District 231 Evergreen Park Community High School …mrsarudi.wikispaces.com/file/view/AC Writing Handbook.pdf...Evergreen Park Community High School Writing Handbook 2011 Edition

District 231

Evergreen Park Community High School

Writing Handbook

2011 Edition

ivan sarudi

ivan sarudi

ivan sarudi

ivan sarudi

Academic Center Writing Guide

ivan sarudi

Table of Contents

Compositions and Essay .............................................................................. 1-15

x Format for Compositions and Essays......................................................... 1

x MEL-Con Paragraph Format .................................................................. 2-3

x How to Write an Essay ......................................................................... 4-11

x ACT Checklist ........................................................................................... 12

x Developing a Thesis Statement ................................................................ 13

x Addressing the Opposition ....................................................................... 14

x Incorporating Textual Evidence ................................................................ 15

Research Papers ......................................................................................... 16-33

x How to Write an Outline ............................................................................ 16

x Note Taking and Note Cards .............................................................. 17-20

x Format for Works Cited Entries .......................................................... 21-24

x Format for Works Cited Online Entries ............................................... 25-28

x Examples of Works Cited Page ................................................................ 29

x Sample Research Paper with In-Text Documentation ........................ 30-33

Grammar and Usage ................................................................................... 34-41

x Rules for Punctuating Titles of Sources .................................................... 34

x Transitions and Focusing Words and Phrases ......................................... 35

x Grammar, Usage, and Convention ..................................................... 36-39

x Glossary of Writing Terms .................................................................. 40-41

1

Format for Compositions and Essays

Michaels 1

Laura Michaels

Mr. Smith

English 10

8 May 2008

Bradbury’s Use of Imagery in “The Pedestrian”

Imagine a world where people are imprisoned by their

television sets. Ray Bradbury does just that for his readers

with his short story “The Pedestrian.” The story is set is set

in the imminent future. The protagonist, Leonard Mead, an

anachronistic man who would rather walk around outside

than sit in his house watching television is eventually

harassed by the police for not conforming to the behavior of

his society. Bradbury uses three types of imagery to bring

this absurd, nightmarish vision to life for his readers.

In at least two important parts, Bradbury uses auditory

Center title

1”

1”

1”

Double Space

1”

½”

General Guidelines

x Double space entire paper (including heading and title). x Use 12 point font size. x Use Times New Roman or Courier font. x Use 1” margins on all sides. x Press tab once to indent first line of paragraph. x Create Header in the upper right-hand corner that includes your last name and

the page numbers (see page 4). First Page of Your Paper

x In the upper left-hand corner of the first page, list your name, your instructor’s name, the course, and the date.

x Title: center it. Write it in title case, not in all capital letters. Do not underline or put title in quotation marks.

x Unless otherwise instructed by your teacher, do not include a title page.

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MEL stands for Main Idea, Evidence, Link MEL-Con is simply an EASY way for you to remember the important steps of writing a strong BODY PARAGRAPH – on any topic!! M - Main Idea (your argument or claim) This is what you intend to prove in your paragraph stated in a very direct and concise way. (keep it simple!!)

x Should NOT start with “yes” or “no” (even though you are answering a question!) x Avoid phrases like “I think,” “I believe,” or “in my opinion.”

E - Evidence (example) This is how you will prove your Main Idea. Use examples, facts, reasons or quotes to prove the point you have stated in your main idea. Be specific! Be complete! Stick to your point! You must also make certain that this information moves along smoothly with TRANSITIONS.

x Should always be prefaced by a transition x Should prove only the main idea – nothing else

L - Link (explanation) This explains what your evidence has proven about your MAIN IDEA. The Link is where you explain how this evidence supports the main idea.

x Should answer the question WHY is this important? x Should not repeat main idea word-for-word—refer to the main idea using different words.

CON - Conclusion (wrap-up!) The last sentence of the paragraph should be a conclusion; a sentence that wraps everything up and gives your paragraph closure. This should once again stress (but reword) your first claim or main idea.

x Should summarize information presented in paragraph x Should restate main idea

EXAMPLE MEL-CON Paragraph (Underlined phrase = transition)

M

E

L

E

L

E

L

CON

M The best hour of the day is 4th hour, lunch! E To begin with, LW·V�WKH�only time I get to talk with my IULHQGV� L Spending time with my friends is so important because it helps me relax and cope with the day. E Additionally, ,·P�hungry by 4th KRXU�DQG�QHHG�IRRG��L Without lunch, I would not be able to concentrate in my afternoon classes. E More importantly, I get to eat my IDYRULWH�IRRGV��L I look forward to eating my Skittles first; if I had to eat broccoli, lunch wouldn’t be as enjoyable. Con Therefore, no one can argue that any hour is better than lunch!

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MEL-CON PARAGRAPHS A Graphic Organizer to help you write the best paragraphs possible

M = Main Idea (topic sentence) L = Links (Your explanation of how the example links to or supports the main idea) E = Evidence / Example (facts) Con = Concluding Statement (recap / summary)

_______________________________________________________________________________ M

_______________________________________________________________________________ Topic Sentence (insert transition to 1st example here) (insert transition to 2nd example)

(insert transition to 3rd example) (insert transition to conclusion)

Indent

E - First Example

or Evidence

L - Link to topic

(Explain)

Con Concluding Statement

RECAP your 3 examples

E - First Example

or Evidence

E - First Example

or Evidence

L - Link to topic

(Explain)

L - Link to topic

(Explain)

4

I. Introduction

x Attention Getter: Start with something that grabs your reader’s attention.

Ì Ask the reader a rhetorical question Ì Provide a personal anecdote or story Ì Give some statistics about the subject Ì Use a famous quotation or proverb Ì Write an interesting fact about the subject Ì Challenge the reader Ì Use loaded or charged words related to the subject

x Attention Holder/Background Information: The reader must have some

information to help establish a reference. This could elaborate on the attention getter or explain it or give further information.

x Thesis: This sentence is the topic and all aspects of that topic that will be

discussed in the essay. II. Body Paragraph #1

Transition: Your paper needs to flow smoothly from one paragraph to the next.

Main Idea: First aspect from thesis statement.

1. Evidence #1: Transition to first example. a. Link – examples (What do you mean?)

b. Link – explanation (Why is it important?)

2. Evidence # 2: Transition to second example. a. Link – examples (What do you mean?)


3. Evidence #3: Transition to third example. a. Link – examples (What do you mean?)


Concluding Sentence: Make an evaluation or judgment.

