Apes and Language 1
Norwin School District
Style Manual
and
Writing Handbook
For Students in
Grades 7-12
Developed by the District
Secondary Writing Committee
Published Summer 2008
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Table of Contents
Introduction..............................................................................................................................................................................3
Plagiarism .................................................................................................................................................................................4-8
Turn It In (www.turnitin.com) ................................................................................................................................................ 9-12
The Thesis Statement ................................................................................................................................................................13-16
The Essay..................................................................................................................................................................................17
TEXI Paragraph ............................................................................................................................................................18-20
Multi Paragraph Essay...................................................................................................................................................21-22
Student Sample Literary Analysis Essays: MLA ...........................................................................................................23-28
Persuasive Writing..........................................................................................................................................................29
PSSA Writing Assessment Benchmarks....................................................................................................................................30-35
The Research Paper ...................................................................................................................................................................36
Types of Research at Each Grade Level in English Classrooms ......................................................................................37-38
Topic Selection ................................................................................................................................................................39
Note Taking Resource .....................................................................................................................................................40
Basic Differences of APA and MLA Formats.................................................................................................................41
Using MLA Parenthetical Documentation ....................................................................................................................42-44
Works Cited Page..................................................................................................................................................45
MLA Internet Resources.......................................................................................................................................46
MLA In-text Citation...........................................................................................................................................47-48
Formatting Using MLA .......................................................................................................................................49-50
Student Sample MLA Research Paper............................................................................................................................51-57
MLA Research Checklist.................................................................................................................................................58
Using APA Parenthetical Documentation.......................................................................................................................59-65
Sample Paper using APA .................................................................................................................................................66-74
Evaluating Internet Sources .....................................................................................................................................................75-77
Writing the College Essay.........................................................................................................................................................78-79
Writing a Resume .....................................................................................................................................................................80-82
Sample Resumes ................................................................................................................................................................83-84
Common Conventions Rules ......................................................................................................................................................85-92
Glossary of Commonly Misused Words.....................................................................................................................................93-95
On-line Writing Resources ........................................................................................................................................................96-99
Acknowledgments .....................................................................................................................................................................100
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Norwin School District
Style Manual and Writing Handbook
for Students in Grades 7 – 12
INTRODUCTION
The Mission of the Norwin School District is that, though quality educational experiences,
students are prepared to become productive and responsible citizens in an ever-changing global
society. Inspiration for this document is directly related to this Mission statement and our
commitment to improvement for the benefit of all students. The famous William Zinsser quote,
“Writing is thinking on paper,” sums up how we believe the act of writing to be essential to
understanding. As writing is not often a linear skill, its starts and stops and restarts often prove
frustrating for people of all ages and ability levels. We know that students can grow to be
proficient writers, and we believe students deserve the chance to learn deeply and permanently
through writing. This document, then, is designed to inspire thinking, to support learning, and to
motivate academic excellence.
The purpose of this style manual and handbook is to provide our students a myriad of writing
resources as they move through the secondary Norwin curriculum. We believe the tools
provided in this document will benefit students by alleviating anxiety, providing guidance
through examples and direction, and ultimately giving them the confidence they need to
complete any writing task with competence. The Secondary Writing Committee sought to
include resources integral to the many steps in creating a final document. From idea generating
to brainstorming and prewriting, from drafting to revising, from editing to publishing, it is
important that all learners are comfortable with the many facets and faces of writing.
Norwin School District’s Style Manual and Writing Handbook contains instructional and
exemplary documents that explain and model the writing process. We offer examples of writing
that are directly connected to the curricula students will experience while in grades 7-12. For
example, extensive sections of this manual are dedicated to writing required of all students: the
research paper, five-paragraph essay, and graduation project. We also offer samples and
instruction on other types of writing Norwin students will experience such as resumes and
writing for assessment.
The Norwin School District wants to ensure that all students are proficient writers who are
comfortable using a variety of genres for different purposes and audiences. We understand that
writing is an essential skill in questioning, reflection, and learning. As such, we are committed
to equipping our students with the tools they need to be successful thinkers and life-long
learners.
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Plagiarism
“They had their lean books with the fat of others' works.”
Robert Burton
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Norwin School District Plagiarism Guidelines
First of all, a clear definition of plagiarism is needed. To make Norwin School District’s
guidelines comparable to those of the colleges and universities to which we will be sending our
students, we must ensure that our expectations are aligned with these institutions of higher
learning. Therefore, the following is adapted for Norwin’s use from Grove City College’s
description of plagiarism from their Academic Policies Handbook:
Plagiarism is a serious violation of moral and academic principles. It involves
claiming as one’s own original work the ideas, phrasing, or creative work of
another person.
Norwin School District reminds students that plagiarism includes the following:
1. Any direct quotation of another’s words, from simple phrasing to longer
passages, without using quotation marks and properly citing the source of those
words.
2. Any summary or paraphrase of another’s ideas without properly citing the
source of those ideas.
3. Any information that is not common knowledge—including facts, statistics,
graphics, drawings—without proper citation of sources.
4. Any cutting and pasting of verbal or graphic materials from another source—
including books, databases, web sites, journals, newspapers, etc.—without the
proper citation for each of the sources of those materials; this includes any
copyrighted artwork, graphics, or photography downloaded from the Internet
without proper citation.
5. Any wholesale “borrowing,” theft, or purchasing of another’s work and
presenting it as one’s own, whether from the Internet or from another source.
6. Any presentation of “ghost-written” papers—whether paid for or not—as one’s
own original work.
7. Making one’s work available for copying by others, as well as copying work
posted on the Internet or otherwise made available by another.
To implement and enforce this policy, the following steps will be taken for all students in
grades 9-12:
o All high school student work is subject to being submitted to www.turnitin.com
o Plagiarized work is automatically given no credit and no opportunity for resubmission for
the first offense. The second offense will result in automatic failure for the quartile.
o Should the student deny the accusation of plagiarism, work deemed questionable by
either www.turnitin.com or the instructor is subject to review by a three-party
independent board that must include (1) an administrator and (2) two other faculty
members chosen by the administrator. The student will have the opportunity to defend his
or her work to the board.
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Types of Plagiarism Pitfalls
When students are assigned a paper requiring MLA documentation of sources, most
teachers hear some version of the following comments:
o “M-L-what now?”
o “WHY do we have to do this?”
o “I don’t even understand how that works!”
o “If I put stuff in my own words, that’s OK, right?”
MLA stands for Modern Language Association, and its rules for documentation of
sources for writing have been adopted by many different academic disciplines, including the
study of English literature and language (“About the MLA”). The facts of the matter are that you
DO have to use proper documentation; you ARE responsible for understanding all the rules for
proper citations, and it is NOT OK to take the ideas of others and pass them off as your own,
even if you put those ideas into your own words. If you do not follow these rules, there can be
severe consequences, both academic and legal, even if you do not intend to plagiarize
information. In short, plagiarism=cheating=ENORMOUS trouble for you.1
The best defense against deliberate OR accidental plagiarism is to thoroughly familiarize
yourself with the different types of plagiarism. To see some common “plagiarism pitfalls,” you
should first read the following excerpt taken from a critical essay on Poe from Roberts’ and
Jacobs’ Literature: An Introduction to Reading and Writing:
“The Tell-Tale Heart” (1843), a study in obsessive paranoia, is yet another story
of the mind watching itself disintegrate under the stresses of delusion in an
alienated world. It is the perverse fortune of the narrator to become fearful of the
grotesque eye of a kindly old man, whom he says he loves. With a double
perversity, he gives himself away to the police at the moment of success. Yet the
narrator is caught in a weird world in which he loves the old man yet displays no
real emotion toward him, in which he cannot let the “beloved” old man live and
yet cannot kill him without remorse, in which he cannot expose his crime and yet
must do so. Perhaps the final irony is the apparent beating of his own heart which
he mistakes as, first, the beating of a still-living heart of the old man, and which,
second, seems to be an emblem of his own guilt (and which, finally, compels him
to confess), may very well be initially the peculiar thumping sound of the woodbeetles gnawing at the walls. (499)
Imagine you have been asked to write a paper on the work of Edgar Allan Poe, and while
researching Poe and his work, you came across this essay. You found it especially valuable,
particularly because “it sounds smart.” To use these ideas correctly, however, you need to avoid
using these four plagiarism pitfalls.
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For a more complete definition of plagiarism, please refer to Norwin School District’s
guidelines on plagiarism.
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PITFALL #1: WORD FOR WORD PLAGIARISM
Hopefully, you already know that it is totally wrong to take someone’s words and pass
them off as your own. However, many students attempt to do just that in an effort to boost the
quality of their own ideas, as in the following example:
Poe often uses ironic situations to shock his readers, and this is made especially clear within
“The Tell-Tale Heart.” It is the perverse fortune of the narrator to become fearful of the
grotesque eye of a kindly old man, whom he says he loves. With a double perversity, he
gives himself away to the police at the moment of success. The impact of this irony is
enormously powerful.
Clearly, this author “lifted” these ideas word-for-word from the Roberts’ and Jacobs’ essay.
However, this plagiarism could easily be fixed by adding quotation marks and an in-text citation
of the original source:
Poe often uses ironic situations to further shock his readers, and this is made especially
clear within “The Tell-Tale Heart.” As Roberts and Jacobs note, “It is the perverse fortune
of the narrator to become fearful of the grotesque eye of a kindly old man, whom he says he
loves. With a double perversity, he gives himself away to the police at the moment of
success” (499). The impact of this irony is enormously powerful.
PITFALL #2: PARAPHRASING THE IDEA
Word-for-word plagiarism is a clear-cut issue, but even borrowing ideas from another
source without giving credit to the original author is wrong. In the following example, the author
borrows ideas from the original passage but fails to acknowledge the source:
Poe often uses ironic situations to further shock his readers, and this is made especially
clear within “The Tell-Tale Heart.” First, it is pure bad luck for the narrator to be afraid
of the eye of the kind old man, and second, he reveals his secret to the police exactly as he
was getting away with murder. The impact of this irony is enormously powerful.
Even though the author of this passage changed the ideas from the original source into his own
words, this is still a theft—of an idea. To give credit to the owner of the idea, an in-text citation
should be utilized:
Poe often uses ironic situations to further shock his readers, and this is made especially
clear within “The Tell-Tale Heart.” First, it is pure bad luck for the narrator to be afraid
of the eye of the kind old man, and second, he reveals his secret to the police exactly as he
was getting away with murder (Roberts and Jacobs 499). The impact of this irony is
enormously powerful.
PITFALL #3: PIECING THE PUZZLE
Even with an understanding of correct use of quotations and in-text citations, sometimes
the temptation to blend the different parts of a source with your own ideas is just too strong. In
this example, the author attempts to join his ideas with those from the source as though he was
putting together a puzzle with jumbled results:
Poe often uses ironic situations to further shock his readers, and this is made especially
clear within “The Tell-Tale Heart.” The irony of “perverse fortune of the narrator”
(Roberts and Jacobs 499) to become paranoid about his employer’s eye and how he
“cannot let the “beloved” old man live” (499) coupled with the fact that “the apparent
beating of his own heart which he mistakes as, first, the beating of a still-living heart of the
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old man, and which, second, seems to be an emblem of his own guilt” (499) all make for
intense irony.
That passage is just a mess, and often, inexperienced writers will add in even more sources to
further confuse the issue! Simply put, either paraphrase the ideas or use longer, more coherent
quotations from your original sources (properly cited, of course!)
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PITFALL #4: BORROWING THE APT TERM
The final plagiarism pitfall is the apt term. An “apt term” is a particularly descriptive or
appropriate word or phrase that an author borrows from the original source without giving due
credit, as in the following example:
The obsessive paranoia of the narrator leads to his own downfall as he spirals out of
control.
This is probably the most tempting form of plagiarism because it is so easy to do—a word or two
(here, “obsessive paranoia”) seems less wrong than stealing a whole passage. However, as with
Pitfall #3, it is better to use the full quotation instead of just a tiny piece—and to give credit to
the original author.
As you write your papers for the remainder of your academic career, keep in mind that
the development of your own ideas is just as important as drawing inferences from the work of
previous scholars . . .have faith in your own intelligence and ability, and don’t rely so heavily on
the ideas of others. In the end, we all have to stand by our own work—make sure yours is worthy
of the time you put into it.
Works Cited
"About the MLA." MLA: Modern Language Association. 12 Feb. 2007. Modern Language
Association. 15 May 2007 <www.mla.org>.
Roberts, Edgar V., and Henry E. Jacobs, eds. "Edited Selections From Criticism of Poe's
Stories." Literature: An Introduction to Reading and Writing. Upper Saddle River:
Prentice Hall, 1998. 499.
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Turn It In
(www.turinitin.com)
“But words are things, and a small drop of ink, falling
like dew upon a thought produces that which makes
thousands, perhaps millions, think.”
Lord Byron
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What is Turnitin?
Turnitin is a web-based plagiarism prevention program. Students submit their papers
electronically to the www.turnitin.com website, which takes a digital fingerprint of the paper and
compares its contents to more than 12 billion webpages, other student papers, newspapers,
magazines, scholarly journals, books, and other sources. Turnitin detects if a student’s paper, in
whole or part, has been copied and provides a report to both the student and the teacher.
How Does Turnitin Work?
Step 1:
Students submit documents to the www.turnitin.com website for review.
Step 2:
Turnitin servers compare the students’ papers against databases to look for any likenesses.
Step 3:
Results of the search are provided in an easy to read report that highlights possible sources of
plagiarism and provides links to those sites. In the end, the teacher makes the final determination
if the paper was plagiarized and if so, to what extent it was plagiarized.
Submitting Your Paper Electronically: Introduction
(Taken directly from the www.turnitin.com website: http://www.turnitin.com/static/training.html)
This quickstart will help you get started with Turnitin and will walk you through the steps for submitting your first
paper. To begin, you need to first register with Turnitin and create a user profile.
! If you have received an e-mail from Turnitin with a temporary password, a user profile has already been
created for you. To get started, log in to Turnitin with your e-mail address and password and proceed to Step
2 in this quickstart.
Step 1
To register and create a user profile, go to www.turnitin.com and click on the New Users at the top of the
homepage.
The new user wizard will open and walk you through the profile creation process. To create a profile, you must have
a class ID and an enrollment password. You can get this information from your instructor. Once you finish
creating your profile, you will be logged in to Turnitin.
Step 2
Your class will show up on your homepage. Click on the name of your class to open your class portfolio.
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Step 3
Your class portfolio shows the assignments your instructor has created and your submissions to the class. To submit
a paper, click the submit button next to the paper’s assignment.
Step 4
The paper submission page will open. Enter a title for your paper. To select a paper for submission, click the browse
button and locate the paper on your computer. We accept submissions in these formats:
• MS Word, WordPerfect, RTF, PDF, PostScript, HTML, and plain text (.txt)
After entering a title for your paper and selecting a file, click submit to upload your paper.
If your paper is in a format that we do not accept, you can submit it by cut and paste. To submit a paper this way,
select cut & paste using the pulldown at the top of the form.
