STUDENT’S GUIDE TO METHODOLOGY
Presenting Oral and Written Assignments
New Edition
Marie-Eve Dugas
Isabelle Delisle
François de la Chevrotière
Bibliothèque Cégep-Université
Revised on January 2012
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TABLE OF CONTENTS
1. WHY WOULD YOU NEED A GUIDE?...........................................................................................................................4
2. NEED HELP? .........................................................................................................................................................5
3. PRESENTING ORAL ASSIGNMENTS ..........................................................................................................................6
3.1 Preparing your presentation ........................................................................................................................6
3.1.1 Accurately identifying your intent or purpose ...................................................................................6
3.1.2 Knowing your audience ....................................................................................................................6
3.1.3 Mastering your topic .........................................................................................................................6
3.1.4 Preparing a presentation plan ..........................................................................................................7
3.1.5 Choosing and preparing your material .............................................................................................8
3.2 Delivering your presentation........................................................................................................................8
3.2.1 Rehearsing .......................................................................................................................................8
3.2.2 Material ............................................................................................................................................8
3.2.3 Non-verbal and paraverbal ..............................................................................................................8
3.2.4 Contact during the presentation .......................................................................................................9
3.2.5 Citing sources in an oral presentation .............................................................................................9
4. COMPOSING A WRITTEN ASSIGNMENT¹ ..................................................................................................................10
4.1 Writing an introduction...............................................................................................................................10
4.1.1 The opening statement (sujet amené) ...........................................................................................10
4.1.2 The thesis statement (sujet posé et divisé) ...................................................................................10
4.2 Writing the body paragraphs .....................................................................................................................11
4.3 Writing the conclusion ...............................................................................................................................11
4.3.1 Restating the thesis statement.......................................................................................................11
4.3.2 The resolution ................................................................................................................................12
4.3.3 The closure ....................................................................................................................................12
4.4 A few important elements ..........................................................................................................................12
4.4.1 Readability .....................................................................................................................................12
4.4.2 Objectivity.......................................................................................................................................12
4.4.3 Academic rigour .............................................................................................................................13
4.4.4 The usage of a neutral style and the third person. ........................................................................13
4.4.5 Transition words .............................................................................................................................13
4.4.6 The length of sentences .................................................................................................................13
4.4.7 The division of paragraphs.............................................................................................................14
5. PRESENTING A WRITTEN ASSIGNMENT ..................................................................................................................14
5.1 Page layout for the assignment .................................................................................................................14
5.1.1 Type of paper .................................................................................................................................14
5.1.2 Margins ..........................................................................................................................................14
5.1.3 Type font and size ..........................................................................................................................14
5.1.4 Pagination ......................................................................................................................................14
5.1.5 Spacing and graphic layout............................................................................................................14
5.1.6 Justification ....................................................................................................................................15
5.2 Text divisions and organization .................................................................................................................15
5.2.1 Title page .......................................................................................................................................15
5.2.2 Table of contents............................................................................................................................15
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5.2.3
5.2.4
5.2.5
5.2.6
5.2.7
5.2.8
Lists of figures, tables, and abbreviations ......................................................................................16
Text body .......................................................................................................................................16
Appendices ....................................................................................................................................16
Cross-references............................................................................................................................17
Footnotes .......................................................................................................................................17
Tables and figures..........................................................................................................................17
6. PERSONAL SYNTHESIS OR PLAGIARISM? ...............................................................................................................20
7. IN-TEXT CITATIONS ...............................................................................................................................................21
7.1 How do you insert a direct quotation? .......................................................................................................21
7.1.1 Short quotations: less than five lines .............................................................................................21
7.1.2 Long quotations: five lines or more ................................................................................................22
7.2 How do you insert an indirect quotation? ..................................................................................................22
7.3 Reference presentation variants in citations .............................................................................................23
7.4 Particular citations in assignments ............................................................................................................24
7.4.1 Inserting a direct quotation from a non-paginated website ............................................................24
7.4.2 Citing two works written by the same author, in the same year ....................................................24
7.4.3 Modifying a direct quotation ...........................................................................................................25
7.4.4 Inserting a second-hand quotation.................................................................................................26
8. BIBLIOGRAPHY ....................................................................................................................................................27
8.1 Basic model: book, report, program, etc. ..................................................................................................27
8.1.1 Particular Cases in connection with the basic model described in 8.1 ..........................................28
8.1.1.1 Document with two or three authors ........................................................................................................................ 28
8.1.1.2 Document with more than three authors.................................................................................................................. 28
8.1.1.3 If the document does not have an author ................................................................................................................ 28
8.1.1.4 Missing information .................................................................................................................................................. 28
8.1.1.5 A book with accompanying material ........................................................................................................................ 29
8.1.1.6 A book with multiple editions ................................................................................................................................... 29
In the case of a book which has many editions, write the year of the document you consulted. ........................................ 29
8.1.1.7 An unpublished work produced as part of a course................................................................................................. 29
8.2
8.3
8.4
8.5
8.6
8.7
Periodicals: magazine, journal or newspaper articles ...............................................................................29
Book chapter published under the responsibility of an editor ...................................................................31
Reference books (dictionary, encyclopedia, atlas, etc.)............................................................................32
Legal documents: laws, regulations, etc.¹ .................................................................................................33
Course notes .............................................................................................................................................34
Non-print sources ......................................................................................................................................34
8.7.1 Film, television program or news report .........................................................................................34
8.7.2 Work of Art .....................................................................................................................................35
8.8 Internet sources .........................................................................................................................................35
8.8.1 Particular cases in connection with the basic models described in 8.1 and 8.8 ............................36
8.8.1.1 Type of unusual documents..................................................................................................................................... 36
8.8.1.2 Online magazine or newspaper article .................................................................................................................... 36
8.8.1.3 Weblog post (blog) ................................................................................................................................................... 37
8.8.1.4 Online reference book article (dictionary, encyclopedia, atlas, etc.) ....................................................................... 37
9. CONCLUSION : A STEP FURTHER ...........................................................................................................................38
9.1 Improve your English writing skills… .........................................................................................................38
APPENDIX .............................................................................................................................................................39
WORKS CITED ...........................................................................................................................................................40
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1.
WHY WOULD YOU NEED A GUIDE?
This guide will help you achieve the following goal: present an assignment and obtain the best result possible.
As a student, this is beginning to sound interesting, isn’t it?
This guide has therefore been specifically designed for you. This tool is indispensable and provides you with
presentation methods for written and oral assignments as well as tips on how to improve your way of working
and learning.
You will learn how to present written and oral assignments using the Cégep de l’Abitibi-Témiscamingue’s current
methodology. Easy-to-follow guidelines are provided so that your road will be easy to travel.
This guide shows you how to avoid plagiarism by citing your sources and using the appropriate method. Many
helpful and concrete examples are presented in order to assist you in your work. Thus, by using appropriate
citing rules, you will learn to respect your readers as well as the authors of the work you consulted to produce
your assignments.
Last, this guide presents a number of important links to resources which will broaden your own research and
learning strategies. By and large, applying the principles included in this guide, daring to ask questions, knowing
how to use available resources are all fundamental keys to your success.
It is up to you!
Note : This Student’s Guide to Methodology was produced by the library service of the Cégep and Université de
l’Abitibi-Témiscamingue. We would like to thank all the teachers who contributed in making constructive
suggestions. In addition, we want to extend a special thank you to Marie-Eve Dugas whose library and
methodological skills helped draft the full version of this guide.
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2.
NEED HELP?
Check first with your teacher as he or she is the person to whom you will be submitting the assignment that you
are attempting to produce. Feel free to ask questions and request assistance from your teacher to ensure that
you fully understand the instructions and to be certain that you are using the recommended method.
You will also find extensive information at the library as well as direct assistance by requesting the services of
one of the librarians. They specialize in information, document retrieval and methodology. They will be pleased
to assist you (without doing the work for you!). Simply contact them by e-mail, in person or by telephone.
Consult the library website Quick Help section for contact information or more:
www.cegepat.qc.ca/bibliotheque
Remember that the library’s key mission is to make available to students and teachers material that is directly
related to their courses of study. The library holds all sorts of information that will help you to efficiently complete
your assignments. To find this information, consult the library’s electronic databases, encyclopedias, books,
films, magazines, CDs, maps, software, etc.
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3.
PRESENTING ORAL ASSIGNMENTS
Successfully delivering any form of oral presentation depends on your ability to reach your target audience. A
presentation is an oral paper that you produce and which is intended for a specific group of listeners. As a
speaker, your first assignment consists in ensuring that at the outset you are clear and precise as to your
purpose. You must therefore ask yourself: What is the purpose of my presentation? To inform, explain,
persuade, convince? You must answer this question before you start.
This section of the Student’s Guide to Methodology will explain the two requirements which must be met in order
to successfully deliver a presentation: adequate preparation and a well-structured presentation.
3.1 Preparing your presentation
If your teacher allows you to choose your topic, select one that you are passionate about. It will be difficult to
successfully deliver a presentation if the topic is not something the speaker finds interesting as it will obviously
require effort. Afterwards, follow a step-by-step process so that your oral presentation may be well prepared.
3.1.1 Accurately identifying your intent or purpose
Is your presentation informative or argumentative? Do you wish to inform your audience on a given subject or do
you prefer to persuade your audience to accept your point of view? Clearly determining your objective will guide
not only your research but your presentation strategies as well.
3.1.2 Knowing your audience
A presentation is necessarily addressed to a target audience. In a sense, your audience will have some
influence on the content of your presentation. Your entire presentation must therefore be tailored to suit your
audience. Whenever possible, ask yourself these few questions at the outset:

Who am I dealing with? Is my audience made up of students, teachers, experts, men, women, elderly
people or youth, members of a specific cultural community, etc.?

Am I dealing with a passive or an active audience, a calm or a rowdy audience? What type of reactions
should I expect?

Why will my audience be attending my presentation? Is the audience free or obligated to listen to me? Is
the atmosphere relaxed, serious, or formal?
3.1.3 Mastering your topic
It is important that you develop excellent knowledge of your topic. If you know your topic well, you will feel
comfortable and this significantly reduces nervousness about giving a presentation before a group of people.
Two main factors must be considered: the target audience and the amount of time allotted for the presentation.
These factors compel you to:

Choose information that is most relevant to your presentation and manage the amount of information in
order to respect both the audience and allotted time.
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
Correctly proportion the degree of complexity or popularization of your speech. A highly complicated
speech might not be well understood, whereas if it is too simple, it may sound incomplete or appear to
lack substance. It is important that you properly manage the quality of the information and supporting
arguments by giving priority to the basics and subsequently completing your presentation with secondary
components.

Carefully coordinate the use of information, illustrations and even presentation tools (slides or other
tools) so as not to take up too little or too much time.
In fact, properly managing time allocation is a sign of respect for your audience.
3.1.4 Preparing a presentation plan
The plan has two key functions:

It allows the speaker to organize his speech and ideas in a clear manner.

It enables listeners to accurately follow his line of thought.
Every presentation plan model is organized in a three-part structure:

Introduction (about 10% of the entire content)
The purpose of the introduction is to establish contact with the audience. It must therefore clearly
introduce the subject to the audience as well as its breakdown, that is, each aspect of the subject which
corresponds to a different section in the development. Therefore, in addition to introducing the subject of
a speech, the speaker announces how he will address the subject in the upcoming development.
Establishing contact is a highly strategic process as it helps grab the audience’s attention. This is where
your knowledge of the audience comes most into play. Use your best assets depending on the setting:
shocking statement, humour, particular non-verbal approach, etc.

Development (about 80% of the entire content)
This main part of the assignment consists in presenting the most important aspects of the topic. There
exist many breakdown models and you must comply with the models that your teacher proposes.
However, two different models are most frequently used depending on the purpose of the presentation:
A) Informative development (linear or by accumulation)
The development is broken down depending on the number of informative aspects (main ideas)
which have been accumulated to provide the audience with the most relevant information possible,
within the time frame allotted. We usually proceed by gradation, that is, in a linear fashion beginning
with the least important aspect and ending with the most important one.
B) Argumentative development (dialectic reasoning or thesis/antithesis/synthesis)
This type of development introduces the subject as an argument. To begin, the two main theses
(main ideas) are addressed and are controversial, that is, the speaker addresses the pros and the
cons. Afterwards, the third section of the development introduces the synthesis of this presentation
and allows the speaker to gather his thoughts in order to present his argument (his point of view) and
persuade the audience.
Please Note - Be sure that your thesis is supported by arguments that are more powerful than the
controverted thesis.

Conclusion (about 10% of the entire content)
The conclusion consists in recapitulating the subject by summarizing the main strong points of the
presentation. In the end, the conclusion allows you to close the contact established during the
introduction by opening the topic or the debate. This is when a question period can be initiated if it is
permitted by the teacher. Otherwise, the opening consists in extending the subject from a more
comprehensive perspective or vision.
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3.1.5 Choosing and preparing your material
The material that you choose has an undeniable strategic value, just as it may sometimes become a nuisance to
your presentation.
In fact, regardless of the method you choose, it must be used to help highlight the content of your presentation.
In that respect, the material or medium used must never become more important than the content itself.
Consequently, whether you are using transparencies, photocopies, audiovisual aids or presentation software
such as MS PowerPoint, you are delivering the presentation, not the technology that you are using.
You must therefore be certain that your material is working properly and that it supports you during your
presentation without replacing you.
3.2 Delivering your presentation
Once you have completed the preparation process, you must deliver your presentation in such a way that you
reach your objective, which means fulfilling the purpose of your presentation and above all, successfully
delivering your presentation. The main components that must be taken into consideration for any effective
presentation are listed below.
3.2.1 Rehearsing
When your presentation is all set, rehearse before a fictional audience or in front of friends or family members.
This will permit you to get some accurate feedback and you will be able to time yourself. This will also allow you
to make final adjustments. Remember that factors such as nervousness will likely interfere during your actual
presentation and that you might speak faster at that time. You must anticipate this factor and manage the
quantity of the content of your speech accordingly.
3.2.2 Material
Material as well as any type of logistical support must be tested beforehand. It would be a pity if your speech had
to be partly improvised because the overhead projection that you were relying on was not working properly.
3.2.3 Non-verbal and paraverbal
In public speaking situations, paraverbal elements speak more than you do. We estimate that this aspect
represents more than 60% of oral communication. In particular, you must carefully monitor the following
components:

Voice
Clearly pronounce your words and vary the pitch of your voice whenever necessary. Be sure that the
audience can hear you from every corner of the presentation room. Monitor your enunciation speed
(speech rate) which will vary depending on how nervous you feel.

Gestures
Don’t move around too much or too little. Avoid using gestures which reveal your nervousness such as
pacing back and forth, swinging your legs under the table, repeatedly moving your hands, playing with an
object or scratching yourself, etc.
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Wear what you feel comfortable in and choose your clothing to fit the circumstances. Dress code has an
impact which must not be overlooked.

Facial expressions
This is the most important factor in establishing and maintaining contact with your audience. Avoid
focusing on one single spot or person. Instead, use the scanning technique which consists in observing
your listeners in turns and assessing the overall behaviour of your audience. This will enable you to react
and continually adjust your presentation.
3.2.4 Contact during the presentation
The facility with which you deliver your presentation depends on the efforts you put into preparing for it. This
facility allows contact to be established and this relationship to persist throughout your presentation. In addition,
in order to keep your audience interested, you may vary the stimuli by alternately addressing ideas, using
examples, anecdotes, support material, by varying your voice pitch, scanning all audience members, etc.
Avoid reciting memorized material. Also avoid reading written material, whether it is written down on paper, on
index cards or on slides. Reading during a presentation is always unpleasant for the audience who may lose
interest, break the contact or no longer listen to you.
3.2.5 Citing sources in an oral presentation
In section 6, we will see just how important it is to indicate in your assignment the passages for which you have
used someone else’s words or ideas. This intellectual honesty principle applies to both written assignments and
oral presentations. Failing to comply with this principle is considered plagiarism.
In a written assignment, rules for citing your sources are clearly established: enclose within quotation marks any
passage that you are repeating word for word and write the source of those words or ideas in parentheses (refer
to sections 7 and 8 on citations and bibliography). Doing the same for oral presentations is a little more difficult.
So how do you cite your sources without encumbering your speech? Here are a few tips:
Directly quoting a passage
Before writing any passage that you wish to quote, introduce it in a sentence as follows:

In his article Cashing in on green, Dan Ping specifies that: [Read the passage here].

According to Dan Ping’s Cashing in on green article, there are many benefits: [Read the passage here].
Quoting ideas
When you are quoting an idea, simply mention, at one point or another, the origin of the idea.