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III. Body Paragraph #2 Transition: Your paper needs to flow smoothly from one paragraph to the next.









IV. Body Paragraph #3

Transition: Your paper needs to flow smoothly from one paragraph to the next.









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V. Conclusion

x Restate Thesis: Use other words to express the main topic. x Make an evaluation or judgment about the topic (without using “I”). x Use a Closer, same as attention getters. Leave a lasting impression. Raise an

issue related to the topic that may be developed in another essay.

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Graphic Organizer for Five Paragraph Essay

Body Paragraph #1 ¾ Main Idea ¾ Evidence ¾ Examples ¾ Link to Topic



Introduction: Attention Getter, Background Information and Thesis Statement

Conclusion: Restatement of Thesis and Evaluation

8

Short Outline for Five Paragraph Essay

Introduction:

Attention Getter:

Background Information:

Thesis:

Body Paragraph #1

Main Idea (Topic Sentence)

Evidence #1

Link: (What do you mean?)

Link: (Why is it important?)

Evidence #2



Evidence #3



Closing Sentence:

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Body Paragraph #2


Evidence #1



Evidence #2



Evidence #3



Closing Sentence:

10

Body Paragraph #3


Evidence #1



Evidence #2



Evidence #3



Closing Sentence:

Conclusion

Concluding statement:

Restate thesis (in different words):

Ending remark:

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VI. Words to Avoid

I believe This paper will be about A lot or alot

I feel These are is like

I think Those are is when

In my opinion There are is because

“To Be” Verb. Find ways to eliminate “to be” verbs. Use action verbs to enhance your writing.

Examples: Huck is talking to Tom about his adventure. Huck talks to Tom about his adventure. The TV is different from radio in several ways. The TV differs from radio in several ways. The driver was a huge man and was driving like a blind man. The driver, a huge man, drove like a blind man.

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Name: _________________________ Date: ____________ Block: _____

ACT Writing Checklist

Did I… Yes No

x Include the following in my introduction: o Attention-getter? o Background information from the prompt? o Acknowledgment of the opposition? o Strongly-worded thesis?

x Begin each body paragraph with a main idea?

x Include 3 examples and links to support each main idea?

x Use a variety of transition words/phrase/sentences: o Between paragraphs? o Within paragraphs?

x End each body paragraph with a concluding statement?

x Devote an entire paragraph to addressing the opposition?

x Use signal words/phrases (ie. opponents say, critics claim, etc.) in my address of the opposition?

x Write a concluding paragraph? Did it include: o a restatement of my thesis? o a recap of my main points o a lasting impression?

x Avoid statements like “I believe,” “I think,” “I feel,” and “In my opinion”?

x Avoid weak transitions like “First,” “Second,” “Also,” and “In conclusion”?

x Include all 5 paragraphs?

x Write clearly and legibly?

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Developing a Thesis

Your thesis is a sentence (or two) that tells the reader the main argument you will support throughout your essay. It cannot simply be a fact; it needs to include your opinion (without using the actual words “in my opinion”). Your thesis helps you create a focused argument and gives your reader a roadmap so he/she doesn’t get lost in the sea of points you are about to make. As in any paper, you will want to replace vague reports of your general topic (e.g., “This paper will compare two pizza places”) with something more detailed and specific (such as “Roseangela’s and Barraco’s have similar prices and ingredients, but their atmospheres and willingness to deliver set them apart.”) Be careful, though—although this thesis is fairly specific and does propose a simple argument, your instructor will often be looking for a bit more analysis. In this case, the obvious question is “So what? Why should anyone care that Roseangela’s and Barraco’s are different in this way?” One might also wonder why the writer chose those two particular pizza places to compare—why not Papa John’s, Domino’s, or Pizza Hut? Again, thinking about the context may help you answer such questions and make a stronger argument. Here’s a revision of the thesis mentioned earlier: Roseangela’s and Barraco’s both offer a greater variety of ingredients than other Evergreen Park pizza places (and than any of the national chains), but the laid-back, lively atmosphere of Roseanglea’s makes it a better place to give visiting friends and family a taste of local culture. In nearly all good writing the thesis evolves by gaining in complexity, and thus, in accuracy as the paper progresses. The absence of change is the primary trait of a weak thesis. Like an inert material, a weak thesis neither affects nor is affected by the evidence that surrounds it. The simplistic 5-paragraph scheme (providing three “reasons” or “examples” to support a general point) blocks writers’ abilities to think deeply or logically, restricting rather than encouraging the development of complex ideas. The problem with this format is that it is not really a thesis. It offers a list in place of an idea. A good thesis must have tension in it, the pressure of one possible idea against another. Simply saying that the economy today has three problems, and then listing them, isn’t really a thesis. A thesis that says, “There are three reasons for our being bogged down in the war with Iraq today” will direct you to an orderly development of your points, but not too much analysis of them. Good analysis requires a narrower scope.

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Thesis Statement Templates: Addressing the Opposition

x While many people may argue _________________________, in reality, __________________.

x Others may say______________________________, but _______________________________.

x Opponents argue __________________________________; however, ____________________.

x Despite the belief that _____________________________, _____________________________.

x Although some may be concerned about __________________________________, the fact of the

matter is _________________________________________.

Thesis Statement Examples: Addressing the Opposition

x While many people may argue that a global language will destroy traditions and cultures, in reality, it will help to preserve culture and unite people.

x Others may say that a global language will lead to the destruction of humanities culture, but it will help to unite people through education and job opportunities.

x Opponents argue that a global language would make life easier; however, it would actually make life more difficult by making education more demanding, forcing people to lose their culture, and perhaps even violating the rights of people.

x Despite the belief that a global language would prevent conflict, adopting a global language would cause a great deal of conflict by putting some countries at an unfair advantage and demoralizing those people who do not or cannot learn a new language.

x Although some may be concerned about the enormity of trying to get the whole world to

learn the same language, the fact of the matter is the acquisition of a global language is possible and beneficial through the expansion of business and educational opportunities.

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Incorporating Textual Evidence

Providing specific textual evidence, as opposed to simply generalizing information, can make your writing stronger and more specific. A few points to keep in mind:

1. Put quotation marks around any words that are not your own. This will signal to the reader that you are using someone else’s words.

2. Incorporate textual evidence into a larger sentence. Introduce the quotation with your own words; don’t just insert a quote.