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To submit a paper by cut and paste, copy the text of your paper from a word processing program and then paste it
into the text box in the submission form. If you submit your paper using the cut and paste method, go to step 5.
Step 5
The paper you chose to submit will be shown on the next page. Look over all the information and make sure that it
is correct. To confirm the submission, click the yes, submit button.
Step 6
After you confirm your submission, a digital receipt will be shown. This receipt will be e-mailed to you. To return to
your portfolio and view your submission, click the portfolio button.
! By default, students cannot see their own Originality Reports. If you do not see an Originality Report icon
in your portfolio and want to see your report, contact your instructor.
If you need further assistance with Turnitin or would like to learn about the advanced features our system offers,
please download our student user manual, which is available at
http://www.turnitin.com/static/pdf/tii_student_guide.pdf
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The Thesis Statement
“Those who write clearly have readers. Those who
write obscurely have commentators.”
Albert Camus
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Developing a Thesis Statement
Taken Directly From: http://writingcenter.tamu.edu/content/view/16/77/
A thesis statement is the main idea of your paper. Developing a working thesis should be among your first
priorities. "Working" is the operative word here; your thesis may change through the writing and research
process, but it is imperative to start with a definite plan in mind.
Ask questions
Mulling over a topical checklist can help you circumvent writer's block; it can also help you discover a
number of possibilities for developing a thesis. While thinking through these questions, consider whether
you want to inform or persuade your readers.
1.
Exactly what is my subject? Can my paper inform or persuade my audience on this point?
2.
Should I emphasize the positive or the negative aspects of my subject?
3.
Can my subject be divided up into parts? Is one aspect more important or more relevant to my
audience than others? What point should I stress in my thesis? How should I organize the paper to
achieve this emphasis?
4.
What does my subject remind me of? Is my subject—whether a person, a thing, or an event—
similar to another subject that may be familiar to my readers? Are there any unexpected and
enlightening similarities? Is the comparison favorable or unfavorable? Does this comparison make
my subject easier to understand? How can I use these comparisons to clarify my point for my
reader?
5.
If my subject is an event or object, what caused or created it? Would understanding the cause or a
precedent make it easier for my audience to understand my subject?
6.
What effects has my subject had or is it likely to have? Are the effects important or unexpected?
Developing a working thesis
Once you’ve chosen a topic, you need to decide what you’re going to say about it. Remember the working
thesis should have two parts: the topic itself and your comment on the topic. You can make the thesis more
explicit later, but for now, get the basics down. For example:
The use of public school vouchers by the states should not only be allowed but encouraged by the federal
government.
Note that the chosen topic is at the first of the sentence, and what the writer wants to say about it is at the
end. This working thesis is enough to get you started. You can begin researching and reading about the
topic, gaining information to support the above claim.
An explicit thesis statement
When your research is underway, you can make the thesis statement more explicit by articulating the lines
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of argument, analysis, or explanation, depending upon what you need for the type of paper you are writing.
You can complicate the language and make the thesis more interesting later. For now, using the following
template may help you get started on your writing project.
In this essay, I plan to (argue, defend, explain, demonstrate, analyze) that ____________________
because (1)_______________, (2)_________, and (3)_______________.
When this formula is applied to the sample working thesis stated earlier, it becomes:
In this essay, I plan to argue that the use of public school vouchers should be encouraged by the federal
government because public schools will be forced to improve if they have to compete for students, because
students should be able to have access to the best education possible, no matter where they live, and
because the future of our country depends on quality education for everyone.
Refining the thesis statement
After working on the paper and building an introduction, the thesis can always be reworded, or refined.
While the use of school vouchers is currently up to the discretion of the states with no interaction or
interference from the federal government, the country would be best served if the government would not
only recommend but encourage the use of vouchers.
Notice that the lines of argument are not articulated in this version of the thesis statement. If you’ve created
an outline or developed an explicit thesis and are sure where you’re going with the rest of the paper, this is
an acceptable way to approach the assignment. The obvious danger in this method is the temptation to
wander or stray off topic.
One way to curb that tendency is to go ahead and fully detail your plan for the paper in the thesis statement.
You may prefer this method even if you don’t tend to wander off track! Consider this version of our sample
thesis:
While the use of school vouchers is currently up to the discretion of the states with no interaction or
interference from the federal government, the country would be best served if the government would
encourage the use of vouchers; if more people used vouchers, public schools would be forced to improve
because they would be competing for students, students would have access to quality education, no matter
where they lived, and the future of our country depends on a quality education for all its citizens.
You’re probably thinking, “But that’s too long!” It is a long sentence, but it’s a grammatically correct
sentence. And really, a thesis doesn’t have to be just one sentence. A period could easily replace the semicolon after “vouchers” and before “if more people.” Sometimes for longer papers, a thesis paragraph is
perfectly appropriate.
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The bottom line is, keep your options open—develop a working thesis and then an explicit thesis to guide
you, but allow yourself the freedom to write the type of thesis that’s right for your writing assignment.
Think of the thesis statement as an umbrella shielding your whole paper. If a portion of your paper falls
outside the umbrella, either cut it out or extend the breadth of your umbrella.
More Information on Developing a Thesis
Adapted from Mr. Fleckenstein’s Research PowerPoint.
Characteristics of a Thesis
• Think of writing as a form of persuasion or argument.
– Prove and back up with support.
• Start general and narrow down.
• Thesis = basic stand you take, opinion you express, controlling/unifying idea, gives
direction to paper
• Every body paragraph must focus on proving the thesis.
• Create a “workable” thesis first, then reword after researching topic if needed.
• A thesis should be one single sentence towards end of the Introduction; it could be
more than one sentence.
Thesis Is:
Thesis Is Not:
• Specific
• Vague
• Argumentative
• General
• Detailed
• Fact
• Limited
• Title of Essay
• Provable
–
• Worded Precisely
How to Ride a bike.
• Announcement
–
I’m writing about…
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The Essay
“Talent alone cannot make a writer. There must be a
man behind the book.”
Ralph Waldo Emerson
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The TEXI Way to Write a Paragraph
The acronym:
T—Topic Sentence.
T introduces the body paragraph as well as what will be included in the
paragraph. It is the first point of the thesis statement.
E—Elaboration.
E elaborates upon the idea or insight and introduces the examples.
X—eXample 1
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc.
X—eXample 2
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc. (The second X may be optional, based upon whether or not it is
required for your essay.)
X—eXample 3
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc. (The third X may be optional, based upon whether or not it is required
for your essay.)
I—Illumination.
I is the “so what?” of the paragraph; the illumination of the paragraph gives
the reader the reason for sharing the information; it can clarify the topic
sentence, draw from other readings, share a personal experience, or be anything
else that assists in illuminating the “light bulb” above your reader’s head. It
provides a transition into the next paragraph as well. The illumination must
refer to your thesis and the T of the paragraph.
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Examples of TEXI paragraph writing
A. A persuasive essay
Thesis Statement:
Smoking in public places should be banned because of the health dangers
created for nonsmokers, the potential for accidental fire, and the extra
cleaning costs created for smoke-friendly businesses.
A (short!) TEXI paragraph that proves part of this thesis would look like this:
(T) The Declaration of Independence says that we have a right to life,
liberty, and the pursuit of happiness. (E) However, when that right to
happiness comes at the risk of others’ health, the issue requires a closer look.
(X) Each year, thousands of innocent nonsmokers are forced to breathe the
unfiltered smoke of millions of cigarettes in public places such as restaurants;
this smoke is damaging to their lungs and therefore harmful (“Smoke Out!”).
(I) Clearly, if smoking were banned from public places, those who choose not
to smoke would be able to live healthier lives, proving that a smoking ban is
necessary. (Transition) Indeed, many insurers agree with this conclusion
because in addition to the health dangers presented by smoking, there is also
an increased risk of accidental fire presented by careless smokers.
Of course, this is only a brief example; your T, E, X, and I can (and often should) contain
more than one sentence each. **Also, notice that the (X) of the paragraph also contains
an in-text citation for the source from which the example was taken! All of your out-ofclass essays will be documented as well.
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B. An analytical essay
Thesis statement:
In Olaudah Equiano’s The Interesting Narrative of the Life of Olaudah Equiano,
the use of many literary devices, including stories of his capture, the conditions of
the slave ship, and his own treatment by his captors, help to emphasize the
corrupt, violent world of slave trading and the author’s hatred for it.
**Note: In an analytical essay, the author’s name and the title of the work
should both appear within the thesis statement!
A TEXI paragraph that proves part of this thesis would look like this:
(T) Few people as small children have to experience life without their parents and
siblings. (E) Imagine, for a moment, a child being cruelly taken away from everyone he
knows and loves. It is almost too awful to imagine. (X) This experience, however, was all
too real for eleven-year-old Olaudah Equiano, for as he wrote, “Ere long it was my fate to
be thus attacked and carried off when none of the grown people were nigh. One day,
when all our people were gone out to their works as usual and only I and my dear sister
were left to mind the house, two men and a woman got over our walls, and in a moment
seized us both, and without giving us time to cry out or make resistance they stopped our
mouths and ran off with us into the nearest wood” (Equiano 53). (I) Clearly, this
terrifying event was awful for Equiano, and the author uses the horror the reader feels
over the child’s situation to highlight the inhumanity of the slave trade.
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A Model Five Paragraph Essay
1. INTRODUCTION
_______Use a hook or a catchy beginning to grab the reader’s attention.
Here are some ideas:
A thought-provoking question.
A direct quotation from the novel.
A general statement about the topic.
_______The thesis statement should explain in ONE sentence what the paper will prove. It will have three
main points.
_______Write the points of your thesis in the order of your body paragraphs.
TRANSITION
2. BODY PARAGRAPH #1 (Use TEXXXI as your guide).
T—Topic Sentence.
T introduces the body paragraph as well as what will be included in the
paragraph. It is the first point of the thesis statement.
E—Elaboration.
E elaborates upon the idea or insight and introduces the examples.
X—eXample 1
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc.
X—eXample 2
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc.
X—eXample 3
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc.
I—Illumination.
I is the “so what?” of the paragraph; the illumination of the paragraph gives
the reader the reason for sharing the information; it can clarify the topic
sentence, draw from other readings, share a personal experience, or be anything
else that assists in illuminating the “light bulb” above your reader’s head. It
provides a transition into the next paragraph as well. The illumination must
refer to your thesis and the T of the paragraph.
TRANSITION
3. BODY PARAGRAPH #2 (Use TEXXXI as your guide).
T—Topic Sentence.
T introduces the body paragraph as well as what will be included in the
paragraph. It is the first point of the thesis statement.
E—Elaboration.
E elaborates upon the idea or insight and introduces the examples.
X—eXample 1
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc.
21
X—eXample 2
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc.
X—eXample 3
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc.
I—Illumination.
I is the “so what?” of the paragraph; the illumination of the paragraph gives
the reader the reason for sharing the information; it can clarify the topic
sentence, draw from other readings, share a personal experience, or be anything
else that assists in illuminating the “light bulb” above your reader’s head. It
provides a transition into the next paragraph as well. The illumination must
refer to your thesis and the T of the paragraph.
TRANSITION
4. BODY PARAGRAPH #3 (Use TEXXXI as your guide).
T—Topic Sentence.
T introduces the body paragraph as well as what will be included in the
paragraph. It is the first point of the thesis statement.
E—Elaboration.
E elaborates upon the idea or insight and introduces the examples.
X—eXample 1
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc.
X—eXample 2
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc.
X—eXample 3
X is a text eXample that proves the idea or insight of the E of the paragraph. It
can be a direct quotation from a book, your summary of events in a book or
story, etc.
I—Illumination.
I is the “so what?” of the paragraph; the illumination of the paragraph gives
the reader the reason for sharing the information; it can clarify the topic
sentence, draw from other readings, share a personal experience, or be anything
else that assists in illuminating the “light bulb” above your reader’s head. It
provides a transition into the next paragraph as well. The illumination must
refer to your thesis and the T of the paragraph.
5. CONCLUSION
_______Rewrite the thesis using different words.
_______Briefly discuss how the thesis was proven.
22
Student Sample Literary Analysis Essay #1: MLA STYLE
TEXXXI Highlighted
Anonymous
Ms. Teacher
English 10
January 22, 2007
Elements of Character in Oedipus Rex
Topic Sentence
In every known epic, the events and actions of the characters may take many
major twists and turns that will make your emotions churn. Sophocles’ Oedipus Rex
provides an excellent example of the element of character from Aristotle’s Poetics,
Thesis:
With
4 points
showing that its characters are good, properly behaved, true to life, and consistently
inconsistent.
T
In each epic you read, the main character will act morally. In most cases, the main
character is a hero who is trying to achieve happiness for everyone around him.
X
E
Sophocles demonstrates this concept in Oedipus Rex. Oedipus acts ethically when he
assures his people that he will do all he can to exile the murderer of Liaus and do away
X
with the plague. He also acts honorably when he leaves Corinth because he is supposed to
kill his father and marry his mother, and Oedipus does not want to do this (Sophocles
I
312-313). Clearly, Sophocles has Oedipus establish himself as a moral character through
his actions, saving the people of Thebes first from the Sphinx and then from himself.
Transition
However, according to Aristotle, in addition to being good, a character must also behave
with propriety.
23
E
T
The Greeks thought that everyone was to act their part. Women were not
supposed to be brave or extremely smart; men were supposed to be courageous; kings
X
were to act kingly towards their subjects, and the same was expected of queens. In
Oedipus Rex, this element is demonstrated when Laius and Jocasta decided to have
X
Oedipus killed to avoid the horrible fate. In addition, it is also shown when the Shepard
does not carry out the order to kill Oedipus, and instead, he saves the healthy baby boy
I
(Sophocles 351-354). Sophocles indeed sees eye-to-eye with Aristotle concerning the fate
of the characters being properly behaved. Sophocles exhibits this by Laius and Jocasta
trying to avoid the horrendous fate and when the shepherd saves Oedipus. Besides acting
Transition
properly, the characters were to be true to life.
T
The readers of this epic expected the actions of the characters to be a deed
E
someone in reality would perform. The characters were to carry out genuine actions. If
X
the actions were not realistic ones, it would create a fictional appearance. For example,
after Oedipus realized the truth, he wanted to be exiled from Thebes so that his people
X
would no longer suffer. Also, he asked Creon to prepare a proper funeral for Jocasta, and
I
Oedipus asked Creon to look after his daughters (Sophocles 364). Evidently, Sophocles
expresses the belief that the characters should be true to life through Oedipus asking to be
exiled and asking Creon to take care of his daughters and provide Jocasta with a proper
Transition
funeral. Furthermore, Aristotle thought that the characters ought to be consistently
inconsistent.
T
E
It was expected that the events would cause the characters’ actions to
change. Their responses must follow a specific pattern, where one reaction follows
X
another consistently. This is evident in Oedipus Rex when the readers see Oedipus acting
24
like an amazing human being, and then he is angered by an event and has murderous
X
rage. For example, he acts noble when he solves the riddle of the Sphinx, but then he acts
sinful when he screams at Tiresias because he will not tell what he knows (Sophocles
I
319). Undoubtedly, Sophocles portrays the element of being consistently inconsistent in
his epic via Oedipus being noble by solving the riddle of the sphinx and then screaming
at Tiresias.