Although some companies are still hesitating to go green, it appears that it would be in their best interest
to do so…Or so indicates Dan Ping in his publication Cashing in on green as he specifies that obtaining
green building certifications…
In presentation slides and documents that you hand in to your teacher in class
If you are using presentation slides, be sure to include all references in your slides, according to the assignment
presentation rules described in this guide. Also, it would be appropriate to hand in to your teacher and other
students a list of the sources that you have quoted during your presentation. You would be providing them with a
good start to further explore the issues that you have addressed in your presentation.
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4.
COMPOSING A WRITTEN ASSIGNMENT¹
Writing is quite a task! Indeed, composing a written assignment for a course, a placement or a job is a complex
and demanding task.
Although this section of the guide avoids the question of personal or literary works, you will find all the basic
ingredients which are required in order to produce and, especially, succeed when writing a quality functional²
work. For useful information concerning the composition of functional work, visit the following web site:
http://www.ccdmd.qc.ca/en/
Reminder
We would like to remind you to always refer to your teacher’s instructions or to the requirements
set in the course, placement or job context since they are mandatory and often indicate how to
proceed and the result expected. Obviously, you should comply with them.
4.1 Writing an introduction
What is your work about? How will you bring the reader to find out?
The purpose of your introduction is precisely to make the subject of your work known to the reader. The
introduction accounts for 10% of the total content of your work and consists of two parts: the opening and the
thesis statement.
4.1.1 The opening statement (sujet amené)
The opening statement starts from a general idea, a reflection or a theme which allows you to establish the
larger context in which the specific subject of the work lies. You need to avoid being too general, that is
disconnected or too far from the subject you are preparing to introduce to the reader. In fact, the opening must
establish a link and subtly steer the reader, often indirectly, towards the thesis statement.
4.1.2 The thesis statement (sujet posé et divisé)
The thesis statement is precise. It consists of clearly presenting the purpose or the intended problem of the work
to the reader (“sujet posé” in French). The subject is briefly exposed and must allow the reader to know, without
any doubts, what the work will be about. Even if no hypothesis is presented in the introduction, the themes
addressed must however be known from the start. It is possible, for example, to raise questions which the body
of the assignment will answer but these answers cannot be provided in the introduction.
__________________
1. This part of the guide was produced from the text originally written by Jean-Nil Boucher, teacher in social sciences, in
collaboration with Ms. Danielle Bérubé et Andrée-Anne Gagnon-Dufour, literature teacher at the Cégep de l’AbitibiTémiscamingue, Amos campus.
2. This term comes from a document entitled Méthodologie du travail intellectuel – Les différents types de productions
écrites that we can find at this address http://pdci.uquebec.ca by clicking on «Rédiger son travail».
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In addition, the thesis statement subtly reveals the general organisation of the different parts of the body. It is
preferable to avoid announcing what is coming by using transition words such as “At first, secondly, and thirdly.”
Instead, mention the broad outline or orientations that you intend to develop in your work. The focus should not
be too broad, nor present too many details that would give away answers to the arguments raised in the thesis.
In short, this part of the thesis statement announces the ideas or questions that will be discussed in the body of
the work. It is equivalent to the “sujet divisé” in French
Trick
It is suggested to write the introduction and the composition once the research and the topic
analysis have been completed to make sure the entire content is well-known. It is strongly
advised to first produce an outline of the entire work in order to highlight the central ideas and to
anticipate, as precisely as possible, the upcoming steps in the research and the composition.
With a good plan in hand, it is generally easier to compose the introduction and the conclusion.
4.2 Writing the body paragraphs
The body’s purpose is to develop the different parts presented in the thesis statement of the introduction. Since
there is a huge variety of composition plan for the body, it is suggested to follow and refer back to the
instructions imposed by your teacher, internship supervisor or employer.
The body is the part where you must adapt to the particular type of work required. Subsequently, the body can
include a varying number of paragraphs depending on the scope of the assignment. Thereby, a 3-page literary
analysis, a 2-page review, or a 5-page research will not have a body that has the same scope as a 65-page final
internship report. Writing the body implies adjusting the number of paragraphs it contains with respect to the
result you wish to obtain. When you read them, these paragraphs should respect the logical progression you had
previously announced to the reader in the thesis statement.
4.3 Writing the conclusion
Has your assignment reached its goal? How do you bring the reader to grasp the final result of your work?
Writing the conclusion is very important if you consider that it is on these last words that the reader will complete
the reading of your work. Consequently, the conclusion must be carefully thought out: the reader has to
understand what you meant to say in your work and finish on a positive note.
This last section accounts for approximately 10% of the total content of your work and consists of 3 parts:
restating the thesis statement, the resolution and the closure.
4.3.1 Restating the thesis statement
The reiteration of the thesis statement establishes a link with the introduction. It is the part where you can
remind the reader of the main focus and purpose of your work.
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Reminder
The thesis statement needs to be reworded. Avoid copying exactly what was written in the
introduction.
4.3.2 The resolution
The resolution is in fact, the consolidation of what was discovered in the assignment, but formulated differently.
It’s the heart of the conclusion where you sum up your findings in a few sentences. The resolution should briefly
synthesize the points made in the body and, consequently be closely related to the introduction.
4.3.3 The closure
The closure allows for the suggestion of further exploration of the topic. It’s written by taking the opening
statement of the introduction into account in order to refer the reader back to the larger context where the work
came from. Like in the opening statement, you want to be careful not to be too general or irrelevant to your topic.
4.4 A few important elements
4.4.1 Readability
Any written work must be formulated in a way that will bring clarity and coherence to the eyes of the reader who
should understand the sense after the first reading. As Mark Haddon said: «The one thing you have to do if you
write a book is put yourself in the reader’s shoes. »
1. Read your text out loud. It’s easier to perceive the rhythm, structure, and vocabulary flaws.
2. Ask someone else to read your text. Another person’s point of view will help you detect any missing
ideas or words. It can also help evaluate the perception of your intended message.
4.4.2 Objectivity
Remaining objective when dealing with a subject means; staying neutral by restraining from formulating opinions
and value judgments. It is important to paint an objective picture of reality. Even words that depict subjective
assessments which hint at the author’s point of view should be banished systematically. Describing, analyzing,
explaining, and proving are activities that should be given priority to; in doing so, avoid using moralistic
expressions or terms that evoke emotions or preferences.
Here are a few examples which signal a lack of objectivity:

This interesting phenomenon which involves metrosexual…

Quebec society has greatly evolved, the proof lies in the fact that household chores are no longer
strictly women-only.

Fortunately, the accident made no victim…
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
This molecular biology experiment finally showed that such amazing results cannot be obtained
without the collaboration…

