ROSELLE PARK STYLE MANUAL

2005-2006

ROSELLE PARK HIGH SCHOOL

ENGLISH DEPARTMENT

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ACKNOWLEDGEMENTS AND RESOURCES

This Style Manual was revised 2005/2006 by Darlene Mangold, Emilie Phillips, Matthew Temme, Ellen Bachert, and Kathy Mooney and edited by the English Department. Before the English faculty completed this manual, we researched several respected sources and would like to acknowledge them.

Day, Robert A. How To Write and Publish A Scientific Paper, 4th edition. Phoenix, Arizona:

Oryx Press, 1994.

Gibaldi, Joseph. MLA Handbook for Writers of Research Papers, 6th edition. New York: The

Modern Language Association of America, 2003.

Hacker, Diane. Rules for Writers. New York: The Modern Language Association of America,

2003.

Warriner, John. English Grammar and Composition. New York: Harcourt Brace Jovanovich,

Publishers, 1992.

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Table of Contents

Introduction 1

Plagiarism Policy 1-2

The Writing Process 2-3

Standards for Written Work 3

Method of Correcting Compositions 3

Grading Policy of the English Department 3

Make-Up Work Policy of English Department 4

Different Types of Writing 4

Expository and Persuasive Writing 4

Critical Paper 4

Book Reports, Summaries, Technical Papers 4-5

Persuasive Paper 5

Expressive and Personal Writing 5

Creative Writing 5

Cover Letter 5-6

Resume Writing 7-8

College Admissions Essay 8

Thank You Letter 9

Semi-Block Style 10

Block Style 11

Envelope Style 12

Research Paper 13-14

Research Requirements 15-18

Sample Source Cards 18-20

Note Card Samples 20

Citation Directory 21

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Source Documentation 22-33

Parenthetical Documentation 33-35

Works Cited Page 36

Sample Sentence Outline 37-38

Sample Research Paper 39-46

Usage and Mechanics 47-58

Transitional Devices 59-60

Taking Notes 61

Appearance of Written Work 62

Checklist for Revision 63

Editing Symbols 64

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Introduction To the Student: You will be asked to write frequently in all subject areas during your years at Roselle Park High School. This handbook is a resource which outlines required conventions of formal writing and standard English usage. The information contained herein is based on the Modern Language Association (MLA) guidelines which are standard for most college writing.

To the Parent/Guardian: The English Department at Roselle Park High School encourages you to review the reading and writing of your son or daughter. To All Content Area Teachers: This manual is simply an abbreviated guide. If additional information is required for your particular project, please consult the MLA Handbook for Writer’s of Research Papers, 6th edition. English department members are also available to offer assistance that will ensure consistency in the writing requirements of all subject areas. Acknowledgements: The following sources have been consulted: MLA Handbook for Writers of Research Papers, Sixth Edition Rules for Writers, Fifth Edition Warriner’s English Grammar and Composition

IMPORTANT:

According to the MLA Handbook for Writers of Research Papers, Sixth Edition, plagiarism is derived from the Latin word plagiarius (“kidnapper”). Plagiarism refers to a form of cheating that has been defined as the false assumption of authorship: the wrongful act of taking the product of another person’s mind, and presenting it as one’s own. Plagiarism involves two kinds of wrongs. Using another person’s information or expressions without acknowledging that person’s work constitutes intellectual theft. Passing off another person’s ideas, information, or expressions as your own to get a better grade or gain some other advantage constitutes fraud. Plagiarism is sometimes a moral and ethical offense rather than a legal one since some instances of plagiarism fall outside the scope of copyright infringement, a legal offense. PLAGIARISM POLICY

Everyone is expected to act with personal integrity; therefore, cheating of any kind is unacceptable. The English Department requires students to complete homework assignments, take tests, write essays, and conduct research by properly documenting sources. Students caught cheating will be held accountable in the following manner:

PLAGIARIZING ON ROUTINE DAILY/MINOR HOMEWORK ASSIGNMENTS ORPAPERS:

• The student shall receive a zero on the assignment/homework. This grade shall be averaged into the marking period or final grade as deemed appropriate.

• The teacher will follow the incident by contacting parents.

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PLAGIARISM ON A MAJOR ASSIGNMENT/PAPER/EVALUATION: • Above consequences • Parents will be notified by the administration and an administrative decision will be

made. • Other consequences may include such actions as disqualification from honor societies

and/or other student activities, as well as withdrawal of college recommendations.

TO AVOID PLAGIARIZING: • Document EVERYTHING that you have taken from a source, i.e. direct

quotations or a writer's points or ideas. • Use your own words to PARAPHRASE the author's ideas. • The best way to avoid improper paraphrasing is to

First read the original source before taking notes. Make sure that you understand the main ideas. TRANSLATE the author's ideas into YOUR OWN WORDS. (It helps to look away from

the source when you do this.) • Be sure to document the source used for each particular piece of information.

TURNITIN.COM:

• Teachers may require students to submit their papers online through turnitin.com. • This software indicates any plagiarized sections of the written work along with the

original sources.

The Writing Process All good writing is the result of a process. The most seasoned writers know that a successful piece of writing involves a combination of most of the steps listed below: • First, decide on a focus for the paper. This focus, or controlling idea is called the thesis which will

be developed throughout the paper. In a single paragraph, the focus is called a topic sentence; in a multi-paragraph essay, it is called the thesis. A thesis may be general or specific. Although more experienced writers have the ability to experiment with the placement of the thesis, it is strongly recommended that the developing writer place the thesis statement in the first paragraph.

• In the conventional "funnel" introduction, the paragraph narrows smoothly to the thesis statement.

Sentences flow from general to specific

(the thesis)

• The pre-writing stage is an essential part of effective writing. The choice of whether to "bubble," graph, outline or brainstorm will depend upon the teacher's plan to develop each writing assignment.

• Once the student has generated ideas for the assignment, the next step is to write the "preliminary" thesis.

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• In the next step, the student writes a "first draft." At this point, emphasis should be on organization and development.

• Check to see that every paragraph has a focused topic sentence and is fully developed by examples, reasons, facts, definition, analogies, comparisons or contrasts.

• Demonstrate a logical and emphatic arrangement of ideas within the paragraph.

• Use transitions within and between paragraphs for coherence, (See sheet included in this manual).

• Be sure to write a concluding paragraph which summarizes your main ideas, restates your thesis, and provokes further thought.

• READ THE PAPER ALOUD TO YOURSELF OR SOMEONE ELSE. That is the only way you will notice if your thoughts are coherently presented in your writing. Check word choice, usage and sentence structure. Be sure you have followed the standards for all written work.

Standards for Written Work

• Students are expected to follow standard rules of spelling, punctuation, capitalization, grammar, usage, and composition in all their written work. They can also expect to be marked for such criteria on assignments other than specific composition assignments.

• All written assignments, tests, quizzes, homework, and class work should be executed in complete sentences and paragraphs. The only exceptions are objective tests and quizzes.

• When compositions have two grades, the top grade will indicate the quality of the content, and the bottom grade will evaluate grammar and mechanics.

Method of Correcting Compositions

• Rewrite the entire composition, making all corrections, additions, and omissions indicated by your teacher.

• Turn in your corrected composition and the original graded copy. No paper will receive credit if the correction is not submitted.

Grading Policy of the English Department

• The grading policy of the English Department reflects the school's grading system of four components: tests/papers, quizzes, homework, and class participation.

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Make-up Work Policy of the English Department

• A student has one day for every day missed to complete any work (homework, quizzes, tests, compositions, etc.) missed during his/her absence from school. Should the student experience a lengthy absence, he/she must arrange with the teacher specific deadlines.

• If either of the above stipulations is not met, a zero for the missed work will automatically be recorded.

• The student is responsible for his/her own make-up-work; the teacher is not expected to remind anyone of the obligation.

Different Types of Writing Effective writing takes many shapes and styles. Student writers need to develop skill and style by writing in different forms and for different audiences. This manual refers to two types of writing: expository/persuasive and expressive/personal. The purpose of this section of the manual is to define some of the conventions and characteristics of each type of writing.

Expository & Persuasive Writing

Analytical Paper The analytical paper explores, but is not limited to, the significant components of a literary work, an historical event, a person's contributions to a field, or a scientific process. The following topics would lead to analytical papers: • Analyze the causes of homelessness in the United States. • Compare Walt Whitman’s and Emily Dickinson's nature imagery in selected poems. • Explain Newton's contributions to physics. • Write a lab report based on an experiment.

Critical Paper The critical paper examines the features of an action, event, literary or artistic work, or political decision, and evaluates its strengths, weaknesses, effectiveness, and social, ethnic, or cultural significance. The following topics would lead to critical papers:

• Review of a book or film. • Critical review of the Bush administration's foreign policy. • Comparison of the selected works of two authors or scientists. • Evaluation of solutions to an environmental problem, such as acid rain or nuclear waste.

Book Reports, Summaries, Technical Papers These papers explain, summarize, and tell facts about events, literature, or processes. Sometimes book reports and summaries call for varied writing activities, such as analysis and comparison. The following topics are examples of these types of writing: • Two different ways an amendment is added to the Constitution. • Mendel's Law of Dominance. • The steps in a mathematical process. • A summary of the plot of a novel or short story. • A report of your observations on a nature hike.

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Persuasive Paper The persuasive paper attempts to change readers' minds, to convince them to agree with you, or to take action. In the analytical and critical modes, you attempt to be objective; in the persuasive paper, you are openly subjective, presenting your case actively. The following topics would lead to persuasive papers: • A letter to the editor about the need to save the rain forests. • A campaign speech for a particular candidate. • A defense of an artist's right to free expression, or an appeal for censorship of some particular

material. Expressive & Personal Writing

Expressive/personal writing creates new worlds, images, or visions out of real or imaginary experiences. As a genre, personal writing is not less powerful or less important than expository writing—just different. In fact, sometimes it is difficult to label a piece of writing, and categorical distinctions may sometimes blur. Important ideas, understandings, and conclusions may be written in many different ways.

Creative Writing Expressive/personal writing may be exercised when you are asked to practice the following types of creative writing: • A story/narrative. • A poem. • A dramatic monologue. • A play or a scene from a play. • An autobiographical piece. • A satire.

Cover Letter A cover letter should precede the resume when it is used for a job application, or as a statement of credentials. Before you get started, here are some rules of thumb for writing cover letters: • The cover letter is an advertisement that lets the recruiter understand why you are writing

and how you can contribute to his/her organization. • Avoid generalizations. Your cover letter should reflect unique understanding of the

organization you are contacting. • Be brief. If you find yourself shrinking the font size to 10 points in order to get

everything on one page, then you have probably written too much. • In the first paragraph of the letter, you should cover the basics of who you are (“I am a

senior at Roselle Park High School”), and why you are writing. Have your friends proofread your letters. If English is not your native language, please have another student who is a native speaker check for errors and grammar.

• Double check the name and address of the recipient, and don’t forget to sign the letter before you send it. The sample letter in this packet is intended to give you a feel for the format of a typical cover letter. The letters you submit to recruiters are writing samples that reflect your ability to communicate ideas. Please do not copy phrases from these - or other - cover letters to place in your own correspondence.

Information obtained from Yale school of management at: http://www.som.yale.edu/careers/cic/cover_letters.asp

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DAN JENNINGS 185 W. Webster Ave.