In conclusion, Sophocles modeled Oedipus Rex off of Aristotle’s element of
character, from Poetics. Through both texts, the authors portray characters as good,
properly behaved, true to life, and consistently inconsistent.
25
Student Sample Literary Analysis Essay #2: MLA STYLE
Anonymous
Ms. Teacher
English 10
January 22, 2007
Analysis of Poetics and Oedipus Rex
“In the area of human life the honors and rewards fall to those who show their good
qualities.” (Aristotle). This quote spoken by Aristotle describes that when on e expresses
good qualities such as those in Greek mythology one will find pride and honor.
Sophocles has created many fabulous works of all genres including the most famous
tragedy Oedipus Rex. This work provides an excellent example of all the elements of
character from Aristotle’s Poetics showing that its characters are good, properly behaved,
true to life, and consistently inconsistent.
In today’s society, violence, rape, and death are widespread throughout vast
communities. Many heroic deeds have been performed to better or even save the lives of
those around them. The Greeks believed that every character (main or minor) should be
good. By good, Aristotle means they must show, or take part in a good endeavor. The
story of Oedipus Rex starts out with a messenger retrieving a baby Oedipus on a
mountain top. He makes the heroic move to take the baby from the mountaintop, and
bring him to the palace of Corinth. Here King Polybus takes baby Oedipus to let him live
a good life in the palace (Sophocles 304). This situation gives the messenger the role of a
noble and honorable man while portraying the quality of a good character.
26
Being true and realistic are important qualities to sustain when you are dealing
with the drama of every day life. In Greek mythology, characters are expressed to be true
to life just like us. In Oedipus Rex, Oedipus is given a prophecy that he will kill his father
and sleep with his mother. Both of prediction ends up coming true without Oedipus
knowing that he killed his father, and the lady he slept with was his mother. Eventually
Oedipus finds out about all the madness and realizes that his fate has come true. In spite
of not knowing or realizing his (Oedipus’) fate he continues throughout the story to
search for the murder mystery behind King Laius (Sophocles 360). Oedipus’ real life has
finally set in, and the journey of wondering has come to an end. Many people today often
harm themselves as a result of something terrible that has happened to them in their lives.
In this story Jocasta who is the mother of Oedipus hangs herself and dies. When Oedipus
hears this news he stabs his eyes out (Sophocles 361). The quality of being true to life
was achieved by Oedipus when he discovers the mystery of his life, and what eventually
will occur as a result.
Disregarding present day behavior Aristotle stated that a men and women must
behave properly. In most epics the men are expected to show valor and cleverness.
Although women today show knowledge and determination Aristotle believed they must
not show any of those qualities within his stories. Nothing is any different in this epic
Oedipus Rex. There is no exact example that shows proper behavior of both men and
women. The whole story is based off the way Aristotle and Sophocles along with others
in Greek mythology feel when it comes to men being the brave and smart ones. Nowhere
in the story does it show women saving a city, becoming a queen, or gaining the role of a
heroine. Jocasta is one of the few women in the story. She hangs herself and dies as a
27
result (Sophocles 357). This shows that women weren’t expressed to having any
knowledge of any kind. In this epic that role is left to the men.
People today are often either consistent or inconsistent with what they do.
Aristotle however has made the characters from his epics consistent with their
inconsistencies. Throughout Oedipus Rex there is are many characters who are consistent
with their inconsistencies including the main character, Oedipus. In the story, Oedipus
becomes enraged with Tiresias, the blind seer, over the murder of King Laius. Moments
before this brawl occurred, Oedipus agreed to help save the city from a deadly plague
(Sophocles 320-323). Odeipus is strongly consistent with his inconsistencies dealing with
his rage. One minute he is happy, but the next he wants to start a fight with someone. He
keeps this up throughout the story. He has many other moments in this epic where he is
inconsistent which aids in the major flaw he expresses.
The elements of character from Aristotle’s Poetics can be seen throughout
Sophocles’s Oedipus Rex. Elements showing that its characters are good such as the
messenger, properly behaved the way the men and women should be, true to life, and
finally showing the consistency of being inconsistent like Oedipus are shown throughout
this epic. As you can see, Aristotle’s quote is proven true with this one epic. Rewards
come along with those who show their good character qualities; for Oedipus, though,
these rewards came later in life.
28
PERSUASIVE WRITING? WHAT IS IT? A QUICK REVIEW
In persuasive writing, a writer is trying to convince readers agree with his or her
point of view. To sway your reader, you must first consider your audience. Are
you writing for your peers? Your teachers? Both? This will help you to choose
your best method of persuasion. There are two main types of writing in this mode.
In the first, you choose a position on a topic and then use facts and examples to
prove your point. The second, called analytical writing, is when doing you are
analyzing a piece of literature and using examples from the text to prove your
view of the work to be the correct one.
SAMPLE PROMPT:
“Failure is often a better teacher than success.” As someone who has experienced
both, write a letter to a younger student either agreeing or disagreeing with this
statement.
TIPS FOR SUCCESS:
PREWRITING
• Choose a side; then brainstorm some ideas.
• Use a graphic organizer to plan your attack.
FOCUS
• Create a strong thesis statement that clearly states the idea you are
promoting; include this in your paragraph.
CONTENT
• Use statistics, facts, anecdotes, etc. to support your thesis.
• Avoid fallacies.
• Write in the third person point of view—“I think” or “I believe” makes your
paper appear based upon opinions, not facts.
ORGANIZATION
• Again, separate paragraphs must be used, including an introduction and a
conclusion.
• To create the body of your paper, TEXI paragraphs are the best choice for
persuasive essays.
STYLE
• Loaded words are helpful for persuasion.
CONVENTIONS
• Proofread considering grammar, mechanics, spelling, punctuation, usage, etc.
29
PSSA Writing Assessment
Benchmarks
“One writes to make a home for oneself, on paper, in
time, in others’ minds.”
Alfred Kazin
30
Administration of the Writing Assessment Benchmarks at Norwin
Introduction
Students will be given two class periods to read the prompt, brainstorm, write, and
proofread their written response. Students should complete the writing prompt on the
first day and complete the multiple-choice questions on the second day. Dictionaries,
thesauruses, and electronic spell checkers are not permitted.
Although the Pennsylvania Department of Education has recently changed the scoring
to reflect a holistic measure, we will continue to use the Pennsylvania Domain
Scoring Rubric. This scoring rubric gives a more detailed description of students’
strengths and weaknesses. Students should be familiar with this rubric prior to the
assessment. Students should have access to the Domain Scoring Rubric during the
assessment.
Prompt Administration Timeline
Students in grades 7-12 will be assessed once in the persuasive and once in the
informative modes at the end of the first and second grading period and before the
PSSA Writing Assessment, which occurs in February. Teachers may choose to
administer additional writing prompt assessments to students. Data will be collected
and discussed only during the fall and winter prompt administration.
31
Standards Assessed on the PSSA Writing Test
Taken directly from the 2006-2007 Pennsylvania Writing Handbook
Grade 8: Quality of Writing
1.5.8.A
Write with a sharp, distinct focus.
• Identify topic, task, and audience.
• Establish a single point of view.
1.5.8.B
Write using well-developed content appropriate for the topic.
• Gather, determine validity and reliability of, and organize information.
• Employ the most effective format for purpose and audience.
• Write paragraphs that have details and information specific to the topic and relevant
to the focus.
1.5.8.C
Write with controlled and/or subtle organization
• Sustain a logical order within sentences and between paragraphs using meaningful
transitions.
• Establish topic and purpose in the introduction.
• Reiterate the topic and purpose in the conclusion.
1.5.8.D
Write with an understanding of the stylistic aspects of composition.
• Use different types and lengths of sentences.
• Use tone and voice through the use of precise language.
1.5.8.E
Revise writing after rethinking logic of organization and rechecking central idea,
content, paragraph development, level of detail, style, tone, and word choice.
1.5.8.F
Edit writing using the conventions of language.
Spell common, frequently used words correctly.
Use capital letters correctly.
Punctuate correctly (periods, exclamation points, question marks, commas,
quotation marks, apostrophes, colons, semicolons, parentheses).
Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions,
and interjections properly.
Use complete sentences (simple, compound, complex, declarative,
interrogative, exclamatory, and imperative).
32
Grade 11: Quality of Writing
1.5.11.A
Write with a sharp, distinct focus.
• Identify topic, task, and audience.
• Establish a single point of view.
1.5.11.B
Write using well-developed content appropriate for the topic.
• Gather, determine validity and reliability of, and organize information.
• Employ the most effective format for purpose and audience.
• Write paragraphs that have details and information specific to the topic and relevant
to the focus.
1.5.11.C
Write with controlled and/or subtle organization
• Sustain a logical order throughout the piece.
• Include an effective introduction and conclusion.
1.5.11.D
Write with a command of the stylistic aspects of composition.
• Use different types and lengths of sentences.
• Use precise language.
1.5.11.E
Revise writing to improve style, word choice, and sentence subtlety of meaning after
rethinking how questions of purpose, audience, and genre have been addressed.
1.511.F
Edit writing using the conventions of language.
Spell common, frequently used words correctly.
Use capital letters correctly.
Punctuate correctly (periods, exclamation points, question marks, commas,
quotation marks, apostrophes, colons, semicolons, parentheses, hyphens,
brackets, ellipses).
Use nouns, pronouns, verbs, adjectives, adverbs, conjunctions, prepositions,
and interjections properly.
Use complete sentences (simple, compound, complex, declarative,
interrogative, exclamatory, and imperative).
To access the Pennsylvania Writing Handbook, click on the link below:
http://www.pde.state.pa.us/a_and_t/lib/a_and_t/20062007WritingAssessmentHandbook.pdf
33
How Your Writing Assessment is Scored at Norwin
Grades 7-8
Writing Prompt Section:
DOMAIN (Focus, Content, Organization, Style, Conventions)
1 Prompt @ 4 points per each area above =20 points = 20 points
Multiple-Choice Section:
CONVENTIONS SECTION
20 multiple-choice items @ 1 point each =20 points
TOTAL SCORE
Domain points + Conventions points (20 + 20) = 40 Total Points
Domain
20/40=50% of total score
Conventions
20/40=50% of total score
Grades 9-12
Writing Prompt Section:
DOMAIN (Focus, Content, Organization, Style, Conventions)
1 Prompt @ 4 points per each area above =20 points x 2= 40 points
Multiple-Choice Section:
CONVENTIONS SECTION
20 multiple-choice items @ 1 point each =20 points
TOTAL SCORE
Domain points + Conventions points (40 + 20) = 60 Total Points
Domain
40/60=67% of total score
Conventions
20/60=33% of total score
34
PENNSYLVANIA WRITING ASSESSMENT DOMAIN SCORING GUIDE
FOCUS
The single controlling point
made with an awareness of
task (mode) about a specific
topic.
CONTENT
The presence of ideas
developed through facts,
examples, anecdotes, details,
opinions, statistics, reasons
and/or explanations.
ORGANIZATION
The order developed and
sustained within and across
paragraphs using transitional
devices including introduction
and conclusion.
STYLE
CONVENTIONS
The choice, use and
arrangement of words and
sentence structures that create
tone and voice.
4
Substantial, specific and/or
Sharp, distinct controlling
Sophisticated arrangement of
illustrative content
point made about a single topic
content evident and/or subtle
demonstrating strong
with evident awareness of task
development and sophisticated transitions
(mode)
ideas
3
Apparent point made about a
single topic with sufficient
awareness of task (mode)
2
Confused or inconsistent
Limited word choice and
No apparent point but evidence Limited content with inadequate
arrangement of content with or control of sentence structures
of a specific topic
elaboration or explanation
without attempts at transition
that inhibit voice and tone
1
Minimal variety in word
choice and minimal control of
sentence structures
Minimal evidence of a topic
Sufficiently developed content
with adequate elaboration or
explanation
Superficial and/or minimal
content
Functional arrangement of
content that sustains a logical
order with some evidence of
transitions
Minimal control of content
arrangement
Precise, illustrative use of a
variety of words and sentence
structures to create consistent
writer's voice and tone
appropriate to audience
Generic use of a variety of
words and sentence structures
that may or may not create
writer's voice and tone
appropriate to audience
NON-SCORABLE
0
• Is illegible; i.e., includes so many indecipherable words that no sense can be made of the
response
• Is incoherent; i.e., words are legible but syntax is so garbled that response makes no sense
• Is insufficient; i.e., does not include enough to assess domains adequately
• Is a blank paper
The use of grammar,
mechanics, spelling, usage and
sentence formation.
Evident control of grammar,
mechanics, spelling, usage and
sentence formation
Sufficient control of grammar,
mechanics, spelling, usage and
sentence formation
Limited control of grammar,
mechanics, spelling, usage and
sentence formation
Minimal control of grammar,
mechanics, spelling, usage and
sentence formation
OFF-PROMPT
•
Is readable but did not respond to prompt
35
The Research Paper
"The good writer seems to be writing about himself, but has
his eye always on that thread of the Universe which runs
through himself and all things."
Ralph Waldo Emerson
36
Types of Research at Each Grade Level in English Classrooms
Grade 7 (Language Arts)
All students in seventh grade will write an informative research paper. This five
paragraph paper will follow the Norwin School District adopted five-paragraph essay
format.
During the research unit, students will be required to follow the MLA structure for their
final typed research paper, including an outline, body, and works cited page. In addition,
students will be required to document Internet sources by using both MLA parenthetical
documentation and a works cited page.
Students will learn about plagiarism and how to properly evaluate Internet resources.
Grade 8 (Communications I)
All students in eighth grade will write a persuasive research paper. The five-paragraph
paper will follow the Norwin School District adopted five-paragraph essay format.
During the research unit, students will have an opportunity to practice MLA parenthetical
documentation and follow the MLA structure for their final typed research paper.
Students will be required to document an Internet source and a book using MLA
parenthetical documentation inside the body of the paper and in the works cited page.
During the research unit, students will also learn how to document a journal article, but
not be required to include this as a source in their research paper. A review of plagiarism
will also be conducted and will include an introduction to www.turnitin.com
Grade 9
All students in ninth grade will write an informative research paper with a focus on a
historical “mockingbird” figure while integrating the themes and text of the novel To Kill
a Mockingbird. The five-paragraph paper will follow the Norwin School District adopted
five-paragraph essay format.
During the research unit, students will be expected to use proper MLA parenthetical
documentation and follow the MLA structure for their final typed research paper.
Students will be required to document an additional two sources, not including the novel,
using MLA parenthetical documentation inside the body of the paper and in the works
cited page. A review of plagiarism will also be conducted before students submit their
essay through www.turnitin.com.
37
Grade 10
All students in tenth grade will compose an argumentative research paper concerning
current societal problem. The paper should NOT be the SAME subject matter as their
“Graduation Paper.” The three page paper must be typed and follow standard MLA
format.
Students are required to use and cite four total sources (three different types of sources)
according to MLA format. From these sources, students must implement research
through direct and indirect quotations and in-text and parenthetical citations. All papers
will be submitted through www.turnitin.com to prevent recycling of the intellectual
property of a student writer by another student.