Finally, Romeo and Juliet is just another boring love story which, according to me, ends tragically.
4.4.3 Academic rigour
Any assertion must rely on different elements which demonstrate its relevance. These elements are proofs which
take different shapes. It is important to resort to rational arguments, citations, statistics, verifiable information,
proven facts and even sometimes, testimonies, etc., in order to prove the legitimacy of assertions, theories and
hypothesis formulated in the work.
For example, when an assignment is launched, the student undertakes an information quest which, as a result,
will allow him to acquire a good knowledge of his topic. When he judges that sufficient information has been
collected, the student can then start writing the text which, accordingly, will allow him to verify a hypothesis,
apply a concept, or describe a process, a theory, a phenomenon, etc. Regardless of the topic studied, a
functional written assignment always constitutes a structured demonstration in accordance with a recognized
and validated process by your teacher, your internship supervisor, or your employer.
4.4.4 The usage of a neutral style and the third person.
Adopting a neutral style gives objectivity to the text. Consequently, in most written work, avoid using direct oral
language and colloquial expressions or coarse vocabulary unless it is used in a direct citation.
In addition, it is generally preferable to abstain from personalising the text by using I or we, and also to address
the reader directly by using you. It is strongly recommended to limit the use of 3rd person pronouns such as he,
she and they. Similarly, it is advised not to use possessive adjectives like my, your, his, her, our and their. Check
with your teacher to find out what is recommended depending on the type of communication.
4.4.5 Transition words
It is important to polish the continuity between the parts of the text in order to reinforce the logical structure and
to highlight the transitions between ideas. This continuity is created using transition words. Here are a few
examples: indeed, on the other hand, first of all, finally, at last, next, in addition, consequently, however, etc.
These elements of the language allow the reader to better grasp the logic of the text by providing precise
indications on its progression. However, transition words need to be used sparingly in order not to weigh the text
down.
4.4.6 The length of sentences
It is recommended to write short sentences, each containing about 20 words or less. The sentences must be
written in a way that the sequence of ideas follows the logical reasoning of the person reading the text.
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4.4.7 The division of paragraphs
A text must be divided into paragraphs, each of which usually containing only one main idea. You must avoid
writing paragraphs which are longer than one page because this can give the impression that ideas are
presented in a disorderly fashion. A judicious division of paragraphs also lightens and facilitates the reading of
the text.
5.
PRESENTING A WRITTEN ASSIGNMENT
Imagine that you are presenting your assignment as you would an interview… Careful grooming is appropriate!
In this section, you will learn about basic written assignment presentation standards. However, keep in mind that
these standards may vary depending on your teacher’s requirements and needs. It is therefore your duty to
follow your teacher’s instructions and to tailor your work to each situation. Finally, if you have any particular
questions regarding this matter, contact the library users’ assistance services.
5.1 Page layout for the assignment
5.1.1 Type of paper
Use plain white letter-size paper (US letter size). To bind your paper, staple it in the upper left-hand corner (do
not use paper clips nor any other form of binding).
In order to comply with the Cégep’s Policy on environment and sustainable development, your work must be
printed on both sides of the paper, unless your teacher specifically requests that you do otherwise for a
particular assignment.
5.1.2 Margins
Identical margins must appear on every page of your assignment and be set at 3 cm. (top/bottom, left/right).
5.1.3 Type font and size
One single type font is to be used for the entire assignment. The following type fonts are recommended:
Times or Times New Roman : 12 pts for the text, 10 pts for long direct quotations and footnotes.
OR
Arial : 11 pts for the text, 9 points for long direct quotations and footnotes.
5.1.4 Pagination
Except for the title page, all pages numbers must be placed in the upper right-hand corner of the page, in Arabic
numerals (1, 2, 3, 4, etc.). The title page is counted, but not numbered.
5.1.5 Spacing and graphic layout

Lines of text in your assignment must be double spaced.
15

Use single spaced lines for long direct quotations, footnotes, tables, bibliographies, titles which require
more than one line, and appendices.

Titles of sections and chapters are followed by triple- or quadruple-spacing.

Each paragraph is separated by a blank space which is equivalent to quadruple-spacing.

Each section in the assignment (table of contents, introduction, development, conclusion, bibliography,
appendices) must begin on a new page.

Be sure that the layout model is consistent throughout your assignment. Never type a title at the bottom
of a page and never begin a new paragraph on the last line of a page. Instead, move onto the next page.
5.1.6 Justification
All the text is generally and automatically aligned to the left margin by your word processing software. However,
you may also align your text to both left and right margins (justifying) which provides your text with a more
consistent look, resembling a printed book.
5.2 Text divisions and organization
5.2.1 Title page
The title page contains the following information which is divided into four parts:

Name of author(s) in capital letters
Name of course
Course number and group number

Title of assignment (in capital letters)
Subheading (if required)

The following statement “Assignment submitted to”
Name of teacher to whom the work is submitted

Name of educational institution
Date upon which the work is handed in
A sample title page is attached under Appendix 1.
5.2.2 Table of contents
Following the title page, the table of contents introduces each part and division of the assignment along with a
link to the corresponding page in the text. It provides your readers with a quick overview of the contents, in
addition to being able to move directly from one section to another in your assignment. Your word processing
software may automatically insert a table of contents. Consult the software’s help menu for further details.
A sample table of contents is shown on page 2 of this guide.
16
5.2.3 Lists of figures, tables, and abbreviations
In order to facilitate reading, if your work contains many tables, figures or abbreviations, it would be appropriate
to add some lists exposing all these elements. These lists (one per type) are placed right after the table of
contents. In the case of tables and figures, indicate the page on which each table and figure is found. As for the
list of abbreviations and acronyms, it presents, in alphabetical order, all the acronyms used in the text along with
the complete words they represent.
5.2.4 Text body
Parts, sections and subsections may be formatted in various ways. We recommend the following decimal
numbering system:
1. TITLE OF SECTION OR PART (in capital letters)
1.2 Section A (in lower-case letters)
1.2.1 Subsection 1 (1.25 cm indent from the left margin)
1.2.2 Subsection 2 (1.25 cm indent from the left margin)
1.2.3 Etc.
1.3 Section B (in lower-case letters)
1.3.1 Etc.
2. TITLE OF SECOND SECTION OR PART (in capital letters)
Repeat depending on the number of sections and subsections that are involved.
Remember that your word processing software can automatically perform this task as well.
5.2.5 Appendices
Appendices are placed at the end of the assignment, before the bibliography. Those documents are too lengthy
to be inserted within the text body, but must be included in the assignment so that the reader may refer to them
as needed. Interview texts, survey results, series of geographic maps, minutes may all be included in an
appendix. Each appendix begins on a new page and has its own number and title (refer to example on page 39).
17
5.2.6 Cross-references
We sometimes must refer a reader to another part of the assignment as he would benefit from a more complete
version on the subject that he has just read. That cross-reference is placed between parentheses, immediately
after the explanation which is provided. Those cross-references are used to refer readers to other sections in
your assignment, unlike quotations which are used as references to outside sources (see section 7 on In-text
citations).
Example
…
The childbirth process is a horrifying process for the spectator, just as for Pinky, who during this
time passed through the symbolic order (see section Pinky’s initiatory journey).
…
5.2.7 Footnotes
We sometimes need to add comments, explanations or information which would encumber the text if those items
were included. In such cases, use footnotes. “Reference mark” numbers are used to draw a connection between
the preceding text and its corresponding footnote. At the end of the passage to which you wish to add
explanatory notes, insert a superscript number1. Such footnote numbering must be done consecutively
throughout the document and begin with number 1. The area in which the footnote appears is separated from
the main text with a footer line of 5 cm, aligned to the left margin. Each note preceded by its number appears
below this line. The font size of the footnote is reduced by two points compared with the font size used for the
text body.
5.2.8 Tables and figures
Tables present a data set consisting of rows and columns. Figures include graphs, drawings, maps, photos, etc.
Tables and figures must:

Be numbered;

Bear separate captions: The caption of a table is centered above the table while the caption of a figure is
centered below the figure;

Mention the source of the figure or data used to create the table;

Be inserted as close as possible to the relevant text

Be centered on the page.
However:

1
If a table or figure is significantly large, it may be presented on a separate page which would immediately
follow the relevant text;
Word processing software automatically creates the footnotes. Consult the instruction manual of your software for further details.
18

A table may extend onto a second page; in that case, you must repeat the number and caption of the
table followed by (con’t) as shown here in parentheses;

If the table continues onto more than two pages, you may attach it as an appendix, at the end of your
document.
About crediting the source:

Insert the source below the table or figure, preceded by the word “Source”.

Information regarding sources must be printed in the same style as direct quotations (see section 7.1 on
direct quotations), that is, you must mention the author’s name, the publication year and the page, but
omit the parentheses and reduce the font size by 2 points. As with direct quotations, complete references
will appear only at the end of the bibliography.