3. Do not let the text speak for itself; instead, be sure to provide your own interpretation of the evidence, explaining how the information supports your thesis. (This will usually occur in the “links” of the paragraph.)

Example

(Thesis: In his poem “The Raven,” Edgar Allan Poe uses mysterious imagery, a gloomy tone, and creative suspense in order to create a dark, sorrowful mood.)

M The most apparent technique Poe uses to create a dark, sorrowful mood is mysterious imagery.

E Poe’s narrator, after hearing a noise, was peering “deep into the darkness.”

L This deep, dark place into which the narrator peers is reflective of the deep darkness that fills up his broken heart.

E Soon after, the narrator remarks, “Back into the chamber turning, all my soul within me burning” as he attempts to figure out where the tapping noise is coming.

L Poe’s use of the vivid verb “burning” indicates the narrator’s sorrow and anger over his loss, and foreshadows his belief that the raven is a messenger from hell.

E An additionally vivid image is in the beginning of the poem, when the narrator reflects on the time of year: “And each separate dying ember wrought its ghost upon the floor.”

L Just as the bleak, cold winter months symbolize death and loss, the setting is symbolic of the ghost of Lenore, whose passing continues to haunt the speaker.

Con Through his use of mysterious descriptions, Poe is able to chill his reader to the core, making him or her feel the same sense of sorrow and loss experienced by the protagonist.

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RESEARCH PAPER GUIDELINES

How to Write an Outline What is it? An outline is a general plan of the material that is to be presented in a speech or a paper. The outline shows the order of the various topics, the relative importance of each, and the relationship between the various parts. Order in an Outline There are many ways to arrange the different parts of a subject. Sometimes, a chronological arrangement works well. At other times, a spatial arrangement is best suited to the material. The most common order in outlines is to go from the general to the specific. This means you begin with a general idea and then support it with specific examples. Thesis Statement of Summarizing Sentence All outlines should begin with a thesis statement or summarizing sentence. This thesis sentence presents the central idea of the paper. It must always be a complete, grammatical sentence, specific and brief, which expresses the point of view you are taking towards the subject. Rules for Outlining

1. Subdivide topics by a system of numbers and letters, followed by a period.

Example: I. A. B. 1. 2. a. b. II. A. B.

2. Each heading and subheading must have at least two parts. 3. Headings for parts of the paper, such as Introduction and Conclusion should not

be used. 4. Be consistent. Do not mix up the two types of outlines. Use either whole

sentences or brief phrases but not both. Taken from: http://www.lavc.edu/library/outline.htm

http://www.lavc.edu/library/outline.htm

Note Taking

Once you find good sources, you should begin taking notes. Some teachers require students to use one particular note taking method to ensure that they have research tools for future assignments; however, whether you’re jotting notes on napkins or on your laptop, the following guidelines are the same:

x Include a key word or phrase as a topic or “slug” so you’ll remember what you were thinking when you wrote down the information.

x Include the source name or number (see Bibliography Cards or Electronic Notes) as well as the page number where you found the information. This should make parenthetical documentation easy when you sit down to write. You will need to cite your sources, even if you summarize or paraphrase someone else’s ideas.

x Use quotation marks whenever you copy information word-for-word. x Only write down relevant information. Your goal isn’t to fill a note card quota. x Use ellipses (…) whenever you leave words out of a quotation. x Use [square brackets] whenever you add or change words to clarify a quotation.

Documenting sources

It is important to write down all of the relevant bibliographic information for each source before you return it or forget where you found it. You will need this information later when you cite your sources in your paper. If you are taking notes on a sheet of paper or on your computer, include this information at the top of each page or section and start a new page for each source. If you are using note cards, make a separate bibliography card for each source.

Note Cards

A bibliography card lists the publishing information of each source in MLA format on a separate note card. This information will be used for your Bibliography and Works Cited pages. Number your source cards, and use these same numbers in your research notes to efficiently match your notes to your sources.

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Source Cards A few things to remember when making a source card:

1. Use an index card for your source card. Make a new source card for each source. You will have as many source cards as you have sources.

2. Each source card will have a different source number. 3. Include all the information you will need in your Work Cited Page, when writing the

source citation. It will save you time later on. 4. Write down where you found the book This will save you time if you have to go and use

the book again. 5. If you are using a book from a library, write down the call number. This too will save you

time if you have to use the book again. Note Taking and Note Cards Taking good notes is key to writing an outstanding research paper. A few things to keep in mind when you take notes:

1. Do not try to read a whole book or chapter before taking notes. Read one or two paragraphs and decide whether the information is important to you. If it is, take notes on it.

2. Only take notes on information that is new to you. If you already know it, such as the capital of France is Paris, you do not need to take a note on it.

3. Only take notes on information that will that you need to know to write your paper. 4. Unless you want to quote the author, put the notes in your own words. This will help you

avoid plagiarism! 5. If you are quoting from the source, copy it word for word and put it in quotation marks. 6. Notes are used to remind you of what you read. Therefore it should be in bullet form and

not complete sentences. 7. Write neatly the first time! If you cannot read what you wrote ten minutes after you wrote

it, you will have wasted your time. Note Cards All of your notes will go on note cards. When you make your note cards do the following:

1. Use index cards. 2. In the upper right corner of the card put the Source Card Number of the source that you

are taking the notes from. Do not use the same note card for more than one source. 3. Across the top of the card, write the topic of the notes. Each note card should only cover

one topic. 4. Use bullets when writing your notes. 5. On the lower right corner, write the page number of the book where you found the

information. No more than 2 to 3 consecutive page numbers should be used. If you found the information on many pages, make a new note card.

6. You will have more note cards than you will source cards. 7. Write neatly!

Taken from: http://www.powayusd.com/student_resources/WritingWithStyle/Research/WritingResearch.shtml#Note

Error! Not a valid link.

http://www.powayusd.com/student_resources/WritingWithStyle/Research/WritingResearch.shtml#Note

http://www.powayusd.com/student_resources/WritingWithStyle/Research/WritingResearch.shtml#Note

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Taken from: http://mrsabbadessa.wcsd.wikispaces.net/file/view/NoteCardsOutline.pdf

http://mrsabbadessa.wcsd.wikispaces.net/file/view/NoteCardsOutline.pdf

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WORKS CITED

Format for Works Cited Entries

General Guidelines for MLA Works Cited Page x Works Cited page is the last page of your paper. x Double space entire Works Cited. x Indent all but the first line of the citation. x Alphabetize entries. x In MLA format, the day precedes the month and there is no comma: 23 March 2006. x Books are underlined; articles are quoted. x Author’s last name goes first. Alphabetize the citations by first letter. x If you do not have a piece of information, everything shifts left. For example, if there

is no author, then you start with the title. x Be sure to include the “greater than” and “lesser than” symbols (< >) when you

provide an Internet address. x Use one space between periods in your citations. MLA Documentation: Follow the guidelines below for creating proper citations in your Works Cited page and within the text of your paper.

