical Literature (see below) rather than those found in Turabian's A Manual for Writers.

Old Testament

GenEzraSongAmos

ExodNehWisObad

LevTobSirJonah

NumJdtIsaMic

DeutEsthJerNah

Josh1-2 MaccLamHab

JudgJobBarZeph

RuthPs (pl. Pss)EzekHag

1-2 SamProvDanZech

1-2 KgsEcclHosMal

1-2 ChrJoel

New Testament

Matt1-2 Cor1-2 ThessJas

MarkGal1-2 Tim1-2 Pet

LukeEphTitus1-2-3 John

JohnPhilPhlmJude

ActsColHebRev

Rom

Citing Magisterial Documents

When citing magisterial documents, Cite only paragraph or section numbers, not page numbers. The first time you refer to a magisterial document in your paper, cite the version to which you are referring in a footnote and include the paragraph or section number. All subsequent references should be parenthetical only, using an abbreviated version of the document's Latin title.

Catechism of the Catholic Church

Print version

Footnote for first citation: Catechism of the Catholic Church, 2nd ed. (Washington, DC: United States Catholic Conference, 2000), 862.

Subsequent parenthetical reference within the text: (CCC 863).

BIB: Catechism of the Catholic Church. 2nd ed. Washington, DC: United States Catholic

Conference, 2000.

Web version

FN: Catechism of the Catholic Church, 2nd ed. (Washington, D.C.: United States Conference of Catholic Bishops, 2016), 863, accessed March 18, 2017, http://ccc.usccb.org/flipbooks/catechism/index.html#4.

Subsequent parenthetical reference within the text: (CCC 865).

BIB:

Catechism of the Catholic Church. 2nd ed. Washington, D.C.: United States Conference of Catholic Bishops, 2016. Accessed March 18, 2017.http://ccc.usccb.org/flipbooks/catechism/index.html#4.

-----

Vatican II documents

Print (preferred)

Footnote for first citation: Vatican Council II, Dogmatic Constitution on the Church Lumen Gentium (November 21, 1964), in Vatican II: The Conciliar and Post-Conciliar Documents, ed. Austin Flannery (Collegeville, MN: Liturgical Press, 2014), 24.

Subsequent parenthetical reference within the text: (LG 24).

BIB:

Vatican Council II. Dogmatic Constitution on the Church Lumen Gentium. November 21,

1964. In Vatican II: The Conciliar and Post-Conciliar Documents. Edited by Austin Flannery. Collegeville, MN: Liturgical Press, 2014.

Exhortations and Encyclicals

Apostolic Exhortation - Print (preferred)

Footnote for first citation: Francis, Apostolic Exhortation on the Joy of the Gospel Evangelii Gaudium (November 26, 2013) (Washington, D.C.: United States Conference of Catholic Bishops, 2016), 9.

Subsequent parenthetical reference within the text: (EG 10).

BIB:

Francis. Apostolic Exhortation on the Joy of the Gospel Evangelii Gaudium. November 26, 2013. Washington, D.C.: United States Conference of Catholic Bishops, 2016.

-----

Encyclical Letter - Print (preferred)

Footnote for first citation: John Paul II, Encyclical on the Splendor of Truth: Regarding Certain Fundamental Questions of the Church's Moral Teaching Veritatis Splendor (August 6, 1993) (Washington, D.C.: United States Catholic Conference, 1993), 33.

Subsequent parenthetical reference within the text: (VS 34).

BIB:

John Paul II. Encyclical on the Splendor of Truth: Regarding Certain Fundamental Questions of the Church's Moral Teaching Veritatis Splendor. August 6, 1993. Washington, D.C.: United States Catholic Conference, 1993.

-----

Papal Audiences

FN: John Paul II. General Audience on the Theology of the Body (September 19, 1979), accessed July 25, 2017, at the Holy See, https://w2.vatican.va/content/john-paul-ii/en/audiences/1979/documents/hf_jp-ii_aud_19790919.html.

Abbreviated Subsequent Citation: John Paul II, General Audience on the Theology of the Body.

BIB:

John Paul II. General Audience on the Theology of the Body (September 19, 1979). Accessed July 25, 2017. At the Holy See. https://w2.vatican.va/content/john-paul-ii/en/audiences/1979/documents/hf_jp-ii_aud_19790919.html.

USCCB Documents

Prior to 2001, all documents published by the Conference of U.S. bishops were done so under the authorship of the United States Catholic Conference. Consequently, all conference documents published prior to 2001 should be ascribed to the United States Catholic Conference. All 2001 and post-2001 documents should be ascribed to the United States Conference of Catholic Bishops.

Prior to 2001:

Footnote for first citation: Catechism of the Catholic Church, 2nd ed. (Washington, DC: United States Catholic Conference, 2000), 862.

Subsequent parenthetical reference within the text: (CCC 863).

BIB:

Catechism of the Catholic Church. 2nd ed. Washington, DC: United States Catholic

Conference, 2000.

2001 and post-2001:

Footnote for first citation: United States Conference of Catholic Bishops, Program of Priestly Formation, 5th ed., (Washington, DC: United States Conference of Catholic Bishops, 2006), 79.

Subsequent parenthetical reference within the text: (PPF 80).

BIB:

United States Conference of Catholic Bishops. Program of Priestly Formation. 5th ed.

Washington, DC: United States Conference of Catholic Bishops, 2006.

-----

Summa Theologiae

The Summa is cited according to part (I, I-II, II-II, IV), question, and article. As with magisterial documents, all references to the Summa except the first should be parenthetical. The first time you cite the Summa in your paper, cite the version to which you are referring in a footnote.

Footnote for first citation: Thomas Aquinas, Summa Theologiae, in Summa Theologica: Complete English Edition in Five Volumes, vol. 4, trans. Fathers of the English Dominican Province (Notre Dame, IN: Christian Classics, 1981), III, q. 69, a.3, ad. 1.

Subsequent parenthetical reference within the text: (ST III, q. 69, a. 3, ad. 2).