If your table has more than one source, it is best to indicate each data source in the footnotes, so as not
to encumber the table. See examples below for further details.
Example: Table with only one data source
A short reference appears directly below the table. The complete reference appears in the bibliography.
…
Regarding electricity generation, Table 1 illustrates the evolution and prediction of electricity
generation and sources, as well as greenhouse gas emissions from 1971 to 2020.
Table 1
Past and projected global production from the electricity generating sector (TWh/yr) and average C
emissions per kWh due to fuel switching and efficiency gains
Coal
Natural gas
Oil
Nuclear
Hydro
Other renewables
Total
1971 1995
2000
2010
2100 4949
5758
7795 10,296
691
1932
2664
5063
8243
1100 1315
1422
1663
1941
111
2332
2408
2568
2317
1209 2498
2781
3445
4096
215
319
433
36
177
2020
5247 13,203 15,248 20,853 27,326
Average GHG
emissions (g C/kWh) 200
158
157
151
147
Source: Energy Policy, 2003, p.1315 adapted from IEA (1998)
Coal energy is the dominant source of electricity used around the world. Although its electricity
production generated from fossil energy sources does not even come close …
19
…
Example: Table with multiple data sources
The text would be too encumbered if we were to include the references of various sources directly below the table. They
should be included as footnotes.
…
Table 2 illustrates the last estimates of available populations in the four countries studied.
Table 2
Population: Canada, France, Sweden and United Kingdom
Population
Canada
(January 2011
estimate)
France
(January 2011
estimate)
Sweden
(July 2011
estimate)
United Kingdom
(July 2010 estimate)
34, 278, 4001
65, 026, 8852
9,088,7283
62,300,0004
France and the United Kingdom being much more populated than Canada and Sweden, it is…
1
2
3
4
Statistics Canada, 2011, Canada’s Population estimate
France, Institut national de la statistique et des études économiques, 2011, Total Population
Index Mundi, 2011, Sweden Demographics profile 2011
UK Statistics Authority, 2010, Population estimate
Example: Figure
…
The hierarchical structure of ABC Company as shown in Figure 1, accurately represents the
traditional structure.
President
Financial Resources
Manager
Human Resources
Manager
Communications
Manager
Figure 1
ABC Company Organization Chart
Source: ABC Inc., 2011, p. 5.
Thus, the company is divided into three hierarchical management levels: the…
20
6.
PERSONAL SYNTHESIS OR PLAGIARISM?
Plagiarizing or copying is like borrowing money from a friend and not paying him back. You may have heard the
following expression “Render unto Caesar the things which are Caesar’s”? It is a law which cannot be
overlooked and which applies each time you must prepare a written assignment or an oral presentation.
So how do you avoid plagiarism? When your teachers ask you to complete an assignment, they want you to
conduct research in order to compose your own written or oral presentation. Even if you write up your own work,
as part of your research you will use various sources of information by different authors. Whether you are using
an author’s opinion or paraphrasing his ideas, you may borrow and use them in your text as long as you mention
that fact to your readers. The rules are simple:

If you are using any excerpt verbatim of an existing text (regardless of its source: book, magazine,
website) you must use quotation marks and give a reference.

If you summarize or paraphrase an existing text or simply borrow an author’s idea, you must mention this
fact as well in the reference.
For further details on plagiarism and how to avoid it, consult the University of Ottawa’s document Beware of
plagiarism: it’s easy, it’s tempting… but it can be very costly! available at the following site:
http://www.uottawa.ca/plagiarism.pdf.
The following sections provide information on how to properly cite your sources.
21
7.
IN-TEXT CITATIONS
When you are writing a text, you must always indicate the words or ideas that are not your own. There are two
ways you can go about doing this:

Insert a direct quotation: repeating verbatim what someone else has said or written.

Insert an indirect quotation: summarizing or rewriting in your own words someone else’s idea.
Tip
Generally, a research assignment will include a larger number of indirect citations than direct
quotations. Direct quotations are useful when it is impossible to summarize the author’s thoughts
in any other way, when you are referring to an expression or a term that was invented by the
author or to highlight an important passage which pertains to your work. Indirect quotations are
written in your own words and blend in with your text. They allow you to summarize in a few lines
an idea which was developed by the author in more words and call upon your ability to
understand and explain in your own words complex concepts developed by someone else.
Important: All documents that you quote directly or indirectly in your work must be mentioned in the bibliography
at the end of your assignment.
7.1 How do you insert a direct quotation?
In a direct quotation, you must repeat the author’s words exactly as they were said or written, without modifying
any of those words. A direct quotation is presented differently depending on whether you are using a long or a
short quotation.
7.1.1 Short quotations: less than five lines
When an author’s quotation requires four lines or less in your text, it is called a short quotation. To present it,
insert a quotation in your text within quotation marks (“ ”). Afterwards, indicate where you found this quotation.
To do so, add in parentheses the author’s family name, the year of publication of the document, and the page
from which the quotation was taken, immediately after the quotation marks and before the final period of the
sentence. The other information on the document that you are quoting (author’s first name, title of document,
publisher, etc.) will appear in the bibliography, at the end of your assignment.
Example 1
…
Although some companies are still hesitating to go green, it appears that it would be in their best
interest to do so since they may also “benefit from reduced insurance premiums because they cut
the risks of lawsuits and from reduced recruitment costs because employees are more likely to stay
and will be more productive” (Simone, 2007, p. C4). In addition, businesses that adopt
environmental policies…
…
22
7.1.2 Long quotations: five lines or more
If the excerpt that you wish to insert in your assignment requires five lines or more, it will be considered as a
separate paragraph. This paragraph will have the following distinctive characteristics:

The excerpt is indented 1.25 cm from both left and right margins.

The text is single-spaced.

The font size is reduced by 2 points.

The paragraph does not require quotation marks and just as with short quotations, parentheses are
placed at the end of the paragraph and include information pertaining to the quotation.

The final period of the quotation is placed before the parentheses.
Example
…
By the end of the novel, we are reminded of the power of family, love, magic, and Cree tradition, as
Champion embraces his origins and finally denies the world of non-native opposition he and his
brother fought against their entire lives. The Okimasis brothers and the Fur Queen get the final
word in the end:
The creature of unearthly beauty was floating towards him carrying something in her arms, something
round and silver, carrying the object at waist level, like a sacred vessel, like an organ, a heart perhaps,
a lung, a womb? He was the champion of the world. And then the Queen’s lips descended. Down they
came, fluttering, like a leaf from an autumn tree, until they came to rest if only for a moment, though he
wanted it to last a thousand years, on Gabriel Okimasis’s left cheek. There. She kissed him. And took
him by the hand. (Highway, p. 306)
As Dancer and the Fur Queen make their exit together, we are left with a sense that Highway’s
story is not one of tragedy but is instead one of personal and cultural rebirth.
…
7.2 How do you insert an indirect quotation?
Indirect quotations are also called paraphrases. They are particularly useful when you wish to include in your
assignment an idea that was thoroughly developed by an author. It allows you to benefit from the ideas of
another person provided that you translate it in your own words. It is easily included in your text as it is written in
your own personal writing style.
Please Note
An indirect quotation or paraphrase does not consist only in rewriting another person’s
sentences and changing a few words, using synonyms… You need to truly rewrite the ideas in
your own words, without copying the original wording. Tip: It is much easier to rewrite ideas
and concepts that we fully comprehend…
When you are summarizing the author’s ideas in your own words, you are not required to use quotation marks.
However, you must always indicate the source of what you are writing. So you must include the information on
the author and the book within parentheses, just as with direct quotations.
23
Example 1
The following example is an indirect quotation rewritten from the citation presented in the section on short direct quotations.
…
Although some companies are still hesitating to go green, it would be in their best interest to do so.
By complying with environmental standards, they cut down on insurance costs as well as enjoy
more productive and loyal employees (Simone, 2007, p. C4).
…
Example 2
…
Trees draw most of their energy from their leaves which transform carbon dioxide, water and
sunlight into sugars and oxygen (Thomas, 2000, p.9)
…
7.3 Reference presentation variants in citations
The previous section addressed the usual way of referring to an author: writing his family name, date of
publication and page within parentheses, immediately after the quotation. However, if you mention the author’s
name before introducing the quotation (direct or indirect quotation), it is therefore not necessary to repeat his
name in parentheses.
Example 1
This is a direct quotation, one in which we immediately refer to the author. In this case, the date must be put in parentheses
immediately after the author’s name, before the quotation, but the page will be mentioned at the end of the quotation.
…
Speaking of Nunavut political culture, Henderson (2007) indicates that, “the method by which Inuit
were integrated into the political system in Canada, the campaign for a land claim, and the
institutional features of the current territory each contribute to the general patterns of behaviour in
Nunavut” (p. 169). Furthermore…
…
Example 2
This is an example of an indirect quotation.
…
Williams and Hagerty (2005) describe how most women with postpartum depression will reach a
peak in the first few months following birth but should experience a decrease in symptoms
afterwards (p. 26).
…
24
7.4 Particular citations in assignments
7.4.1 Inserting a direct quotation from a non-paginated website
In a direct quotation, you must indicate the page of the document from which the excerpt is taken. However, if
you wish to include an excerpt from a website, you will have trouble finding the page numbers… So what do you
do? Instead of the page number, simply indicate « web». This way, your reader will know that you did not
accidentally leave out the page number but that it consists in a non-paginated web page.
Example
The following is an excerpt from a site whose author is the Meteorological Service of Canada.
…
The new Canadian wind chill index was developed in order to better reflect the temperature felt. “It
was created based on research that used human volunteers and advanced computer technology,
combined with recent medical advances in the understanding of how the body loses heat when
exposed to cold.” (Environment Canada, 2011, web).
…
7.4.2 Citing two works written by the same author, in the same year
When you include the author’s name and the publication year of the document that you are citing in
parentheses, this information is sufficient to permit the reader to find the original document by consulting the
bibliography at the end of your assignment.
However, if in your assignment you are quoting two separate documents, written by the same author, in the
same year, there might be a problem… In fact, you will be unable to separate those two documents in the
bibliography as they both have the same author and the same publication year. To solve this problem, simply
add a small “a” next to the date of the first document and a small “b” next to the date of the second document.
Use this procedure for all citations, both in your text and bibliography.
25
Example 1
In the same assignment, we must cite two works written by the same author, in the same year. The first work will have a
small “a” next to the date.
…
Dennis (2004a) reviewed seven studies concerning the prevention of postpartum depression with
biological interventions such as antidepressant medication and hormonal therapy. Her review
indicated “that no specific biological approach can be strongly recommended for clinical practice” (p.
473) and stressed the importance of interdisciplinary research.
…
Example 2
The second work is presented with a small “b” next to the date.
…
Numerous possibilities for treating postpartum depression exist besides biological interventions.
Many non-biological approaches can also be regarded such as “interpersonal psychotherapy,
cognitive-behavioural therapy, psychological debriefing, antenatal classes, intrapartum support,
supportive interactions, continuity of care, antenatal identification and notification, early postpartum
follow-up, flexible postpartum care, educational strategies, and relaxation with guided imagery”
(Dennis, 2004b, p. 536-537). All of these approaches can be…
…
7.4.3 Modifying a direct quotation
You have learned that direct quotations inserted within quotation marks or which are indented may not be
modified from their original version. In fact, when you use quotation marks or indent a quotation, it means that
you have copied the exact words of an author. Modifying a text that you are quoting, even just to correct an
error, would therefore mean false representation… However, how would you slightly modify a text so that it
would be more easily inserted into your assignment? You may bring slight modifications to the text, provided that
you use square brackets [ ] to identify such modifications.