Additional Basic Rules New to MLA 2009

x For every entry, you must determine the medium of publication. Most entries will likely be listed as print or web sources, but other possibilities may include film, CD-ROM, or DVD.

x Writers are no longer required to provide URLs for web entries. However, if your instructor or publisher insists on them, include them in angle brackets after the entry and end with a period. For long URLs, break lines only at slashes.

x If you're citing an article or a publication that was originally issued in print form but that you retrieved from an online database, you should type the online database name in italics. You do not need to provide subscription information in addition to the database name.

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x Book Citation Author. Title. Place of publication: publisher, year of publication. Example: Fleming, Thomas. Liberty! The American Revolution. New York: Viking, 1997. In-text citation example: (Fleming 32) x Magazine Article Citation Author. “Title of Article.” Title of Magazine Date of Publication: pages. Example: Wheat, Alynda. “Beyond the ‘Law.’” Entertainment Weekly 10 March 2006: 32-33. In-text citation example: (Wheat 32)

x Newspaper Article Citation Author. “Title of Article.” Name of Newspaper Publication Date: Pages (include

section).

Example: Peterson, Karen S. “Turns out We Are ‘Sexually Conventional.’” USA Today 7 Oct.

1994: 1A+.

In-text citation example: (Peterson 2A)

x Encyclopedia or Dictionary Citation “Name of Entry.” Title of Encyclopedia. Edition year. Example: “Volcano.” World Encyclopedia. 1984 ed. In-text citation example: (“Volcano”)

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x Encyclopedia or Dictionary Online Citation Author. “Name of Entry.” Title of Encyclopedia. Date of Access <Web address>. Examples: “Volcano.” Wikipedia: The Free Encyclopedia. 27 March 2006

<http://en.wikipedia.org/wiki/Volcano>.

“Sesquipedalian.” Dictionary.com. 23 March 2006

<http://dictionary.reference.com/search?q=sesquipedalian>.

In-text citation example: (“Sesquipedalian”) x Online Article on Citation (LRC Databases such as Infotrac) Author. “Title of Article.” Name of original publication Date of Publication: original pages

(if included). Database Name. Our School Name, City, State. Date of Access

<http://search.epnet.com/>.

Example: Dayton, Leigh. “Warning: mega-volcano is overdue.” The Australian 12 July 2002, first

ed.: 5. Newspaper Source. E.P.C.H.S Library, Evergreen Park, IL. 26 March

2007 <http://search.epnet.com/>.

In-text citation example: (Leigh) x Article in a Specialized Reference Work Citation Author. “Title of Article.” Title of Book. Editor of Book. Edition. Volume. Place of

publication: publisher, year of publication. Pages.

Example: “Night.” Novels for Students. Ed. Marie Rose Napierkowski. Vol. 4. Detroit: Gale, 1998.

234-35.

In-text citation example: (“Night”)

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Example: Hennessy, Michael. “W. H. Auden.” Critical Survey of Poetry. Ed. Frank N. Magill. Vol.

1. Pasadena: Salem, 1991. 80-89.

In-text citation example: (Hennessy 83)

x Essay/Article/Short Story in Anthology Citation Author. “Title of Entry.” Title of Book. Edition. Editor of Book. Place of publication:

publisher, year of publication. Pages.

Example: King, Robert. “Should English Be the Law?” The Presence of Others. Ed. Andrea

Lunsford and John Ruszkiewicz. New York: Bedford, 2000. 409-21.

In-text citation example: (King 417-19)

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Format for Works Cited Online Entries

Format of Online Entry. Below is the generic guideline for creating citations for all online sources. Omit whatever information you can’t find. All information shifts left when you omit.

Author or editor. "Title." Book title. Printed version information. Site title. Volume or issue number. Date posted. Name of subscription service, library name and location. Listserv name. 00 pp. Sponsoring organization. Date accessed <Electronic address>.

MLA Works Cited: Electronic Sources (Web Publications)

MLA lists electronic sources as web publications. Thus, when including the medium of publication for electronic sources, list the medium as web.

It is always a good idea to maintain personal copies of electronic information, when possible. It is good practice to print or save Web pages or, better, using a program like Adobe Acrobat, to keep your own copies for future reference. Most Web browsers will include URL/electronic address information when you print, which makes later reference easy. Also, you might use the Bookmark function in your web browser in order to return to documents more easily.

Important Note on the Use of URLs in MLA

MLA no longer requires the use of URLs in MLA citations. Because web addresses are not static (i.e., they change often) and because documents sometimes appear in multiple places on the web (e.g., on multiple databases), MLA explains that most readers can find electronic sources via title or author searches in Internet Search Engines.

For instructors or editors who still wish to require the use of URLs, MLA suggests that the URL appear in angle brackets after the date of access. Break URLs only after slashes.

Aristotle. Poetics. Trans. S. H. Butcher. The Internet Classics Archive. Web Atomic and Massachusetts Institute of Technology, 13 Sept. 2007. Web. 4 Nov. 2008. ‹http://classics.mit.edu/›.

Abbreviations Commonly Used with Electronic Sources

If publishing information is unavailable for entries that require publication information such as publisher (or sponsor) names and publishing dates, MLA requires the use of special abbreviations to indicate that this information is not available. Use n.p. to indicate that neither a publisher nor a sponsor name has been provided. Use n.d. when the web page does not provide a publication date.

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When an entry requires that you provide a page but no pages are provided in the source (as in the case of an online-only scholarly journal or a work that appears in an online-only anthology), use the abbreviation n. pag.