BIB:

Aquinas, Thomas. Summa Theologica: Complete English Edition in Five Volumes. Vol. 4.

Translated by Fathers of the English Dominican Province. Notre Dame, IN: Christian

Classics, 1981.

Code of Canon Law - 1983

FN: Code of Canon Law, c. 312, §1, in Code of Canon Law: Latin-English Edition

(Washington, DC: Canon Law Society of America, 1999), 99.

Abbreviated subsequent reference: CIC, c. 312, §1. Note that the Latin abbreviation for

Codex Iuris Canonici is used.

BIB:

Code of Canon Law: Latin-English Edition. Washington, DC: Canon Law Society of

America, 1999.

-----

Compendiums - Denzinger

Footnote for first citation: Heinrich Denzinger, Enchiridion symbolorum definitionum et declarationum de rebus fidei et morum: Compendium of Creeds, Definitions and Declarations on Matters of Faith and Morals, ed. Peter Hünermann, 43rd edition (San Francisco: Ignatius Press, 2012), 4470.

Subsequent parenthetical reference within the text: (DH 4471).

BIB:

Denzinger, Heinrich. Enchiridion symbolorum definitionum et declarationum de rebus fidei et morum: Compendium of Creeds, Definitions and Declarations on Matters of Faith and Morals. Edited by Peter Hünermann. 43rd edition. San Francisco: Ignatius Press, 2012.

Writings of the Church Fathers

FN: John Chrysostom, Homilies on Genesis 18-45, trans. Robert C. Hill, Fathers of the Church 82 (Washington, D.C.: The Catholic University of America Press, 1990), 18, 2.

Abbreviated Subsequent Citation: Chrysostom, Homilies on Genesis, 18, 4.

BIB:

Chrysostom, John. Homilies on Genesis 18-45. Translated by Robert C. Hill. Fathers of the

Church 82. Washington, D.C.: The Catholic University of America Press, 1990.

-----

FN: Augustine, Answer to the Pelagians, ed. John E. Rotelle, The Works of Saint Augustine: A Translation for the 21st Century I/23 (Hyde Park, NY: New City Press, 1997), III, 4, 7.

Abbreviated Subsequent Citation: Augustine, Answer to the Pelagians, III, 11, 19.

BIB:

Augustine. Answer to the Pelagians. Edited by John E. Rotelle. The Works of Saint Augustine:

A Translation for the 21st Century I/23. Hyde Park, NY: New City Press, 1997.

-----

FN: Ambrose, On the Duties of the Clergy, trans. H. De Romestin, ed. Philip Schaff and Henry

Wace, The Nicene and Post-Nicene Fathers X, Second Series (Grand Rapids, MI: Wm. B. Eerdmans Publishing Company, 1969), I, IV, 14.

Abbreviated Subsequent Citation: Ambrose, Duties of the Clergy, I, XVI, 62.

BIB:

Ambrose. On the Duties of the Clergy. Translated by H. De Romestin. Edited by Philip Schaff

and Henry Wace. The Nicene and Post-Nicene Fathers X, Second Series. Grand Rapids,

MI: Wm. B. Eerdmans Publishing Company, 1969.

-----

Books within a Collection/Selection of Writings

FN: Bonaventure, The Life of Saint Francis, in The Soul’s Journey into God/ Tree of Life/ The Life of Saint Francis, trans. Ewert Cousins, The Classics of Western Spirituality (New York: Paulist Press, 1978), 185.

Abbreviated Subsequent Citation: Bonaventure, Life of Saint Francis, 186.

BIB:

Bonaventure. The Life of Saint Francis. In The Soul’s Journey into God/ Tree of Life/ The Life of

Saint Francis. Translated by Ewert Cousins, 177-328. The Classics of Western

Spirituality. New York: Paulist Press, 1978.

Liturgical Books

Citations for the liturgical documents listed below should include references to section or paragraph numbers - not page numbers - wherever section or paragraph numbers are provided.

FN: General Instruction of the Roman Missal, Fourth Edition, Liturgy Document Series, vol. 2

(Washington, D.C. : Office of Publishing Services, United States Catholic Conference, 1982), 24.

Abbreviated Subsequent Citation: GIRM, 25.

BIB:

General Instruction of the Roman Missal. Fourth Edition. Liturgy Document Series. Vol. 2.

Washington, D.C.: Office of Publishing Services, United States Catholic Conference, 1982.

-----

FN: Documents on the Liturgy: 1963-1979: Conciliar, Papal, and Curial Texts. (Collegeville, MN: The Liturgical Press, 1982), 2200.

Abbreviated Subsequent Citation: Documents on the Liturgy, 2207.

BIB:

Documents on the Liturgy: 1963-1979: Conciliar, Papal, and Curial Texts. Collegeville, MN:

The Liturgical Press, 1982.

-----

FN: Rite of Baptism for Children (Totowa, NJ: Catholic Book Publishing, 2001), 91.

Abbreviated Subsequent Citation: Rite of Baptism for Children, 93.

BIB:

Rite of Baptism for Children. Totowa, NJ: Catholic Book Publishing, 2001.

-----

FN: “Order for the Blessing and Conferral of a Scapular,” in Book of Blessings (Collegeville,

MN: Liturgical Press, 1989), 1488.

Abbreviated Subsequent Citation: “Blessing and Conferral of a Scapular,”1488.

BIB:

“Order for the Blessing and Conferral of a Scapular." In Book of Blessings. Collegeville,

MN: Liturgical Press, 1989.

-----

FN: Martin Connell and Sharon McMillan, "The Different Forms of Celebrating Mass (De Diversis Formis Missam Celebrandi), in A Commentary on the General Instruction of the Roman Missal, eds. Edward Foley, Nathan D. Mitchell, and Joanne M. Pierce (Collegeville, MN: Liturgical Press, 2007), 226.

Abbreviated Subsequent Citation: Connell and McMillan, "Celebrating Mass," 227.

