Guide to Written Assignments and

College Style Sheet

2011/12 edition

Dr Paul Fryer and David Matthews

Contents

Study Support at Rose Bruford College............................................................1

Introduction........................................................................................................2

Part One – Guide to Written Assessments........................................................3

Approaching your assignment........................................................................3

Understanding the question:..........................................................................3

Researching your topic and collecting materials............................................4

Structuring your work......................................................................................6

A basic framework for written assignments:................................................6

Writing the Essay:........................................................................................6

Style:............................................................................................................7

Paragraphs:.................................................................................................7

The nature of “argument” in academic writing:............................................8

Keywords:....................................................................................................9

Word Count:..............................................................................................11

Hand-in:.....................................................................................................11

Time management:...................................................................................12

Some final questions to ask yourself when preparing and writing an assignment:...............................................................................................12

Part Two – College Style Guidelines...............................................................14

Regulations for the presentation of written work:.........................................14

Use of references in the body of the assignment:........................................15

Books:........................................................................................................15

Individual chapters or articles in a book:...................................................15

Plays:.........................................................................................................16

Operas and Musicals:................................................................................16

Poems:......................................................................................................16

Music:........................................................................................................16

Use of footnotes:.......................................................................................17

Use of quotations:.........................................................................................18

Use of abbreviations:....................................................................................20

Use of references in the bibliography:..........................................................20

Books:........................................................................................................20

Books with an editor:.................................................................................21

Books in translation...................................................................................21

Books with multiple authors:......................................................................21

Books in a series:......................................................................................21

Books which have been re-printed:...........................................................22

Individual chapters or articles in a book:...................................................22

An article from a magazine or journal:.......................................................22

Plays:.........................................................................................................23

A CD recording:.........................................................................................23

A film or TV programme on video tape/DVD:............................................24

Other media sources:................................................................................24

Computer software/CD ROM:...................................................................24

Internet sources/Web pages:....................................................................24

Correspondence and original interviews:..................................................25

Performance or event:...............................................................................25

Study Support at Rose Bruford College

This guide has been prepared to assist students on aspects of their written

work.

Although you will find that many questions are answered in this guide,

inevitably there will be times when you still need help. The College provides

several services which are available to all students:

1. Study Induction programme

A series of classes are available to new students on all programmes at

the start of each academic year.

2. Specialist Study Support sessions

The College provides support that will be of specific help to dyslexic

students, and those experiencing similar problems. A specialist tutor is

available in the Learning Resources Centre on 2 days each week: a

sign-up sheet is available to book an individual session.

3. Open-Access Study Support sessions

Individual support is available on two days each week in the Learning

Resources Centre: a sign-up sheet is available to book an individual

session – or just drop in for a chat!

4. ESOL support

A specialist tutor is available each week to assist students working in a

second language. Please ask for details in the Learning Resources

Centre.

Paul Fryer 12/05/10

1

Introduction

This guide has been published to help students prepare for the written work

that forms an important part of their degree level studies.

The majority of programmes at Rose Bruford College include essays and

written projects, which complement and inform practical course work and form

an important part of the assessment process towards the final degree

classification achieved by the student.

This guide is designed to help you approach this part of your course.

In common will all other higher education institutions, Rose Bruford College

have adopted a set of conventions and guidelines to help ensure clarity and

accuracy in the presentation of written work. The rules set in this Guide below

are based on The Chicago Manual of Style, 14th edition. These rules cover

layout, use of abbreviations, acknowledgment of quotations and the structure

of a bibliography.

This document is divided into two parts:

Part One is a Guide to Written Assignments. This includes information on

approaching assignment briefings, selecting your research materials and

academic writing techniques.

Part Two contains the College Style Guidelines. These will show you how to

present your work, how to reference your sources and how to arrange your

bibliography.

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Part One – Guide to Written Assessments

Approaching your assignment

Writing an essay encourages you to organise your thinking and develop your

own point of view. The ability to express yourself is an important life skill,

useful in every area of work. These are some important points to remember:

Ensure that you fully understand the question or topic that you are being

asked to tackle.