Basic Style for Citations of Electronic Sources (Including Online Databases)

Here are some common features you should try and find before citing electronic sources in MLA style. Not every web page will provide all of the following information. However, collect as much of the following information as possible both for your citations and for your research notes:

x Author and/or editor names (if available) x Article name in quotation marks (if applicable) x Title of the website, project, or book in italics. (Remember that some print publications

have web publications with slightly different names. They may, for example, include the additional information or otherwise modified information, like domain names [e.g. .com or .net].)

x Any version numbers available, including revisions, posting dates, volumes, or issue numbers.

x Publisher information, including the publisher name and publishing date. x Take note of any page numbers (if available). x Date you accessed the material. x Medium of publication. x URL (if required, or for your own personal reference).

Citing an Entire Web Site

It is necessary to list your date of access because web postings are often updated, and information available on one date may no longer be available later. Be sure to include the complete address for the site.

Remember to use n.p. if no publisher name is available and n.d. if no publishing date is given.

Editor, author, or compiler name (if available). Name of Site. Version number. Name of institution/organization affiliated with the site (sponsor or publisher), date of resource creation (if available). Medium of publication. Date of access.

The Purdue OWL Family of Sites. The Writing Lab and OWL at Purdue and Purdue U, 2008. Web. 23 Apr. 2008.

Felluga, Dino. Guide to Literary and Critical Theory. Purdue U, 28 Nov. 2003. Web. 10 May 2006

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Course or Department Websites

Give the instructor name. Then list the title of the course (or the school catalog designation for the course) in italics. Give appropriate department and school names as well, following the course title. Remember to use n.d. if no publishing date is given.

Felluga, Dino. Survey of the Literature of England. Purdue U, Aug. 2006. Web. 31 May 2007.

English Department. Purdue U, 20 Apr. 2009. Web. 14 May 2009.

A Page on a Web Site

For an individual page on a web site, list the author or alias if known, followed by the information covered above for entire web sites. Remember to use n.p. if no publisher name is available and n.d. if no publishing date is given.

"How to Make Vegetarian Chili." eHow.com. eHow, n.d. Web. 24 Feb. 2009.

An Article in a Web Magazine

Provide the author name, article name in quotation marks, title of the web magazine in italics, publisher name, publication date, medium of publication, and the date of access. Remember to use n.p. if no publisher name is available and n.d. if not publishing date is given.

Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart: For People Who Make Websites. A List Apart Mag., 16 Aug. 2002. Web. 4 May 2009.

An Article in an Online Scholarly Journal

For all online scholarly journals, provide the author(s) name(s), the name of the article in quotation marks, the title of the publication in italics, all volume and issue numbers, and the year of publication.

Article in an Online-only Scholarly Journal

MLA requires a page range for articles that appear in scholarly journals. If the journal you are citing appears exclusively in an online format (i.e. there is no corresponding print publication) that does not make use of page numbers, use the abbreviation n. pag. to denote that there is no pagination for the publication.

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Dolby, Nadine. “Research in Youth Culture and Policy: Current Conditions and Future Directions.” Social Work and Society: The International Online-Only Journal 6.2 (2008): n. pag. Web. 20 May 2009.

Article in an Online Scholarly Journal That Also Appears in Print

Cite articles in online scholarly journals that also appear in print as you would a scholarly journal in print, including the page range of the article. Provide the medium of publication that you used (in this case, Web) and the date of access.

Wheelis, Mark. "Investigating Disease Outbreaks Under a Protocol to the Biological and Toxin Weapons Convention." Emerging Infectious Diseases 6.6 (2000): 595-600. Web. 8 Feb. 2009.

An Article from an Online Database (or Other Electronic Subscription Service)

Cite articles from online databases (e.g. LexisNexis, ProQuest, JSTOR, ScienceDirect) and other subscription services just as you would print sources. Since these articles usually come from periodicals, be sure to consult the appropriate sections of the works cited: Periodicals page, which you can access via its link at the bottom of this page. In addition to this information, provide the title of the database italicized, the medium of publication, and the date of access.

Note: Previous editions of the MLA Style Manual required information about the subscribing institution (name and location). This information is no longer required by MLA.

Junge, Wolfgang, and Nathan Nelson. “Nature's Rotary Electromotors.” Science 29 Apr. 2005: 642-44. Science Online. Web. 5 Mar. 2009.

Langhamer, Claire. “Love and Courtship in Mid-Twentieth-Century England.” Historical Journal 50.1 (2007): 173-96. ProQuest. Web. 27 May 2009.

Contributors: Tony Russell, Allen Brizee, Elizabeth Angeli, Russell Keck. Summary: MLA (Modern Language Association) style is most commonly used to write papers and cite sources within the liberal arts and humanities. This resource, updated to reflect the MLA Handbook for Writers of Research Papers (7th ed.) and the MLA Style Manual and Guide to Scholarly Publishing (3rd ed.), offers examples for the general format of MLA research papers, in-text citations, endnotes/footnotes, and the works cited page.

Taken from: Purdue Online Writing Lab http://owl.english.purdue.edu/owl/owlprint/747/

http://owl.english.purdue.edu/owl/owlprint/747/

28

Examples of Works Cited Page

{

Michaels 8

Works Cited

“AOA Fact Sheet.” Obesity.org 3 December 2004. American Obesity

Association. 5 December 2004 <http://www.obesity.org/

subs/fastfacts/aoafactsheets.html>.

Ecke, Richard. “Obesity, Complication Costly.” Great Falls Tribune 27

January 2004: A1. NewsBank. Evergreen Park H.S., Evergreen

Park, IL. 20 January 2004 <http://infoweb.newsbank.com>.

Lazarus, William. “Fat Waists Thinning Hoosiers’ Wallets.” The Times 23

January 2004, Final ed.: A1.

Schlosser, Eric. Fast Food Nation: The Dark Side of the All-American

Meal. Boston: Houghton Mifflin, 2001.

Spake, Amanda and Mary Brophy Marcus. “A Fat Nation.” U.S. News and

World Report 19 August 2002: 40. Newspaper Source.

EBSCOhost. E.P.C.H.S., Evergreen Park, IL. 15 February 2004

<http://search.epnet.com>.

“Warning: Portions May be Larger than They Appear.” Good Housekeeping

November 2002: 37. InfoTrac. Gale. E.P.C.H.S., Evergreen Park,

IL. 17 February 2004 <http://infotrac.galegroup.com>.

} }

1”

Indent ½”

Double space

½”

}

1”

}

1”

{

Alp

habe

tize

Martinez 13

Works Cited

Cooperman, Alan. “Peace Corps Option for Military Recruits Sparks

Concerns.” Washington Post 2 August 2005: A11.