Roselle Park, NJ 07024 908-245-5570

January 21, 2006 Mr. Sal Benevento Proprietor Sal’s Exxon 1805 Westfield Ave. Roselle Park, NJ 07024 Dear Mr. Benevento: I am presently a senior at Roselle Park High. I have had three years of auto technology and have maintained an “A” average in all my courses. I would like to apply for the position of mechanic as advertised in The Leader in the January 2006 edition. My interest in auto mechanics began when as a young boy I helped my father repair his Corvette. In addition, my part time job at the Shell station on Webster Avenue further convinced me to pursue a career in auto mechanics. My boss, Mr. Brown, will attest to my dedication and sense of professionalism. I am looking forward to my interview, and I hope that soon I will be a part of your respected business. Sincerely, Danny Jennings Enclosure

Résumé Writing The résumé is an essential document which lists a person's qualifications and background. It accompanies job applications and other requests for admittance or acceptance. There are five categories of data included in a resume: • Personal information: list full name, mailing address, telephone number. By federal law you are under no obligation to mention either age, race, sex, marital status, or religious preference.

• Education and training: include the schools from which you received your high school diploma, college degree, or certification in special skills, such as CPR.

• Work history: start with your most recent job and include the address of the company,

beginning and ending dates of employment, responsibilities, and major accomplishments. • Memberships, interests, and hobbies: include volunteer work, civic clubs, scout

awards, military experience, useful interests and skills, such as piano, art work, computer skills, public speaking, or physical fitness.

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• References: list the names, titles, addresses, and telephone numbers of several people whom you know well and can attest to your character, work habits, and ambitions. These names should not include relatives. Also, ask permission before naming anyone as a reference. Example Résumé:

DAN JENNINGS 185 W. Webster Ave.

Roselle Park, NJ 07024 908-245-5570

e-mail: djennings@hotmail.com

OBJECTIVE: To obtain a position in the automotive service industry. EDUCATION: Roselle Park High School Roselle Park, NJ Vocational School: Auto Mechanics Union County, NJ Expected Graduation Date June 2006 EXPERIENCE: Shell Station Webster Ave. Present-September 2002 Roselle Park, NJ Served as a gas attendant and assisted in all mechanical repairs. VOLUNTEER Rowan Child Development Center Summer 2003 WORK: Performed office work, such as data processing. Provided childcare services and general help as necessary. AWARDS: Airplane Construction Summer 2004 Del Mar Fair Special Award ACTIVITIES: Roselle Park High School Baseball Team 2002-2006 CARE Club 2004 Summer Camp Volunteer Summer 2005 REFERENCES: Available upon request. The above example is based on a sample from http://hoover.sdcs.k12.ca.us/ROP/resumework.htm\

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College Admissions Essay Example: Example taken from http://teenink.com/Past/2005/November/19486.html Topic: Evaluate a significant experience or achievement that has special meaning to you.

Football by James C., Centerville, OH Football, to me, is more than just a game. I have probably learned more valuable lessons from it than from school. When I joined the team freshman year, I didn’t realize what I was getting into. Even though I had been playing since fourth grade and knew it was hard work, nothing would prepare me for the effort I would put into football that year. We worked all summer in the weight room and ran on the track to get in physical and mental shape before the season. See, football is more of a mental sport than anything else, so running on the track wasn’t only about getting in shape. We would push our minds by running as hard as we could even if we felt like we were going to pass out. At the beginning, I was immature and only thought of myself, sometimes even giving up when I was tired or hurting. Then after the third game I had a season-ending injury. Imagine working all summer and then only being able to play three games! I needed surgery on my arm and at least five months to recover. Needless to say, I was sidelined for the rest of the season, but this actually helped me realize that since you never know when your last play will be, you should try your hardest in football and life. After freshman year I decided that I would always give my best effort. Playing varsity football has taught me so much more than just what my assignments are on a particular play or how to block. I have learned to think about others first, and realized how important working hard is. Being with all my friends, even sweating and bleeding with them, really made us bond as a group of hard-working young men I know will succeed in life. High-school football is more than just a sport. It is a learning ground for many to strengthen their personality and character for their lives. One thing my coach always says is, “Imagine that you have just run 100 sprints and a giant bear starts chasing you. Are you just going to stand there and let it attack you because you are too tired?” The answer, of course, is no, because you can always put it in another gear even if you think you need to give up. This to me means that you can always control your attitude and effort. So, no matter what, if you maintain a great attitude and always give whatever you’re doing your best effort, you will have no regrets.

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Thank You Letter The thank -you letter is a common practice among well-mannered people as a means of expressing appreciation. A thank-you letter should follow promptly after every job interview, as well as for gifts, parties, dinners, awards, recommendations, and personal services. Usually, letters of thanks are handwritten on personal note paper or blank greeting cards.

Sample Thank You Letter:

Dear Mrs. Jones, Thank you so much for writing my college recommendation letter. I realize that you have a very busy schedule, and I appreciate your taking the time to personalize the letter by stressing my interests and aptitudes. I truly appreciate your effort. Sincerely,

Amy Tallent

Note that a thank-you letter always mentions the gift or service for which you are showing your appreciation. Although the inside address is omitted in personal correspondence, both the recipient's address and a return address are included on the envelope.

Amy Tallent 1101 Kentucky Avenue Mobile. AL 21304

Mrs. Lisa Hoffman 22-B Fieldstone Acres Siddonsville, AL 36738

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Semi-Block Style

800 Graham Street Atlanta, Georgia 30365 April 26, 1991

Elisabeth Anne Healey Assistant Manager, Senior Division Crown Optical Company 83 Lincolnshire Way Dublin 2, Ireland Dear Ms. Healey, I read your ad in the New York Times in which you mention openings in your New York office. With seventeen years' experience polishing industrial lenses, I feel that I am qualified for the job and am interested in hearing more about the current needs of Crown Optical Company. Although my present job offers good working conditions and adequate benefits, I would like to make a change in my employment in the near future that will incorporate new challenges as well as opportunities for advancement. I request an interview at your earliest convenience. My resume is enclosed.

Yours sincerely, Estelle Waters Estelle Waters

Note that block style is similar to a semi-block with the exception of paragraph indentions, which are omitted. Also note that if the marital status of a female recipient is not known, the abbreviation Ms. is appropriate.

Full block style omits paragraph indentions and aligns the heading, inside address, complimentary close, signature, and sender's name along the left-hand margin.

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Block Style 8-B Lakeland Park Heights Topeka, Kansas 66608 December 16, 1991 Kenneth Bailey, President Foremost Tool Company 712 Donovan Road Baldwin, New York 11510 Dear Mr. Bailey, After four years of doing business with Foremost Tool Company, I feel I must complain about a change in your accounting procedure. In the past I have charged purchases to my account without incident. Since January of this year, however, my account has been closed without my knowledge. All recent order forms have been returned with no explanation. I request that Foremost Tool Company reinstate my charge account so that I may continue purchasing your quality line of repair tools. Yours truly,

Rodney M. Staunton RMS

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Envelope Style Example 1:

Angela McNair Soames Research Center 12 Dayton Place Madison, VT 23834

ATTN: Dr. James L. Roberts C & M Industrial Exchange P.O. Box 87028 Lincoln, NE 68501

Note that the abbreviation ATTN: directs the letter to the attention of a particular person at the company. Example 2: E

R

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Mrs. Estelle Waters 800 Graham St. Atlanta, GA 30365

xample 3:

Elisabeth Anne Healey Assistant Manager, Senior Division Crown Optical Company 83 Lincolnshire Way Dublin 2, Ireland

odnev M. Staunton Rodnev M. Staunton 8-B Lakeland Park Heights Topeka, KS 66608

Kenneth Bailey, President Foremost Tool Company 712 Donovan Road Baldwin, NY 11510

The Research Paper

The research paper affords students the opportunity to gather more information on a specific topic; the search requires the use of extensive library resources to extend learning beyond the classroom. The research paper requires a written compilation, analysis/interpretation, and evaluation of the information gathered from a variety of sources. It must be organized to describe a chosen focus, point of view, or thesis statement. The research paper is presented in a prescribed format with documentation. The following steps will assist you in the library research process: Understand the research assignment

• Select your topic by Personal interest Previous knowledge Assignment requirements Availability and quantity of information Time requirements

• Explore information to assist in identification of a focus

Read an overview for general background (general encyclopedia) and gather specific facts about a particular aspect of the topic.

Explore other resources in the library. Focus your topic. List identifiers, possible subject headings. Read and reflect on the material. Keep a list of sources used, and write briefly about each source for future reference.

• Form your focus

Formulate a working thesis from your general information exploration. Determine possible sources that directly relate to your thesis.

• Create a works cited page

Prepare a list of potential sources which you feel will be useful to your assignment. Record full citation information on source cards for future use.

• Gather information from sources

Library on-line catalog: print and non-print sources Appropriate indexes: periodical, book, video tapes Special resources: statistics, specialized reference, government documents, online databases Personal contacts: interviews, surveys Librarian assistance

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• Compose Note Cards Take relevant information from the sources and write it down in your own words. Write legibly. Document everything you have taken from a source. Now is the appropriate time to paraphrase the author’s words. To avoid plagiarism read the

author’s information, and paraphrase it in your own words.

• Note Card Format Each Note Card Should Contain the Following:

A label (slug) at the top identifies information on the card. Remember to include only one main idea per card. Source information usually includes the author’s last name and the page numbers.

For online sources provide the complete URL. Use the correct form for identifying the source of information on each note card. Avoid Plagiarism! Don’t copy sentences from a source without using quotation

marks and listing page numbers. Organize your cards as you write them. Use paper clips or rubber bands to keep note

cards with similar labels (slugs) together. • Prepare to write

Identify, classify, and organize main ideas—separate relevant from irrelevant material. Expand and connect research with your analysis, perceptions, opinions, and ideas to support

the focus or topic. Make an outline. Draw conclusions.

• Write the paper

Write a rough draft which includes: Introduction: state thesis Body: supporting arguments for thesis Conclusion: a summary statement which provokes further thought

• Final paper format

Sentence outline (See example on page 39-40) Typed, double spaced, black ink, Times New Roman, 12 point font Quotations over four lines are double spaced and indented ten spaces on the left margin.

(See example on page 42) Works cited page (See example on page 47)

• Complete the final paper

Check research paper format. Proofread and edit. Complete revisions.

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Research Requirements

Grade 9 Honors • Topic: Short Story Analysis - The first part of this paper will be biographical. The second

part will be an analysis of specific stories focusing on characterization, themes, symbolism, etc. The student must include direct lines from the story and refer to them.

• Length: 1,000 words.

• Sources: Minimum of 7.

Grade 9 CP • Topic: Short Story Analysis - The first part of this paper will be biographical. The second

part will be an analysis of two specific short stories. The student must include direct lines from the story and refer to them.

• Length: 800 words.

• Sources: Minimum of 6.

Grade 9 Standard• Topic: Countries.

• Length: Students will examine the research project and submit note cards, working source cards, and outline.

• Sources: Minimum of 5.

Grade 10 Honors • Topic: Poetry Analysis (Author cannot be British) - The first part of this paper will be

biographical. The second part will be an analysis of specific poems. The student must include direct lines from the poems and refer to them. Outstanding images and symbolism will be discussed. The third part will be a critical review of the poet.

• Length: 1,200 Words.