Grade 11
All students in eleventh grade will write an argumentative research paper which fulfills
the proposal component for the Norwin School District Graduation Project. This paper
must be five pages in length with at least five sources cited using MLA parenthetical
documentation. Students may choose the topic per teacher approval.
During the research unit, students will review the MLA parenthetical documentation and
be required to follow the MLA structure for the final copy of the paper.
All papers will be submitted via www.turnitin.com. Please see the District’s plagiarism
policy for a more detailed explanation.
Grade 12
All students in English 12 will write an informative research paper about a career path
they may be interested in pursuing. The paper will follow the Norwin School District
adopted five-paragraph essay format.
During the research unit students will follow MLA parenthetical documentation and
structure when typing their final draft.
Students will be required to document at least one Internet source and one other type of
reference on a works cited page.
Students will be required to submit their final paper to www.turnitin.com for plagiarism
analysis.
# paragraphs/
pages
# sources
Type of sources
Grade 7
5 Paragraphs
Grade 8
5 Paragraphs
Grade 9
2 – 3 pages
Grade 10
3 – 5 pages
Grade 11
5 Pages
Grade 12
Determined by teacher
1
2
Internet
Book
(Teach journal)
Persuasive
3
Novel + 2
additional
3
As determined
by teacher
5
As determined
by teacher
2
Internet and one other
Informational:
Historical
(Civil Rights
Movement or
Depression Era)
Thesis:
Argumentative:
Problems in
Society
Thesis:
Graduation
Project
Career Research
Internet
Topic
Informational
38
Topic Selection
(Taken from Mr. Fleckenstein’s PowerPoint)
You have to select a topic that interests you, is consistent with the purpose of the
assignment, is narrow enough for that project length, and is not too vague or general.
How do I begin?
First, review the assignment. Does it call for a position paper, a comparison, or a solution
to a problem? Next, do some serious preliminary work. Read articles and books from
various sources to ensure there is enough research to support your topic. From
information gathered from the reading, make a rough outline of ideas or subtopics about
the topic. Think about what question(s) you want answered about the topic.
How do I narrow my topic?
Method 1:
Ask at least three to five searching questions about your general subject. A student who is
interested in football may ask:
1. How has the game changed since its inception?
2. How did football originate?
3. How has equipment changed?
Method 2:
Break the general subject into smaller parts by looking at it from different angles. A
student studying Islamic religion may look at “Islam and its beliefs about war.”
Concentrate on one thing rather then several subtopics. For example, if you are interested
in Medieval Life, focus on just the life of the king or knight.
Focus on a particular problem or aspect. As an example consider this as a focus: The
problem with Islam is not the religion, but the radical interpreters of the religion.
Method 3:
Many historical events such as the Treaty of Versailles are too complicated for one paper.
So, focus on a specific aspect or take an unusual approach.
For example:
1. Debate the validity of a selected few of Wilson’s Fourteen Points,
2. Analyze the major problems confronting the negotiators.
3. Assess the consequences of the dissatisfaction.
Note Taking Resources
A general note taking template follows. Please see your teacher for additional resource
specific templates.
39
Name:__________________________
o
Research Notes
(source): GENERIC
Author(s):___________________________________________________
___________________________________________________
Title of work:__________________________________________________
Article Title:___________________________________________________
Publisher:_____________________________________________________
Editor:_______________________________________________________
City Published:_________________________________________________
Year Published:_________________________________________________
Volume Number:_________________________________________________
Pages #’s:______________________________________________________
Date Accessed (if online):_________________________________________
Institution Associated With:_______________________________________
(Harvard, MSN, etc.)
Website address:________________________________________________
( “quote” and page #)
o
o
o
40
Basic Differences of APA and MLA Formats
Taken and adapted from:
Walker, Jimmy. "Basic Differences of APA and MLA Formats." Associated Content. 07 Nov.
2007. 18 May 2008 <http://www.associatedcontent.com>.
Citing your paper in Modern Language Association (MLA) or American Psychological
Association (APA) formats depend mostly on your chosen topic.
• APA style citations are used to cite writings that have a social science focus: Psychology,
Business, the Social Sciences, Economics, Medicine, and Criminal Justice and Law.
•
MLA style citations are used to cite writings that have humanities focus: Literature, Mass
Communications, Media Studies, etc.
Basic APA/MLA Differences
1. A paper written in MLA format has the author's name and page number displayed in the
top right corner of each page. In APA format, the first few words, usually the first three,
of the title with the page number runs on the top, right corner of each page.
2. In a MLA formatted paper, the author's name, both first and last name, is spelled out on
the bibliography page. In APA, only the last name of the author is spelled out while the
first name is an initial.
3. The in-text citation is slightly different. In MLA, the last name of the author and the page
number from which the reference was taken is displayed. In APA, the last name and the
year of publication are consistently displayed (separated by a comma).
4. The title in MLA and APA style formats has differences in its capitalization. In APA,
only the first word of the title is capitalized. In MLA, all the major words of the title are
capitalized.
5. The source page that lists the bibliography information is called "Works Cited" in MLA
and "References" in APA format. The source page should be the last page of the paper.
"Works Cited" and "References" must be centered in both formats.
The differences between MLA and APA citation formats are minor. But writing in either format
will ensure that papers are properly cited and the author's chances of plagiarizing are reduced.
There are several websites available, via the popular search engines, which give detailed
requirements for both APA and MLA style formats.
For help with formatting your citations, refer to the following two sections or use
one of the online resources listed at the end of this Style Manual and Writing
Handbook.
41
USING MLA Style
(Modern Language Association)
Works Cited Sample Entries
BOOKS
One Author
Budden, Julian. The Operas of Verdi. Rev. ed. 3 vols. Oxford: Claredon, 1992.
Fuyama, Francis. Our Posthuman Future: Consequences of the Biotechnology Revolution. New
York: Farrar, 2002.
Two or Three Authors
Abbey, Meg and Brian F. Scottman. The Rise of the British Flag. Cambridge: Harvard University
Press,
1986.
Ryan, Linda, Justin McDonald, and Saul Belture. Life in Pictures. New York: Random House,
2006.
Four or More Authors
Sheritan, Moran D. et al. The Making of a Legend. Chicago: U of Chicago, 2005.
Editor
Shelby, Scott, ed. Money Does Not Grow on Trees. Massachusetts: Pilgram Press, 2001.
Author and Editor
Thoreau, Henry David. Selected Essays. Ed. Charles Boder. New York: Merriam Press, 1967.
Essay or Chapter in a Book
Sturm, Caroline, T. “Shakespeare’s Imagery in Othello.” Criticism of British Literature. Ed. Terry
Eline.
Englewood Cliffs: Prentice Hall, 1982. 25-37.
42
PERIODICALS/JOURNALS
Article from a Periodical with Author
Jerrison, Mary P. “The Effects of Bulimia.” Glamour 10 May 2005: 35-37.
Article from a Periodical No Author
“When the Soldiers Came Marching Home.” Time 15 July 2004: 23-35.
Article from a Newspaper with Author
Mouseau, Harry. “The Price They Paid for Freedom.” Washington Post 10 May 2001: 4.
Article from a Newspaper No Author
“The Price They Paid for Freedom.” Washington Post 10 May 2001: 4.
Editorial
“The Age of Illusion.” Editorial. The New York Times. 17 November 1997: 10+.
INTERNET
Website with Author
Bitel, Lisa M. “St. Brigit of Ireland: From Saint to Fertility Goddess.” Matrix. Boston Coll. 23 Jan.
2002 <http://matrix.bc.edu/commentaria/bitel01.html>.
Website No Author
“City Profile: San Francisco.” CNN.com. 2002. Cable News Network. 14 May 2002
<http://www.cnn.com/TRAVEL/atevo/city/SanFranciso/intro.html>.
“Symbiosis.” UCMP Glossary. 1 May 2002. U of California Museum of Paleontology, Berkeley.
15 May 2002 <http://www.ucmp.berkeley.edu/glossary/gloss5ecol.html>.
ARTICLE FROM InfoTrac
With Author
Mauch, Thomas H. “Researcher Identify Alzheimer’s Enzyme Inhibitor.” Los Angeles Times 13
Apr. 2000: B2. InfoTrac Custom Newspapers. Gale Group Databases. Norwin High School
Lib., PA. 18 Apr. 2000.
43
No Author
“Pennsylvania State Agencies Finalize Plan to Monitor for West Nile Virus.” PR Newswire 7 Apr.
2000. InfoTrac OneFile Gale Group Databases. College of San Mateo Lib., CA. 18 June 2000
<http://www.infotrac.galegroup.com>.
OTHER SOURCES
Interview
Bush, George. Personal interview. 27 January 2003.
44
Sample Works Cited Examples
Website Title
(top of page)
Websites:
Article Title
Website Link
(with author/ creator)
Date Site
Created/ Updated
Adams, Christopher. “Weapons of Middle Ages.” Medieval Times. 22 Aug. 2004. The
Smithsonian. 14 Apr. 2005. <www.smithsonian.org/medievaltimes.html>.
Author
Institution or
Site Sponsor
Date Accessed
Web Address
(with no author/ creator)
“Weapons of Middle Ages.” Medieval Times. 22 Aug. 2004. The Smithsonian. 14 Apr. 2005.
<www.smithsonian.org/medievaltimes.html>.
Magazine Title
Article Title
(SIRS Discoverer):
(source)
Date of
Magazine
Pages in Magazine
Miller, Claire. “Prickly Prowlers.” Ranger Rick Magazine 13 June 2003: 22-27. SIRS
Author
Discoverer. Power Library. Norwin HS Library. Irwin, PA. 14 Apr. 2005 Key words:
animal friends.
Date Accessed
Database Used
Accessed Through
Location Accessed
Magazine Title
(EBSCO article)
Article Title
(source)
Date of
Magazine
Pages in Magazine
or Newspaper
Nieman, David. “Does Exercise Help?” Reader’s Digest 6 Jan. 2001: 13-17. Masterfile
Author
Premier. EBSCO. Norwin HS, Irwin, PA. 14 Apr. 2005. Keywords: exercise and
health.
Database Used
Location Accessed
Date Accessed
Words Searched
45
Website Works Cited Example
Works Cited
(sample entry for below website)
MSNBC.com. “Did Marine Murder Iraqis? Hearing to Weigh Evidence.” 26 Apr.
2005. MSN. 14 May 2005. <http://www.msnbc.msn.com/id/7640703/>.
Web Site Title
Date Accessed
Article Title
MSNBC.com
Did Marine murder Iraqis? Hearing to weigh evidence
Charge came from soldier, but he claims he felt prisoners would attack
The Associated Press
Updated: 11:42 a.m. ET April 26, 2005
Author (AP leave blank)
Published Date
RALEIGH, N.C. - A former Wall Street trader who rejoined the Marines after the Sept. 11
attacks is now faced with the consequences of another choice — the split-second decision he
made in a combat zone.
Defense attorneys for 2nd Lt. Ilario Pantano and military prosecutors agree that the Marine
shot and killed two Iraqis last year in a search for a terrorist hideout. But they do not agree
on circumstances surrounding the shootings.
Defense attorneys say Pantano was doing his job. Prosecutors say it was murder, and were
expected to present their evidence at a preliminary hearing set to begin Tuesday at Camp
Lejeune...
…The case has stirred debate on whether troops should be second-guessed for decisions
made in fleeting seconds of combat.
© 2005 The Associated Press. All rights reserved. This material may not be published,
broadcast, rewritten or redistributed.
© 2005 MSNBC.com
Date Site Updated
URL: http://www.msnbc.msn.com/id/7640703/
Web Site Address
<www.address.com>.
Institution/ Site Sponsor
46
In-Text Citations
(Taken from Mr. Fleckenstein’s PowerPoint from English A El Camino College)
What is a quotation?
A quotation, often called a “quote” for short, is a word or group of words taken from an essay,
article, or book written by someone else and incorporated into your essay/paper. To show that
these words are not your own but borrowed from someone else, you enclose the words in
quotation marks. “ ”
How do I incorporate quotes in an essay/paper?
Using quotes effectively in your papers lends support and authority to the points you make.
There are a number of methods for incorporating quotes effectively and smoothly. Wherever you
quote material, it should be enclosed in quotation marks and the source of the quote should be
indicated.
Examples:
Parenthetical Documentation:
•
Direct Quote
“China is rapidly becoming increasingly domineering in its government” (Davis 2).
•
Paraphrase
China’s government is tightening its grip on the people (Davis 2).
In-Text Documentation:
According to Alfred Davis, author of Crimes against Humanity, “China is rapidly
becoming increasingly domineering in its government” (2).
What are some things to avoid?
Dropped Quotes are one thing to avoid in your paper. A dropped quote is a term used to describe
quoted material that in not incorporated smoothly into the text of a paper.
Example:
In his article, “Why We Should Legalize Drugs,” Ben Roe describes the huge sums of money to
be made in illegal drugs as “has a far more powerful effect to increase substance abuse than any
enforcement program can possibly do to constrain that usage” (54).
This is grammatically incorrect.
A better way to write this quote would be:
In his article, “Why We Should Legalize Drugs,” Ben Roe describes the huge sums of money to
be made in illegal drugs as having “a far more powerful effect to increase substance abuse than
any enforcement program can possibly do to constrain that usage” (54).
Another thing to avoid is a quote that has no context and contains a pronoun with no antecedent.
47
Example:
“What I am insisting much not be done is to legalize murder or suicide for the motive of mercy”
(Morris 47).
In this quote, the reader has no idea about the subject (“I”).
A better way to write this quote is:
Frank Morris sums up the anti-euthanasia position by saying, “What I am insisting much not be
done is to legalize murder or suicide for the motive of mercy” (47).
How do I document a source that has not author?
Example:
Over the past fifty-five years, there have been some major changes in the amount of television
Americans watch. In the United States in1948, there were about a hundred television sets
(Taking Sides in the Media).
How do I incorporate a very long quote into my paper?
If a direct quote is four or more typed lines, you should introduce the quote with an informative
sentence and format as shown in the example below.
colon
Even after all this has been concluded, the amount of violence has not decreased, in many cases
it has increased. Dr. John Nelson once stated:
If 2,888 out of 3,000 studies show that TV violence is a casual factor in real-life
mayhem, it’s a public health problem. Television violence is
Two Tabs
out of control in our society and the public must intervene in order to curve such
violence from happening. Sitting back and doing nothing will
No Tab
only cause the violence to escalate. (29)
Period First,
then parentheses
Society must get involved if the violence is to be decreased. Every person who watches the
violence has a duty to change what they feel is overexposure. Violence on television is
corrupting the morals of our children today.
Not only is the amount of violence overwhelming, but the amount of television children
is staggering….