BIB:

Connell, Martin, and Sharon McMillan, "The Different Forms of Celebrating Mass (De DiversisFormis Missam Celebrandi). In A Commentary on the General Instruction of the RomanMissal. Edited by Edward Foley, Nathan D. Mitchell, and Joanne M. Pierce, 224-278.Collegeville, MN: Liturgical Press, 2007.

-----

FN: Joseph A. Jungmann, The Mass of the Roman Rite: Its Origins and Development, Vol. 1, trans. Francis A. Brunner (Notre Dame, IN: Christian Classics, 2012), 73.

Abbreviated Subsequent Citation: Jungmann, Mass of the Roman Rite, 75.

BIB:

Jungmann, Joseph A. The Mass of the Roman Rite: Its Origins and Development. Vol. 1.

Translated by Francis A. Brunner. Notre Dame, IN: Christian Classics, 2012.

-----

FN: Michael S. Driscoll and J. Michael Joncas, The Order of Mass: A Roman Missal Study Edition and Workbook(Chicago, IL: Liturgy Training Publications, 2011), 95.

Abbreviated Subsequent Citation: Driscoll and Joncas, Order of the Mass, 96.

BIB:

Driscoll, Michael S., and J. Michael Joncas. The Order of Mass: A Roman Missal Study Edition

and Workbook. Chicago, IL: Liturgy Training Publications, 2011.

-----

FN: Peter J. Elliott, Ceremonies of the Modern Roman Rite: The Eucharist and the Liturgy of the Hours: A Manual for Clergy and All Involved in Liturgical Ministries, Revised Edition (San Francisco: Ignatius Press, 1995), 105.

Abbreviated Subsequent Citation: Elliott, Ceremonies, 110.

BIB:

Elliott, Peter J. Ceremonies of the Modern Roman Rite: The Eucharist and the Liturgy of the

Hours: A Manual for Clergy and All Involved in Liturgical Ministries. Revised Edition.

San Francisco: Ignatius Press, 1995.

Biblical Dictionaries & Commentaries

The New Interpreter's Bible

FN: Ronald E. Clements, "The Book of Deuteronomy," in The New Interpreter's Bible: A Commentary in Twelve Volumes, ed. Leander E. Keck et al. (Nashville, TN: Abingdon Press, 1998), II:319.

Abbreviated Subsequent Citation: Clements, NIB II:320.

BIB:

Clements, Ronald E. "The Book of Deuteronomy." In The New Interpreter's Bible: A

Commentary in Twelve Volumes. Vol. II. Edited by Leander E. Keck et al., 239-538.

Nashville, TN: Abingdon Press, 1998.

-----

Anchor Bible Dictionary

FN: D.E. Aune, "Eschatology," in The Anchor Bible Dictionary, ed. David Noel Freedman et al. (New York: Doubleday, 1992), 2:584.

Abbreviated Subsequent Citation: Aune, ABD 2:585.

BIB:

Aune, D.E. "Eschatology." In The Anchor Bible Dictionary. Vol. 2. Edited by David Noel Freedman et al., 575-609. New York: Doubleday, 1992.

-----

Anchor Bible Commentary

FN: Joseph A. Fitzmyer, Romans: A New Translation with Introduction and Commentary, The Anchor Bible 33 (New York: Doubleday, 1993), 125.

Abbreviated Subsequent Citation: Fitzmyer, Romans, 126.

BIB:

Fitzmyer, Joseph A. Romans: A New Translation with Introduction and Commentary. The Anchor Bible 33. New York: Doubleday, 1993.

-----

Word Biblical Commentary

FN: Ralph Klein, 1 Samuel, Word Biblical Commentary 10 (Nashville, TN: Thomas Nelson, 1983), 161.

Abbreviated Subsequent Citation: Klein, 1 Samuel, 170.

BIB:

Klein, Ralph. 1 Samuel. Word Biblical Commentary 10. Nashville, TN: Thomas Nelson, 1983.

-----

Sacra Pagina

FN: Raymond F. Collins, First Corinthians, Sacra Pagina 7 (Collegeville, MN: Liturgical Press, 1999), 195.

Abbreviated Subsequent Citation: Collins, First Corinthians, 203.

BIB:

Collins, Raymond F. First Corinthians. Sacra Pagina 7. Collegeville, MN: Liturgical Press, 1999.

-----

New Jerome Biblical Commentary

FN: Richard J. Clifford and Roland E. Murphy, "Genesis," in The New Jerome Biblical Commentary, eds. Raymond E. Brown, Joseph A. Fitzmyer, and Roland E. Murphy (Englewood Cliffs, NJ: Prentice Hall, 1990), 10.

Abbreviated Subsequent Citation: Clifford and Murphy, "Genesis," 11.

BIB:

Clifford, Richard J., and Roland E. Murphy."Genesis." In The New Jerome Biblical Commentary. Edited by Raymond E. Brown, Joseph A. Fitzmyer, and Roland E. Murphy, 8-43.Englewood Cliffs, NJ: Prentice Hall, 1990.

-----

Ancient Christian Commentary on Scripture

FN: John Chrysostom, "Homilies on the Gospel of John, 42:1," in John 1-10, ed. Joel C. Elowsky, Ancient Christian Commentary on Scripture, New Testament IVa (Downers Grove, IL: InterVarsity Press, 2006), 210.

Abbreviated Subsequent Citation: Chrysostom, "Homilies," 210.

BIB:

Chrysostom, John. "Homilies on the Gospel of John, 42:1." In John 1-10. Edited by Joel C. Elowsky. Ancient Christian Commentary on Scripture, New Testament IVa. Downers Grove, IL: InterVarsity Press, 2006.

Secondary SourcesBooks with one author

FN:T.Z. Lavine, From Socrates to Sartre: The Philosophic Quest (New York: Bantam Books, 1984), 58.

Abbreviated Subsequent Citation: Lavine, From Socrates to Sartre, 73.

BIB:

Lavine, T.Z. From Socrates to Sartre: The Philosophic Quest. New York: Bantam Books, 1984.

Books with one author plus edition

FN: J.N.D. Kelly, Early Christian Doctrines, Revised Edition (San Francisco, CA: HarperSanFrancisco, 1978), 32.