• Sources: Minimum of 8. Grade 10 CP • Topic: Time periods - Examine the background of the historical period of the

novels/plays assigned in class. For example, the Elizabethan era, Great Depression, Civil Rights Movement, Holocaust, etc. Students must show how the historical period relates to the novels/plays.

• Length: 1,000 Words.

• Sources: Minimum of 7.

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Grade 10 Standard • Topic: Biography.

• Length: 850 Words.

• Sources: Minimum of 5.

Grade 11 Honors Topic 1 • Topic 1: Students will research 3 colleges, careers, or vocational schools.

• Length: 1,000 words.

• Sources: Minimum of 6.

Grade 11 Honors Topic 2 • Topic 2: A paper revealing historical or cultural research as reflected in the

works studied in American Literature.

• Length: 1,500 Words.

• Source: Minimum of 8.

Grade 11 CP • Topic 1: Students will research 3 colleges, careers, or vocational schools.

• Length: 1,000 words.

• Sources: Minimum of 6.

Grade 11 Standard • Topic: Career Exploration: Students will research 3 careers: a stretch,

reasonable, and safety career.

• Length: 900 Words.

• Source: Minimum of 6.

Grade 12 Advanced Placement Topic 1 • Topic: World Literature: A novelist or dramatist will be critically reviewed with specific

references to the works being examined.

• Length : Paper should be 2,000 Words.

• Sources: Minimum of 10.

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Grade 12 Advanced Placement Topic 2 • Topic: British Poetry: The second paper will carefully analyze the poetry of a British

author.

• Length : Paper should be 2,000 Words.

• Sources: Minimum of 10.

Grade 12 Honors • Topic: Select one British author and critically analyze two-three novels or plays.

• Length: 1,800 Words.

• Sources: Minimum of 9.

Grade 12 Honors Topic 2 • Topic: British Poetry: The second paper will carefully analyze the poetry of a British

author.

• Length : 1,800 Words.

• Sources: Minimum of 9. Grade 12 CP • Topic: Examine a cultural or historical aspect of British Literature as reflected in one of

the works studied, or select one British author and critically analyze two-four short stories.

• Length: 1,700 Words.

• Sources: Minimum of 9.

Grade 12 Standard • Topic: Controversial Issues.

• Length: 1,000 Words.

• Sources: Minimum of 6.

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SAMPLE SOURCE CARDS 1. For a book by a single author:

SOURCE NUMBER

2. For a book by more than one author:

3. For a book that has no author’s name:

PUBLICATION INFORMATION

LOCATION

CALL NUMBER

AUTHOR

2 Rendelmeier, Donald A., and Robert J. Tibshirani. Cellular

Phone Abuses. New York: Random House, 1999. RPHS Library 502.2

SOURCE NUMBERAUTHORS

TITLE PUBLICATION INFORMATION

LOCATION CALL NUMBER

3 Chamber’s Etymological Dictionary. Patterson, NJ: Littlefield,

Adams, 1960. RPHS Library 002.02R

SOURCE NUMBERTITLE

PUBLISHING INFORMATION CALL

NUMBER

1 Toffler, Alvin. Future Shock. New York:

Random House, 1970.

RPHS Library 301.1

TITLE

LOCATION

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4. For a website:

7 Moulthrop, Steward. “You Say You Want a Revolution?

Hypertext and the Laws of Media.” Postmodern Culture 1.3 (1991): 53 pars. 12 July 2002 <http://muse.jhu.edu/journals/postmodern_culture/v001/1.3moulthrop.html>.

RPHS Library

SOURCE NUMBER

AUTHOR

LOCATION WEBSITE ADDRESSS

WEBSITE SOURCE

ARTICLE TITLE

5. For electronic resources:

6. For a periodical source:

8 Edwards, Tamala. “Scourge of the Playground.” Time 21

May 2001 v157 n20 p2-3. EBSCOhost. RPHS Library, Roselle Park, NJ. 15 May 2001. <http://search.epnet.com/comm_generic.asp>.

RPHS Library

PLACE ACCESSED

NAME OF DATABASE

DATE ACCESSED

LOCATION

9 Cloud, John. “General on the March.” Time 19 Nov. 2001: 63. RPHS Library

SOURCE NUMBERAUTHOR

ARTICLE TITLE

LOCATION

PERIODICAL NAME

ARTICLE TITLE

AUTHOR

SOURCE

SOURCE NUMBER

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Note Card Samples

SLUG Towns – Richmond Baines 4 AUTHOR REFERENCE CARD # OMITTED MATERIAL AT THE END OF SENTENCE OMITTED MATERIAL WITHIN A SENTENCE

DIRECT QUOTE

“Richmond is both a snow place and a garrison town. . . The difference between Richmond and other Yorkshire county towns can be discerned very easily in the pubs. You can’t be accepted in Richmond . . . . . . Unless you’re ‘U’.”

Page 72 Page #

AUTHOR REFERENCE CARD # PARAPHRASED NOTES

SLUG Wakefield – Staging Rose 4 Processing and plays separated 1426. Plays on Corpus Christi, procession next day in York. “Probably reversed,” in Wakefield.

NOT A QUOTE PAGE # Page 21-28

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Citation Directory The following directory of model citations has separate sections for books, periodicals, other sources, and electronic/computer sources. Note that in this manual we have single spaced our work cited example entries. However, in your final paper, the work cited page should be double spaced.

Books 1. Standard Entry for a Book 2. Book with Subtitle 3. Book by Two or Three Authors 4. Book by More than Three Authors 5. Edition of a Book 6. Reprinting or Reissue of a Book 7. Book with Editor's Name First 8. Book with Editor's Name Last 9. Book with Translator's Name 10. Unspecified or Institutional Author 11. Work with Several Volumes 12. Part of a Collection or Anthology 13. Encyclopedia Entry 14. Less Well-Known Reference Book 15. Bible or Literary Classic 16. Anthology or Compilation 17. An Anonymous Book 18. Intro., Preface, Foreword, or Afterward 19. Government Publication 20. A Pamphlet 21. Book in a Foreign Language 22. Published Dissertation 23. Gale Literary Series

Periodicals 24. Standard Entry for Magazine 25. Newspaper Article 26. Article by Several Authors

27. Article with Volume Number 28. Signed or Unsigned Editorial 29. Letter to the Editor

30. Titled or Untitled Review 31. An Anonymous Article 32. Newsbank: Microfiche 33. SIRS

Other Sources 34. Personal Interview 35. Talk or Lecture 36. Television or Radio Program 37. Film 38. Videotape and other visuals 39. Audio Recording 40. Live Performance 41. Musical Composition 42. Work of Art 43. Cartoon 44. Broadcast or Published Interview 45. Personal Letter 46. Printed Speech 47. Map or Chart

Computer Sources 48. Computer Software 49. Online Databases 50. E-Mail 51. Online Postings (Forums) 52. Website

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Books 1. Standard Entry for a Book

Put name of author first. Underline (or italicize) the title. Include place of publication, name of publisher, and date of publication.

Williams, Tennessee. A Streetcar Named Desire. New York: New American Library,

1947.

2. Book with Subtitle Use a colon to separate title and subtitle (unless the original has other punctuation). Underline (or italicize) both the title and the subtitle of the book.

Wood, Robert. The Quest for Eternity: Manners and Morals in the Age of Chivalry.

Hanover [NH]: University Press of New England, 1970.

3. Book by Two or Three Authors For the first author, put the last name first. Then give full names of co-authors in normal order. With three authors, place commas between authors' names. Gilbert, Sandra M. and Susan Guber. The Madwoman in the Attic: The Woman Writer in the

Nineteenth Century Imagination. New Haven: Yale University Press, 1979.

4. Book by More than Three Authors Give the first author's name, followed by a comma and the abbreviation et al. (Latin for "and others"). Do not put a period after et, and do not underline or italicize (However, you may give the full names of all co-authors instead). Stewart, Marie M. et al. Business English and Communication. 5th ed. New York: McGraw,

1978. 5. Edition of a Book

If you have used a book revised or brought up to date by the author, identify the new or revised edition the way it is labeled on its title page. After the title of the book, put 2nd ed. for second edition, rev. ed. for revised edition, or 1989 ed. for 1989 edition.

Zettl, Herbert. Television Production Handbook. 4th ed. Belmont: Wadsworth, 1985.

Chaucer, Geoffrey. The Works of Geoffrey Chaucer. Ed. F.N. Robinson. 2nd ed. Boston:

Houghton,1957.

6. Reprinting or Reissue of a Book If a work has been republished unchanged (perhaps as a paperback reprint) include the date of the original edition; put it before full publishing data for the reprinting you have used. If new material (like an introduction) has been added, include a note to that effect before the data for the reprinting. Wharton, Edith. The House of Mirth. 1905. New York: Penguin, 1986. Miller, Arthur. Death of a Salesman. 1949. New York: Viking Press, 1973.

26

7. Book with Editor's Name First If the title page lists an editor who has assembled or arranged the materials in the book, use ed. after the editor's name or eds. if there are several editors (use comp. if the title page says "Compiled by"). Griffin, Alice. ed. Rebels and Lovers: Shakespeare's Young Heroes and Heroines. New York: New

York University Press, 1976.

8. Book with Editor's Name Last If an editor has edited the work of a single author, put the original author's name first if you focus on the author's work. Add ed. (for edited by) and the editor's or several editors' names after the title (do not use eds.). However, put the editor's name first and the author's name later (after "By") if the editor's work is particularly significant or important to your project.

Mencken, H.L. The Vintage Mencken. Ed. Alistair Cooke. New York: Vintage, 1956.

Cooke, Alistair. ed. The Vintage Mencken. By H.L. Mencken. New York: Vintage, 1956.

9. Book with a Translator's Name

Put Trans. followed by the translator's name (or translators' names) after the title, but put the translator's name first if the translator's work is particularly significant to your project.

Buber, Martin. I and Thou. Trans. Walter Kaufman. New York: Charles Scribner's Sons, 1970.

10. Unspecified or Institutional Authorship

Reports or publications prepared by an organization or agency and major reference books may list a group as the author or not specify authorship.

Carnegie Council on Policy Studies in Higher Education. Giving Youth a Better Chance: Options for

Education, Work, and Service. San Francisco: Jossey, 1980. 11. Work with Several Volumes

If you have used one volume of a multivolume work (for instance, a historical work published as three books), add the abbreviation Vol. followed by Arabic numeral for the number of the volume: Vol. 8. You may add the total number of volumes and inclusive dates at the end. If the separate volumes have their own titles, include the volume title as well as the title of the multivolume work.

Doyle, Arthur Conan. The Oxford Sherlock Holmes. Ed. Owen Dudley Edwards. Vol. 8. New York:

Oxford University Press, 1993.

If you have used more than one volume, list the whole multi-volume work, giving the total number of volumes.

Sadie, Stanley, ed. The New Grove Dictionary of Music and Musicians. 20 vols. London:

Macmillan, 1980.

27

12. Part of a Collection or Anthology Identify fully both the article or other piece (poem, short story) and the collection of which it is a part. Put the part title in quotation marks; underline (italicize) the title of the whole work: Gates, Joyce Carol. "Where Are You Going, Where Have You Been?" The American Tradition in Literature. Then go on to publishing data for the collection. Conclude with inclusive page numbers for the part: 426-448.

Oates, Joyce Carol. "Where Are You Going, Where Have You Been?" The American

Tradition in Literature. Ed. Sculley Bradley, et al. 4th ed. New York: Norton, 1974. Vol. 2. 426-448.