48
Formatting your Research
Paper Using MLA
Anonymous 49
Header
Anonymous
Mr. Fleckenstein
English 10
14 April 2005
Double Spaced
Centered Title
No BOLD, Underline
Double Spaced
Television’s Corruption of Today’s Morals
Fifty-years ago, the neighborhood would have been filled with children playing and
mothers in the yard, doing some gardening. Now, the neighborhood is silent, except for the
buzzing and low whispers coming from the television sets that most children are in their house
watching. Over the past fifty-five years, there have been some major changes in the amount of
television Americans watch. In the United States in1948, there were about a hundred television
sets (Alexander 9). Today, in the United States we have about one and a half television sets for
each household. On average Americans watch about 12,000 hours of television in a year, also
over 90 million people watch television everyday (9). Many people believe that this mediaproduced culture is not in any way a good sort of culture at all and is destroying individuality (3).
The media is feeding Americans daily with violence, sexual content, and an unhealthy body
image. In today’s high tech world, the media is playing a major role of the decline in morals
in the United States.
THESIS
In years past, many people have enjoyed leisurely walks though the park and going
shopping on the weekends. Although, these are still fun ways to spend free time, it is
increasingly clear that many people stay at home to watch television. This inactivity is
contributing to the obesity epidemic that the United States is having. In a recent study by
American Journal of Public Health, it was concluded that adults that average three hours
49
Anonymous 5
Works Cited
Alexander, Alison, and Jarice Hanson. Taking Sides: Mass Media and Society. 4th ed.
Guilford: Dushkin Group, 1997. 1-334.
Brown, Jane D. “Mass Media Influences on Sexuality.” Journal of Sex Research Feb.
2002: 42-46. EBSCO. Norwin High School, Irwin. 10 Dec. 2004. Keyword:
Media Influence.
Herr, Norman. The Sourcebook for Teaching Science: Strategies, Activities, and Internet
Resources. 2001. 11 Dec. 2004. http://www.csun.edu/~vceed002/
health/docs/tv&health.html.
Kim, Jae-Ha. "Thin May Be In, But There's A Limit to How Low Ideal Weights Can
Go." Chicago Sun-Times 8 July 2003. 11 Dec. 2004http://www.jaehakim.com/
articles/misc/features/sizes2.htm.
Stamps, Donald C., ed. The Full Life Study Bible-New International Version. Grand
Rapids, MI: The Zondervan Corporation, 1992. 117-121.
50
Student Name 1
Student Name
Class Name
Teacher Name
30 November 2007
The Truth Under the Bright Blue Vests
In 1997, Wal-Mart became the largest employer in the United States, with more
than 680,000 workers (Tierney and Krugman 4). Today, Wal-Mart employs more than
1.6 million people (Bernstein 2). Despite its success in the number of people they
employ, Wal-Mart is unsuccessful in treating their employees properly, or even legally.
While becoming a Wal-Mart associate may not be one’s dream job, the people who work
at Wal-Mart stores deserve to be treated under the same moral standards and labor laws
as employees at other companies. Forcing their associates to wear those hideous blue
vests and cheesy, impersonal grins that match the one worn by their infamous cartoon
smiley-faced logo is not enough torture for Wal-Mart to impose onto their employees.
Wal-Mart stores treat their workers unfairly by paying them unjust wages,
discriminating against female employees, and breaking labor laws.
Wal-Mart employees are paid unjust wages. A full-time employee of Wal-Mart
does not earn enough money to live above poverty level. According to the Basic Family
Budget Calculator, the average 2-person family, in 2005, needed $27,948 to meet their
basic needs. However, based on their hourly salary of $9.68, the average Wal-Mart
associate’s annual wages in 2005 was a mere $17,114 (“The Real Facts”). With such a
drastic gap in what associates need to support themselves and what salary they actually
51
Student Name 2
make, it is not surprising to find that hundreds of thousands of Wal-Mart employees have
an income that is below poverty level (Bolton 1-2). Not only are these wages not nearly
enough for an associate to live off, the employees’ pay does not compensate for the
amount of work the employees must do and the demands Wal-Mart impose on their
workers. Wal-Mart under staffs their stores, forcing employees to do more work than
should be required of them. According to Ellen Israel Rosen, author of “How to Squeeze
More out of a Penny,” “Not only does Wal-Mart under staff its stores; when business is
slow, management also cuts hours” (253). Therefore, the employees, who don’t earn
enough salary as is, are having their hours cut, thus cutting their earnings. On top of that,
the employees who are working must do the work of the employees whose hours have
been cut, making the job of the already low-paid working employees more strenuous and
demanding. Ellen Rosen also details Wal-Mart’s practices after laying off their
employees. She explains, “The remaining staff must work faster because they must tend
to more machines or produce more per hour for the same rate of pay” (258). Such
practices seem absurd, because in most business situations, more work results in a higher
salary. Clearly, Wal-Mart feels differently based on the ways they exploit their
employees. One can see how Wal-Mart affords to save the shopper a few pennies on
some select items: at the cost of their own employees. Brian Bolton of Sojourners
Magazine acclaims this fact, saying, “Lower prices equal lower wages” (1).
Along with paying their employees unjust wages, Wal-Mart also discriminates
against their female employees. In a society where women are seen as equal contributors
and valuable assets, such claims seem unreasonable. The proof is first found in the
52
Student Name 3
number of females Wal-Mart employs. According to Fortune magazine, a California
Plaintiff’s case against Wal-Mart stated, “as Wal-Mart ‘associate’ rank increases, the
number of female employees decreases” (Bolton 1). Along with the low number of
female employees, Wal-Mart’s discrimination against women is found in their paychecks.
Brad Seligman, author of “Patriarchy at the Checkout Counter: The Dukes v. Wal-Mart
Stores, Inc., Class Action Suit,” supported this claim by saying, “Since at least 1997,
female employees of Wal-Mart Stores have been paid less than comparable male
employees in every year and in every Wal-Mart region despite having, on average, higher
performance ratings and more seniority” (236). Similarly, according to Richard Drogin,
Ph. D., author of “Statistical Analysis of Gender Patterns in Wal-Mart Workforce,”
female hourly employees also earned, on average, $1,100 less in the year 2001 than their
male counterparts (“The Real Facts”). These unfair wage differences between male and
female employees illustrate Wal-Mart’s discrimination practices. The proof of this illegal
preferential treatment carries on to the management positions as well. Dr. Richard
Drogin also confirmed that, like the hourly employees, female managers in 2001
averaged earnings $14,500 less than their male counterparts ( “The Real Facts”). Brad
Seligman also acknowledged how Wal-Mart “substantially lagged behind its twenty top
competitors in the percentage of women in management. [In 1999] the percentage of
female managers at Wal-Mart was less than the average at it competitors in 1975”
(Seligman 239). The inequality Wal-Mart displays between men and women has even
taken Wal-Mart to court. In Wal-Mart’s case, where they defended against lead plaintiff
Betty Dukes and five other women, the court found Wal-Mart guilty of:
53
Student Name 4
1. significant evidence of companywide corporate practices and policies,
which include excessive subjectivity in personnel decisions, gender
stereotyping, and maintenance of strong corporate culture;
2. statistical evidence of gender disparities caused by discrimination; and
3. anecdotal evidence of gender bias. (Seligman 241)
The judge’s rulings reveal Wal-Mart’s unlawful, prejudice acts. Wal-Mart has
consistently mistreated female employees at all employment levels. The way Wal-Mart
treats their female employees reveals their discriminatory and unfair practices.
Wal-Mart breaks labor laws regarding their employees. Wal-Mart stores refuse to
pay their associates overtime wages. Ellen Rosen describes how Wal-Mart reacts to any
overtime recognition by saying, “A manager whose store has sent in a payroll with
overtime, which is against company policy, is named and shamed in front of the entire
audience” (257). Through this statement, Wal-Mart’s criminal acts are exposed not only
by having a company policy that illegalizes overtime wages, but also in publicly
disgracing their own store managers in front of their peers. Along with the crimes
regarding overtime, Wal-Mart breaks child labor laws. The New York Times reported in
January 2004 the drastic number of child labor laws broken by Wal-Mart. During only
one week in July 2000, out of 25,000 employees’ records, there were 1,371 cases of
minors working too late, during school hours, or too many hours in a day. There were
also 60,767 missed breaks and 15,705 lost meal times (“The Real Facts”). Such startling
numbers reveal the corrupt employment system Wal-Mart is running. Again, Wal-Mart
faced another court case, this time regarding their labor law violations. According the
54
Student Name 5
January 12, 2006 issue of the Arkansas Democrat-Gazette, the plaintiff in a Pennsylvania
court, Dolores Hummel, alleged she “worked through breaks and after quitting time –
eight to 12 unpaid hours a month, on average – to meet Wal-Mart’s work demands”
(“The Real Facts”). Not only is it illegal for Wal-Mart to refuse to pay their employees
for the hours they work, but this case also connects back to Wal-Mart’s demands for their
employees, despite their low wages. Along with these labor law violations, Wal-Mart
management discourages unions for employees. Brian Bolton describes how one WalMart Super-Center reacted to such unionizing attempts:
Wal-Mart steers employees away from unions, resorting to extremes when
necessary. After Wal-Mart opened its first super centers nationwide, meat
workers, frustrated by low pay, lousy benefits, and abusive treatment,
voted themselves into the first successful union presence at Wal-Mart.
Wal-Mart responded by closing all of its fresh-meat departments and
eliminating those jobs. (1)
Expediting such and extreme anti-union policy where jobs would be eliminated to
prevent employees from working under proper and a fair conditions proves how WalMart exploits their employees. A February 2004 report by the Democratic Staff of the
Committee on Education and the Workforce shows that Wal-Mart violated labor laws in
the following ways: “illegally firing workers who attempt to organize a union, unlawful
surveillance, threats, and intimidation of employees who dare to speak out” (“The Real
Facts”). This report proves that, not only are Wal-Mart’s anti-union policies illicit, but
their practices regarding the treatment of their un-unionized workers are illegal as well.
55
Student Name 6
With no unions to protect them, Wal-Mart employees must suffer through these harsh
working conditions. It is not any wonder why Wal-Mart discourages unions so
passionately. With unionized workers, Wal-Mart would not be able to get away with
these labor law violations. Wal-Mart treats their employees unfairly – to the point of
breaking labor laws.
Through paying unjust wages, discrimination against female employees, and
breaking labor laws, Wal-Mart treats their employees unfairly and illegally. Such
practices should not be encouraged and allowing Wal-Mart to stay in business is a crime
in itself, because it is allowing the company to commit crimes against their employees.
Wal-Mart remains a business superpower because of their employees, yet they continue
to treat their workers horribly. Wal-Mart: a local, family-owned store from Rogers,
Arkansas (Tireney and Krugman 1) has turned into a big-box company who exploits their
employees.
56
Student Name 7
Works Cited
Bernstein, Aaron. "Declaring War on Walmart." Business Week 07 Feb. 2005. Master
File Premier. EBSCO host. Norwin HS Library, North Huntingdon, Pa. 06 Nov.
2007. Keyword: Walmart.
Bolton, Brian. "Where Would Jesus Shop? Not Walmart." Sojourners Magazine.
Sojourners Magazine. 05 Nov. 2007
<www.sojo.net/index.comf?action=magazine.article&issue.soj0402&article=0402
41c>.
Rosen, Ellen I. "How to Squeeze More out of a Penny." Walmart: the Face of 21st
Century Capitalism. Ed. Nelson Lichtenstein. New York City: The New P, 2006.
243-259.
Seligman, Brad. "Patriarchy At the Checkout Counter: The Dukes v. Walmart Stores,
Inc., Class-Action Suit." Walmart: the Face of 21st Century Capitalism. Ed.
Nelson Lichtenstein. New York City: The New P, 2006. 231-242.
"The Real Facts About Walmart." Wake Up Walmart: America's Campaign to Change
Walmart. 2005. United Food and Commercial Workers Internation Union. 06
Nov. 2007 <www.wakeupwalmart.com/facts>.
Tireney, John, and Paul Krugman. "Walmart: Good or Evil?" New York Times Upfront
24 Apr. 2006: 18+. SIRS Discoverer. Power Library. Norwin High School, North
Huntingdon. 05 Nov. 2007. Keyword: Walmart.
57
Name:_______________
Topic:_______________
Research Checklist
_____Thesis
__________________________________________________________________
__________________________________________________________________
______ Research Notes
____EBSCO
____Website
____Book
____Periodical (magazine)
____Additional/ other
______ Outline
____ subtopics (outline statement)
______ Works Cited page
______ Introduction
____thesis
____attention grabber
____outline statement
______ Parenthetical Documentation
__ ____#sources documented
__direct quotes
__paraphrase
__long citation (indented)
__whole paragraph
____ all on Works Cited page
____ punctuated correctly
______Body
____transitions
____each paragraph dealing with one topic
____clincher sentence in each body paragraph
______ Conclusion
____restate thesis
____end with strong clincher
______ MLA style
____Spacing, margins, etc.
____Title Page
____First page, Works Cited, etc.
_____ Overall
____Use of class time
____Effort
58
APA
Parenthetical Documentation
“Be yourself. Above all, let who you are, what you
are, what you believe, shine through every sentence
you write, every piece you finish.”
John Jake
59
APA Parenthetical Documentation
What is APA?
A.P.A. is an acronym for the American Psychological Association, which has created a widely
used style guide for citing sources in research papers used by the social sciences.
Using APA Style
Reference List
(Taken from http://owl.english.purdue.edu/owl/resource/560/06/)
BOOKS
Basic Format for Books
Author, A. A. (Year of publication). Title of work: Capital letter also for subtitle. Location:
Publisher.
Calfee, R. C., & Valencia, R. R. (1991). APA guide to preparing manuscripts for journal
publication. Washington, DC: American Psychological Association.
Edited Book, No Author
Duncan, G.J., & Brooks-Gunn, J. (Eds.). (1997). Consequences of growing up poor. New
York: Russell Sage Foundation.
Edited Book with an Author or Authors
Plath, S. (2000). The unabridged journals (K.V. Kukil, Ed.). New York: Anchor.
Article or Chapter in an Edited Book
Author, A. A., & Author, B. B. (Year of publication). Title of chapter. In A. Editor & B. Editor
(Eds.), Title of book (pages of chapter). Location: Publisher.
Multivolume Work
Wiener, P. (Ed.). (1973). Dictionary of the history of ideas (Vols. 1-4). New York: Scribner's.
60
PERIODICALS
Basic Style
Author, A. A., Author, B. B., & Author, C. C. (Year). Title of article. Title of Periodical,
volume number(issue number), pages.
Article in Journal by Number
Harlow, H. F. (1983). Fundamentals for preparing psychology journal articles. Journal of
Comparative and Physiological Psychology, 55, 893-896.
Article in Journal by Volume
Scruton, R. (1996). The eclipse of listening. The New Criterion, 15(30), 5-13.
Article in Magazine
Henry, W. A., III. (1990, April 9). Making the grade in today's schools. Time, 135, 28-31.
Article in Newspaper
Schultz, S. (2005, December 28). Calls made to strengthen state energy policies. The Country
Today, pp. 1A, 2A.
AUTHORS (Applies to all text)
One Author
Berndt, T. J. (2002). Friendship quality and social development. Current Directions in
Psychological Science, 11, 7-10.