If you wish to cut out a portion of the quoted text, replace those words with suspension periods
between square brackets […].

If you wish to provide clarifications regarding a quotation that might be difficult to understand,
enclose explanations within square brackets in the quotation.

To point out an error (spelling, grammar error, etc.) copy the error as written in your quotation and
insert [sic] (which means “thus” in Latin) immediately after the error. In doing so, you will not be accused
of having miscopied the quotation as you will be indicating that the error was copied as written in the
original text.
Example 1
In the example below, we explained what “PPD” meant and we cut out a portion of the text that was not needed to support
the thesis of the work.
…
26
O’Mara (2007) offers a different view about the problem: she indicates that “in some ways, PPD
[postpartum depression] is an adaptive strategy, a signal for help. It may enable the mother to
negotiate more social support, because it is isolation and lack of social support […] that contribute
to PPD” (p. 12).
…
Example 2
Here, we mention that the author had made an error in the original text.
…
High-power radars could be used as weapons because they can damage electronic devices. They
emit pulses of electromagnetic energy, just as nuclear weapons do. Of course, “the pulses issued
by a nuclear explosion are infinitely more powerful than can be produced by a radar set, even a
large early-warning radar. But the principle is the same. The beam carries enough energy to burn
out sensitive electonic [sic] systems, if they are not protected” (Hawkes, 2006, p. 3).
…
7.4.4 Inserting a second-hand quotation
Suppose you are reading a book whose author quoted another author and that you wish to quote this second
author in your assignment. How do you go about doing so?
We will begin by specifying that it is always best to find the original document and read it in order to be sure that
there have been no transcribing or interpretation errors. However, if you cannot view the original document,
quote the second author as though you would have read it yourself (with the publication year of that author’s
work), and adding within parentheses “cited by” followed by the information on the document in which you found
the quotation (authors, year, page). In the bibliography, include only the work that you have read and not the
work that is quoted.
Example
In this example, only Mr. MacKay’s work would appear in the bibliography.
…
Life in the timber business at that time was very hard for the workers as much as for the animals. A
timber cruiser demonstrated this harsh reality in his diary:
Cold with heavy wind and fall of snow in AM. We broke camp at 8.30 and were on the trail in the midst of a
severe wind and snow storm. Dick, one of our huskies, had been sick for some time and had to turn him
loose today. Ted has a bad attack of distemper and we let him trail behind the loads. He followed about a
mile in the rear. Pete played out on the trail and had to be turned loose also, so we had three useless dogs
today. The wind was severe on the lake today and everybody nearly froze. (Kishbaugh, 1922, cited by
MacKay, 2007, p. 61)
…
MacKay, Donald. The Lumberjacks.
Toronto, ON, CAN: Natural Heritage Books, 2007. p 61.
http://site.ebrary.com/lib/uqat/Doc?id=10221392&ppg=62
Droits d'auteur (c) 2007. Natural Heritage Books. Tous droits réservés.
27
8.
BIBLIOGRAPHY
The bibliography identifies and describes all information sources that you used to produce your assignment. A
bibliography is a list which has all the following characteristics:

The bibliography starts on a separate page at the end of your assignment.

All references are presented in alphabetical order according to the author’s name and for a same author,
in chronological order based on the year of publication.

The bibliography is single-spaced (with double-spacing between each reference).

The second line of each reference (and subsequent lines) is indented by 1.25 cm from the left margin.
Please Note
The bibliography includes all the sources which were used as an inspiration even those that
have not actually been cited in your assignment. On the other hand, a works cited only includes
the documents that you have cited (directly or indirectly) in your assignment and nothing else.
Ask your teacher to find out which one is required.
There are specific rules and variants for each type of document presented. Here are the rules which apply for the
most common types.
8.1 Basic model: book, report, program, etc.
This model is used as a reference for any presentation, whether it involves a book, a government report, a
program or other similar documents. Carefully note the punctuation and spaces: you must be consistent
throughout the bibliography.
Author’s family name,
followed by a comma (may
also be the name of an
organization or a
government department)
Author’s first name
Date within parentheses,
followed by a period.
Title of book in italics (subtitle is
indicated after a colon), followed by a
comma
Elkins, James (2001). Pictures & tears: a history of people who have cried in front of paintings,
New York, Routledge, 272 p.
1.25 cm
indent
Name of city,
followed by a
comma
Name of
publisher,
followed by a
comma
Number of
pages, followed
by p.
28
8.1.1 Particular Cases in connection with the basic model described in 8.1
Unless otherwise specified, particular cases such as those mentioned below also apply to all types of documents
that will be addressed later in this guide.
8.1.1.1 Document with two or three authors
The authors’ names in a document are frequently presented in order of importance, not in alphabetical order. It
is important that you respect this order in the bibliography. Introduce the family name and first name of the
author as usual, add “and” followed by the first name and family name of the second author. If there are three
authors, separate the first from the second with a comma. Note that only the first author’s family name is printed
before his first name.
Example
Hitt, Michael A., Jeffrey S. Harrison and R. Duane Ireland (2001). Mergers and acquisitions: a
guide to creating value for stakeholders, Oxford, Oxford University Press, 230 p.
8.1.1.2 Document with more than three authors
Add the following abbreviation in parentheses et al. (in italics) after the name of the first author. Do not write the
other authors’ names.
Example
This book was written by four authors.
Campbell, Jim, et al. (2004). Assessing Teacher Effectiveness: Developing a Differentiated Model,
London, RoutledgeFalmer, 228 p.
8.1.1.3 If the document does not have an author
If the author’s name is unavailable, write the title of the document instead of the author’s name and proceed as
usual. When you quote such documents in your text, write the title of the document where the author’s name
would normally appear.
Example
Merriam-Webster's collegiate dictionary (2005). Springfield, Merriam- Webster, 1623 p.
8.1.1.4 Missing information
If in spite of all your research, you are missing some information to properly complete the document that you are
citing, write the following information:

Documents with no date: [n.d.]

Documents with no place of publication: [n.p.]