Abbreviated Subsequent Citation: Kelly, Early Christian Doctrines, 46.

BIB:

Kelly, J.N.D. Early Christian Doctrines. Revised Edition. San Francisco, CA: HarperSanFrancisco, 1978.

Books with foreword/introduction/preface/afterword written by different author

FN: Joseph F. Girzone, foreword to Saint Francis of Assisi, by G.K. Chesterton (New York: Doubleday, 1989), 5.

Abbreviated Subsequent Citation: Girzone, foreword, 5.

BIB:

Girzone, Joseph F. Foreword to Saint Francis of Assisi, by G.K. Chesterton, 5-6. New York: Doubleday, 1989.

Books with two authors

FN: Russell R. Conners and Patrick T. McCormick, Character, Choices and Community (New York: Paulist Press, 1998), 134.

Abbreviated Subsequent Citation: Conners and McCormick, Character, 136.

BIB:

Conners, Russell R., and Patrick T. McCormick. Character, Choices and Community.

New York: Paulist Press, 1998.

Books with two authors plus editor and translator

FN: Blessed Zélie and Louis Martin, A Call to a Deeper Love: The Family Correspondence of the Parents of Saint Thérèse of the Child Jesus, 1863-1885, trans. Ann Connors Hess, ed. Dr. Frances Renda (New York: St. Pauls, 2011), 43.

Abbreviated Subsequent Citation: Martin, A Call to Deeper Love, 56.

BIB:

Martin, Blessed Zélie and Louis. A Call to a Deeper Love: The Family Correspondence of the

Parents of Saint Thérèse of the Child Jesus, 1863-1885. Translated by Ann Connors

Hess. Edited by Dr. Frances Renda. New York: St. Pauls, 2011.

Books with multiple authors

FN: William V. D'Antonio, James D. Davidson, Dean R. Joge, and Mary L. Gautier, Catholic Laity: Their Faith and Their Church (Lanham, MD: Rowman and Littlefield, 2007), 124.

Abbreviated Subsequent Citation: D'Antonio et al., Catholic Laity, 127.

BIB:

D'Antonio, William V., James D. Davidson, Dean R. Joge, and Mary L. Gautier. Catholic Laity:

Their Faith and Their Church. Lanham, MD: Rowman and Littlefield, 2007.

Books with author and editor(s)

FN: Mother Teresa, Come Be My Light: The Private Writings of the "Saint of Calcutta," ed. Brian Kolodiejchuk, M.C. (New York: Doubleday, 2007), 190.

Abbreviated Subsequent Citation: Mother Teresa, Come Be My Light, 231.

BIB:

Mother Teresa. Come Be My Light: The Private Writings of the "Saint of Calcutta." Edited by

Brian Kolodiejchuk, M.C. New York: Doubleday, 2007.

Books with editor(s) in place of an author

FN: Wes Howard-Brook and Sharon Ringe, eds., The New Testament: Introducing the Way of

Discipleship (Maryknoll, NY: Orbis, 2002), 142.

Abbreviated Subsequent Citation: Howard-Brook and Ringe, eds., The New Testament, 142.

BIB:

Howard-Brook, Wes, and Sharon Ringe. The New Testament: Introducing the Way of

Discipleship. Maryknoll, NY: Orbis, 2002.

Chapters within an edited book

FN: Catherine E. Clifford, "The Exercise of Ecclesial Authority in Light of Vatican II," in The Long Shadow of Vatican II: Living Faith and Negotiating Authority Since the Second Vatican Council, eds. Lucas Van Rompay, Sam Miglarese, and David Morgan (Chapel Hill, NC: The University of North Carolina Press, 2015), 59.

Abbreviated Subsequent Reference: Clifford, "The Exercise of Ecclesial Authority," 61.

BIB:

Clifford, Catherine E. "The Exercise of Ecclesial Authority in Light of Vatican II." In The Long Shadow of Vatican II: Living Faith and Negotiating Authority Since the Second Vatican Council. Edited by Lucas Van Rompay, Sam Miglarese, and David Morgan, 58-82.Chapel Hill, NC: The University of North Carolina Press, 2015.

Textbook chapters with multiple book editors

FN: David Smith, "God's Covenant with Israel," in The Christian Theological Tradition, 3rd ed., eds. Catherine A. Cory and Michael J. Hollerich (Upper Saddle River, NJ: Pearson Prentice Hall, 2009), 45.

Abbreviated Subsequent Citation: Smith, "God's Covenant," 47.

BIB:

Smith, David. "God's Covenant with Israel."In The Christian Theological Tradition, 3rd ed.Edited by Catherine A. Cory and Michael J. Hollerich, 42-59. Upper Saddle River, NJ: Pearson Prentice Hall, 2009.

Books with translators

FN: Augustine, Confessions, trans. R.S. Pine-Coffin (London: Penguin Books, 1961), III, 7.

Abbreviated Subsequent Citation: Augustine, Confessions, IV, 13.

BIB:

Augustine. Confessions. Translated by R.S. Pine-Coffin. London: Penguin Books, 1961.

Books in a series

FN: Regis J. Armstrong and Ingrid J. Peterson, The Franciscan Tradition, ed. Phyllis Zagano, Spirituality in History (Collegeville, MN: Liturgical Press, 2010), 12.

Abbreviated Subsequent Citation: Armstrong and Peterson, The Franciscan Tradition, 14.

BIB:

Armstrong, Regis J. and Ingrid J. Peterson. The Franciscan Tradition. Edited by Phyllis Sagano. Spirituality in History. Collegeville, MN: Liturgical Press, 2010.

Books with volume numbers (same title for each volume)

FN: Avery Dulles, "Faith and Revelation," in Systematic Theology: Roman Catholic Perspectives, eds. Francis Schüssler Fiorenza and John P. Galvin (Minneapolis, MN: Fortress Press, 1991), 1:93.

Abbreviated Subsequent Citation: Dulles, "Faith and Revelation," 1:94.

BIB:

Dulles, Avery. "Faith and Revelation." In Systematic Theology: Roman Catholic Perspectives.