Two Authors
Wegener, D. T., & Petty, R. E. (1994). Mood management across affective states: The hedonic
contingency hypothesis. Journal of Personality & Social Psychology, 66, 1034-1048.
61
Three to Six Authors
Kernis, M. H., Cornell, D. P., Sun, C. R., Berry, A., & Harlow, T. (1993). There's more to selfesteem than whether it is high or low: The importance of stability of self-esteem. Journal
of Personality and Social Psychology, 65, 1190-1204.
Six or More Authors
Harris, M., Karper, E., Stacks, G., Hoffman, D., DeNiro, R., Cruz, P., et al. (2001). Writing
labs and the Hollywood connection. Journal of Film and Writing, 44(3), 213-245.
No Author
Merriam-Webster's collegiate dictionary (10th ed.).(1993). Springfield, MA: MerriamWebster.
ELECTRONIC SOURCES
Article From an Online Periodical
Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Online
Periodical, volume number(issue number if available). Retrieved month day, year, from
http://www.someaddress.com/full/url/
Bernstein, M. (2002). 10 tips on writing the living Web. A List Apart: For People Who Make
Websites, 149. Retrieved May 2, 2006, from
http://www.alistapart.com/articles/writeliving
Online Scholarly Journal Article
Author, A. A., & Author, B. B. (Date of publication). Title of article. Title of Journal, volume
number. Retrieved month day, year, from http://www.someaddress.com/full/url/
62
Whitmeyer, J.M. (2000). Power through appointment [Electronic version]. Social Science
Research, 29, 535-555.
Article From a Database
Smyth, A. M., Parker, A. L., & Pease, D. L. (2002). A study of enjoyment of peas. Journal of
Abnormal Eating, 8(3). Retrieved February 20, 2003, from PsycARTICLES database.
Nonperiodical Web Document, Web Page, or Report
Author, A. A., & Author, B. B. (Date of publication). Title of document. Retrieved month day,
year, from http://Web address.
Chapter or Section of a Web document
Author, A. A., & Author, B. B. (Date of publication). Title of article. In Title of book or larger
document (chapter or section number). Retrieved month day, year, from
http://www.someaddress.com/full/url/.
Engelshcall, R. S. (1997). Module mod_rewrite: URL Rewriting Engine. In Apache HTTP
Server Version 1.3 Documentation (Apache modules.) Retrieved March 10, 2006, from
http://httpd.apache.org/docs/1.3/mod/mod_rewrite.html
OTHER SOURCES
Interview, Email, Personal Communication
No personal communication is included in your reference list; instead, parenthetically cite
the communicators name, the fact that it was personal communication, and the date of the
communication in your main text only.
(E. Robbins, personal communication, January 4, 2001).
63
In-Text Citations Using A.P.A.
Taken from http://owl.english.purdue.edu/owl/resource/560/03/)
CITING AN AUTHOR OR AUTHORS
A Work by Two Authors
Research by Wegener and Petty (1994) showed...
(Wegener & Petty, 1994)
A Work by Three to Five Authors
(Kernis, Cornell, Sun, Berry, & Harlow, 1993)
In subsequent citations, only use the first author's last name followed by "et al." in the
signal phrase or in parentheses.
(Kernis et al., 1993)
Six or More Authors
Harris et al. (2001) argued...
(Harris et al., 2001)
Unknown Author
A similar study was done of students learning to format research papers ("Using APA,"
2001).
Organization as an Author
According to the American Psychological Association (2000),...
Two or More Works in the Same Parentheses
(Berndt, 2002; Harlow, 1983)
Authors With the Same Last Name
(E. Johnson, 2001; L. Johnson, 1998)
64
Citing Indirect Sources
Johnson argued that...(as cited in Smith, 2003, p.102).
Electronic Sources
If possible, cite an electronic document the same as any other document by using the
author-date style.
Kenneth (2000) explained...
Unknown Author and Unknown Date: If no author or date is given, use the title in your
signal phrase or the first word or two of the title in the parentheses and use the
abbreviation "n.d." (for "no date").
Another study of students and research decisions discovered that students succeeded with
tutoring ("Tutoring and APA," n.d.).
Formatting Your Research Paper Using APA
Sample APA research paper is provided on the next several pages.
65
Apes and Language 1
Short title and page number
Full title - centered
Apes and Language:
A Review of the Literature
Writer’s name - centered
Karen Shaw
Course information, instructor’s
name, date – centered & doublespaced.
Psychology 110, Section 2
Professor Verdi
March 2, 2008
66
Apes and Language 2
Full title - centered
Apes and Language:
Double-space all text.
A Review of the Literature
Over the past thirty years, researchers have demonstrated that the great apes
(chimpanzees, gorillas, and orangutans) resemble humans in language abilities more than
had been thought possible. Just how far that resemblance extends, however, has been a
matter of some controversy. Researchers agree that the apes have acquired fairly large
vocabularies in American Sign Language and in artificial languages, but they have drawn
quite different conclusions in addressing the following questions:
1. How spontaneously have apes used language?
Make the organization clear
in the Introduction.
2. How creatively have apes used language?
3. Can apes create sentences?
4. What are the implications of the ape language studies?
Headings
Authors’This
names
are listed
asliterature
an
review
of the
on apes and language focuses on these four questions. are
introduction to the paraphrased
centered.
information & date of
How
Spontaneously
Have
Apes
Used
Language?
publication in parentheses.
In an influential article, Terrace, Petitto, Sanders, and Bever (1979) argued that
the apes in language experiments were not using language spontaneously but were merely
imitating their trainers, responding to conscious or unconscious cues. Terrace and his
colleagues at Columbia University had trained a chimpanzee, Nim, in American Sign
Language, so their skepticism about the apes’ abilities received much attention. In fact,
When this article was first cited, all 4 authors were
named. In subsequent citations, “et al.” is used to
funding for ape language research was sharply reducedindicate
following
publication of their
the others.
1979 article “Can an Ape Create a Sentence?”
In retrospect, the conclusions of Terrace et al. seem to have been premature.
Although some early ape language studies had not been rigorously controlled to eliminate
67
Apes and Language 3
cuing, even as early as the 1970’s R. A. Gardner and B. T. Gardner were conducting
double-blind experiments that prevented any possibility of cuing (Fouts, 1997, p. 99).
Since 1979, researchers have diligently guarded against
cuing.
Because
the author (Fouts) is not named in an
introductory phrase, his name and the date appear in
along with
the page
number.
Perhaps the best evidence that apes are not parentheses,
merely responding
to cues
is that
they
have signed to one another spontaneously, without trainers present. Like many of the
The “and”
sign is used
between
authors’
names in
parentheses
apes studied, gorillas Koko and Michael have been observed signing to one another
(Patterson & Linden, 1981). At Central Washington University the baby chimpanzee
Brackets indicate
placed in the care of the signing chimpanzee Washoe, mastered nearly fifty signs
words Loulis,
not in original
source but included
for clarity.
in American Sign Language without help from humans. “Interestingly,” wrote researcher
Fouts (1997), “Loulis did not pick up any of the seven signs that we [humans] used
A page
number
is required
a quote.
around him. He learned only from Washoe
and
[another
chimp]for
Ally”
(p. 244).
To extent to which chimpanzees spontaneously use language may depend on their
training. Terrace trained Nim using the behaviorist technique of operant conditioning, so
it is not surprising that many of Nim’s signs were cued. Many other researchers have
word “and” links names
used a conversational approach that parallels The
the process
by which human children
outside of parentheses.
acquire language. In an experimental study, O’Sullivan and Yeager (1989) contrasted the
two techniques, using Terrace’s Nim as their subject. They found that Nim’s use of
language was significantly more spontaneous under conversational conditions.
How Creatively Have Apes Used Language?
There is considerable evidence that apes have invented creative names. One of
the earliest and most controversial examples involved the Gardners’ chimpanzee Washoe.
Washoe, who knew signs for “water” and “bird,” once signed “water bird” when in the
presence of a swan. Terrace et al. (1979) suggested that there was “no basis for
Remember, subsequent citations, “et al.” is used to indicate the others.
68
Apes and Language 4
concluding that Washoe was characterizing the swan as a ‘bird that inhabits water.’”
Washoe may simply have been “identifying correctly a body of water and a bird, in that
order” (p. 895).
Other examples are not so easily explained away. The bonobo Kanzi has
requested particular films by combining symbols on a computer in a creative way. For
instance, to ask for Quest for Fire, a film about early primates discovering fire, Kanzi
began to use symbols for “campfire” and “TV” (Eckholm, 1985). The gorilla Koko, who
learned American Sign Language, has a long list of creative names to her credit:
“elephant baby” to describe a Pinocchio doll, “finger bracelet” to describe a ring, “bottle
match” to describe a cigarette lighter, and so on (Paterson & Linden, 1981, p. 146). If
Terrace’s analysis of the “water bird” example is applied to the examples just mentioned,
it does not hold. Surely Koko did not first see an elephant and then a baby before signing
writerand
interprets
thebefore
evidence;
she doesn’t
report it.
“elephant baby” – orThe
a bottle
a match
signing
“bottlejust
match.”
Can Apes Create Sentences?
The early ape language studies offered little proof that apes could combine
symbols into grammatically ordered sentences. Apes strung together various signs, but
the sequences were often random and repetitious. Nim’s series of sixteen signs is a case
in point: “give orange me give eat orange me eat orange give me eat orange give me you”
(Terrace et al., 1979, p. 895).
More recent studies with bonobos at the Language Research Center in Atlanta
have broken new ground. Kanzi, a bonobo trained by Savage-Rumbaugh, seems to
understand simple grammatical rules about word order. For instance, Kanzi learned that
in two-word utterances action precedes object, an ordering also used by human children
69
Apes and Language 5
at the two-word stage. In a major article reporting on their research, Greenfield and
Savage-Rumbaugh (1990) wrote Kanzi rarely “repeated himself or formed combinations
that were semantically unrelated” (p. 556).
More important, Kanzi began on his own to create certain patterns that may not
exist in English but can be found among deaf children and in other human languages.
For example, Kanzi used his own rules when combining action symbols. Symbols that
involved an invitation to play, such as “chase,” would appear first; symbols that indicated
what was to be done during play (“hide”) would appear second. Kanzi also created his
own rules when combining gestures and symbols. He would use the symbol first and
then gesture, a practice often followed by young deaf children (Greenfield & SavageRumbaugh, 1990, p. 560).
In a later study, Kanzi’s abilities to understand spoken language were shown to be
similar to those of a 2-1/2 year-old human, Alia. Rumbaugh (1995) reported that
“Kanzi’s comprehension of over 600 novel sentences of request was very comparable to
Alia’s; both complied with the requests without assistance on approximately 70% of the
sentences (p. 722). A recent monograph provided examples of the kinds of sentences
quotation
than 40 words is set off from the text. Quotation marks are not used.
both Kanzi and AliaA were
ablelonger
to understand:
For example, the word ball occurred in 76 different sentences, including such
different requests as “Put the leaves in your ball,” “Show me the ball that’s on
TV,” and “Vacuum your ball.” Overall, 144 different content words, many of
which were presented in ways that required syntactic parsing for a proper
response (such as “Knife your ball” vs. “Put the knife in the hat”), were utilized in
the study.
70
Apes and Language 6
(Savage-Rumbaugh et al., 2000, pp. 101-102)
The researchers concluded that neither Kanzi nor Alia could have demonstrated
understanding of such requests without comprehending syntactical relationships among
the words in a sentence.
Kanzi’s linguistic abilities are so impressive that they may help us understand
how humans came to acquire language. Pointing out that 99% of our genetic material is
held in common with the chimpanzees, Greenfield and Savage-Rumbaugh (1990) have
suggested that something of the “evolutionary root of human language” can be found in
the “linguistic abilities of the great apes” (p. 540). Noting that apes’ brains are similar to
those of our human ancestors, Leakey and Lewin (1992) argued that in ape brains “the
cognitive foundations on which human language could be built are already present” (p.
244).
The suggestion that there is continuity in the linguistic abilities of apes and
humans has created much controversy. Linguist Noam Chomsky has strongly asserted
that language is a unique human characteristic (Booth, 1990). Terrace has continued to
be skeptical of the claims made for the apes, as have Petitto and Bever, coauthors of the
1979 article that caused such skepticism earlier (Gibbons, 1991).
Recently, neurobiologists have made discoveries that may cause even the skeptics
to take notice. Ongoing studies at the Yerkes Primate Research Center have revealed
remarkable similarities in the brains of chimpanzees and humans. Through brain scans of
live chimpanzees, researchers have found that, as with humans, “the language-controlling
PT [planum temporole] is larger on the left side of the chimps’ brain than on the right.
71
Apes and Language 7
But it is not lateralized in monkeys, which are less closely related to humans than apes
are” (Begley, 1998, p. 57).
Although the ape language studies continue to generate controversy, researchers
have shown over the past 30 years that the gap between the linguistic abilities of apes and
humans is far less dramatic than was once believed.
List of references begins on a new page.
Center the heading.
72
Apes and Language 8
List is alphabetized by
authors’ last names.
References
Double-space throughout the
References list.
Begley, S. (1998, January 19). Aping language. Newsweek, 131, 56-58.
Booth, W. (1990, October 29). Monkeying with language: Is chimp using words or
merely aping handlers? The Washington Post, p. A3.
Eckholm, E. (1985, June 25). Kanzi the chimp: A life in science. The New York Times,
pp. C1, C3.
The first line of an entry begins at the left margin.
Subsequent lines indent ½” or 5 spaces.
Fouts, R. (1997). Next of kin: What chimpanzees have taught me about who we are. New
York: William Morrow.
Gibbons, A. (1991). Déjà vu all over again: Chimp-language wars. Science, 251, 15611562.
Greenfield, P.M., & Savage-Rumbaugh, E. S. (1990). Grammatical combination in
Panpaniscus: Processes of learning and invention in the evolution and
development of language. In S. T. Parker & K. R. Gibson (Eds.), “Language”
and intelligence in monkeys and apes: Comparative developmental perspectives
(pp. 540-578). Cambridge: Cambridge University Press.
Leakey, R., & Lewin, R. (1992). Origins reconsidered: In search of what makes us
human. New York: Doubleday.
O’Sullivan, C., & Yeager, C. P. (1989). Communicative context and linguistic
competence: The effect of social setting on a chimpanzee’s conversational skill.
In R. A. Gardner, B. T.
Gardner, & T. E. Van Cantfort (Eds.), Teaching sign language to chimpanzees (pp. 269279). Albany: SUNY Press.
73
Apes and Language 9
Patterson, F., & Linden, E. (1981). The education of Koko. New York: Holt, Rinehart &
Winston.
Rumbaugh, D. (1995). Primate language and cognition: Common ground. Social
Research, 62, 711-730.
Savage-Rumbaugh, E. S., Murphy, J. S., Sevcik, R. A., Brakke, K. E., Williams, S. L.,
Rumbaugh, D. M., et al. (2000). Language comprehension in ape and child:
For a source
withCenter.
more than
6 authors,
the first
authors’
Monograph. Atlanta, GA: Language
Research
Retrieved
January
6,62000,
names are listed, followed by “et al.”
from the Language Research Center Web site:
http://www.gsu.edu/~wwwlrc/monograph.html
Terrace, H.S., Petitto, L.A., Sanders, R. J., & Bever, T. G. (1979). Can an ape create a
sentence? Science, 206, 891-902.