13. Encyclopedia Entry

Put the titles of entries in quotation marks. Page numbers and facts of publication may be unnecessary for entries appearing in alphabetical order in well-known encyclopedias or other reference books. Date or number of the edition used, however, should be included because of the frequent revisions of major encyclopedias. Include the author's name for signed entries. If only the initials are given, you may find the full name in an index or guide. No page numbers are needed for alphabetical entries.

Politis, M.J. "Greek Music." Encyclopedia Americana. 10th ed. 1976. "Aging." Encyclopedia Britannica: Macropaedia. 1983 ed.

14. Less Well-Known Reference Books

Include full publishing data for less well-known reference books.

Brakely, Theresa C. "Mourning Songs." Funk and Wagnalls Standard Dictionary of Folklore, Mythology, and Legend. Ed. Maria Leach and Jerome Fried. 2 vols. New York: Crowell, 1950.

15. Bible or Literary Classic

Specify the edition you have used, especially if different versions of the text are important, as with different Bible translations or with different editions of a Shakespeare play. Put the editor's name first if you want to highlight the editor's contribution.

The Holy Bible. Revised Standard Version. 2nd ed. Nashville: Nelson, 1971. Hubler, Edward, ed. The Tragedy of Hamlet. By William Shakespeare. New York: NAL, 1963. Reference in Text: (Job 2.8) or (Luke 3.7) for chapter and verse and (Hamlet III.ii.29-40) or (Hamlet 3.2.6-12) for act, scene, and line numbers.

16. Anthology or Compilation

Heyman, Arthur, ed. Elizabethan Poetry. Chapel Hill: University of North Carolina Press, 1987.

17. An Anonymous Book (No author's name on the title page)

Encyclopedia of Football. New York: Crown, 1992.

28

18. An Introduction, Preface, Foreword, or Afterward Doctorow, E.L. Introduction. Sister Carrie. By Theodore Dreiser. New York: Bantam, 1982. v-xi. Johnson, Edgar. Preface. David Copperfield. By Charles Dickens. New York: Signet-NAL, 1962.

871-79. 19. Government Publications

United Nations. Centre for National Resources. Stale Petroleum Enterprises in Developing Countries. Elmsford: Pergamon Publishing, 1974.

20. A Pamphlet Treat a pamphlet as you would a book. Washington DC. New York: Trip Builder, 2000. Renoir Lithographs. New York: Dover, 1994. 21. A Book in a Foreign Language

Dahlhaus, Carl. Musikasthetik. Koln: Gerig, 1967. 22. A Published Dissertation

Brewda, Lee Aaron. A Semantically-Based Verb Valence Analysis of Old Saxon. Diss. Princeton University, 1981. Ann Arbor: UMI, 1982. 8203236.

23. Gale Literary Series

Contemporary Authors — Contemporary Literary Criticism (CLC) — Dictionary of Literary Biography (DLB) — Nineteenth-Century Literary Criticism (NCLC) — Poetry Criticism Shakespearean Criticism — Short Story Criticism — Something About the Author

Citation form will vary according to type and source of material cited from these volumes. There are essays within books or periodicals, original essays and encyclopedia entries among other types of source materials within the Gale Literary Series. Add "Rpt." for reprinted in.

Roberts. Shelia. "A Confined World: A Rereading of Pauline Smith." World Literature Written in

English 24 (1984): 232-38. Rpt. in Twentieth-Century Literary Criticism. Ed. Dennis Poupard. Vol 25. Detroit: Gale, 1988. 39.

Periodicals

24. Standard Entry for a Magazine/Scholarly Journal Start with the last name of the author. Put the title of the article in quotation marks; underline the name of the magazine. Go on to the date (or month), separated from the complete page numbers by a colon. Abbreviate most months: Nov. 1990: 23-31. or 27 Apr. 1989: 77-80.

Hammer, Joshua. "Cashing in on Vietnam." Newsweek 16 Jan. 1989: 38-39.

Scotto, Peter. "Censorship, Reading and Interpretation: A Case Study from the Soviet

Union." PMLA 109 (1994): 61-70.

29

25. Newspaper Article If necessary, specify the edition of the newspaper—early or late, east or west, national: Wall Street Journal 14 July 1989, eastern ed.: A3. Sections of a newspaper are often identified by letters (B34) or by numbers (late ed., sec. 3: 7). Use the major headline of the article as its title. NOTE: Leave off the article "The" in the names of newspapers like The Wall Street Journal or The New York Times (see example below). Hechinger, Fred. "How Free Should High School Papers Be?" New York Times 5 July 1989,

western ed.: B7.

26. Article by Several Authors Give the full names of co-authors. If there are more than three, put et al. (Latin for "and others") after the name of the first author.

Gale, Noel H. and Zofia Stos-Gale. "Lead and Silver in the Ancient Aegean." Scientific American

June 1981: 176-77.

Martz, Larry. et al. "A Tide of Drug Killings." Newsweek 16 Jan. 1989: 44-45.

27. Article with Volume Number For most periodicals, the month or the date is sufficient to steer the reader to the right issue. For scholarly or professional journals, you will typically include the volume number instead, followed by the year in parentheses. Santley, Robert S. "The Political Aztec Empire." Journal of Anthropological Research 41 (1985):

327-37. 28. Signed or Unsigned Editorial

After the title, add the right label: Editorial. If the editorial is unsigned, begin with the title.

Whitcroft, Jermiah. "Talking to Strangers." Editorial. Westfield Leader 13 Sept. 1989: 7.

"A Frown on the Interface." Editorial. Software News 3 Sept. 1988: 3-4.

29. Letter to the Editor

After the name of the author, add the right label: Letter. Vinaver, Martha. Letter. Los Angeles Times 14 July 1989, sec. 2: 6.

30. Titled or Untitled Review

Use the abbreviation "Rev." before the title of the work being reviewed. For unsigned reviews, start with the title of the review (if any) or the description of the review. Bromwich, David. "Say it Again, Sam." Rev. of The Oxford Book of Aphorisms, ed. John Gross.

Time 6 Feb. 1984: 34-35. 31. An Anonymous Article

"A Traffic Ban Drives Rome Crazy." Newsweek 16 Mar. 1987: 47.

30

32. Newsbank: Microfiche Chapman, Dan. "Panel Could Help Protect Children." Winston-Salem Journal (NC) 14 Jan. 1990:

14. NewsBank: Welfare and Social Problems 12 (1990): fiche 1, grids A8-11. 33. Social Issues Resources Series (SIRS) (Print source, not CD-ROM)

See the electronic/computer section of this booklet if CD-ROM source is used. Cruver, Philip C. "AIDS and Aging." American Demographics Mar. 1990: 28+. The AIDS Crisis.

Ed. Eleanor Goldstein. Vol. 2. Boca Raton: SIRS, 1991. Art. 24.

Other Sources

34. Personal Interview (see #44 for broadcast or published interview) Start with the name of the person you interviewed. Use the right label (not italicized, no quotation marks). Give the date. NOTE: No reference is necessary if your text names the person you interviewed.

Levin, James. Personal Interview. 23 Oct. 1990. 35. Talk or Lecture

Name the speaker and provide an appropriate label: Lecture. Keynote Speech. Address (not italicized, no quotation marks). If the talk had a title, use the title (in quotation marks) instead. Then go on to the occasion (often including the sponsoring organization), the place, and the date.

Jacobi, Jean. Lecture. "Television News: News from Nowhere." Valley Lecture Series. Santa Clara, 29 Oct. 1990.

36. Television or Radio Program Identify network (if any), station, and city (with the last two separated by a comma: WABC, New York). Include information significant about directors, writers, or performers when it seems especially significant.

"Yes...but Is It Art?" Narr. Morley Safer. Sixty Minutes. CBS. WCBS. New York. 19 Sept. 1993.

The Secret of Life. Narr. David Suzuki. 8 episodes. PBS. WETA. Washington. 26-29 Sept. 1993. 37. Film

Underline the title. Identify the director and the production company, and give the date. Include further information as you wish about performers, scriptwriters, and other contributors. Put the director’s name first if the director’s work is particularly significant or important to your project.

It's a Wonderful Life. Dir. Frank Capra. Perf. James Stewart, Donna Reed, Lionel Barrymore, and

Thomas Mitchell. RKO, 1946.

Zeffirelli, Franco, dir. Hamlet. By William Shakespeare. Perf. Mel Gibson. Glenn Close, and Helena Bonham-Carter. Warner, 1990.

38. Videotapes and Other Visuals

Label the medium: Videocassette. Filmstrip. Slide Program, etc.

Creation vs. Evolution: Battle of the Classrooms. Videocassette. Dir. Ryall Wilson. PBS Video, 1982. 58 min.

31

39. Audio Recording Specify label of the recording company, followed by order number and date. (Use n.d. for "no date" if date is unknown.) Identify references to jacket notes or the like. Highlight a particular song, if necessary. Sondheim, Stephen. Into the Woods. Orch. Jonathan Tunick. Perf. Bernadette Peters and Joanna

Gleason. Cond. Paul Gemignani. RCA Victor, 1987.

Simon, Paul, and Milton Nascimento. "Spirit Voices." The Rhythm of the Saints. Warner Bros., 1990.

40. Live Performance Normally begin with the title (underlined/italicized). Then specify author or composer and participants. At the end, put the theater or hall, the place, and the date. To highlight one person's contribution, put the name out in front, followed by dir., chor. (for choreographer), cond. (for conductor), actor, or the like.

Cats. By Andrew Lloyd Weber. Dir. Kevin Hall. Orpheum Theater, San Francisco. 12 June

1988. Based on T.S. Eliot's Old Possum's Book of Practical Cats. 41. Musical Composition

Underline the titles of specific works. Do not underline/italicize the titles of works identified by generic label (symphony, sonata, quartet) and number or key: Symphony No. 7. in A. op. 92. Wagner, Richard. The Flying Dutchman. Beethoven, Ludwig van. Symphony no. 8 in F, op. 93.

42. Work of Art

Underline the title of the work. Show the location. Klee, Paul. Red Balloon. Solomon R. Guggenheim Museum, New York.

43. Cartoon If the cartoon or the strip has a title, enclose it in quotation marks. Use the right label (not italicized, no quotation marks): Cartoon. You need not show that you obtained material on microfilm or microfiche—list the source the way you would have listed the original publication. Trudeau, Carry. "Doonesbury." Cartoon. Star-Ledger [Newark] 3 Jan. 1994: 24. Chast, Roz.

Cartoon. New Yorker 11 Apr. 1994: 58.

44. Broadcast or Published Interview Identify the person interviewed and label the material as an interview. Add the title of the radio or TV program, the name and place of the station, and the date. You may include the name of the interviewer if known.

Blackmun, Harry. Interview with Ted Koppel and Nina Totenberg. Nightline. ABC.

WABC, New York. 5 Apr. 1994.

Gordimer, Nadine. Interview. New York Times 10 Oct. 1991, late ed.: C25.

32

45. Personal Letter (for e-mail see #50) For a letter you have received, name the letter writer and label the material as a letter. Give the date. For a published letter, use the name of the recipient as the title and then give full publishing data, with inclusive page numbers.

Chavez, Roderigo. Letter to the author. 15 Jan. 1990.

Hemingway, Ernest. "To Lillian Ross." 28 July 1948. Ernest Hemingway: Selected

Letters, 1917-1961. Ed. Carlos Baker. New York: Scribner's, 1981. 646-49.