Vol.1. Edited by Francis Schüssler Fiorenza and John P. Galvin, 89-128. Minneapolis,

MN: Fortress Press, 1991.

Journal articles

Print

FN: Joseph H.P. Wong, "Karl Rahner's Christology of Symbol and Three Models of Christology," The Heythrop Journal XXVII, no.1 (January 1986): 2.

Abbreviated Subsequent Citation: Wong, "Karl Rahner's Christology," 5.

BIB:

Wong, Joseph H.P. "Karl Rahner's Christology of Symbol and Three Models of Christology."

The Heythrop Journal XXVII, no.1 (January 1986): 1-25.

Web

FN: Peter Joseph Fritz, "Karl Rahner, Friedrich Schelling, and Original Plural Unity," Theological Studies 75, no. 2 (June 2014): 286, accessed March 6, 2017, ATLA Religion Database with ATLASerials at EBSCOhost.

Abbreviated Subsequent Citation: Fritz, "Karl Rahner," 300.

BIB:

Fritz, Peter Joseph. "Karl Rahner, Friedrich Schelling, and Original Plural Unity."Theological

Studies 75, no. 2 (June 2014): 284-307. Accessed March 6, 2017. ATLA Religion Database with ATLASerials at EBSCOhost.

Magazine articles

Print

FN: Alberto Carosa, “Francis’ Surprise Visit to Convents of…St. Francis!,” Inside the Vatican, October 2016, 20.

Abbreviated Subsequent Citation: Carosa, "Francis' Surprise Visit," 21.

BIB:

Carosa, Alberto. “Francis’ Surprise Visit to Convents of…St. Francis!” Inside the Vatican, October 2016.

Web

FN:

Terence W. Klein, “What Mother Teresa wouldn’t do for a million dollars,” America, February 2, 2017, accessed February 4, 2017, http://www.americamagazine.org/faith/2017/02/02/what-mother-teresa-wouldnt-do-million-dollars.

Abbreviated Subsequent Citation: Klein, "What Mother Teresa wouldn't do."

BIB:

Klein, Terence W. “What Mother Teresa wouldn’t do for a million dollars.” America, February 2, 2017. Accessed February 4, 2017.

http://www.americamagazine.org/faith/2017/02/02/what-mother-teresa-wouldnt-do-million-dollars.

3

Sample Paper with Comments

Bartolomé de las Casas,

Role Model for the New Evangelization

When Pope John Paul II called for a “new evangelization” in 1983, the worldwide population of Roman Catholics topped one billion, a staggering figure in light of the fact that Christianity began its global spread with just twelve apostles. John Paul II sought to impress upon us (as did Pope Paul VI before him) that the work of evangelization will never be complete until every last soul has been led to Christ; therefore, the church can never content itself even with large raw numbers. Paul VI described evangelization as the “deepest identity” of the church and the reason for its existence,[footnoteRef:9] and John Paul II made it unequivocally clear that evangelization is the duty of every Catholic, stating that “No believer in Christ, no institution of the Church can avoid this supreme duty: to proclaim Christ to all peoples.”[footnoteRef:10] Since the publication of Redemptoris Missio in 1990, Catholics everywhere have been compelled to struggle with the question, “But what should I do?” This paper seeks to address this question based on the life and example of one of the first missionaries to the Americas, Bartolomé de las Casas. First, it will consider the relevance of Las Casas's life and situation for the modern age. Secondly, it will discuss the challenges faced by Las Casas and the innovative approaches he undertook in order to combat these obstacles. Thirdly, it will apply these lessons to a modern approach to evangelization. Comment by amclaughlin: When possible, open in a manner that is engaging and that provides a preview of some of the issues you will address in your paper.Comment by amclaughlin: The first time you refer to a pope or cardinal in your writing, do so with the appropriate title. All subsequent references should be to the last name only, or in the case of popes, to his papal name. Titles do not need to be repeated throughout the paper.Comment by amclaughlin: The first time you refer to magisterial document, provide a footnote with a full citation. All subsequent references should be parenthetical only, using an abbreviated name of the document. When citing magisterial documents such as encyclicals, always refer to paragraph or section numbers, not page numbers.Comment by amclaughlin: Quotes should never stand alone as sentences; make sure that they are always introduced in some way.Comment by amclaughlin: All periods and commas go inside the quotation marks. Footnote numbers come after them. [9: Paul VI, Apostolic Exhortation on Evangelization in the Modern World Evangelii Nuntiandi (December 8, 1975) (Boston: St. Paul Books & Media, 1975), 14. ] [10: John Paul II, Encyclical on the Mission of the Redeemer Redemptoris Missio (December 7, 1990) (Boston: Pauline Books & Media, 1990), 3.]

Addressing the Latin American bishops at Port-au-Prince in 1983, John Paul II declared that the upcoming fifth centenary of the evangelization of the Americas would attain its fullest significance if it marked the beginning of a new evangelization. He stressed that there should be nothing new about the content of evangelization, which is always the Gospel of Jesus Christ; rather, evangelization must be new in its “ardor…métodos…expresión.”[footnoteRef:11] Cardinal Avery Dulles has further noted that it should be proclaimed “in a style and language adapted to the people of our day.”[footnoteRef:12] Comment by amclaughlin: Words in a foreign language should be italicized.Comment by amclaughlin: Note that in the citation below, URLs appear in black ink, with no underlining. This also applies to URLs in your bibliography.Comment by amclaughlin: Since it is likely that you have used sources who speak on the same subject, try to combine their comments on a particular topic. This will demonstrate that your point is well supported. In addition, it will help you avoid plagiarizing, which often results from relying too heavily on the work of one author. [11: John Paul II, “Discurso del Santo Padre Juan Pablo II a la Asamblea del CELAM,” Libreria Editrice Vaticana (March 9, 1983), accessed June 12, 2014, at the Holy See, https://w2.vatican.va/content/john-paul-ii/es/travels/1999/documents/hf_jp-ii_spe_09111999_tbilisi-culture.html. ] [12: Avery Dulles, S.J., “John Paul II and the New Evangelization: What Does It Mean?” in John Paul II and the New Evangelization: How You Can Bring the Good News to Others, eds. Ralph Martin and Peter Williamson (Cincinnati, OH: St. Anthony Messenger Press, 2006), 5.]