APA Research Paper Source: Diana Hacker (Boston: Bedford/St. Martin’s, 2004).
74
Evaluating Internet Sources
“The most valuable of all talents is that of never
using two words when one will do.”
Thomas Jefferson
75
Information on How to Evaluate Internet Sources
(Taken directly from: http://lib.nmsu.edu/instruction/evalcrit.html)
Once you find an Internet site that contains information that may be valuable to your
essay/paper, you must analyze the site to ensure that the contents of the information are
reliable and truthful. When doing so, consider the following questions:
Authority
Is there an author? Is the page signed?
Is the author qualified? An expert?
Who is the sponsor?
Is the sponsor of the page reputable? How reputable?
Is there a link to information about the author or the sponsor?
If the page includes neither a signature nor indicates a sponsor, is there any
other way to determine its origin?
Look for a header or footer showing affiliation.
Look at the URL. http://www.fbi.gov
Look at the domain. .edu, .com, .ac.uk, .org, .net
Accuracy
Is the information reliable and error-free?
Is there an editor or someone who verifies/checks the information?
Objectivity
Does the information show a minimum of bias?
Is the page designed to sway opinion?
Is there any advertising on the page?
Currency
Is the page dated?
If so, when was the last update?
How current are the links? Have some expired or moved?
Coverage
What topics are covered?
What does this page offer that is not found elsewhere?
What is its intrinsic value?
How in-depth is the material?
76
Summary of the CARS Checklist for Research Source Evaluation
(Taken directly from: http://www.virtualsalt.com/evalu8it.htm)
Credibility
trustworthy source, author’s credentials, evidence of quality control, known or
respected authority, organizational support. Goal: an authoritative source, a
source that supplies some good evidence that allows you to trust it.
Accuracy
up to date, factual, detailed, exact, comprehensive, audience and purpose
reflect intentions of completeness and accuracy. Goal: a source that is correct
today (not yesterday), a source that gives the whole truth.
Reasonableness
fair, balanced, objective, reasoned, no conflict of interest, absence of fallacies
or slanted tone. Goal: a source that engages the subject thoughtfully and
reasonably, concerned with the truth.
Support
listed sources, contact information, available corroboration, claims supported,
documentation supplied. Goal: a source that provides convincing evidence for
the claims made, a source you can triangulate (find at least two other sources
that support it).
How to Evaluate a Web Page
How to Evaluate a Web Page
http://lib.colostate.edu/howto/evalweb.html
This Web page is sponsored by the Colorado State University Libraries. It offers useful
advice on what to look for when using Internet sources for research.
Tutorial: Evaluating Internet Sources
http://www.lib.purdue.edu/InternetEval/index.html
This tutorial is sponsored by the Purdue University Libraries. It briefly addresses issues
of "Accuracy," "Authority," "Objectivity," "Currency," and "Coverage," then asks the
user to consider a pair of example sites in each of those categories. Although it might be a
little difficult to use at first, this tutorial is quite helpful.
Evaluating Quality on the Net
http://www.hopetillman.com/findqual.html
This paper, prepared by Hope N. Tillman, Director of Libraries at
Babson College (Babson Park, Massachusetts), provides a discussion of
the range of sources to be found on the Internet, and the value of
those sources.
77
Writing the College Essay
“No tears in the writer, no tears in the reader.”
Robert Frost
78
Writing the College Essay
The following is summarized from “Admission Essay Writing Tips.” These tips were supplied by
http://www.essayedge.com admissions essay editors.
The college essay is an important part of the college admissions application. As such,
students should spend a good deal of time thinking about, writing, and editing their
college essay. Essentially, there are three steps to writing a college admissions essay.
Step 1: Think about a Topic
The most difficult thing for most high school juniors and seniors is finding an interesting
topic about which to write. If the university for which you are applying does not give you
a topic or series of topics from which to choose, you will have to come up on your own.
However, don’t despair; there are many resources and ways to come up with a topic.
Some great ways to find a topic, is to ask for help from close friends and family, think
about important moments in your childhood that reflect who you have become as a
person, consider people whom you consider your role models, and look at examples of
college admissions essays, which you can find online.
Step 2: Decide upon a Topic
Once you have narrowed down your topics, it is time to choose a topic that will not only
answer the specific questions the university would like answered, but also leave the
reader with a memorable impression. In your essay, you do not want to repeat the same
information you provided on the application form. You want to be original and provide
examples that support what you are saying. The entire essay, not just the first paragraph
or two, should be an interesting read. Remember, college admissions editors read
hundreds of essays a day; what will make your essay the one they remember and share
with others?
Step 3: Write the Essay
According to the people at www.essayedge.com, there are two goals to keep in mind as
you write the admissions essay. First, you must convince the admissions officer that you
are worthy of entrance to the university and secondly, you must make the admissions
officer see that you are a real person, not just a G.P.A. Visit some of the resources below
or ask your teacher for more resources on writing the essay.
Internet resources on Writing Admissions Essays
http://www.essayedge.com
http://www.supercollege.com
http://www.collegecenter.com/apessay3.htm
http://www.collegeboard.com/student/apply/essay-skills/109.html
http://www.princetonreview.com/college/apply/articles/process/essayBook3.asp
There are hundreds of other websites that can offer advice on topics for college essays.
79
Writing a Resume
"Everybody is checking everything."
Peter Newfield
80
Creating a Résumé
When you are applying for a job, you need to consider your employer’s point of view—
what kind of employee does he or she want to hire for this position? Once you have
envisioned that, you need to figure out how to “package” yourself to fit that image, and to
do that, you need a solid résumé!
The following information has been condensed from Pat Criscito’s How to Write the
Perfect Résumé and School to Work.
STEP ONE: FOCUS ON YOUR OBJECTIVE
ƒ For what job are you applying? Use this information to create an objective, or
statement, identifying exactly what it is you are planning to do.
STEP TWO: EDUCATION
ƒ Under the objective, list any education or training that might relate to that
particular field.
STEP THREE: YOUR WORK EXPERIENCE
ƒ Next, make a list of any previous work experience (jobs) you have had. Be sure to
include dates!
STEP FOUR: JOB DESCRIPTION
ƒ See if you can find a description of the job for which you are applying. Consider
your work experience—what did you write on your paper that is suitable for the
job for which you are applying? Highlight the “best” aspects of your work
experience for the new position. Next, try to re-word your descriptions of your
past experience to match the job description.
STEP FIVE: ACCOMPLISHMENTS
ƒ Next, list all of your accomplishments that could show potential employers what
you have done in the past. Remember, you are trying to motivate a potential
employer to choose you for this position!
STEP SIX: STAY HONEST!
ƒ Consider your work experience and your accomplishments. Are you being 100%
honest? If not, change your information to reflect some integrity!
STEP SEVEN: DELETE!
ƒ Remember, the purpose of a résumé is to give a BRIEF idea of who you are as a
person and as an employee—so if you have irrelevant information listed, delete it!
STEP EIGHT: SENTENCES
ƒ Next, you will need to remove all personal pronouns from your sentences! Instead
of saying, “I planned, organized, and directed the Norwin High School Fall Play,”
you would write, “Planned, organized, and directed the Norwin High School Fall
Play.” Writing in the third person gives your words more power!
STEP NINE: ADD YOUR POWER VERBS
ƒ Speaking of power, look over your verb selection—are you using “action words”
with maximum impact? Don’t tell an employer that you “Won the CWCTC Prize
for Excellence in Carpentry”; say “Awarded the CWCTC Prize for Excellence in
Carpentry.”
81
STEP TEN: REARRANGE
ƒ Again, look at the job description. What aspects of your educational and work
experience are most relevant to this job? Rearrange your items to reflect what
your employer will want to see!
STEP ELEVEN: REFERENCES
ƒ Does this job require references? Be sure to include ones that will be positive (and
are NOT family members).
STEP TWELVE: FORMAT AND FINAL EDIT
ƒ Finally, neatly organize all of your information; be sure to list your name, contact
information (address, phone number, email address), and various information in a
way that is clear and concise. Bullets are a helpful way to do this!
Résumé writing tips:
ƒ Design each résumé to fit a particular job.
ƒ Be specific—use numbers, dates, names (ex: I graduated in the to 25 percent of
my class…maintained a “B” average. . .had perfect attendance. . .supervised
seven other workers).
ƒ Present information about your experience or education first, depending on which
is the most important to the job for which you are applying.
ƒ Decide what work experience you will be including. Just relevant work
experience? All of your work experience? Include the names of the positions you
have held, names of your employers, specific duties, and dates you held each
position.
ƒ Include information about your achievements or special abilities. Also list
volunteer work, club duties, and any other responsibilities that suggest that you
could be a responsible, dependable worker.
ƒ Use everyday language and short, concise phrases.
ƒ Use the techniques of boldface, underlining, white space, and indentations to
make your résumé readable.
ƒ Proofread carefully for spelling, punctuation, and other errors.
ƒ Address and mail your résumé (and cover letter) to the appropriate person.
Two Sample Resumes Follow This Section
They are adapted from:
Criscito, Pat. Designing the Perfect Resume, 2nd. ed. Colorado Springs, Colorado:
Barron’s Educational Services, 2000.
82
KELLIE A. McZENGER
1234 East Thomas Road, Apt. 2132
Scottsdale, AZ 85251
Phone: (602) 555-1234
OBJECTIVE
A challenging opportunity in corporate or industrial training.
SUMMARY OF QUALIFICATIONS
• Six years of experience as a trainer in both the corporate and public sectors.
• Strong background in developing company training programs and computer instruction.
• Skilled in organization, leadership, management and problem solving.
• Apple Deskscan, Photoshop, Corel Photo, networks, MES Fabtop and
telecommunications software.
• Certifications: Indiana Teaching Certificate, Certified Red Cross Instructor for CPR.
PROFESSIONAL EXPERIENCE
TRAINING MANAGER, Flip Chip Technologies, Phoenix, Arizona (1996-Present)
• Coordinate internal and external training programs for operations and sales department.
• Design and develop curriculums and instruct courses in orientation, safety, clean room
protocols and problem solving.
• Editor of monthly company newsletter distributed to 200 employees and clients.
• Create training manuals and course materials for all training programs.
• Coordinate open houses and event planning for customers and employee families.
• Devise evaluation instruments to analyze performance; institute program changes to meet
training goals.
CORPORATE TRAINER, Confertech International, Westminster, Colorado (19941996)
• Administer professional development, supervisory and software training programs in
three locations.
• Conduct on-site visits to monitor operations and compliance with policies and
procedures.
• Develop learning objectives for in-house computer training programs and devise
instructional materials.
• Wrote and designed computer-based training manuals, user manuals and training
publications.
EDUCATION
BACHELOR OF SCIENCE, Indiana University, Bloomington, Indiana (1994)
• Major in Education
AFFILIATIONS
• American Society of Training Development
83
DAVID P. CORWIN, RN
OBJECTIVE
A position as a Staff Nurse
PROFILE
¾
¾
¾
¾
EDUCATION
NURSING
EXPERIENCE
Goal-oriented professional with exceptional technical skills and knowledge.
Specialized clinical training in medical/surgical and psychiatric nursing.
Empathetic caregiver who is able to quickly establish and maintain rapport with
patients.
Adept at managing multiple, diverse tasks.
ASSOCIATE OF APPLIED NURSING SCIENCE DEGREE, NURSING
(May 1995) Pikes Peak Community College, Colorado Springs, Colorado.
STAFF NURSE, Pikes Peak Dialysis, Colorado Springs, Colorado (197-Present)
¾ Monitored and provided nursing care to up to 4 patients at a time on dialysis.
¾ Administered various medications.
¾ Supervised fluid intake and nutrition.
STAFF NURSE, St. Mary Corwin Hospital, Pueblo, Colorado (1997-1997)
¾ Provide post-operative nursing care to up to 8 patients per day on the orthopedic
floor.
¾ Recover patients from surgery and support fracture, trauma, and back surgery.
¾ Take histories, perform physicals, and give patient discharge instructions.
¾ Administer medications, change dressing, adjust traction, and use other treatment
modalities.
CHARGE NURSE, Cheyenne Mesa, Colorado Springs, Colorado (1995-1997)
¾ Assess physical and psychological health problems of adolescents and respond with
appropriate interventions.
¾ Chart patient behavior and nursing care.
¾ Supervise two mental health workers on night shift.
OTHER
EXPERIENCE
DELIVERY PERSON, The Gazette, Colorado Spring, Colorado (1993-1995)
¾ Delivered newspaper to over 200 subscribers every morning.
MILITARY SERVICE
Colorado Air National Guard (1990-Present)
United States Air Force (1982-1990)
¾ Cryogenic Fluid Production Operator
¾ Weather Observer
¾ Refrigeration and Air Conditioning Specialist
ADDRESS
1234 Dolphin Circle, Colorado Springs, Colorado 809918
(719) 555-1234
84
Common Conventions Rules
“Grammar is a piano I play by ear. All I know about
grammar is power.”
-Joan Didion
85
Common Convention Rules
Taken directly from Texas A & M University Writing Center
http://writingcenter.tamu.edu/content/category/12/48/78/
ABFONSY
(And, But, For, Or, Nor, So, Yet)
A comma precedes these words when the following clause is a COMPLETE sentence
(subject and verb).
He is a leader in my life, but he is also my father.
He is a leader in my life but is also my father. (no subject after “but,” so no comma)
She is a pretty girl, and she has many friends.
She is a pretty girl and has many friends. (no subject after “and,” so no comma)
Commas in a Series
Commas must be used when three or more things are listed.
I bought milk, eggs, and cookies.
Note: The final comma is questionable in the English language. It is NOT NECESSARY, but
MLA (the Modern Language Association) recommends it, so use it.
When two things are in a list, there is no need for commas.
I bought milk and eggs.
When “and” is used, no commas are needed.
I bought milk and eggs and cookies.
Introductory Phrases
Commas are ALWAYS needed after a transition into a sentence.
As a little boy, I loved playing football.
By four in the afternoon, I had attended all of my classes.
Because I am a petroleum engineering major, I want to work for Shell Oil Company.
After the game, we celebrated by going out to dinner.
86
Transitional Expressions
A comma (usually two, unless the expression is at the beginning of the sentence) is needed.
The information you include within the commas is usually not necessary, but aids in maintaining
the tone of the sentence or provides a transition or opportunity for an example.
I, on the other hand, am not a fan of the News Feed on Facebook.
My teacher, for example, was one of the first people to enable the privacy feature.
Appositives
Appositives lend extra information to the sentence that is not needed in the completion of
the sentence. An appositive aids the reader in understanding your sentence.
Ben, my new friend, is a football player.
We do not need to know who exactly Ben is to understand that he is a football player.
Texas A&M, our school, is rich in traditions.
We do not need to know that Texas A&M is our school to understand that it is rich in traditions.
My best friend, Nicole, attends the University of North Texas.
We do not need to know my best friend’s name to understand where she attends school.