46. Printed Speech

If you had access to a printed version of a speech, add full publishing data to the usual information about a talk. Partlet, Basil. "Yuppies and the Art of Cooking." Western Chefs Forum. Phoenix, 19 Aug. 1989.

Rpt. West Coast Review Spring 1990: 76-82.

47. Map or Chart Include the right label: Map. Chart (not italicized, not in quotation marks). The Historic West. Map. Phoenix: Pathways, 1989.

Computer Sources

48. Computer Software (Disk & CD-ROM) Basic information includes writer of the program (if known), title of the program or material, distributor or publisher, and date. Because of frequent updating of computer software, you have to specify the version: Vers. 1.4. You must identify the publication format, CD-Rom, Diskette, or Magnetic Tape. Crighton, Irene. Think/Write. Vers 1.2. Computer Software. Celex, 1989. IBM. 1.4MB, disk. The Oxford English Dictionary. 2nd ed. CD-ROM. Oxford: Oxford University Press, 1992. Where in the World is Carmen Sandiego? Deluxe ed. CD-ROM. Novato: Broderbund,

1992. 49. Work From A Library Subscription Service

For material that originally appeared in print, begin with standard facts about the print publication, omitting data not given by the online service. To cite material from a service to which a library subscribes, state the name of the database used (underlined), name of service, name of library, date of access, followed by URL if known.

Edwards, Tamala. “Scourge of the Playground.” Time 12 May 2001: 2-3. Masterfile

Premier. Ebsco. Roselle Park High School Lib., NJ. 15 May 2004 <http:www.epnet.com/>.

Volti, Rudi. "Aerosol Sprays." The Facts On File Encyclopedia of Science, Technology,

and Society. New York: Facts On File, 1999. Science Online. Facts On File. Roselle Park High School Lib., NJ. 25 Sept. 2005 <www.fofweb.com>.

33

Streissguth, Tom. "Depression: 1921." The Roaring Twenties, Eyewitness History. New York: Facts On File, 2001. American History Online. Facts On File. Roselle Park High School Lib., NJ. 5 June 2004 <www.fofweb.com>.

Olivares, Julian. "Sandra Cisneros' The House on Mango Street, and the Poetics of

Space." Americas Review 15, nos. 3-4 (fall-winter 1987): 160-70. Contemporary Literary Criticism. Gale. Roselle Park High School Lib., NJ. 21 Oct. 2004 <http://galenet.galegroup.com/>.

"Introduction to Cloning: At Issue." Paul A. Winters, Ed. At Issue Series. Greenhaven

Press, 1998. Opposing Viewpoints Resource Center. Gale. Roselle Park High School Lib., NJ.19 Dec. 2005 <http://galenet.galegroup.com/servlet/OVRC>.

"Ordinary Words." Poetry for Students. Vol. 19. Detroit: Gale, 2004: 172-185. Gale

Virtual Reference Library. Gale. Roselle Park High School Lib., NJ. 16 Dec. 2005 <http://find.galegroup.com>.

50. E-Mail Communication

Provide the writer of the document, a description or title, the recipient, and the date of the document. Smith, Tom. "Monday Greetings." E-mail to Mary Craig. 13 Mar. 1994. James, John. E-mail to the author. 1 Sept. 1995. Oliver, Mr. Henry. "Your letter." E-mail to Sam Jonson. 15 Jan. 1995.

51. Public On-Line Posting (Bulletin Boards, Online Forums) Follow the author's name and the title of the document with the date when the material was posted. Then give the description "Online posting" the name or names of the location where you found the posting (e.g. the newsgroup or forum) and the name of the network (e.g., Usenet, Prodigy, American Online). Conclude with the date of access. Ernandes, Susan. "US space program." Online posting. 18 Sept. 1994. Space Flight Forum.

Space Shuttle Section. CompuServe. 28 Oct. 1995.

Shauman, Thomas. "Re: Technical German." Online posting. 5 Aug. 1994. Newsgroup comp.edu.language,natural. Usenet. 7 Sept. 1993.

52. Website

Author’s Last Name, First name. (if available) “Article Title.” Title of site (If there is no title, use a description such as Home Page. Name of the organization associated with the site. Date of access (Day Month Year) <URL of network address>.

“Manatees: Diet and Eating Habit.” Manatees. Seaworld Education Department

Resource. 18 June 2001 <http://www.seaworld.org/manatee/dietman.html>.

Edwards, James R. “American Immigration Policy” Welfare and Immigration Policy. Center for Immigration Studies. 5 May 2001 <http;//www.cis.org/articles/2001/back701.html>.

34

Parenthetical Documentation Examples

Documentation consists of 2 parts:

• Reference in Text

The parenthetical reference in the text of your paper consists of the writer's name in addition to page or line references. If the whole class is using the same edition of one text, it is generally accepted form to omit titles or authors' names in the reference. If, however, you are writing a paper comparing several novels by Charles Dickens, you must indicate the titles to avoid confusion throughout the paper. For example: (Tale of Two Cities 212), (Bleak House 345), (David Copperfield 126). • Full Citation

The full citation format was explained in the pages which precede this example section. These belong at the paper's end in a list of works cited. The following section is designed to assist you in placing your documentation within the text of your paper. The parenthetical references included in this section are meant as examples of the types of source identification you may encounter in your papers. Note placement of the period is outside the quotation marks. • Short Direct Quotation

Traditional male sports often seem motivated by "an inherent aggressiveness in man stemming from the Darwinian struggle for existence," with sports serving "as substitutes for actual fighting, mock struggles that satisfied the urge to conquer" (Smith 135). This information appears in a source "Smith "; the reader would check your alphabetized list of works cited for the full reference. • Paraphrasing

By the early 1980s, Martina Navratilova, a top player on the Virginia Slims circuit, could win over two million dollars in tournament action in one year, not counting the income from endorsements and other sources (Sherman 194). This paraphrased information appears in a source "Sherman "; the reader would check your alphabetized list of works cited for the full citation • Long Quotations

Quotations which exceed four or more typed lines require an indented setup; double space (paper is double-spaced, too), indent on the left side from existing margins, no quotation marks are necessary with block quotations. Note that for long quotations the period precedes the parenthesis. Tom and Ray Magliozzi are not impressed by economists who conduct risk-benefit analysis of phone use by drivers:

Other critics [of regulation of cell phones] - -some from prestigious “think tanks” - -

perform what appear to be erudite cost/benefit analyses. The problem here is that the

benefits are always in units of convenience and productivity while the costs are in units

of injuries and people’s lives! (2)

35

• Weaving quotations into your analysis

This example weaves quoted material with analysis containing your own observations and opinions. If you make reference to the source in your sentence, you need not provide the author's name or title in the parenthetical reference, just the page number. She contends that women writers need "a room of one's own" in order to write fiction or anything else (Wolff 78). Here the "room" is a metaphor for social and economic freedom and autonomy. Adrienne Rich echoes Virginia Woolf 's theme in her essay on female students in which she asserts their need for time and place (18). The reader knows to search works cited for Wolff’ s book, and the reader will also find the full reference for Adrienne Rich's essay there.

• Quoting Poetry and Drama

When quoting poetry or drama in your paper, the same basic rules of quotation and parenthetical documentation apply. Short quotations are woven directly into your analysis with the appropriate parenthetical line references. Use the slash (/) with a space on each side to indicate line breaks. Verse quotations of three or more lines should be indented, double-spaced (unless the original employs unusual spacing), and reproduced as they appear in their original form. Dialogue quotations in plays between two or more characters should be indented, as in the poetry or prose example. Begin each part of the dialogue with the character's name written in all capital letters; follow the name with a period and insert the appropriate dialogue. Throughout the poem, Wordsworth encodes the bird's descriptions with diction suggestive of divine origin. In the fourth stanza, the bird is described as "an invisible thing, /a voice, a mystery" ("To the Cuckoo" 15-16) and in the final stanza's apostrophe as a "blessed Bird" (29). In fact, the writer's verbal choices focus the speaker's attention heavenward:

The same whom in my schoolboy days

I listened to; that Cry

Which made me look a thousand ways

In bush, and tree, and sky. (17-20)

The succession of monosyllables: "bush," "tree," and "sky" effectively modulates the speaker's perspective from the earth-rooted bush to the wide skyscape. In this ladder-like movement, the cuckoo's voice allows the speaker to climb to its vision from above; in the poem's terms, the speaker recalls his "schoolboy days" (17) and "beget [s] / That golden time again" (27-28). In enabling the speaker to recognize and recapture the past, the bird typifies Wordsworth's poetic wish for imaginative transport to childhood.

36

Example of Works Cited The list of works cited and works consulted appears at the end of a paper. Please be sure to begin the list on a new page, which follows in the continuously numbered sequence you have established for your paper. Center the title Works Cited and provide an alphabetized list of the works cited parenthetically. Begin an entry flush with the left-hand margin: if the entry exceeds one line, be sure to indent the subsequent line. Double space the entire list, both between and within entries.

Works Cited

Clark, Willene, trans. The Medieval Book of Birds: Hugh of Fouilloy 's Aviarium.

Binghamton [NY]: Medieval & Renaissance Texts & Studies, 1992.

Hardy, Thomas. The Complete Poems of Thomas Hardy. Ed. James Gibson. New

York: Macmillan Publishing, 1976.

Keats, John. Selected Poems and Letters. Ed. Douglas Bush. Boston: Houghton

Mifflin Company, 1959.

Mozart, Wolfgang Amadeus. Die Zauberflote. Libretto in sound recording. Cond.

Bernard Haitink. EMI Records Ltd.. 7-47951-8, 1981.

The New English Bible: The Old Testament. Oxford and Cambridge UP, 1970.

Shelley, Percy Bysshe. Shelley's Poetry and Prose. Ed. Donald H. Reiman and

Sharon B. Powers. New York: W.W. Norton & Company, 1977.

Wordsworth, William. Selected Poems and Prefaces. Ed. Jack Stillinger. Boston: Houghton Mifflin

Company, 1965.

37

SAMPLE OUTLINE

Daly i Angela Daly Professor Chavez Honors English II 14 March XXXX

OUTLINE

A Call to Action: Regulate Use of Cell Phones on the Road Thesis: Regulation is needed because drivers using cell phones are seriously impaired, and because laws on negligent drivers are not sufficient to punish offenders. I. Cell phone use while driving causes accidents.

A. These are a few examples of accidents caused by drivers using their cell phones.

1. Morgan Pena was killed by a driver who was talking on his cell phone.

2. Shannon Smith was killed by a driver distracted by an incoming phone call.

3. John and Carol Hall were killed by a driver who was preoccupied with dialing his cell phone.

B. Many common perceptions exist concerning cell phone use while driving.

1. Expert testimony supports this.

2. Public opinion reflects knowledge of the danger.

3. Cartoons vividly illustrate this problem.

II. Scientific research confirms the dangers of cell phone use while driving.

A. The New England Journal of Medicine finds that all phone use while driving increases risks of

accidents.

1. Volunteer participants reported an approximate four times increase in accidents.

2. Research suggests that driving while using a cell phone can be compared to driving under the

influence.