DeHaas, Deb and Arne Duncan. “Volunteer Skills to Help Students—

Schools get Big Boost when Professionals Give their Time.”

Chicago Sun-Times 10 May 2007, Final ed.: 55. America’s

Newspapers. NewsBank. Evergreen Park Public Library, Evergreen

Park, IL. 11 May 2007 <http://infoweb.newsbank.com>.

Dowd, Alan. “Super-Sizing AmeriCorps.” National Review Online 31

January 2002. National Review. 20 April 2007

<www.nationalreview.com>.

Evans, Dwight. Email Interview. 21 April 2007.

Skinner, David. “Loving AmeriCorps to Death.” Slate 20 June 2003.

Washington Post. 23 April 2007 <http://www.slate.com/id/

2084677>.

Zadra, Dan. The Heart of a Volunteer. New York: Compendium, 2004.

29

Sample Research Paper with In-Text Documentation and Works Cited Page

Wilson 1

Mark Wilson

Mr. Smith

English 11

2 December 2006

Obesity: Our Society’s New Epidemic

About 28% of the adult male population in the United States is obese, and

about 35% of the adult female population is obese (U.S. Dept. of Health). This may

not seem alarmingly bad, but anyone one of us walking through a shopping mall can

see how bad obesity is becoming. We are inundated by news reports and warnings

about obesity, but the problem continues to grow. Are people merely ignoring the

warnings? Are people too lazy? Although most people think obesity is an individual

problem and that it is caused by poor choice, when one looks at the issue closer, one

will see that it is more than an individual problem; society is both the cause and the

victim of obesity.

Many people say that individuals make bad choices, and that this is the

cause of obesity. However, the causes of obesity are greater than that. Kelly

Brownell, director of the Yale Center for Eating and Weight Disorders, says,

“[H]umans are hard-wired to prefer rich diets, high in fat, sugar, and variety” (Spake

and Marcus 1). Our bodies, then, are naturally driven to want the food that fast food

restaurants offer, and it is difficult for many people to go against their nature and

avoid eating fast food. Through evolution, humans have been programmed to eat the

food with the most calories because in the past, humans may have had to exist for a

while without food. But now, we live in a society that has more calories than we

know what to do with.

MLA style does not require a title page. See page 1 for format.

Statistic used for attention getter. See page 6 for writing introductions.

This is paraphrased. These are the student’s words, but the source of the information is stated to avoid plagiarism.

{

Thesis comes at end of introduction paragraph.

} Quotation not by author. Kelly Brownell said the quoted words, but Spake and Marcus published the words. Brownell gets credit in the text of the paragraph, but Spake and Marcus get credit in the in-text citation.

The “H” is in brackets [ ] because the student capitalized it so that the quotation would be grammatically correct. He wanted his readers to know that he made a change to the quotation. Notice that the page

number is just a number. Do not use “p.” or “pg.” Only put author’s last name and number of the page.

30

Wilson 2

Our money-hungry society will not permit merely throwing away unused calories.

For example, our farmers grow millions of tons of bushels of corn that cannot be

consumed by animals and humans. Now, however, we are able to turn those bushels of

corn into sugar. The soda pop industry converts the corn into soft drinks that are rich in

calories and cheap in price (Pollan 36). Since we have moved away from cane sugar,

which is somewhat expensive, and started using corn syrup as our sweetener, we have

seen the advent of “free refills” and “Monster Big Gulp” sizes that are cheaper than what

12 ounces cost only thirty years before. Another instance where our ingenuity has helped

feed us for cheaper is meat. According to Michael Pollen, we now can raise a cow to

slaughter weight in about 15 months (122). Thirty years ago, it took six years to raise

cattle to slaughter weight. With the use of steroids, antibiotics, and modified corn feed,

we are able to now buy meet for cheaper (125). Now we can eat two double

cheeseburgers and a 32 ounce drink for under four dollars. That is a caloric punch of

about 1190 calories (“McDonald’s Nutrition”). This is unfortunately not an uncommon

lunch for many people in the United States (Supersize Me).

People will still say that it is an individual choice to eat a lunch like this. But

what they are ignoring is that we are bombarded by advertisements. Anyone watching

the news in recent months knows that the fast food industry has come under attack.

There have been several attempts to sue the fast food industry for causing obesity and the

health problems associated with it. According to Judge Sweet, who recently ruled in

favor of the fast food industry, more than $110 billion is spent on fast food each year

(Appleson 2). No wonder, then, that the fast food industry is the next victim of tobacco-

type lawsuits. But we do not have to feel sorry for the fast food industry. According to

the ConsumerUnion.org website, “The food, beverage, candy, and restaurant advertising

expenditures weigh in at $11.26 billion in 2004” (“Out of Balance” 6). In the same

Paraphrase There is an in-text citation and no quotation marks. The student used his own words, but he gave credit to the source of the ideas.

The author’s name is mentioned in the sentence, so it does not go into the parentheses for the in-text citation. Instead, only the page number gets cited.

Even though the author’s name is not mentioned in the sentence, only the page number gets cited because it is from the same source as the previous citation.

{

No Page Numbers? These two sources do not have page numbers, so they cannot be reported. Do not include a page number for items without pagination. }

Quotation not by author. Judge Sweet said the words, but Appleson published them. Sweet gets credit in the text of the sentence and Appleson gets credit in the citation.

31

Wilson 3

year only $9.55 million was spent to promote healthful eating (6). How can we say that

it is an individual choice to eat bad when so much money is being spent on ways to

force us to eat badly? We cannot expect a $110 billion a year industry to release us

from their grip. That is too much to lose. The problem is that while the fast food and

junk food industries are getting rich, society is paying a cost—financially and in human

resource.

Obesity causes an epidemic of related health problems, such as diabetes,

high blood cholesterol levels, and heart problems. According to Amanda Spake and

Mary Brophy Marcus’s article, “A Fat Nation,” a “man with 22 extra pounds has a 75

percent greater chance of having a heart attack than one at healthy weight” (1). It is not

merely the extra weight, which fast food eaters carry, that is a danger, but as research

shows, “eating too many high-fat foods contributes to high blood cholesterol levels.