The Pope’s exhortation should summon to mind the life and work of one of America’s first and greatest evangelizers, Bartolomé de las Casas. Las Casas began by evangelizing the unchristianized of the Americas, yet he also re-evangelized those who had been converted by the conquistadors. Both situations are relevant to the challenges faced by evangelizing Catholics today. First and foremost, we must find effective ways to reach those who do not know the Gospel of Christ; additionally, we must invite back into the fold those Catholics who have strayed from or become alienated from the church.[footnoteRef:13] Comment by amclaughlin: Though this practice should not be used too often, additional information may be included in a footnote. This allows you to include information that strays from your topic but which provides clarification or acknowledgement of information that you are not planning to address. [13: In Redemptoris Missio 33, Pope John Paul II refers to a third situation– that of “solid ecclesial structures”–in which the Church enacts continuing pastoral care; however, this situation does not fall under the scope of this paper.]

The protests Las Casas raised against the conquistadors’ treatment of the Indians[footnoteRef:14] in the sixteenth century reverberate in our society even today because they speak to the very core of the mandate issued by Jesus to his apostles, and by extension, to every Christian throughout history: go forth and preach the Gospel (Matt 28:19; Mark 16:15 NAB). Las Casas's life and work demand that we consider the fundamental question, "What does it mean to evangelize, and how can we do so effectively?" Though Las Casas devoted much of his writing to theoretical questions surrounding religious freedom and the rights of the Indians, his theology was essentially practical because it was derived from personal experience: "His is a thinking that not only refers to practice, but is developed by someone engaged in practice."[footnoteRef:15] Andrée Collard notes that "What makes Las Casas' eloquence particularly compelling is its tone of anguished urgency: the reader must become morally involved, he must wake from his mental lethargy (el sueño de la razón)."[footnoteRef:16]Comment by amclaughlin: A colon is a way of making the reader stop and take notice of what is to follow. It can also introduce a quote. Colons should not be overused, as they are among the most “dramatic” of punctuation marks (Noah Lukeman, A Dash of Style).Comment by amclaughlin: The first time you refer to the Bible in your paper, include within the parenthetical citation a reference to the version which you are citing. If you use the same version throughout your paper, it is not necessary to repeat the designation in subsequent references. If, however, you refer to different versions, clearly designate the one to which you are referring.Comment by amclaughlin: Try to intersperse your own interpretation and analysis throughout your papers. While it is important to present the research you have done into the work of others, it is also important to tie your research together with analysis.Comment by amclaughlin: Use direct quotes when the phrasing of an author is particularly unique or expressive. [14: Although the term Indians is no longer used to describe the natives whom Las Casas and the conquistadors encountered, it will be used throughout this paper since it reflects the terminology used by Las Casas and those who write about his work.] [15: Gustavo Gutierrez, Las Casas: In Search of the Poor of Jesus Christ (Maryknoll, New York: Orbis Books, 1993), 6.] [16: Andrée Collard, “Introduction,” in History of the Indies (New York: Harper & Row, 1971), xii. ]

Las Casas's instructions remain relevant as the Church continues to undertake the New Evangelization. From his writing, we can extract the following universal principles:

1. Conversion should be achieved through personal invitation, one person at a time.

2. Conversion should be undertaken in "a gentle, coaxing, gracious way."[footnoteRef:17] [17: Bartolomé de las Casas, The Only Way, ed. Helen Rand Parish., trans. Francis Patrick Sullivan, S.J. (New York: Paulist Press, 1992), 68.]

3. Those seeking to evangelize others do so most effectively through the example of their own lives, and thus ought to live upright, moral lives.[footnoteRef:18]Comment by amclaughlin: "Ibid." may only be used in a footnote to refer to an immediately preceding source that appears on the same page of your paper. It may not refer back to a source on a previous page of your paper; use an abbreviated citation instead. [18: Ibid., 109, 116.]

4. Showing respect for others prior to engaging them in conversation is a necessary component in evangelization. Comment by amclaughlin: #1 and #4 are general conclusions drawn from a variety of Las Casas’s writings; #2 and #3 come more directly from him. Thus, #2 and #3 require footnotes, while #1 and #4 do not.

In order to effectively evangelize others, one must be fully devoted to Christ and his Church. A lackluster Catholic has little chance of successfully convincing others to embrace Christ. Effective evangelization begins with an individual’s personal conversion or radical turning toward Christ; such a process requires honest self-assessment and a willingness to renounce that which separates one from Christ. In a variety of ways, Las Casas’s story may serve as a guide for those seeking to purge their lives and recommit themselves to Christ. He underwent a radical transformation shortly after he began his ministry in the New World. Strengthened by his conversion, the ardor with which he evangelized both the unchristianized and those in need of re-evangelization won him converts where others had failed. With great passion and certitude he battled both the religious and secular forces that denied the serious moral implications of the conquistadors’ actions in the New World. When attempting to evangelize those deemed too dangerous to approach, he devised new methods of instruction. Finally, in order to influence those alienated from the mainstream population, he devised innovative means of expression which earned him the trust of the natives.

When Las Casas first landed on the pristine shores of Hispaniola in 1502, he did so with the expectation of caring for the encomienda (land and its inhabitants) granted to his family by Christopher Columbus. As part of the encomienda-doctrina arrangement, he also anticipated overseeing the spiritual development of the native workers entrusted to him. Yet nothing could have prepared him for the atrocities he would soon witness. Between 1502 and 1514, Las Casas acted as did many other encomendero-doctrinos; he cared for his land and the people on it without much reflection on the justness or injustice of the situation. Las Casas was ordained a priest in 1507, becoming one of the first to celebrate Mass in the New World. Four years later, Las Casas became familiar with the preaching of Dominican priests Pedro de Córdoba and Antón Montesino, who challenged the Spaniards' treatment of the Indians. Though their preaching did not immediately convince him to assess his own treatment of the Indians, the two friars clearly impressed the young Las Casas, who eventually devoted entire sections of his Historia de las Indias to describing their piety:Comment by amclaughlin: This paragraph includes information gleaned from a variety of sources. It does not require footnoting because it does not refer in particular to any one source, and it contains facts rather than an author's original ideas. Comment by amclaughlin: Use a semi-colon to separate two independent clauses that are closely related.