B. A 1998 study focuses on cell phone users in Oklahoma.

38

Daly ii

1. A ninefold increase in risk of fatalities was shown if a cell phone was being used.

2. There was a double risk when a cell phone was present in the vehicle.

III. State traffic laws do not dissuade drivers from using cell phones.

A. Laws vary from state to state.

B. Light sentences seem to be prevalent.

C. Many fines are minimal.

IV. Special laws should be drafted to make certain kinds of driver behavior illegal and punishable by

law.

A. Certain driver behaviors are especially dangerous.

1. Running red lights is an example.

2. Refusing to stop for a school bus is another violation.

3. Drunk driving imposes specific punishment.

B. Laws should leave no ambiguity regarding fines and punishment.

V. Twenty countries are presently restricting the use of cell phones in moving vehicles.

A. However, in the United States only a few counties and towns have imposed restrictions.

B. Some communities are responding to the need.

C. Laws should be legislated at the state level.

D. Tougher laws can make the road safer.

39

MLA Research Paper (Daly)

Daly 1

Angela Daly

Professor Chavez

Honors English II

14 March XXXX

A Call to Action:

Title is centered.

Regulate Use of Cell Phones on the Road

When a cell phone goes off in a classroom or at a concert, we

are irritated, but at least our lives are not endangered. When we

are on the road, however, irresponsible cell phone users are more

than irritating: they are putting our lives at risk. Many of us have

witnessed drivers so distracted by dialing and chatting that they

resemble drunk drivers, weaving between lanes, for example, or

nearly running down pedestrians in crosswalks. A number of bills to

regulate use of cell phones on the road have been introduced in

state legislatures, and the time has come to push for their passage.

Regulation is needed because drivers using phones are seriously

impaired and because laws on negligent and reckless driving are

not sufficient to punish offenders.

No one can deny that cell phones have caused traffic deaths

and injuries. Cell phones were implicated in three fatal accidents in

November 1999 alone. Early in November, two-year-old Morgan

Pena was killed by a driver distracted by his cell phone. Morgan’s

mother, Patti Pena, reports that the driver “ran a stop sign at 45

mph, broadsided my vehicle and killed Morgan as she sat in her car

seat.” A week later, corrections officer Shannon Smith, who was

guarding prisoners by the side of the road, was killed by a woman

distracted by a phone call (Besthoff). On Thanksgiving weekend

that same month, John and Carole Hall were killed when a Naval

Opening sentences catch readers’ attention. Thesis asserts Angela Daly’s main point. Daly uses a clear topic sentence. Signal phrase names the author of the quotation to follow. No page number is available for this Web source.

Author’s name is given in parenthe- ses; no page num- ber is available.

Marginal annotations indicate MLA-style formatting and effective writing. Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006).

40

Daly 2

Page number is given when available.

Clear topic sentences, like this one, are used throughout the paper.

Summary and Summary and long quotation are introduced with long quotation are introduced with a signal phrase naming the authors. a signal phrase naming the authors.

Long quotation is set off from the text; quotation marks are omitted.

Long quotation is set off from the text; quotation marks are omitted.

Academy midshipman crashed into their parked car. The driver said Academy midshipman crashed into their parked car. The driver said

in court that when he looked up from the cell phone he was dial-

ing, he was three feet from the car and had no time to stop

in court that when he looked up from the cell phone he was dial-

ing, he was three feet from the car and had no time to stop

(Stockwell B8). (Stockwell B8).

Expert testimony, public opinion, and even cartoons sug-

gest that driving while phoning is dangerous. Frances Bents, an

expert on the relation between cell phones and accidents, esti-

mates that between 450 and 1,000 crashes a year have some

connection to cell phone use (Layton C9). In a survey published

by Farmers Insurance Group, 87% of those polled said that cell

phones affect a driver’s ability, and 40% reported having close

calls with drivers distracted by phones. Many cartoons have

depicted the very real dangers of driving while distracted (see

Expert testimony, public opinion, and even cartoons sug-

gest that driving while phoning is dangerous. Frances Bents, an

expert on the relation between cell phones and accidents, esti-

mates that between 450 and 1,000 crashes a year have some

connection to cell phone use (Layton C9). In a survey published

by Farmers Insurance Group, 87% of those polled said that cell

phones affect a driver’s ability, and 40% reported having close

calls with drivers distracted by phones. Many cartoons have

depicted the very real dangers of driving while distracted (see

Fig. 1). Fig. 1).

Scientific research confirms the dangers of using phones

while on the road. In 1997 an important study appeared in the

Scientific research confirms the dangers of using phones

while on the road. In 1997 an important study appeared in the

New England Journal of MedicineNew England Journal of Medicine. The authors, Donald Redelmeier

and Robert Tibshirani, studied 699 volunteers who made their cell

phone bills available in order to confirm the times when they

had placed calls. The participants agreed to report any non-fatal

collision in which they were involved. By comparing the time of

a collision with the phone records, the researchers assessed the

dangers of driving while phoning. The results are unsettling:

We found that using a cellular telephone was associ-

ated with a risk of having a motor vehicle collision

that was about about four times as high as that

among the same drivers when they were not using

their cellular telephones. This relative risk is similar

Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006).

41

Daly 3

Fig. 1. Chan Lowe, cartoon, Washington Post 22 July 2000: A21. Illustration has figure number, label, and source

to the hazard associated with driving with a blood

alcohol level at the legal limit. (456)

The news media often exaggerated the latter claim (“similar

to” is not “equal to”); nonetheless, the comparison with drunk

driving suggests the extent to which cell phone use while driving

can impair judgment.

A 1998 study focused on Oklahoma, one of the few states to

keep records on fatal accidents involving cell phones. Using police

records, John M. Violanti of the Rochester Institute of Technology

investigated the relation between traffic fatalities in Oklahoma and

the use or presence of a cell phone. He found a ninefold increase

in the risk of fatality if a phone was being used and a doubled risk

simply when a phone was present in a vehicle (522-23). The latter

statistic is interesting, for it suggests that those who carry phones

information. Summary begins with a signal phrase naming the author and ends with page numbers in parentheses.

Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006).

42

Daly 4

Daly counters an opposing argument.

Facts are docu- mented with in- text citations: authors’ names and page numbers (if available) in parentheses.

Daly uses an analogy to justify passing a special law.

in their cars may tend to be more negligent (or prone to distrac-

tions of all kinds) than those who do not.

Some groups have argued that state traffic laws make

legislation regulating cell phone use unnecessary. Sadly, this is not

true. Laws on traffic safety vary from state to state, and drivers

distracted by cell phones can get off with light punishment even

when they cause fatal accidents. For example, although the mid-

shipman mentioned earlier was charged with vehicular manslaugh-

ter for the deaths of John and Carole Hall, the judge was unable to

issue a verdict of guilty. Under Maryland law, he could only find

the defendant guilty of negligent driving and impose a $500 fine

(Layton C1). Such a light sentence is not unusual. The driver who

killed Morgan Pena in Pennsylvania received two tickets and a $50

fine--and retained his driving privileges (Pena). In Georgia, a

young woman distracted by her phone ran down and killed a two-

year-old; her sentence was ninety days in boot camp and five hun-

dred hours of community service (Ippolito J1). The families of the

victims are understandably distressed by laws that lead to such

light sentences.

When certain kinds of driver behavior are shown to be espe-

cially dangerous, we wisely draft special laws making them illegal

and imposing specific punishments. Running red lights, failing to

stop for a school bus, and drunk driving are obvious examples;

phoning in a moving vehicle should be no exception. Unlike more

general laws covering negligent driving, specific laws leave little

ambiguity for law officers and for judges and juries imposing pun-

ishments. Such laws have another important benefit: They leave no

ambiguity for drivers. Currently, drivers can tease themselves into

Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006).

43

Daly 5

thinking they are using their car phones responsibly because the

definition of “negligent driving” is vague.

As of December 2000, twenty countries were restricting

use of cell phones in moving vehicles (Sundeen 8). In the United

States, it is highly unlikely that legislation could be passed on

the national level, since traffic safety is considered a state and

local issue. To date, only a few counties and towns have passed

traffic laws restricting cell phone use. For example, in Suffolk

County, New York, it is illegal for drivers to use a handheld phone

for anything but an emergency call while on the road (Haughney

A8). The first town to restrict use of handheld phones was Brook-

lyn, Ohio (Layton C9). Brooklyn, the first community in the

country to pass a seat belt law, has once again shown its concern

for traffic safety.

Laws passed by counties and towns have had some effect,

but it makes more sense to legislate at the state level. Local laws

are not likely to have the impact of state laws, and keeping track of

a wide variety of local ordinances is confusing for drivers. Even

a spokesperson for Verizon Wireless has said that statewide bans

are preferable to a “crazy patchwork quilt of ordinances” (qtd. in

Haughney A8). Unfortunately, although a number of bills have

been introduced in state legislatures, as of early 2001 no state law

seriously restricting use of the phones had passed--largely because

of effective lobbying from the wireless industry.

Despite the claims of some lobbyists, tough laws regulating

phone use can make our roads safer. In Japan, for example, acci-

dents linked to cell phones fell by 75% just a month after the

country prohibited using a handheld phone while driving (Haugh-

Daly explains why US laws need to be passed on the state level. Transition helps readers move from one paragraph to the next. Daly cites an indi- rect source: words quoted in another source. Daly counters a claim made by some opponents.

Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006).

44

Daly 6

For variety Daly places a signal phrase after a brief quotation.

The paper ends with Daly’s stand on the issue.

ney A8). Research suggests and common sense tells us that it is

not possible to drive an automobile at high speeds, dial numbers,

and carry on conversations without significant risks. When such

behavior is regulated, obviously our roads will be safer.

Because of mounting public awareness of the dangers of driv-

ers distracted by phones, state legislators must begin to take the

problem seriously. “It’s definitely an issue that is gaining steam

around the country,” says Matt Sundeen of the National Conference of

State Legislatures (qtd. in Layton C9). Lon Anderson of the American

Automobile Association agrees: “There is momentum building,” he

says, to pass laws (qtd. in Layton C9). The time has come for states

to adopt legislation restricting the use of cell

phones in moving vehicles. Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006).

45

Daly 7

Works Cited

Besthoff, Len. “Cell Phone Use Increases Risk of Accidents, but

Users Willing to Take the Risk.” WRAL Online. 11 Nov. 1999.

12 Jan. 2001 <http://www.wral-tv.com/news/wral/1999/

1110-talking-driving>.

Farmers Insurance Group. “New Survey Shows Drivers Have Had

‘Close Calls’ with Cell Phone Users.” Farmers Insurance

Group. 8 May 2000. 12 Jan. 2001 <http://

www.farmersinsurance.com/news_cellphones.html>.

Haughney, Christine. “Taking Phones out of Drivers’ Hands.” Wash-

ington Post 5 Nov. 2000: A8.

Ippolito, Milo. “Driver’s Sentence Not Justice, Mom Says.” Atlanta

Journal-Constitution 25 Sept. 1999: J1.

Layton, Lyndsey. “Legislators Aiming to Disconnect Motorists.”

Washington Post 10 Dec. 2000: C1+.

Lowe, Chan. Cartoon. Washington Post 22 July 2000: A21.

Pena, Patricia N. “Patti Pena’s Letter to Car Talk.” Cars.com.

Car Talk. 10 Jan. 2001 <http://cartalk.cars.com/About/

Morgan-Pena/letter.html>.

Redelmeier, Donald A., and Robert J. Tibshirani. “Association be-

tween Cellular-Telephone Calls and Motor Vehicle Collisions.”