This can cause hardening of the arteries, coronary heart disease and stroke” (“Fast Food

Facts”). Unfortunately, these medical issues cost money to solve. Since we live in an a

world where what one person does easily affects the next person, this should be

everyone’s concern, not just those who are obese. For example, one study shows that

estimated obesity-linked medical costs and absenteeism for

more than 45,000 workers. They found overweight and obesity-

related costs range from $175 per year for overweight male

employees to $2,485 per year for severely obese female

employees. The yearly costs of obesity for a firm with 1,000

employees is estimated at $285,000. (Arias 13)

This is just one small way in which obesity can cost others money. If firms have to pay

out more in medical costs for obese people, then everyone’s insurance premiums in that

firm rise. This is a small example of what happens on a larger scale in the larger

Direct Quotation. The speaker of this quotation is mentioned in the sentence, so it doesn’t get repeated in the in-text citation.

{

Block Quotation. Quotations of more than four lines should be indented 1” (Tab key x2) or ten spaces. Do not use quotation marks.

Block Quotation. The citation for blocked quotations comes after period.

No authors. Sources not identified with an author are referenced in text by title.

Period for the sentence comes after the parentheses of the in-text citation.

After each quotation or paraphrase, you must use your own words to continue explaining and developing your paper. Do not put quotations next to each other.

32

Wilson 9

Works Cited

Appleson, Gail. “Judge Throws out Obesity Against McDonald’s.” CNN.com. 4

September 2003. Cable News Network. 25 November 2006

<http://www.cnn.com/2003/LAW/09/04/

mcdonalds.suit/index.html>.

Arias, Donya C. “Obesity Ups Healthcare Expenditure.” Nation’s Health November

2005: 13. Student Resource. EBSCOhost. E.P.C.H.S., Evergreen Park, IL. 23

November 2006 <http://search.ebscohost.com>.

“Fast Food Facts.” Better Nutrition 66.2 (2004): 22. Student Resource. EBSCOhost.

E.P.C.H.S., Evergreen Park, IL. 23 November 2006

<http://search.ebscohost.com>.

“McDonald's USA Nutrition Facts for Popular Menu Items.” McDonalds.com. 20

July 2006. McDonald’s. 2 December 2006 <http://www.mcdonalds.com/

app_controller.nutrition.index1.html>.

“Out of Balance.” Consumersunion.org. 13 September 2005. Consumers Union. 4

December 2006 <http://www.consumersunion.org/pdf/OutofBalance.pdf>.

Pollen, Michael. The Omnivore's Dilemma: A Natural History of Four Meals. New

York: Penguin, 2006.

Spake, Amanda and Mary Brophy Marcus. “A Fat Nation.” U.S. News and World

Report 19 August 2002: 40. Newspaper Source. EBSCOhost. E.P.C.H.S.,

Evergreen Park, IL. 15 November 2006 <http://search.epnet.com>.

Super Size Me. Dir. Morgan Spurlock. The Con, 2004.

United States Department of Health and Human Services. Health, United States, 2004.

Hyattsville: 2004. 23 November 2006

<http://www.cdc.gov/nchs/data/hus/hus04.pdf>.

Go through your text and make sure all the sources you have used are in the list of works cited.

Sources are alphabetized. The entire Works Cited page is double spaced.

Web addresses go inside < >. They are not underlined.

33

Grammar and Usage

Rules for Punctuating Titles of Sources

When you use a title of someone else’s work in your paper or in your works cited, you must either underline or quote the title. These are the rules for punctuating titles of sources: italics, underlining, and “quotation marks.”

I. Underlining/Italics:

Long works and collections of short works are underlined or italicized. o Underlining and italicizing are the same. Choose only one and stick with it through

the entire paper. Many teachers prefer underlining because it stands out better. o Microsoft Word commands: Underline = Ctrl + U. Italics = Ctrl + I.

II. “Quotation Marks”

Short works and parts of long works are usually in “quotation marks.

UNDERLINE Long Works and Collections of Short Works

x Title of a Novel Ex: Frankenstein x Title of a Book Ex: Psychology and Consumer Culture x Title of Anthology or Collection of Works

Ex: An Introduction to Literature Ex: The Best American Essays 2003

x Title of Magazine or Scholarly Journal Ex: U.S. News and World Report x Title of Newspaper

Ex: Chicago Tribune Ex: The New York Times

x Title of Plays Ex: Death of a Salesman Ex: Oedipus the King x Title of an Epic Poem or Long Poem Ex: The Odyssey x Title of Film

Ex: Edward Scissorhands

x Title of a Television Series Ex: The Simpsons Ex: The Twilight Zone

x Title of Album (CD, record, or cassette) Ex: Bob Dylan’s Greatest Hits, Vol. 2

QUOTATION MARKS Short Works and Sections of Longer Works

x Title of a Short Story

Ex: “The Lesson”

x Title of a Chapter Ex: “Homer and Aristotle” x Title of an Essay Ex: “Citizenship in Emergency” x Title of an Article in a Magazine or Journal

Ex: “The North Korea Problem”

x Title of an Article in a Newspaper Ex: “A Chance to Relive College Days”

x Title of a Short Poem Ex: “The Sick Rose”

x Title of a Chapter on a DVD Ex: “A Story about Snow”

x Title of Individual Episode in a T.V. Series Ex: “Bart’s Girlfriend” Ex: “Time Enough at Last”

x Title of a Song Ex: “A Hard Rain’s A-Gonna Fall”

34

Transitions and Focusing Words and Phrases

Words used to add or emphasize ideas, information, or examples

for example also in the first place this for instance specifically equally important that in addition besides as well these in other words moreover in fact those furthermore further such as such also again

Words used to show time order

first last before later at the same time afterward second finally after then meanwhile next now during earlier immediately

Words used to show space order

above below left right under inside outside on top of underneath next to in front behind beyond near far in on

Words used to show order of importance

first in the first place less important nearly last moreover so equally important next furthermore therefore then most important consequently

Words used to compare or contrast ideas

Words used to show cause and effect

since as because (of) due to so therefore then consequently as a result (of) in effect for this reason accordingly

Words used to summarize or conclude

briefly to summarize to sum up in short for these reasons in conclusion to conclude as one can see in other words in any case on the whole undoubtedly

however nevertheless similarly on the other hand though conversely yet in the same way even though as opposed to as well as in spite of although rather than likewise compared to

35

Grammar, Usage, and Convention

Capitalization

1. Capitalize the first word of a sentence.

2. Don’t capitalize the first word after a colon unless you want to emphasize the word or its part of a title.

3. Capitalize the major words in the titles of papers, books, articles, and poems. 4. Capitalize the first word in each line of quoted poetry. 5. Capitalize the names of people. 6. Capitalize the names of national, political, and ethnic groups (e.g., Democrats,

Republicans, Africans, Chinese, Australians). 7. Capitalize brand names (e.g., Xerox, Coke, Pepsi). 8. Capitalize all the letters in most acronyms (e.g., NATO, OPEC). 9. When in doubt, look at a dictionary or a usage handbook on the Internet.