Make sure that you are aware of the hand-in date for the work, and that

you leave yourself adequate time in which to complete it to your own

satisfaction. Late submissions of work will be penalised

Most people find it helpful to prepare an outline or essay plant to help

them organize their argument

The feedback that you will receive from tutorial staff will be a valuable

indication of how much you’ve understood and how well you are able to

communicate this. You can therefore identify areas of strength and

weakness so you know where to concentrate your energies next time.

Approach your essay positively. It is a very valuable learning opportunity. Do

not be afraid to ask tutorial staff for their advice.

Understanding the question:

Before starting work on an essay or project read the question or topic title

carefully and make sure that you fully understand what you are being asked to

do.

Does the topic require general treatment or specific reference to certain

aspects? Are your own experiences and opinions worth expressing – or

should you refer only to the knowledge/theories of others?

3

Researching your topic and collecting materials

Researching your topic is of crucial importance to the success of your written

assignment. However, this is only the first part of the process: it is how you

use the material that counts.

Many people find that the most difficult part of the writing process is staring at

a blank sheet of paper or computer screen. Begin by reading the question and

making brief notes of your initial ideas. From these, make headings of the

most important points or factors which you will wish to discuss in the essay.

It is important to gain a good understanding of your subject and background

reading is the best way of achieving this. You cannot rely solely on the course

materials which are given to you as background reading for your assignment.

At this level, you are expected to undertake broader research on your own

initiative.

Make sure that your reading is focused. As you read, make careful

notes, not forgetting to accurately record the details of any work from

which you may wish to quote, or which you intend to include in your

bibliography. Be sure always to note down page numbers and to check

the spelling of authors’ names or any unusual place names, etc.

If the essay is closely related to recent course-work, start by examining

the reading-list, bibliography or other supporting material which may

have been given to you by your course tutor. This should suggest some

starting points and will often be an excellent indication of suggested

background reading.

Look at the bibliographies printed in the back of the books that appear

on your course book-list, these will suggest other secondary sources.

The Learning Resources Centre staff will also be able to supply you

with subject bibliographies and suggest other sources of material.

4

Remember that magazines, journals, newspapers, CD-ROMs and web-

sites are equally important research sources.

A subject search on the Internet will often provide you with ideas for

sources which you had not previously considered. But remember - the

Internet will not provide you with all of the material that you require .

Printing out pages from a web-site does not constitute detailed

research. Web sites sometimes include a variety of material which

does not always originate from reliable sources.

Many international journals and newspapers appear in electronic

editions on the Internet. The Learning Resources Centre can offer

advice on this.

Remember to review the notes that you may have taken in lectures and

classes.

Watch out for radio or television programmes that may cover issues that

relate to your project or essay. The Learning Resources Centre has an

extensive collection of "off-air" and commercial video material that you

may find useful. Viewing facilities are available on site. The LRC can

sometimes obtain recordings of broadcast material after the

transmission date - please ask the staff for further information.

Working at degree level requires you to take a broad approach to

research. You may find it necessary to visit other libraries, collections,

galleries, museums and archives. The Learning Resources Centre staff

and tutorial staff will be able to help you with further advice and

information.

5

Structuring your work

Planning an outline for the essay provides a basic structure for the main

arguments and the important details that you will need to explain, illustrate or

develop. Constructing an essay is far easier if you work from a plan: the

finished work will often be clearer and your writing will be more fluent.

Once you have an outline, you will also be more confident in departing from it

if your ideas and arguments begin to develop in ways other than you

expected. As you explore a topic, new ideas often begin to emerge and your

approach needs to be flexible enough to incorporate these. Working from an

outline also helps to prevent you from including irrelevant material, or from

departing too far from the main thrust of your argument.

A basic framework for written assignments:

You have probably been advised that the ideal essay is made up of the

following components:

Introduction - Indicating clearly what the essay is about and how you will

approach the assignment briefing.

Body of the Essay – This contains your research and your argument

Conclusion - Drawing together all of the points/evidence.