New England Journal of Medicine 336 (1997): 453-58.

Stockwell, Jamie. “Phone Use Faulted in Collision.” Washington

Post 6 Dec. 2000: B1+.

Sundeen, Matt. “Cell Phones and Highway Safety: 2000 State Leg-

islative Update.” National Conference of State Legislatures.

Dec. 2000. 9 pp. 27 Feb. 2001 <http://ncsl.org/programs/

esnr/cellphone.pdf>.

Heading is centered. List is alphabet- ized by authors’ last names (or by title when a work has no author). First line of each entry is at the left margin; extra lines are indented 1⁄2'' (or five spaces). Double-spacing is used throughout. The URL is broken after a slash. No hyphen is inserted.

Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006).

46

Daly 8

Violanti, John M. “Cellular Phones and Fatal Traffic Collisions.”

Accident Analysis and Prevention 30 (1998): 519-24.

Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2006).

47

Usage And Mechanics

Titles• Underlining in longhand and typewritten copy corresponds to the use of italics in printed

matter.

• Note the following suggestions:

Italicize/Underline the names of books, publications, radio and television programs, films, and artistic works. Be consistent throughout your paper.

Examples: Book Magazine Newspaper TV program Full-length play Painting Long poem Opera Movie Ship names

The Good Earth Newsweek All in the Family Hamlet Mona Lisa Evangeline The Marriage of Figaro Gone with the Wind Titanic

• Enclose in quotation marks titles of short stories, articles, essays, short poems, and songs.

Examples: Short story

Short poem

"The Gift of the Magi" "The Road Not Taken"

NUMBERS

• A number at the beginning of a sentence is always written out. Ex. One thousand four hundred people voted "yes."

• Within a sentence, numbers of more than two words are usually written in figures. Ex. The Senior Class collected 7,196 pennies.

The cost was less than twelve dollars. I'll be there at nine o'clock.

• Within a sentence, however, the form used for all numbers should be the same. Ex. The child collected 135 pennies, 254 nickels, 15 dimes, and 2 quarters.

• For fractions and for compound numbers from twenty-one through ninety-nine, a hyphen is used.

Ex. He drove twenty-six miles daily. The child rapidly devoured two-thirds of the cake.

• Figures are used in preparing lists of dimensions, weights, totals, distances, measures, and sums.

48

Ex. 297 yards 30 ounces 4 tons 2,100 cases 53 cents

• Distance less than a mile is spelled out. Ex. All races will be on the half-mile track.

• Figures are used for house numbers. Ex. The house was located at 60 Hillbrook Avenue.

• The plural of a number is made by adding an apostrophe plus the letter “s”. Ex. We have three 4's in our telephone number.

• Business usage frequently prefers these forms: No colon or zeroes when writing the even hour of the day.

Ex. He left at 10 a.m. No decimal point or zeroes when writing even sums of money.

Ex. She saved $2 per day. Figures are used with the word "cents."

Ex. They spent 63 cents. GLOSSARY OF COMMON MISTAKES IN USAGE

For a more delineated discussion of these issues go to dianahacker.com/rules. See Warriner, English Grammar and Composition for further clarification.

• Use among with three or more entities…between with two.

• Do not use “could of,” “would of,” “should of.” The “of” in standard English should be “have.”

• Avoid the over use of Get, Got.

• Three troublesome pairs of verbs: Lie means to assume a “lying position”. Lay means to put or place. (For additional drill, see Warriner, pp. 135-138). Sit means to be in an upright position. Set means to put or place something. (Additional drills available in Warriner, pp.

139-140.) Rise means to go up; raise means to force something to move upward. (drill

Warriner, pp. 140-141).

• Quote, quotation. Quote is a verb; quotation is a noun. Avoid using quote as a shortened form of quotation.

• A noun clause may begin with “that” but not with “because”.

49

Example: The reason she refused to go was that (not because) she had no money.

• Principal and Principle. Principal is the head of a school; principle means a “basic truth or law”.

• Than, Then. “Than” is a conjunction used in comparisons; “then” is an adverb denoting time.

• Who’s, whose. “Who’s” is a contraction of who is; “whose” is a possessive pronoun,

• Like, as. Like is a preposition, it can only be followed by a noun or pronoun. As is a conjunction which may be followed by a noun and a verb. Be aware of how many people make errors when they say “like I said”.

• Do not split an infinitive-to plus a verb form- Example Incorrect: To quickly write Example Correct: to write quickly

dianahacker.com/rules AND CLICK ON LANGUAGE DEBATES/SPLIT INFINITIVES.

• Participles are verb forms which act as adjectives and end in “ing”. They should not dangle but be placed as close as possible to the nouns which they modify.

Example Incorrect: Upon entering the doctor’s office, a skeleton caught my attention. Example Correct: Upon entering the doctor’s office, I noticed a skeleton.

dianahacker.com/rules click on Language Debates-Dangling Modifies

• Who, which, that. Do not use which to refer to people. (use “who” or “whom” instead.) “That” or “which” generally refers to things or a class of people.

• Use the active voice rather than the passive. In the active voice the subject is the doer of the action. In the passive voice the subject receives the action.

Example Active Voice: Tom caught the fly ball. Example Passive Voice: The fly ball was caught by Tom.

dianahacker.com/rules and click on Electronic Grammar Exercises/Clarity

50

Agreement of Subject and Verb • When a noun names one thing, it is singular, (house, map, seat). • When a noun names more than one thing, it is plural, (houses, maps, seats). • A singular subject must have a singular verb. • A plural subject must have a plural verb. • The verb must agree with its subject in number.

Example: The cats (plural) were (plural) scratching the pillow. He (singular) has (singular) a cold.

Here are some important things to remember:

• A prepositional phrase may appear between the subject and the verb. Look only at whether the subject is singular or plural when you choose your verb. Phrases beginning with the words with, together with, including, as well as, and in addition to are not part of the subject.

Example: Each of the houses was brown. Many barrels of oil were shipped. The goalie, together with two of his teammates, has quit the team.

• The pronoun you is never used with a singular verb. It is always used with plural verbs. Example: You were very helpful

Agreement in Inverted Sentences In most sentences, the subject comes before the verb. "The long-lost key was in my pocket." For emphasis, however, a writer or speaker might say, "In my pocket was the long lost key." The second sentence is called an Inverted sentence because the subject of the sentence and its verb have changed positions. In inverted sentences, as in ordinary ones, the subject and verb must agree.

Example: On the back page are your pictures. (Pictures is the subject; are is the verb.)

The word “there” often comes in a sentence where you expect the subject to be. “There” is used simply to get the sentence started. When “there” begins a sentence, look for the subject later on in the sentence. Then be careful to make the verb agree with the subject.

Example: There are no letters. (Letters is the subject; are is the verb.)

51

Verbs with Compound Subject

• A compound subject is two or more subjects used with the same verb. A compound subject that contains the conjunction “and” is plural. Therefore, the plural verb must be used with it.

Example: Lettie and Brenda are friends. (The compound subject is Lettie and Brenda. The verb “are” is plural.)

• When the parts of a compound subject are joined by “or” or “nor,” the verb agrees with the closest subject.

Example: Neither Bob nor his sisters are home. The older boys or Tim is responsible.

Indefinite Pronouns

• You will remember that some indefinite pronouns are singular and some are plural. Some may be either singular or plural.

These are singular:

Example: Each of the cabins has a fireplace. Everyone likes this song.

These indefinite pronouns are plural:

both few many several Example: Many of the ships dock here.

Both of us need a rest.

These are singular if they refer to one thing. They are plural if they refer to several things.

Example Singular: Most of the snow has melted. Example Plural: Most of my teammates have practiced all year. Example Singular: Some of the scenery is ready. Example Plural: Some of the snakes are poisonous.

another anybody a n y o n e

anything each either

everybody everyone everything

neithernobody no one

one somebody someone

some any most none all

52

Agreement of Pronoun and Its Antecedent

• A pronoun must agree in number, person, and gender (sex) with its antecedent. (The antecedent is the word to which the pronoun refers.)

Bill brought his gerbil to school. (The antecedent in this sentence is “Bill”; it is

to Bill that the pronoun “his” refers. Both the pronoun and its antecedent are singular, third person, and masculine; therefore, the pronoun is said to agree with its antecedent.)

Example: The teachers brought their gerbils to school.

• Use a singular pronoun to refer to such antecedents as each, either, one, anyone,

anybody, everyone, everybody, somebody, another, nobody, and a person.

Example: One of the rowboats is missing its (not their) oars.

• When a person or everyone is used to refer to both sexes or either sex, you will have to choose whether to use masculine pronouns in a universal sense (meaning mankind) or offer optional pronouns.

Example: A person must learn to wait his turn.

Example: A person must learn to wait his or her turn.

Those writers who find neither of the above choices acceptable may choose to avoid the problem by rewriting the sentence.

Example: People must learn to wait their turn

• Two or more antecedents joined by “and” are considered plural. Two or more

antecedents joined by “or” or “nor” are referred to by a singular pronoun.

Example: Tom and Bob are finishing their assignments. Example: Either Connie or Sue left her headset in the library.

• If one of the antecedents is masculine and one feminine, the pronouns should likewise be

masculine and feminine. Example: Is either Dave or Phyllis bringing his or her frisbee?

• If one of the antecedents joined by “or” or “nor” is singular and one is plural, the

pronoun is made to agree with the nearer antecedent.

Example: Neither the manager nor the players were willing to wear their new polka-dot uniforms.

53

•

PRONOUN CASE

Nominative case pronouns are used as the subject of a sentence.

Examples: I saw John in the library. Who gave you that?

Objective case pronouns are used as objects in a sentence.

Examples: John saw me in the library. (direct object of saw) To whom should I give the book? (object of preposition to) Bob gave them the books. (indirect object)

Nominative case is used with the verb “to be”

Examples: Are you sure it was they? It might have been she. That may be he coming up the walk.

RULES FOR PUNCTUATION

• THE PERIOD is used After a sentence making a statement or giving a command

Examples: He always tells an interesting story. Show me how to initial this disk.

After an abbreviation or initial

Examples: N.Y. (New York) ml. (milliliters) J. (middle initial)

As a decimal and to separate dollars and cents.

Example: 99.44% $1,234.56

Objective Nominative

me him her us them whom

I he she we they who

54

• THE COMMA is used

Between independent clauses joined by coordinating conjunctions (and, or, but, nor, for, yet, so)

Example: Rae proposed it, but Hannah made the change.

To separate words, phrases, or clauses in series Examples: At the deli I bought lox, bagels, and cream cheese.

No one asked where we were going, how we were going, or why we were going.

To separate an explanatory word or phrase (an appositive) from the rest of the

sentence. Example: Gore Vidal, a contemporary author, has written a series of

novels covering periods in our history.

To set off a direct quotation Example: The noted comic W. C. Fields once said, "Never give a

sucker an even break."

To separate items which otherwise might be confusing Example: To Chloe, Sidney usually was extremely kind.

After an adverb clause or introductory phrase before the main clause in a sentence Example: If the weather holds, we still can go sailing.

To set off parenthetical and nonrestrictive elements

Examples: Tetris, so I am told, is not hard to learn. His opinions on that, however, are negligible.

To separate items in an address or date Examples: Brayton School is located at 89 Tulip Street, Summit, New

Jersey, 07901. On July 1, 1990, our family moved to Summit.