Córdoba, seated on a stool with a crucifix in his hand, using some interpreters, preached. He began with the creation of the world, narrating its history up to the point where Christ was put on the cross. It was a sermon eminently worth hearing, and remembering, very fruitful for the Indians−they had never to that point heard someone like him or such doctrine. He was the first ever to preach to them or to other island natives in the many years since the Spaniards came. Most Indians died without hearing the faith preached....He left behind with all those who heard or saw him vivid impressions of his love and his piety.[footnoteRef:19]Comment by amclaughlin: Block quotations should be used when a quote extends beyond four lines. They should be single-spaced and indented on the left side only. The footnote comes after the last word. [19: Francis Patrick Sullivan, S.J., Indian Freedom: The Cause of Bartolomé de las Casas, 1484-1566: A Reader (Kansas City: Sheed & Ward, 1995), 135.]

Las Casas thus describes the kind of preaching he ultimately so came to admire−a "gentle, coaxing, gracious" encounter precipitated by a personal invitation (though in Córdoba's case, it took the form of a command issued to the local encomenderos to allow their slaves to attend Mass). Comment by amclaughlin: Block quotes should be both introduced and interpreted. Left to stand on their own, the reader may wonder why, if the quote is so important to your paper, you declined to comment on it.

Las Casas had been rewarded with an encomienda on the island of Cuba after its initial subjugation; at this point, Las Casas still believed that the Spaniards and Indians could co-exist peacefully, and he had personally baptized thousands of Indians in Cuba. However, by all accounts, in 1514, as Las Casas prepared to give a sermon on Pentecost Sunday–one of the four occasions on which the Spaniards could expect to receive communion– he stumbled upon Ecclesiasticus 34:18−19: "'Unclean is the offering sacrificed by an oppressor. [Such] mockeries of the unjust are not pleasing [to God]. The Lord is pleased only by those who keep to the way of truth and justice.'"[footnoteRef:20] Las Casas, speaking as he often did of himself in the third person, “decided for himself, convinced by truth, that everything done to the Indians in these Indies was unjust and tyrannical...all he read tended to confirm this.”[footnoteRef:21] He realized that he must preach against the unjust treatment of the Indians, but he could not do so hypocritically: he would have to renounce his own encomiendas. The process of matching his actions to his conscience took some time, since relinquishing his land meant leaving his Indian workers vulnerable to a new owner. Nonetheless, Las Casas refused to back down. As he contemplated how safely to repudiate his encomienda, he recalled the time that he had been denied absolution because of it. Las Casas had argued with the cleric, who replied, "'I have concluded, father, that the truth always encounters much opposition and a lie has many helpers.'"[footnoteRef:22] Comment by amclaughlin: Try to insert quotes smoothly into your essay. Quotes should always have a lead-in.Comment by amclaughlin: Abbreviated citations should include the last name of the author, an abbreviated title, and the page number. All three elements should be separated by commas. All footnotes should have periods at the end. [20: As translated in Helen Rand Parish, “Introduction: Las Casas’ Spirituality–The Three Crises,” The Only Way, ed. Helen Rand Parish, trans. Francis Patrick Sullivan, S.J. (New York: Paulist Press, 1992), 20. ] [21: George Sanderlin, “Introduction,” in Bartolomé de Las Casas: A Selection of His Writings, trans. and ed. George Sanderlin (New York: Alfred A. Knopf, 1971), 88.] [22: Sanderlin, "Introduction," 87-88.]

During his lifetime, Las Casas journeyed between the New World and Spain at least ten times to plead the cause of the Indians. In 1516 he was given the official title, "Protector of the Indians," but the path ahead remained rocky. Around 1518, Las Casas undertook a number of ventures aimed at creating more peaceful colonies in which the Indians were treated fairly. Following the particularly devastating destruction of one of these colonies at Cumaná, Las Casas fell into a deep depression and entered a period of seclusion.

Yet out of this seclusion emerged remarkable achievements. It is believed that Las Casas began composing his Historia de las Indias around 1527 while in the monastery, following a five-year period in which he was not permitted to preach, partly due to his refusal to grant a deathbed absolution to an encomendero.[footnoteRef:23] Las Casas's Historia has been described as "the most valuable groundwork for the history of America that exists."[footnoteRef:24] The knowledge acquired by Las Casas during these years provided him with the background necessary to argue against learned scholars and royalty in court, using their own academic weapons against them.[footnoteRef:25] [23: Helen Rand Parish, “Introduction,” 30.] [24: Sir Arthur Helps, K.C.B., The Life of Las Casas: The Apostle of the Indies (London: George Bell and Sons, 1896), 180.] [25: Ibid., 176-177.]