Writing the Essay:

If possible try to plan your work so that you have time to write a first draft,

when you don't need to worry about precise wording. Psychologically the

whole process will become easier as soon as you have written even a few first

words. Work from your plan or outline, and get all of your main ideas written

down. When you have completed the first draft, try to put it to one side for a

few days, so that when you return to it you can be more objective, and review

your work with a fresh eye.

6

It is helpful to ask a friend, colleague or family member to read through your

work and comment on any obvious mistakes, spelling errors or sections of the

essay in which your argument is not clear. You must always ensure that your

work is carefully proof-read before it is submitted.

Style:

Academic style is not about using complicated sentences and the longest

words you can find. Degree-level writing is about clarity. It is far better to use

simple and straightforward language with which you feel familiar and

comfortable. You should also avoid ‘I’ statements (such as ‘I think...) unless

writing directly about your own experience. Try to keep your authorial voice

objective and impersonal.

Regardless of how specialised or technical the subject may be, your essay

should be understandable to any non-specialist reader, but this does not

mean that your work should be conversational in tone. You need not use

obscure or complex words or phrases but neither should you employ

colloquialisms, slang or abbreviations.

If you intend to use illustrations, ensure that these genuinely relate to the text.

You may incorporate illustrations into the main text of your work or put them

into a separate appendix at the end. If you use copyright material, you must

acknowledge the source of that material. This includes illustrations

downloaded from the Internet.

Paragraphs:

Structure your work in paragraphs so that each paragraph has unity and links

naturally with the preceding and following paragraphs. A paragraph normally

deals with one topic or aspect; it may raise a central issue, or it may develop

that idea. Two paragraphs may deal with different topics but be linked by the

difference. You may have separate paragraphs dealing with positive and

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negative aspects of a single theme. However, each paragraph should contain

a new development of your argument. Try to avoid breaking your work up into

too many short paragraphs which will interrupt the flow of your prose.

Furthermore, you should ensure that your work is presented as prose and not

in note-form, under sub-headings or as bullet points.

The nature of “argument” in academic writing:

You may have been advised to try and build a sense of “argument” into your

academic writing. Firstly, it is important to realise that you are not being asked

to argue with yourself! “Argument” refers to your approach to your materials.

Try and think of your assignment as a court case, where you are barrister, jury

and judge. You must present all of the evidence and highlight where this is

incomplete, contradictory or untrustworthy. This will allow you to commit

yourself to a set of original conclusions (similar to the verdict of the jury and

the judge's summary statement once they have heard all of the evidence).

Including your own considered opinion in an essay often adds an extra

dimension to your work and gives it added interest - but - always back up your

opinions with evidence which supports your argument: never make sweeping

and unsupported statements

To do this, will need to interrogate your research materials. Ask the following

questions of your sources: what is this saying, what is the context and why is

this useful to my assignment? The aim is to set up a discussion between your

sources to get the fullest possible picture of the research topic. Because

these sources will approach the topic in different ways, and often disagree on

certain points, we refer to this as an “argument” in academic terms.

Try to always take an even-handed and objective approach towards your

materials. Ask whether a source is useful and reliable before using it in your

8

assignment, and remember to always take an analytical approach to your

sources rather than a descriptive one.

Keywords:

There are certain key words and phrases that are frequently used in essay

and project questions and topics. It is important to understand what they

mean in the context of written work so that you can better understand

precisely what you are being asked to do, and how they relate to a sense of

argument in your assignment.

Account for Give reasons for; explain why something happens.

Analyze Examine in very close detail; identify important points and

features.

Comment on Identify and write about the main issues, giving your

reactions based upon what you have read or heard in lectures. Avoid purely

personal opinions.

Compare Show how two or more things are similar. Indicate why these

similarities are relevant.

Contrast Set two or more items or arguments in opposition so as to

draw out differences. Indicate whether the differences are significant. If

appropriate, give reasons why one item or argument may be preferable.

Critically evaluate Weight arguments for or against something, assessing

the strength of the evidence on both sides. Use criteria to guide your

assessment of which options, theories, models or items are preferable.

Define Give the exact meaning of. Where relevant, show that you

understand why the definition may be problematic.