Shell, a well-known oil company, has an excellent work environment.
I do not trust that tire, the one with the yellow patch on the side.
REMEMBER: Commas are not replacements for periods or markers for taking a breath. It is
just as bad to have too many commas as to have too few.
87
Ms. Brentzel’s Do’s and Don’ts of Excellent Writing (Style and Conventions)2
DO vary your sentence structure
" Simple sentence The cat meowed.
" Compound sentence The cat meowed, and the dog barked.
" Complex sentence The cat meowed because the dog barked.
DO use AB FONSY commas correctly.
" AB FONSY is an acronym for the coordinating conjunctions:
A: AND
B: BUT
F: FOR
O: OR
N: NOR
S: SO
Y: YET
" These commas are used within compound sentences like this: Norwin students
are amazing, and their teachers are proud of them.
DO use semicolons correctly
" Semicolons in compound sentences.
o EXAMPLE: Norwin students are amazing; their teachers are proud of
them.
" Semicolons in lists
o EXAMPLE: Norwin students are amazing because they are hard
working, as evidenced by their dedication to their class work; kind,
which is shown through their behavior to one another; and spirited,
as anyone can see during Spirit Week celebrations.
DO pay close attention to pronoun agreement
" Singular pronoun, singular antecedent
o EXAMPLE: Jim borrowed the pencil. He borrowed the pencil.
" Plural pronoun, plural antecedent
o EXAMPLE: The students needed their textbooks. They needed their
textbooks.
DO be careful with your subject/verb agreement
" Singular subject, singular verb
o EXAMPLE: She wins the race.
" Plural subject, plural verb
o EXAMPLE: They win the race.
DO use and punctuate titles properly
" Underline the titles of longer works (books, epics, plays, magazines)
" Use quotation marks for shorter works (short stories, poems, articles)
" No punctuation for the title centered at the top of your own essays!
2
Ms. Brentzel fully acknowledges her debt to Glamour magazine for this blatant idea rip-off.
88
DO use ellipsis dots properly
" They should look like this. . . (notice the spaces—Microsoft Word may do this for
you automatically)
" Not like this...
DO utilize transitions within and between paragraphs.
Transitions are words or phrases that bring coherence to writing. They help your writing
flow smoothly from one idea to another.
SERIES
again
also
besides
finally
first, second, etc.
furthermore
lastly
moreover
next
still
then
too
PLACE
above
adjacent to
alongside
around
at the side
below
elsewhere
here/there
in the back
in the background
in the distance
in the front
in the foreground
nearby
opposite to
there
to the left/to the right
DEGREE
mainly
most/least important
most/least significant
strongest
weakest
COMPARISON
another
as well as
besides
by comparison
equally important
in addition to
in the same way
likewise
moreover
not only…but also
once more
similarly
CONTRAST
although
despite
even though
however
in contrast
in spite of
instead
nevertheless
nonetheless
on the contrary
on the one hand…one the
other hand
rather
regardless
still
though
while this may be true
TIME
afterwards
at last
at the same time
before
before this
currently
during
earlier
eventually
finally
first, second, etc.
first of all
formerly
immediately before
immediately following
initially
in the end
in the future
in the meantime
in the meanwhile
last, last but not least, lastly
later
meanwhile
next, soon, after
now
previously
simultaneously
since
soon
subsequently
then
this time
to begin with
until
up to this point
when
while
89
ADDITION
actually
additionally
again
also
and
besides
equally important
finally
first, second, etc.
further
furthermore
incidentally
indeed
in fact
lastly
moreover
not only this, but this as well
what’s more
EXAMPLES
as an illustration
especially
for example
for instance
including
in particular
namely
notably
one example of
particularly
specifically
such as
to demonstrate
to illustrate
CAUSE AND EFFECT
as a result
because
as a consequence
consequently
due to
if…then
for this reason
hence
since
so
therefore
thus
SUMMARY/CONCLUSION
accordingly
all in all
all together
as a result
as can be seen
as mentioned
by and large
for these reasons
hence
in any case
in any event
in brief
in closing
in conclusion
in short
in summary
on the whole
overall
since
so
summing up
then
therefore
thus
to conclude
to put it briefly
to summarize
PURPOSE
for fear that
in the hope that
in order to
so
so that
with this in mind
CLARIFICATION
in other words
in this case
put another way
that is to say
under certain circumstances
up to a point
EMPHASIS
as a matter of fact
in any case
in any event
indeed
in fact
obviously
that is
undoubtedly
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DO spell correctly
" Spell check is a valuable tool WHEN USED WISELY!!!!!!!!!!!!!
DO “write out” numbers that are only one or two words (usually)
" In other words, one hundred is correct, but 101 uses the numerals
" MOST of the time, the above rule works, EXCEPT in the following cases:
o NEVER begin a sentence with a numeral, EVER
o Page numbers can use numerals (Page 29)
o Dates can use numerals (October 20, 2006)
o Large numbers can use a combination of numerals and words (4.5 million)
DO correctly punctuate dialogue (when needed)
" New paragraphs are indented for each new speaker
" Dialogue is indicated by the use of quotation marks
DO insert proper documentation (when needed)
" ALL sources from which you “borrow” information MUST be cited (this includes
your film/novel/TV series for your epic project)
" When writing a paper with documentation, both in-text citations and a Works
Cited/Reference page must be utilized.
o In-text citations are placed directly after the information/example in the
paragraphs—usually, the in-text citation is the first word (or words) of the
Works Cited entry
ƒ Books with an author
ƒ Films (director’s last name)
• Check www.imdb.com if you need information on a
particular film
ƒ Websites (Author’s last name OR the title of the website)
o www.easybib.com is an excellent help for creating correct citations of
borrowed material.
DON’T use informal language, including IM terms or online lingo.
" Informal language makes your papers less effective.
DON’T use contractions in formal writing, unless it is within dialogue.
" Why? Contractions are just another kind of informality—we only use them to
“speed up” our conversational English.
DON’T use ANY form of get.
" Why? “Get” is what we English teachers call a “fake verb;” it replaces more
specific language! Determine which verb you want to use, and use it!
DON’T use words such as great, very, and really
" Why? The English language is vast, and it contains a wealth of specific modifiers
for describing nouns and verbs. Again, use the specific language!
91
DON’T repeat your words, especially adjectives
" EXAMPLE OF WHAT NOT TO DO: The beautiful house in the beautiful plan
on the beautiful street was filled with beautiful people.
DON’T use fragments or run-ons
DON’T use AB FONSY words as sentence beginnings
" Use a “real” transition!
" The exception: For instance, For example
DON’T end a sentence with a preposition
" Why? Prepositions are words that show the relationships between two things; if
you end a sentence with a preposition, there can be no relationship!
" Here is a list of prepositions:
aboard
besides
into
than
about
between
like
through
above
beyond
minus
to
across
but
near
toward
after
by
of
towards
against
concerning
off
under
along
considering
on
underneath
amid
despite
onto
unlike
among
down
opposite
until
anti
during
outside
up
around
except
over
upon
as
excepting
past
versus
at
excluding
per
via
before
following
plus
with
behind
for
regarding
within
below
from
round
without
beneath
in
save
beside
inside
since
92
Glossary of Commonly
Misused Words
“True eloquence consists in saying all that is necessary, and
nothing but what is necessary.”
Francois La Rochefoucauld
93
Commonly Misused Words
(Taken directly from: http://wsuonline.weber.edu/wrh/words.htm)
Accept, Except: Accept is a verb meaning to receive. Except is usually a preposition meaning
excluding. I will accept all the packages except that one. Except is also a verb meaning to
exclude. Please except that item from the list.
Affect, Effect: Affect is usually a verb meaning to influence. Effect is usually a noun meaning
result. The drug did not affect the disease, and it had several adverse side effects. Effect can also
be a verb meaning to bring about. Only the president can effect such a dramatic change.
Allusion, Illusion: An Allusion is an indirect reference. An illusion is a misconception or false
impression. Did you catch my allusion to Shakespeare? Mirrors give the room an illusion of
depth.
Capital, Capitol: Capital refers to a city, capitol to a building where lawmakers meet. Capital
also refers to wealth or resources. The capitol has undergone extensive renovations. The
residents of the state capital protested the development plans.
Climactic, Climatic: Climactic is derived from climax, the point of greatest intensity in a series
or progression of events. Climatic is derived from climate; it refers to meteorological conditions.
The climactic period in the dinosaurs' reign was reached just before severe climatic conditions
brought on the ice age.
Elicit, Illicit: Elicit is a verb meaning to bring out or to evoke. Illicit is an adjective meaning
unlawful. The reporter was unable to elicit information from the police about illicit drug traffic.
Emigrate from, Immigrate to: Emigrate means to leave one country or region to settle in
another. In 1900, my grandfather emigrated from Russia. Immigrate means to enter another
country and reside there. Many Mexicans immigrate to the U.S. to find work.
Hints: Emigrate begins with the letter E, as does Exit. When you emigrate, you exit a country. Immigrate
begins with the letter I, as does In. When you immigrate, you go into a country
Lie, Lay: Lie is an intransitive verb meaning to recline or rest on a surface. Its principal parts are
lie, lay, lain. Lay is a transitive verb meaning to put or place. Its principal parts are lay, laid.
Hint: Chickens lay eggs. I lie down when I am tired.
Principle, Principal: Principal is a noun meaning the head of a school or an organization or a
sum of money. Principle is a noun meaning a basic truth or law. The principal taught us many
important life principles.
Hint: To recognize the spelling of Principal first think of yourself as a greedy opportunist. You definitely
would want to be a pal of anyone who is in a position of power or anything to do with money. This principal
has pal in it.
94
Set, Sit: Set is a transitive verb meaning to put or to place. Its principal parts are set, set, set. Sit
is an intransitive verb meaning to be seated. Its principal parts are sit, sat, sat. She set the dough
in a warm corner of the kitchen. The cat sat in the warmest part of the room.
Than, Then: Than is a conjunction used in comparisons; then is an adverb denoting time. That
pizza is more than I can eat. Tom laughed, and then we recognized him.
Hints: Than is used to compare; both words have the letter a in them.Then tells when; both are spelled the
same, except for the first letter.
There, Their, They're: There is an adverb specifying place; it is also an expletive. Adverb:
Sylvia is lying there unconscious. Expletive: There are two plums left. Their is a possessive
pronoun. They're is a contraction of they are. Fred and Jane finally washed their car. They're
later than usual today.
Hints: If you are using there to tell the reader where, both words have h-e-r-e. Here is also a place.
If you are using their as a possessive pronoun, you are telling the reader what they own. Their has h-e-i-r,
which also means heir, as in someone who inherits something. Both words have to do with ownership.
They're is a contraction of they are. Sound out they are in the sentence and see if it works. If it does not, it
must be one of the previous versions.
To, Too, Two: To is a preposition; too is an adverb; two is a number. Too many of your shots
slice to the left, but the last two were right on the mark.
Hints: If you are trying to spell out the number, it is always t-w-o. Two has a w which is the first letter in
word. The opposite of word is number.
Too is usually used as also when adding or including some additional information. Whenever you want to
include something else, think of it as adding; therefore you
also need to add an extra o.
Who, Which, That: Do not use which to refer to persons. Use who instead. That, though
generally used to refer to things, may be used to refer to a group or class of people. I just saw a
boy who was wearing a yellow banana costume. I have to go to math next, which is my hardest
class. Where is the book that I was reading?
Your, You're: Your is a possessive pronoun; you’re a contraction of you are. You're going to
catch a cold if you don't wear your coat.
Hints: Sound out you are in the sentence. If it works in the sentence it can be written as
you're. If it sounds awkward, it is probably supposed to be Your.
EXAMPLE: You're shoes are muddy. "You are shoes are muddy" does not work, so
it should be written as: Your shoes are muddy.
95
On-Line Writing Resources
“There is not great writing, only great rewriting.”
Justice Brandeis
96
APA & MLA bibliography makers
EasyBib
www.easybib.com/
BibMe
www.bibme.org/
Citation Machine
www.auburn.wednet.edu/mtbaker/library/bib/free_bib.htm
NoodleTools
www.noodletools.com/
WorksCited4U
www.workscited4u.com/
MLA Style Template
http://www.cc.mie-u.ac.jp/~lq20106/eg5000/templates/dl/MLA-Template.dot
APA Style Template
http://www.music.miami.edu/research/APAstyle/
The OWL at Perdue: APA Style Template
https://owl.english.purdue.edu/owl/resource/560/01/
Microsoft APA Style Template
http://office.microsoft.com/en-us/templates/profile.aspx?id=666c9ae3-a63c-4f94-a18534f34092e7d1
MLA Parenthetical Documentation on the Web
http://library.spokanefalls.edu/CitingSources.stm
http://www.thewritesource.com/mla.htm
http://owl.english.purdue.edu/owl/resource/557/01/
APA Internet Resources
http://owl.english.purdue.edu/owl/resource/560/01/
http://www.wooster.edu/psychology/apa-crib.html
http://www.ccc.commnet.edu/apa/
97
Thesauruses
Merriam Webster On-Line Thesaurus
http://www.m-w.com/
Roget’s Thesaurus of English words and phrases (online version)
www.thesaurus.com/
Thinkmap Visual Thesaurus
www.visualthesaurus.com/
Bartleby’s Roget’s II: The New Thesaurus
www.bartleby.com/62/
Bibliodata Online Thesaurus
www.bibliodata.com/
RhymeZone Rhyming Dictionary and Thesaurus
www.rhymezone.com/
Dictionaries
Merriam Webster On-Line Dictionary
http://www.m-w.com/
Cambridge Dictionary
http://dictionary.cambridge.org/
Encarta Dictionary
http://encarta.msn.com/encnet/features/dictionary/dictionaryhome.aspx
Webster’s Dictionary
http://www.websters-online-dictionary.org/
Your Dictionary
http://www.yourdictionary.com/
Grammar Help
The Guide to Grammar and Writing
http://grammar.ccc.commnet.edu/grammar/
Purdue University Online Writing Lab
http://owl.english.purdue.edu/handouts/grammar/
GrammarNOW!
http://www.grammarnow.com/
98
Misused Word Resources
http://www.sourceaid.com/reference/pdf/misused-words.pdf
This site takes you to a stylebook that lists several misused words and examples of each.
http://www.jimloy.com/language/misused.htm
This site gives a listing of misused words and definitions for each.
http://www.infoplease.com/ipa/A0200807.html
This site takes you to a stylebook that lists several misused words and examples of each.
99
Acknowledgements
This publication was produced by the Norwin School District Secondary Writing Committee:
Mrs. Jennifer Boyd, High School English Teacher
Mrs. Traci Braid, High School English Teacher
Ms. Danae Brentzel-Martina, High School English Teacher
Mr. Regis Evanov, Middle School English Teacher
Mr. Brian Fleckenstein, High School English Teacher
Mrs. Terra Scharritter, Middle School English Teacher
Mrs. Gretchen Sweeney, High School English Teacher
Mrs. Heather Newell, Assistant Middle School Principal
Dr. Tracy McNelly, Assistant Superintendent of Secondary Education
100