While a variety of opportunities gradually broke through to Las Casas in his secluded state, the one most credited with bringing him back to the active life was the Enriquillo incident of 1537, from which his Del único modo de atraer a todos los pueblos a la verdadera religión (On the Only Way to Draw All People to a True and Living Faith) is believed to have been derived. Raised by Franciscan missionaries, Enrique (also known as Enriquillo) was a Christian cacique whose wife was raped by Enrique's master, supposedly on their wedding day. When Enrique confronted his master, Valenzuela, he was beaten. When he approached the governor's agent about the event, he was incarcerated. Upon his release, he appealed to the Audiencia, which wrote a letter in support of him but failed to take action; instead, he was beaten. Having no further recourse, Enrique seized advantage of an opportunity to leave his master's service and lay in wait, armed, until Valenzuela came in search of him. When the Spaniards attacked Enrique and his troops, the counterattack was so fierce that the surviving Spaniards rapidly fled. Thus began a rebellion that would last fifteen years without a single victory on the part of the Spanish.Finally, in order to end the war, which had led to the imposition of an "Enriquillo tax," the Spaniards proposed a peace treaty. Enrique signed it, but further assistance was needed to finalize its terms. Las Casas volunteered and was sent forth secretly, due to the great risk involved, with one other priest. No word was heard from them for a month. Then news began to spread that Las Casas and his companion were baptizing babies, hearing Confession, and saying Mass among Enrique's roving community: "Fray Bartolomé had made friends with the chieftain− something no one else had done in all these fifteen years."[footnoteRef:26] Enrique was prevailed upon to formally accept the terms of the peace agreement. Through intimate, personal contact, Las Casas had been able to peacefully achieve what the Spaniards and their sophisticated weaponry could not. He succeeded in bringing Enrique – angry and isolated because of the treatment he had received–back into the fold of Christianity. [26: Parish, “Introduction,” 33.]

Perhaps rejuvenated by the Enriquillo incident, Las Casas eagerly undertook the challenge proposed by his opponents to convert the unchristianized "barbarians" of an area in Mexico called Tuzulutlan, or Tierra De Guerra (so named after its notoriously bellicose and unreachable inhabitants). He arranged to have Catholic doctrine translated into the natives' Quiché language. The doctrine was then set to couplets and music and taught to a group of merchants who maintained exclusive access to the aborigines. The merchants were to sell their wares, then meet with the cacique and use instruments to sing the verses. The cacique was so intrigued by the teachings of the merchants (yet troubled as well, as the verses condemned the use of idols) that he asked to meet the priests who had taught the merchants. Over time, a church was constructed in the area. In this way, Las Casas and his fellow priests demonstrated the viability of peaceful conversions even among the most hardened of catechumens. Comment by amclaughlin: Stay consistent with verb tenses throughout your paper, most particularly within a paragraph.

Following his return to Spain, Las Casas's most notorious public debate occurred at Valladolid toward the end of his career, against the formidable Júan Gines de Sepúlveda. Las Casas discovered that Sepúlveda was on the verge of publishing Democrates Alter, a tract disparaging the Indians and attempting to justify war against them on account of their many vices. While Las Casas successfully prevented the publication of this tract, he was not able to avoid a showdown in court. Las Casas presented his defense of the Indians' practice of human sacrifice. Commonly used to justify the war waged by Hernando Cortés and others, the issue of human sacrifice was one of the weapons in Sepúlveda's arsenal. Yet Las Casas objected that the Spaniards' war claimed far more lives than the Indians of Mexico ever sacrificed. He defended the Indians by noting that since the time of the Flood, various races of people had engaged in human sacrifice because of a deep-seated religious belief that one ought to offer to God the best of what they have. By offering up themselves, they believed they were fulfilling this religious obligation. Las Casas did not deny that this practice needed to be curtailed; rather, he argued that doing so with violence was counterproductive.

Las Casas laid out in this debate, as well as in subsequent writings, much material for contemplation. To what extent is a race of people free to practice its own religion? Are the Indians to be treated with the same respect as Europeans, or are they somehow inferior? Was it proper to kill in the name of Christianity? Was it justifiable to kill large numbers of people to protect a small number of innocents?

While many witnesses to the debate agreed that the Indians were being treated unjustly, a decisive ruling proved elusive. Yet modern historians widely acknowledge the lasting impact of Las Casas's arguments. Francis Patrick Sullivan, S.J., notes that "throughout Las Casas' writings, particularly the History of the Indies, a set of principles appears which are clearly akin to the United Nations Universal Declaration of Human Rights."[footnoteRef:27] Las Casas was widely admired for his ability to appreciate the Indians within their own context. José Almoina characterized the debate about the Indians as "perhaps the most transcendental controversy that took place at the threshold of the Modern Age"[footnoteRef:28]; Lewis Hanke further notes that Bishop Antonio Augustin in 1550 declared the debate to be "a question worthy of being considered in the theater of all mankind."[footnoteRef:29] Comment by amclaughlin: Since it has been noted that historians “widely acknowledge” the lasting impact, a few quotes are provided to demonstrate this.Comment by amclaughlin: If a punctuation mark such as a semi-colon, colon, or question mark is part of your direct quote, include it within the quotation marks. If it is not part of the direct quote, then place it outside the quotes. [27: Sullivan, Indian Freedom, 299.] [28: José Almoina, "La primera 'Doctrina' para indios," Revista de Historia de América (Mexico), nos. 53 and 54 (1962): 78, quoted in Lewis Hanke, All Mankind is One: A Study of the Disputation Between Bartolomé de Las Casas and Juan Ginés de Sepúlveda on the Religious and Intellectual Capacity of the American Indians (De Kalb: Northern Illinois University Press, 1974), 159-160.] [29: Lewis Hanke, All Mankind is One, 161. ]

Given the number of setbacks Las Casas faced even with his successful ventures, it is scarcely surprising that members of his household reported hearing him tossing and turning at night, groaning and sighing in his sleep. Was he tortured by the atrocities he had witnessed or with regret over his own mistakes? We may never know for certain, but it is clear from his own writing that certain missteps deeply upset him, such as his suggestion in 1516 that the Spanish government import slaves from Africa in order to reduce their reliance upon the Indians.

This proposal was part of a plan to establish small communities in which Indians were settled into towns supervised by Spaniards, but with shared profits. Las Casas hoped to entice laborers from Spain to these communities. One aspect of the plan was the importation of African slaves, whom he believed were stronger and more capable of withstanding hard labor than the Indians. The colonists had agreed to free their Indian slaves if other workers were provided.

This suggestion also came from parties even more influential than Las Casas, and so Las Casas's involvement likely did not strongly impact Spain's African slave importation. In fact, because of the way the license to import slaves was sold and resold, it is generally believed that Las Casas's initial application for permission to license only four thousand African slaves helped curtail what could have become an even more exploitative situation. Portugal had b