9

Describe Give the main characteristics or features of something, or

outline the main events.

Discuss Write about the most important aspects of (probably including

criticism); give arguments for and against; consider the implications of.

Distinguish Bring out the differences between two (possibly confusable)

items.

Evaluate Assess the worth, importance or usefulness of something,

using evidence and making cases both for and against.

Examine Put the subject “under the microscope”, looking at it in detail.

If appropriate, “Critically evaluate” it as well.

Explain Make clear why something happens or why something is the

way it is.

Illustrate Make something clear and explicit, giving examples or

evidence.

Interpret Give the meaning and relevance of data or other material.

Justify Give evidence that supports an argument or idea; show why

a decision was made or a conclusion reached, considering possible

objections.

Narrate Concentrate on saying what happened, telling it as a story.

Outline Give only the main points, showing the main structure.

Relate Show similarities and connections between two or more

things.

State Give the main features, in very clear English (list in ences).

10

Summarise Draw out the main points only, leaving out details and

examples.

To what extent Consider how far something is true, or contributes to a final

outcome. Consider also ways in which the proposition is not true (The answer

is usually somewhere between “completely” and “not at all”).

Trace Follow the order of different stages in an event or process.

(Adapted from Stella Cottrell, “Writing for University”, in The Study Skills

handbook, (London: Macmillan Press), 1999)

Word Count:

The word count stipulated for each piece of written work should be interpreted

as plus or minus 10% (i.e. if the published word count is 5,000 words, a paper

of between 4,500 and 5,500 words is acceptable). The word count includes all

of your own original writing plus any quotations which are featured as part of

the main text.

Title page, Contents Page, Footnotes, Bibliography and any additional

Appendices are not included in the total word count.

Hand-in:

Ensure that you are aware of the hand-in date for all assignments. Any work

handed in after the submission date, or an agreed extension to that date, will

receive a mark of zero. Please refer to the College’s Principles and

Procedures of assessment document (available on-line from the College

Document Control Centre).

You are required to keep a second copy of your work for your own reference

and as a back-up should the original go astray.

11

Time management:

In all study and research based activity one of the most common problems is

time management. You will often have to tackle more than one project at the

same time and it is important to get used to managing your time very carefully.

Try not to leave the actual writing of your assignment until the last minute.

This will not allow you the necessary thinking-time. In terms of research close

to the deadline, remember, if the Learning Resources Centre does not have

the book you require it might take a few days to locate and obtain it from

elsewhere.

Always ensure that you allow time to review and revise your work before

handing it in. Proofreading is essential. Swap essays with a colleague whose

opinion you value and proof-read each other’s work. Careless mistakes such

as incorrect spelling, poor punctuation and grammatical errors are not

acceptable in degree level work.

Discuss your work with others: try out your ideas. Often a short conversation

with a colleague or a tutor will help to form an idea, or solve a problem which

you are experiencing in completing the work.

Some final questions to ask yourself when preparing and writing an assignment:

Have I addressed and answered the question?

If I have chosen my own title, does it genuinely represent the topic and

allow me to fully meet the aims and objectives of the brief?

Does the essay move smoothly from one section to the next, from

paragraph to paragraph?

Is each main point supported by examples and argument?

12

Have I acknowledged all sources and references correctly in

footnotes?

Have I distinguished clearly between my own ideas and those of

others?

Is the essay the right length – both in terms of the word count and its

own aims?

Have I written plainly and clearly?

Have I read it aloud to identify clumsy or muddled phrasing?

Have I made any spelling, punctuation or grammatical errors?

Is the essay neatly presented and legible?

Have I presented a convincing case that I could justify in discussion?

13

Part Two – College Style Guidelines

Regulations for the presentation of written work:

1. All papers must be typed or word –processed, on one side only on A4

paper and lines should be double-spaced.