To separate a vocative (a noun naming a person spoken to). Example: Ralph, will you come with me for a moment?

• THE SEMICOLON is used:

To join two independent clauses not connected with a coordinating conjunction (and, or, but, nor, for, yet, so)

Example: My brother once owned a BMW; it was red with a sun roof.

Between independent clauses joined by a conjunctive adverb Example: The plane was delayed for almost two hours; consequently,

we missed our connecting flight.

55

To divide items subdivided by commas. Example: Many relatives attended the wedding: distant cousins from Belle Reve; Uncle Rick from Morocco; Auntie Em from Kansas; the Tweedle twins, now residing in Antiqua; and a bevy of odd stepsisters, all of whom were working or had worked in a lace factory.

• THE COLON is used To introduce a clause summarizing the preceding clause or contrasting with it

Example: I earned an “A” on my English exam: I studied all night.

To introduce a list Example: Sunday we shopped at only three stores: Gucci, Fendi, and

Polo.

After the salutation in a business letter Example: Dear President Bush:

Between parts of a number expressing time Example: 8:05

To distinguish title and subtitle, chapter and verse, volume, and page number. Example: Maggie: A Girl of the Streets Matthew 25:14-30 IV: 326-329 *The colon is NOT used directly after forms of the verb to be. * The sentence preceding the colon must be a complete sentence. • THE DASH is used

To indicate a sudden break in thought Example: For the first day or two I felt stunned–nearly

overwhelmed—by my misgivings.

To emphasize a work, phrase, clause, series Example: She saw herself an instant box office attraction—bold,

beautiful, dynamic in her every action.

To denote broken speech of uncontrolled emotion Example: "Yes—because—I want the new car so badly. It's just

that—getting those kinds of grades—I just can't manage it right now!" cried Niobe.

56

To indicate words or letters that are missing. Example: You d- - - ed renegade!

• THE HYPHEN is used To make compound words

Examples: forty-four great-grandfather mother-in-law

To join a capital letter to a noun Examples: U-turn V-neck S-curve

To join two words meant to convey one meaning Examples: blue-green pro-American President-elect • THE QUESTION MARK is used

To indicate a direct question Example: Did she find the title at The Gotham Book Mart?

• THE EXCLAMATION POINT is used

Sparingly to express strong feelingExample: Freeze! Alas! "There you go again!"

• QUOTATION MARKS are used

To enclose direct quotations -- only the exact words quoted are placed within quotation marks.

Example: "What did you say your name was?" asked the detective of the striking blonde violinist.

Single quotation marks are used to enclose a quotation within a quotation.

Example: Humpty-Dumpty said, "There's glory for you." "I don't know what you mean by 'glory,' " Alice said.

To indicate the use of slang or words used in a special way.

Example: On weekends Clarissa really “chills” with her friends.

To designate a word, number, or letter being discussed. Example: She misspelled the word “queue” in the spelling bee.

To punctuate titles of poems, songs, chapters or sections of books, essays,

unpublished works, episodes of radio or television shows, and magazine, newspaper, and encyclopedia articles.

Examples: “A Dream Deferred” “Mary Had A Little Lamb”

57

Quotation marks are used before and after an entire quotation, not before and after consecutive sentences within a quotation.

Example: Abraham Lincoln said, “I am a firm believer in the people. If given the truth, they can be depended upon to meet any national crisis.”

Periods and commas are always placed inside quotation marks; exclamation points and question marks are placed inside quotation marks when punctuating the quotation - they are placed outside when punctuating the main sentence; semicolons or colons are always placed outside quotation marks.

Example: Is it true that John said, “I love to watch Oprah”? • UNDERLINING is used

To designate scientific names and foreign words not adopted into English Examples: Was Australopithecus really the missing link?

Her attitude denoted an unspoken tristesse.

To indicate the titles of books, magazines, newspapers, full-length plays, pamphlets, films, radio and television programs, book-length poems, operas, ballets, long musical works (like symphonies), record albums, legal cases, and the names of ships and aircraft.

Examples: The Count of Monte Cristo Survivor Swan Lake Marbury vs. Madison

• PARENTHESES are used

To set off explanatory or supplementary material which might otherwise interrupt the normal sentence structure.

Example: Her final result (see Fig. 8) was shocking to all. • BRACKETS are used

To indicate material has been included by the writer within material quoted from another source

Example: "He [Theroux] is too intelligent and hugely talented to be going after such small game...."

Around the letters sic to show that an error, appearing in quoted material, was

made by the original writer. Example: "I’ve got a lot of leadership qualities because I’m a Leo,"

said Hagar. "How about you? Do you read your horror scope everyday [sic]?"

58

• THE APOSTROPHE is used To indicate a contraction

Examples: It’s - It is (its is the possessive form of it) don’t - do not

To form the plural of a letter, number, or symbol

Examples: 2 by 4’s +’s

To form the possessive case

Example Singular: Charles Lindbergh's heroism inspired many of the early pioneers of flight.

c. Example Plural: The Sirens' songs haunted Odysseus Example Multiple Ownership: Ted, Slade, and Rory's thoroughbred swept all the two-year-old classics. Eunice's and Sheila's boats were painted chartreuse.

Capitalization

• Capitalize the first word of every sentence.

• Capitalize proper nouns and proper pronouns.

• Capitalize all names of languages: English. Spanish. French, German, etc .

• Do not capitalize names of school subjects except for languages unless they have a number after them.

Example: French, U.S. history, U.S. History II. science.

• Capitalize the title belonging to a particular person if it precedes the person's name.

Example: Dr. Joe Smith, the doctor

• The word “president” is always capitalized when it refers to the head of a nation.

• Capitalize the first and last words and all important words in titles of books, student compositions, songs, movies, TV shows, etc.

Be, is, are, and were are verbs; thus, they should be capitalized. Short prepositions are not capitalized; prepositions of five or more letters are capitalized. A., An, and The are capitalized only as first words of a title.

• “I” is always capitalized.

• Capitalize all words referring to the Deity (God).

• Capitalize the first word of a direct quotation.

59

TRANSITIONAL DEVICES

Transitional devices assist the reader in understanding how the writer moves from one idea to another. In choosing a transitional device, ask yourself what relationship the second idea has to the first. Then, select a term that expresses that relationship

in similar style or direction And both . . . and not only . . . but also also besides moreoverfurthermore indeed likewiseespecially comparison moreover indeed infactthan as ... as so ... asaccordingly similarly such

contrast but yet not only . . . but also however nevertheless stillalthough on the other hand on the contrary instead in spite of conversely indication of results therefore thus consequently as a result hence obviouslyfor so inasmuch asbecause since aswhy so that in order that introduction of examples for example for instance a case in pointnamely indeed in particularsuch as especially positive choice or either ... or stillmoreover whether whereas accordingly likewise also negative choice nor neither neither . . . norhowever nevertheless otherwiseonly except that conversely

condition

if providing unless

60

as if as though

though provided

although in the case of

concession unless insofar as the fact thatthough although while yet admittedly

time then meanwhile whenwhenever since whiletill until finallybefore as soon as secondfirst at the outset nowto begin with before last next during earliersoon at that moment eventuallylater from then on not long afterafterwards in futureat length as long as

place where wherever herethence ahead behindoverhead nearby beneath near inside above beyond outside

When the first draft of an essay is complete, the writer should be able to answer the following questions:

• Is the wording simple, clear, and exact? • Are sentences a reasonable length, neither choppy nor run-on? • Is there a variety of sentence types, including simple, complex, and compound sentences? • Do beginnings of sentences include a variety of phrasing, such as prepositional

phrases, introductory words and phrases, adverb clauses, and infinitive and participial phrases?

• Is there an overuse of passive verbs? • Are transitional terms spaced throughout the writing rather than at the beginning of

lines? • Do transitional devices provide coherence? • Is there too great a dependence on state of being verbs such as am, is, are, was, or

were? • Are grammar, capitalization, punctuation, and spelling correct? • Is the level of language suitable for the intended audience?

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NOTEBOOK Every student should have a notebook and should supply his or her own paper for it. Each notebook must meet the requirements of the teacher.

TAKING NOTES: • As you read, taking notes will help you to remember the important parts of a story, a

chapter, a pamphlet, or a speech or lecture.

• Below are listed some recommended procedures for taking notes from books. Special techniques may be required for specific assignments.

Read the complete passage carefully.

Go back and skim the passage to determine its main topics. Write them in your notebook, leaving space to list a few facts under each.

Skim the facts under each topic and pick out those that seem important. Write them down in phrases made of key words.

If you quote any phrase, sentence, or expression exactly, place it in quotation marks.

• Taking notes from lectures, demonstrations, or motion pictures is more difficult than taking notes from reading. These are some suggestions which will help you take better notes:

Be ready to write from the moment the lecture or demonstration begins.

Listen to the lecture to discover the points which are most important; in other words, evaluate the material as you go along.

Develop your own system of shorthand. You can abbreviate, leave out non-essential words and use symbols.

Keep your notes brief. To have time for evaluating, students must limit themselves to recording only the main ideas.

Leave a space if you miss a point and get the idea from another student later.

Use voice clues (hand or face gestures) of the speaker. Summaries, introductions, and repeated ideas are usually important and should be included in your notes. Look and listen for cue words such as "most significant," "major," "first..."

Keep all notes in consecutive order for a given course, and date each lesson's entry.

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Appearance and Format of Written Work All papers should have a neat, readable appearance. Assignments should be written on standard lined paper. Inclusion of the following items will create a clear format:

• HEADING The name of the course and period should be centered on the top line.

Example: English III-4 On the next line, next to the left margin should appear the date. On the same line to the right should be your name. On the third line, centered, should be the title of the assignment, such as Study

Questions, Chapter III, or the title of your composition. All complete composition must have titles.

Skip a line after the title and begin the assignment.

• MARGINS Leave at least a one-inch margin on the left and right sides of all papers. The last

two lines of the page should be left blank. These margins not only afford a neat appearance, but also allow your instructors to write their comments clearly.

• PARAGRAPH INDENTIONS All papers, except short answer types, should be written in paragraphs. The

paragraphs should be indented approximately one-half inch from the left margin. It is unnecessary to skip a line between paragraphs.

• GENERAL APPEARANCE Compositions should be written on one side of each page. Written work should be done in blue or black ink. Avoid cross-outs: simply draw one line through an error or mistake and continue. Brief insertions may be made between words by using a caret sign ( ^ ).

• PAGE NUMBERING Page one of an assignment should be centered at the bottom of the page. On all pages, after the first, number in the extreme upper right-hand corner.

Also, your last name should appear here.

• TYPED PAPERS The format outlined above should be observed. All typed papers must be double-spaced. Leave one inch margins on both the top and the bottom.

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Checklist for Revision As a guide in revising your writing, consider the following questions:

Did you cover your topic thoroughly?

Did you remove any information not directly related to your topic?

Did you include a topic sentence or a thesis statement?

Did you present your information in a logical order?

Did you use transitional words and phrases to emphasize the order of your ideas?

Did you write an appropriate conclusion?

Did you use words and details that are suitable for your audience?

Did you achieve your purpose for writing?

Did you vary the length and structure of your sentences?

Did you use accurate and precise words?

Did you use the correct forms for research papers, technical reports, and letters?

Did you avoid using sentence fragments, run-on sentences, and other incorrect sentence structures?

Did you use correct usage, spelling, punctuation, and capitalization?

Did you carefully proofread your finished copy?

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