Numbers

1. Write out numbers from one to nine; use numerals for numbers larger than nine. 2. Don’t begin sentences with numerals.

Wrong: 32 students are in this class. Right: Thirty-two students are in this class.

3. In most cases, spell out ordinal numbers (e.g., second, third).

Punctuation Rules Periods

1. Use periods at the end of statements. 2. Use periods to punctuate some abbreviations (e.g., Mr. and Dr.; U.S. and P.O.) 3. Use periods in conventional ways such as to indicate decimals and in web

addresses.

36

Question Marks

1. Use question marks to end direct questions. 2. Use question marks to indicate uncertainty. 3. Place question marks outside quotation marks except when they are part of the

quotation itself. Exclamation Marks

1. Use exclamation marks to express surprise, strong feelings, or commands. 2. Do not overuse. Rarely is this punctuation mark used, and many teachers are

easily annoyed with them. Semicolon

1. Use semicolons when you need punctuation stronger than a comma but weaker than a period.

2. Use semicolons to join two complete sentences that are closely related in

thought. 3. Use semicolons between clauses linked with a conjunctive adverb (however,

therefore, consequently, and nevertheless). 4. Place semicolons outside of quotation marks.

Example: We read “Cask of Amontillado”; it was the best Poe story so far.

Colons

1. Use colons to point to ideas, lists, quotations, and clauses you wish to emphasize.

2. Use colons to direct readers to examples, explanations, and important words. 3. Use colons to direct readers to lists. 4. Use colons to direct readers to quotations or dialogue.

Example: It reminds me of my grandfather’s favorite saying: “Finer than frog hair.” 5. Use colons in special situations: (http://google.com; 10:30 p.m.).

37

Dashes To create a dash make two hyphens next to each other. Do not leave space before or after the two hyphens. On MS Word, the two hyphens will connect into a dash.

1. Use a dash to add illustrations, examples, or summaries to the ends of sentences.

2. Use a pair of dashes to insert information into a sentence.

Example: Men of Respect—based on Shakespeare’s Macbeth—is quite entertaining.

3. Use a dash in dialogue to indicate that a speaker has broken off abruptly. 4. Do not overuse.

Quotation Marks

1. Use around material you are borrowing word for word from sources. 2. Use to mark dialogue. 3. Use for titles of short works.

Parentheses

1. Use to add an extra bit of information or a comment to a sentence. 2. Use to separate material from the main part of a sentence or paragraph. 3. Use for in-text citations. 4. Punctuation

a. When a complete sentence is surrounded by parentheses, the period goes inside the end parenthesis.

Example: The house burned down. (This is the second case of arson.) b. When a sentence ends with parentheses, the period for the complete

sentence goes outside the final parenthesis. Example: We are going to a climb a mountain (actually, a very steep hill).

38

Brackets

1. Use brackets to insert comments or explanations into direct quotations. 2. Use brackets to change a word or a letter of quotation to match the grammar of

your sentence. 3. Use brackets to avoid putting one set of parentheses inside another.

Apostrophes

1. Used to show that something has been deleted and to indicate possession. 2. Use in contractions to show where letters have been deleted (can’t, you’re, it’s). 3. Use to form the possessive of nouns (cat’s, grandma’s).

Ellipses

Three periods or dots with spaces between them ( . . .). Place ellipses where material has been omitted from direct quotations. Do not use them at the beginning or end of a quotation.

39

Glossary of Writing Terms

These are the vocabulary words of writing that everyone should know. They will help you understand what the assignment or correction expects of you to complete an acceptable essay. Learn to recognize these key words and the information they are calling for. Analyze Take apart, examine and explain the subject. This type of essay

focuses on the cause and effect for actions or events by examining the reasons for the actions or events and the consequences of them.

Argue Take a position or state an opinion with supporting evidence.

Effective argument acknowledges the opposing point of view. Classify The process of grouping persons, things or events together

according to shared characteristics. Compare Use examples to show how persons, things or events are similar or

alike. Contrast Use examples to show how persons, things, or events are different. Compare Use specific examples to show how persons, things, or and Contrast events are similar and different. Examine the writing problem

carefully to determine whether you should give more examples of the similarities or differences.

Define Provide a clear meaning of a word or phrase through the use of

facts, examples, or classifications. Describe Provide sensory details that help the reader visualize the object,

concept, or event. Discuss Examine the issue or event from all sides. Evaluate Make a judgment that is backed up with facts, figures, and/or

specific examples. Explain Provide a meaning or give an interpretation. Similar to what is

expected when you define and/or discuss, but cause-effect relationships or step-by-step sequences should be emphasized.

Identity Give definitions and attributes of a person, place, event or thing that

make it unique.

40

Interpret Give your view of what something means. May require you to voice

an opinion about a reading selection or may require you to give opinion about some data.

Justify Tell why a position or point of view is good or right. The focus

should be why the particular idea or decision was a positive one. Review Reexamine or summarize the key characteristics or major points of

the topic. A review usually follows a chronological order or presents the information in decreasing order of importance.

Summarize Present the main idea of something in a shortened form. A

summary usually does not include the specific examples of the original. Instead, a summary explains the big picture behind the examples.

Four Types of Writing Most of the writing assignments you will encounter fit into one of these categories: Descriptive Writing that emphasizes sensory details–details that appeal to the

five senses–to “recreate” an object, scene, or event. Expository Writing that explains an idea or teaches a process. Expository

writing is sometimes referred to informative writing. Narrative Writing that tells a story, whether real or made up. Some examples

of narrative writing are biographies, short stories, and novels. Persuasive Writing that is intended to convince the reader of a particular point

of view, opinion, or course of action. The writer is expected to support an opinion with specific facts, examples, statistics, or data.

Documents

District 231 Evergreen Park Community High School …mrsarudi.wikispaces.com/file/view/AC Writing Handbook.pdf...Evergreen Park Community High School Writing Handbook 2011 Edition