2. The paper or dissertation should begin with a Title Page stating:

i. Full title of the Essay.

ii. Name of Module/Unit (e.g. Play Study and Analysis)

iii. Your name

iv. Your programme and level (e.g. State Management Level One)

v. Date of presentation

vi. Word Count

3. If the paper consists of a number of sections/chapters, there should be

a Contents page stating:

i. Each section of the paper with page numbers

ii. Any additional material being offered in support of the essay (i.e.

plans, models, photographs, tapes, etc)

4. Pages should be numbered.

5. Additional written material, such as date lists, a script or other tabular

information should be included as an Appendix at the end of the main

text. You may include several Appendices, but a separate number or

14

letter should identify each. This material is not included as part of the

word count for the paper.

6. A bibliography, however short, must be included at the end of the paper.

The bibliography should include any material that you have consulted in

preparation for writing the essay, whether you have quoted directly from

it or not.

7. You must acknowledge the source of any references and quotations

taken from any published source, including electronic sources such as

the Internet or CD-Roms. Failure to do so falls under the Academic

Regulations concerning plagiarism for which there are severe

penalties.

Use of references in the body of the assignment:

You will need to make reference to your research materials in the body of your

essay. The reference is in two parts: an in-text citation and a footnote. If you

include a quote, you should always state where it is taken from both in the

main body of the essay, e.g. “Shakespeare writes in Act II, Scene II of

Hamlet...”, and in a footnote.

Books:

The title of a full-length work should be italicized or underlined.

e.g. Romeo and Juliet (italicized) or Romeo and Juliet (underlined)

Individual chapters or articles in a book:

Use quotation marks (inverted commas) for the titles of chapters, articles or

poems which form part of a longer work:

e.g. “God’s Grandeur” is one of the poems in The Major Poems by Gerard

Manley Hopkins.

15

Plays:

If you are referring to a play, the title should appear in italics or underlined.

References to parts of a play should be made by act, scene and line numbers

(if applicable), using Roman numerals:

e.g. Hamlet III, ii, 23 (refers to Hamlet, Act 3, Scene 2, line 23)

or Waiting for Godot, Act 2, p.93.

Operas and Musicals:

Titles of operas or musicals are italicised or underlined (the same as play

titles). Full titles of individual arias and songs are in quotation marks:

e.g. The aria “Voi che sapete” from Mozart’s The Marriage of Figaro.

or The song “Mister Snow” from the musical Carousel.

Poems:

Titles of poems should be in quotation marks unless the poem is long enough

to be a book in its own right, in which case it should be italicised or underlined:

e.g. Ben Jonson’s “To Celia” and Tennyson’s “Crossing the Bar”

or William Carlos Williams’ Paterson

Music:

When referring to keys, use capitals for major key names (e.g. E) and lower

case for minor keys (e.g. a), then write the mode in words, e.g. E major or a

minor.

For sharps and flats, write the word; do not use symbols e.g. G sharp or B flat

and not G# or Bb

16

If you are including examples of music, these must be clearly labeled with aria

name, bar number, tempo markings, clefs, time and key signatures and

instrumentation. These can be scanned into the text or included in an

appendix.

Use of footnotes:

Footnotes have two significant functions: providing bibliographic information

linked to quotations in the body of the assignment, and as a space to include

important information which would otherwise disprupt the flow of the

argument.

Firstly, in addition to the reference for your source in the main body of the

assignment, you must now use a footnote to acknowledge your direct or

indirect use of the source. For example, you may refer to the title of a book in

a sentence in the main body of the essay and then give a full reference in a

footnote.

Footnote numbers should appear directly at the end of the quotation or text to

which they refer. Footnotes should appear at the bottom of the page to which

they refer, but their numbering should form a sequence through the whole

essay – do not start again from number 1 on each new page.

Most word processing packages, Word, Lotus etc., have the automatic facility

to Insert footnotes and number them in sequence. These programmes will

also re-number footnotes when new notes are added.

The following is an example of a fully-referenced source, showing both an in-

text citation and a corresponding footnote:

The importance of the chorus in Greek tragedy has been the subject of

extensive debate in contemporary scholarship. David Wiles states in Tragedy

in Athens, that: ‘The Dionysiac chorus is central to Plato’s concept of theatre.’1

1 David Wiles, Tragedy in Athens (Cambridge: Cambridge University Press, 1999), p. 9. 17

Indeed, in the dancing of the chorus we may find one of the earliest examples

of theatrical performance itself.

Secondly, a footnote may be used to include information which is

demonstrably relevant but does not fit into the narrative flow of your argument.

For example, useful contextual or background information may be included in

a footnote. It is important that your academic writing is analytic rather than

descriptive. For this reason, and in order to make the most of your allotted

word count, descriptive or factual information may be placed in the footnotes.

Use of quotations:

The example above has begun to demonstrate how you might use quotations

in your written work. You should use direct quotations from your sources to

build a strong sense of academic rigor in your assignment.

Short quotations should be incorporated into the text using quotation marks.

As a general rule this is acceptable for a quotation of up to 20 words long. Any

words that you have omitted from the quotation should be indicated by three

spaced dots:

e.g. Michael Mangan says, “more generally, this is a scene which both

announces and enacts one of the major themes … of Hamlet … at the point at

which public and private identities interact”.

Longer quotations, and all verse, should begin on a new line, and be indented:

e.g. When I dipt into the future far a human eye could see

Saw the vision of the world, and all the wonder that would be

An important exception is dramatic dialogue, which should begin on a new

line, indented, with the speakers` names in either capitals or Italics:

e.g. JOHNSTON: I’m for it

18

COLLINS: Faddy?

or Faddy: I’m against it.

Collins: Could you tell us why?

Quotations must agree with the grammar of the sentence you are using. If

necessary, modify the tense/person/case. If you make any changes to, or

omissions from the quotation, indicate these between square brackets [ ], so

that it is clear to the reader which is original material and which are your

changes or omissions.

Be sure that you are not using quotations as padding and remember to both

introduce and discuss your quotations. Make sure that your use of quotations

is not descriptive but analytic. Ensure that the quote you have chosen is –

Relevant to your argument

Appropriate to the topic

Coherent with the point which you have just made

Logical in terms of progressing your argument

Remember that it can be equally useful to include quotations that disagree

with your argument, and with which you can then argue. You can use such

material to display a variety of approaches and set up a debate.

Use of abbreviations:

Abbreviations of which you should be aware, as they occur in many footnotes

and bibliographies, include the following:

19

p.= page pp. = pages ed. = editor or edition

ibid – means ‘in the same place’

op. cit - means ‘in the work cited’

If you wish to refer to the same source more than once in consecutive

footnotes, you do not have to list the full information. You may use the

abbreviations ibid and op. cit . If consecutive references are drawn from the

same source, the full reference is only given the first time, thereafter ibid is

used plus the page number. If a reference is made to a source already

referenced, but the references are not consecutive (i.e. you have quoted from

other sources in between), op. cit is used with a page number. For example, in

a footnote:

David Wiles (1947), op. cit. 17

Use of references in the bibliography:

Every source which you make reference to in the essay must be recorded in

the bibliography. The Bibliography should be arranged alphabetically by

author’s name, though it may usefully be divided into sections, such as Books,

Articles, Web Sites, etc. for ease of use. The arrangement of details in a

bibliography is slightly different to that which is used in a footnote.

Books:

Author (surname first) (FULL STOP) Title in italics or underlined (FULL

STOP) Place of Publication (COLON) Publishers Name (COMMA) Date of

Publication (FULL STOP).

e.g. Kennedy, Dennis. Looking at Shakespeare: a visual history of twentieth-

century performance. Cambridge: Cambridge University Press, 1993.

Books with an editor:

20

Treat editors the same way as authors: If the book from which you are quoting

has been compiled by an editor, or more than one editor, acknowledge them

in the same way adding the term ed. (editor):

e.g. Thomson, Peter and Glendyr Sacks, ed. The Cambridge Companion to

Brecht. Cambridge: Cambridge University Press, 1994.

Books in translation:

The name of the translator should follow the full reference, and be added as

trans, inside parentheses.

Homer. The Iliad. London: Penguin Classics, 1998 (trans. Robert Fagles).

Books with multiple authors:

If there are two or three joint authors, give all of their names, but if there are

more than three give the first authors name only, and use the abbreviation, et

al.

e.g. Usai, Paolo, et.al. Silent Witnesses. London: British Film Institute, 1989.

Books in a series:

If you are quoting from one volume of a multi-volume series you must give

additional information:

e.g. Wells, Stanley, ed. Shakespeare Survey: Volume 45, Hamlet and

afterlife. Cambridge: Cambridge University Press, 1993.

Books which have been re-printed:

Editions other than the first need to be indicated. A reprint is not a new

edition:21

e.g. Millerson, Gerald. Lighting for Video. 3rd edition, Oxford: Focal Press,

1991. BFI Film and Television Handbook 1993. London: British Film Institute,

1992.

Individual chapters or articles in a book:

If you have referred to an essay or chapter in a book of separate essays or

chapters, sometimes by different authors, enter the information under the

writer, not the editor. The chapter title is given in inverted commas and the

book title is underlined or placed in italics.

e.g. Marcus Breen, “Making Music Local”, in Rock and Popular music, ed.,

Tony Bennett, et al. London: Routledge, 1993, p.66.

An article from a magazine or journal:

List magazine or journal articles under the author’s name, not the title of the

periodical.

Author [,] Title of Article [,] Title of Publication [,] Volume Number [,] Date [,]

Pages [.]

e.g. Peter Hall, “Chekhov, Shakespeare, the Ensemble and the Company”,

New Theatre Quarterly, XI, no 43 (August 1995), pp.203-210.

Plays:

It is especially important to make very clear which edition of the play you have

used. The author may have revised the play for a second edition after its first

performance, and translations can differ in quality and content.

e.g. Bertold Brecht, Mother Courage and her Children, translated by John

Willett, London: Methuen Drama, 1980. or

William Shakespeare, Othello, edited by Kenneth Muir, The New Penguin

Shakespeare Harmondsworth: Penguin Books, 1968.

22

If you intend to refer to the same edition of a play throughout the entire

assignment, in addition to the full reference in the bibliography, you can

include a note stating this:

e.g. All references to The Tempest are to the Arden Shakespeare edition

edited by Frank Kermode, 6th edition reprinted with corrections (London:

Methuen, 1962)

A CD recording:

Composer [,] Title of work [.] Performer(s) [.] Company and number [.] Format [.]

e.g. Stephen Sondheim, Sweeney Todd. Broadway Cast. RCA Red Seal

RD134459, 1979. CD.

A film or TV programme on video tape/DVD:

Director [.] Title [.] Place of origin [:] Publisher/Producer [,] Date [.] Medium [.]

e.g. Elijah Moshinsky. A Midsummer Night’s Dream. London: The BBC

Television Shakespeare. BBC Education and Training, 1981. Video.

Other media sources:

If you wish to include a programme broadcast on radio or television: TX is the

standard abbreviation for “transmission”: e.g.

Start the Week, BBC Radio Four, TX. 31st. October 1998. Radio broadcast.

Horizon, BBC Two Television, TX 10th. Sept. 1997. Television Broadcast.

Computer software/CD ROM:

Title [.] Place of origin [:] Publisher/Producer [,] Date [.] Medium [.]

e.g. The Spotlight: Actresses 1996/97. London:The Spotlight,1997. CD-ROM.

Internet sources/Web pages:

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You must always include the date upon which you accessed the page or site;

the content of web sites changes frequently.

Title [,] Medium [,] Date of access [,] Web address

e.g. “International Brecht Society”, Web Page, 1999 [Accessed 20th. August

1999], available at http: polyglot.Iss.wisc.edu/german./brecht/mail.html

Correspondence and original interviews:

You may wish to acknowledge or quote from a letter that has been sent to

you, or an interview that you have carried out yourself:

Letter:

Harold Pinter, letter to the author, 15th June 2001.

Interview:

Trevor Nunn, interviewed by the author, Royal National Theatre, London, 11th

July 2002.

Performance or event:

Title/Name [,] Venue [,] Date [.]

Theatre:

King Lear, Royal National Theatre, London, 15th September 2001.

Exhibition:

Shakespeare in Art, Dulwich Picture Gallery, London, 30th July 2003.

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