Documents with no publisher (no name): [n.n.]
29
Example 1
Document with no date.
Knowles, Allison [n.d.]. House of dust [Collage]. Whitney Museum of American Art, New York.
Example 2
Document with no place of publication
Schulz, Charles (1967). The Meditations of Linus, [n.p.]: Hallmark, 50 p.
8.1.1.5 A book with accompanying material
For a book that comes with a disc, a CD-ROM, a map or any other source of information which you have used,
indicate the existence of this material in brackets following the title.
Example
National Archives of Canada (1995). ArchiVia 2 : selected holdings of the National Archives of
Canada : a description [Guide and CD-ROM], Ottawa, National Archives of Canada or author.
8.1.1.6 A book with multiple editions
In the case of a book which has many editions, write the year of the document you consulted.
8.1.1.7 An unpublished work produced as part of a course
Frequently, you need to consult the type of document produced by a teacher within a course. It can be a reading
guide, a procedural, a course outline, etc. In this situation, add the mention [unpublished document] in brackets
next to the title of the document. Then, indicate the course title, the name of the institution where the course is
offered, the place where this institution is located, and the number of pages if the document is paginated. In the
case of course notes, see section 8.6.
Example
Kant, Betty (2011). Guidelines for writing a literary analysis [unpublished document], Literary
Analysis, Cégep de l’Abitibi-Témiscamingue, Rouyn-Noranda, 22 p.
8.2 Periodicals: magazine, journal or newspaper articles
Considering that periodicals are usually published several times a year, magazine or journal publishers must
indicate which issue they are publishing. They generally print a volume and a number for each new issue. These
two indications will permit one to find every magazine or journal issue. It is therefore very important that this
information be included when you are adding an article to your bibliography as this will allow your readers to
easily locate the right issue.
30
Did you know?
Generally, the volume represents the year of publication of the journal while the number
represents the various issues published in the same year. Thus, the Harvard Business Review
which is shown in the example below was published for the very first time in 1922 (volume 1).
Eighty-six years later, in 2008, volume 86 was published. Number 4 indicates that this is the
fourth issue published in 2008; if the magazine publishes monthly numbers, we may assume
that this magazine was published in April.
Information on the volume and number are usually indicated at the beginning of the magazine and in the
heading or footnote of the page on which the article is printed.
Family name and first
name of author(s)
Date (include the month and the day
after the year if it is a weekly
magazine or a newspaper) in
parentheses, followed by a period.
Title of article within quotation marks
followed by a comma.
Frei, Frances X. (2008). "The Four Things a Service Business Must Get Right", Harvard Business
Review, vol. 86, no 4, p. 70-80.
1.25 cm
indent
vol. followed by the volume and a
comma, as well as no followed by the
issue number and a comma. This is
optional for daily newspapers such as
The Gazette.
p. followed by the number
of the page on which the
article starts and ends. A
period is placed at the
end.
Title of magazine,
in italics, followed
by a comma
Magazines sometimes have no volume, only a number. In such cases, include only the number. For newspaper
articles, the volume and number are not required, but you must be sure to indicate the complete date of
publication within the date parentheses.
Example 1
The magazine below has no volume, only a number.
Manson, Ainslie (2008). "Dreams of home", Kayak: Canada's History Magazine for Kids, no 24,
p. 18-23.
Example 2
This is a newspaper article. Therefore, you do not indicate the volume or the number. However, the specific issue date is
shown in parentheses.
Solomon, Lawrence (2008, April 26). "Climate Martians: Wikipedians make ceaseless efforts to
denigrate leading scientists who question global warming”, National Post, p. FP 19.
31
8.3 Book chapter published under the responsibility of an editor
Some composite works consist of several chapters which are all written by different authors and assembled by
what is called an editor. The chapters usually focus on a specific subject and may be read independently from
one another. These types of work are easily identified as such when the cover page prints the name of the
editor, preceded or followed by “edited by”, “compiled by”, “texts assembled by”, “under the supervision of”, etc.
Also, the names of the authors of the various chapters are written at the beginning of each chapter.
In order to write your assignment, if you need only one chapter in this type of book, you must quote only that
chapter, not the entire book. However, you must still indicate which book the chapter was found in, similar to how
you would indicate which magazine an article was found in.
Family name and
first name of author
of chapter.
Date within parentheses, Title of chapter within quotation
marks, followed by a comma.
followed by a period.
in followed by the first
name and last name of
ed. or eds.
the editor or editors,
followed by a
and a comma.
comma.
Zuckerman, Harriet (1988). "The sociology of science”, in Neil J. Smelser, ed., Handbook of
sociology, Newbury Park, Sage, p. 511-574.
1.25 cm
indent
Name of city,
followed by a
comma.
Name of
publisher,
followed by a
comma.
p. followed by the
number of the page on
which the chapter
starts and ends.
Title of book in
italics followed by a
comma.
32
8.4 Reference books (dictionary, encyclopedia, atlas, etc.)
This category contains reference books such as encyclopedia, dictionaries and subject-specific works. In
general, when the complete book or work is referred to, the bibliographical reference is written following the
basic model in section 8.1. However, if the reference book is consulted online, refer to section 8.8.1.4. The
following examples illustrate specific cases pertaining to this category.
Example 1
The part cited is presented like an article.
Miles, F.A (1979). “Concepts of Motor Organization”, Annual Review of Psychology, Maryland,
Annual Reviews Inc., vol. 30, p. 327- 358
Example 2
The reference is an entry in a dictionary. Then, write the reference as a document with no author (see section 8.1.1.3) and
mention the entry in quotation marks.
Concise Oxford English Dictionary (2006). “Hyphens”, Oxford, Oxford University Press, p. 1708
Example 3
The part cited is not an article, has no identifiable author, but is an extract from a reference book wich the publisher is
mentioned. In that case, the reference starts by the name of the editor, followed by the mention [Ed.] in brackets, the year of
publication, the title of the document, the place of publication, the name of the publisher, the page where the extract was
taken.
Quarles, Benjamin [Ed.] (1969) A people Uprooted 1500-1800, Oxford, Encyclopedia Britannica
Educational Corporation, p. 63
33
8.5 Legal documents: laws, regulations, etc.¹
For legal documents, bibliographical references vary according to the nature of the document. For example, if
the document is published in a book format, the reference is written according to the basic model that applies to
books (see section 8.1). If the text cited is part of an anthology, the reference is written in accordance with the
model that applies to a book chapter (see section 8.3). A reference to a law or a regulation is established in the
name of the authority which adopted or published it. For a government bill, we write the number followed by the
title. A compilation of laws and regulations itself is cited like a book. As in the other cases, the necessary
information to help identify the type of document must be added at the end of the reference.
Example: a law
Please note that the law title is not in italics but in quotation marks: like a book chapter, it’s the book title that’s italicized.
Quebec (2011). “Agricultural Abuses Act”, Gazette officiel du Québec, part 2- Laws and regulations,
Quebec, Les Publication du Québec, chap. A-2.
Example: a regulation
Please note that the regulation and document titles are bilingual and that, in that case, both parts of the title are separated by
the symbol [=].
Canada (1978). “Regulations Certification of Able Seamen= Règlement sur le certificat de capacité
du matelot qualifié”, Consolidated Regulations of Canada (1978) = Codification des règlements du
Canada (1978), Ottawa, Queen’s Printer, vol. 15, chap. 1411.
Example: a government bill
Please note that the reference begins with the number and the title of the bill rather than by the name of the authority
because, in that case, the law has not been published or adopted.
Bill S-15: The Tobacco Youth Protection Act= Projet de loi S-15: Loi sur la protection des jeunes
contre le tabac, Ottawa, Government of Canada, 37th parliament, 1st session (2001).
Example: adjudication
This type of judicial decision is presented using a title which is written in quotation marks. The names of the parties involved
are not given in full. First, the name of the appellant or applicant is indicated, followed by the abbreviation [v.] for “versus”,
then by the name of the defendant. If the name of the tribunal does not appear in the document title, it can be mentioned at
the end of the reference. Note that the editing or publishing date of the decision is placed after the names of the parties in
order to comply with the basic model of presentation.
“Celgene Corp. v. Canada Attorney General” (2011). Canada Supreme Court Reports= Recueil des
arrêts de la Cour suprême du Canada, SCC1, 1 S.C.R. 3.
_________________
1. This part of the guide was produced and adapted from the following reference document:
Bureau de la traduction (1996). Le guide du rédacteur, Ottawa, Ministre des Travaux publics et Services gouvernementaux
Canada, p. 275-276.
34
8.6 Course notes
Your teachers’ course notes, whether they are handwritten, photocopied or put in a digital format, cannot be put
in a bibliography. When you refer to course notes in your text, simply indicate it using footnotes.
8.7 Non-print sources
The presentation model of other resources is quite similar to the basic model. However, to clearly specify that
you are not referring to a printed document, you must indicate the type of document between square brackets,
immediately after the title. The examples below show how to properly present various types of non-print
documents.
8.7.1 Film, television program or news report
The basic model in section 8.1 easily applies to audiovisuals. Simply replace the author with the director, the
publisher with the production company or broadcasting house and the number of pages with the duration of
recording (if the duration is unknown, do not write anything). For programs that aired on television and which are
not yet available on DVD or other formats, it is important that you add the broadcast month and day in addition to
the year.
Example: fiction film
Where films are concerned, include the country rather than the city where the film was produced. Specify the type of
document by indicating [Motion picture] immediately after the title.
Cassavetes, John (1975). Woman under the influence [Motion picture], United States, Faces, 155
min.
Example: documentary film
Obomsawin, Alanis (2003). Our nationhood [Motion picture], Canada, National Film Board of
Canada, 96 min.
Example: television program
For a program aired on television, you must add the broadcast month and day after the year. Specify the type by writing
[Television broadcast] right after the title.
Dettman, Jennifer (2007, October 8). The Hour [Television broadcast], Montreal, Canadian
Broadcasting Corporation, 60 min.
Examples: part of a television program or a television series
This type of document is presented in the same manner as a book chapter: indicate the director of the episode or the news
report, then the information relating to the entire program. Just as with a book chapter where you indicate ed. to identify the
editor, you must indicate the title of the person in charge of the program (director or producer) after his or her name. Note :
sometimes, the director of a news report will be called a field producer.
Wright-Howard, Anne (2008, February 27). "Ticket Takers" [News report], in Brenda Hanna, show
producer, Marketplace, Toronto, Canadian Broadcasting Corporation.
Earnshaw, Philip (2008, February 25). "Jessie’s girl" [Television series episode], in David Lowe,
producer, Degrassi : The next generation, Scarborough, CTV, 23 min.
35
8.7.2 Work of Art
A work of art is presented like a book, except that you provide physical information specific to this type of
document. Instead of the publisher, write the name of the museum or the name of the person who owns the
work of art. Include the measurements of the work instead of the number of pages. If you are referring to a work
of art that you have seen in a book, include the information pertaining to that book, as though you were citing a
book chapter.
Example: work of art located in a museum
Immediately after the title of the work of art, specify within square brackets which type of work is involved. In this example,
the Montreal Museum of Fine Arts is the institution which holds this work of art.
Riopelle, Jean-Paul (1956). Gravité [Oil painting], Montreal, Montreal Museum of Fine Arts, 300 x
200 cm.
Examples: work of art taken from a book
Please note that the title of the work of art is no longer printed in italics, but rather within quotation marks: as with a book
chapter, the title of the book is in italics. The measurements of the work of art, in this case, are inserted within square
brackets.
Raveel, Roger (1993). "Réflexion auprès des reflets saturés de couleurs" [Acrylic on sized paper on
laminated surface, 75 x 55 cm], in Marc Ruyters, Roger Raveel et la nouvelle vision. Gand,
Snoeck, p. 413.
Vaillancourt, Armand (1957). "No title" [Wood fired sculpture, 210 x 28 x 12 cm], in John K. Grande,
Jouer avec le feu : Armand Vaillancourt, sculpteur engagé, Outremont, Lanctôt, p. 81.
8.8 Internet sources
The model shown below applies to almost every type of sources that is found on the Internet: entire websites,
web pages, documents, etc. Examine the model very closely and the examples further down this page for more
details regarding features specific to each type of Internet source.
Date upon which the site was updated or
date the site was created within
Author’s name (family name and first parentheses, followed by a comma.
name, may also be the name of an Electronic sources frequently have no date.
organization or a government
In such cases, follow the same procedure
department).
used for basic model exceptions (section
8.1.1.4) and write [n.d.] in square brackets.
Title of
source,
followed by a
period.
URL link to
source.
Cégep de l’Abitibi-Témiscamingue [n.d.]. Projet éducatif, http://www.cegepat.qc.ca/ceg_pe.asp
(Retrieved November 18, 2011).
1.25 cm
indent
Retrieved and date upon which
the site was accessed, written
within parentheses, followed by
a final period.
36
8.8.1 Particular cases in connection with the basic models described in 8.1 and 8.8
These particular cases specific to documents which may be accessed through the Internet are to be added to
those already specified in the basic models in sections 8.1 and 8.8.
8.8.1.1 Type of unusual documents
If the type of document is unusual, it is always best to mention this fact within square brackets, immediately after
the title.
Example 1
The fact that the source is a PowerPoint slide presentation is specified within square brackets. Since the document had no
date, [n.d.] was added instead of the year.
Greene, William [n.d.]. Statistics and data analysis [PowerPoint Presentation], http://pages.
stern.nyu.edu/~wgreene/Statistics/Statistics-0-Introduction.ppt (Retrieved January 25, 2012).
Example 2
As is frequently the case with Internet information, the author does not use his real name.
Langersrock
(2009).
Surprise
visit
to
the
library
[Video
http://www.youtube.com/watch?v=meD1ta1Ny30 (Retrieved December 4, 2011).
file],
Example 3
A work of art found on a website. Add information on the type of work of art between square brackets.
Delacroix, Eugene (1852). Andromeda [Oil on canvas], http://artchive.com/ftp_site.htm (Retrieved
November 10, 2011).
8.8.1.2 Online magazine or newspaper article
Searching the Web or a database such as Canadian Reference Center or Eureka will enable you to find articles
that are relevant to your assignment. It is very important that you be able to distinguish both types:

An article found on the web or in a database is a digital version of an article which was published in print.
Such is the case with all articles found through Canadian Reference Center and Eureka. You will also
find a few on the Web.

An article available online only.
If you are certain that the article that you have found is also available in print format and if you have all the
information required to correctly cite the article, present the article as though you had the printed magazine on
hand and follow the rules regarding printed magazine articles (page 30 of this guide).
However, you must follow the rules regarding periodicals for articles that are only available in digitized format by
adding information concerning the URL link. There is no need to add the date upon which you accessed the site
as it will not change once it is published, unlike a web page.
37
Example 1
The article is presented exactly like a printed article. The link is added at the very end.
Meyer, Elizabeth J. (2008). "A Feminist reframing of bullying and harassment: transforming schools
through critical pedagogy", McGill Journal of Education, vol. 43, no 1, p. 33-48,
http://mje.mcgill.ca/article/view/1077/2086 (Retrieved October 14, 2011).
Example 2
As is frequently the case with online articles, there are no page numbers for this magazine. They are therefore omitted.
Beran, Michael J. (2008). "The Evolutionary and Developmental Foundations of Mathematics",
PLoS Biology, vol. 6, no 2, http://dx.doi.org/10.1371/journal.pbio.0060019 (Retrieved
December 25, 2011).
8.8.1.3 Weblog post (blog)
Considering that blogs are regularly modified, it is important that you indicate the post’s exact date of publication
(year, month and day). Also specify the type by inserting [Blog post] immediately after the title. Since a post is
part of a blog, the way in which you will cite it resembles that of a book chapter. Simply add the word in.
Example
Lee, Jennifer 8. (2008, April 12). "Why does television always want to film people walking?" [Blog
post], in The fortune cookie chronicles, http://www.fortunecookiechronicles.com/
blog/2008/04/12/why-does-television-always-want-to-film-people-walking/ (Retrieved April 22,
2008).
8.8.1.4 Online reference book article (dictionary, encyclopedia, atlas, etc.)
Cite online encyclopedia articles the same way you cite a printed encyclopedia (see section 8.4). Instead of
page numbers, city and publisher, write the date upon which you have consulted the article, as well as the link
which leads to that article.
Example 1
Dockstader, J. Frederick (2012). "Native American Art", Encyclopædia Britannica,
http://www.britannica.com/EBchecked/topic/405948/Native-American-art (Retrieved January
5, 2011).
Example 2
There are no authors in Wikipedia’s encyclopedia articles. You must therefore present the entire content by following the
guidelines on documents with no authors (see section 8.1.1.3). Since Wikipedia’s contents continually change, insert the
complete date in parentheses as you would for daily newspaper articles. This information is at the bottom of the Wikipedia
article.
"Magnetism" (2008, May 23). Wikipedia, the
wiki/Magnetism (Retrieved May 24, 2008).
free
encyclopedia.
http://en.wikipedia.org/
38
9.
CONCLUSION : A STEP FURTHER
Methodology is a science which allows you to organize a clear and articulated presentation of your thoughts in
various written or oral communication situations. Several authors introduce comprehensive books on various
studying methods and strategies which you may use when you are performing intellectual work. Although a
methodological approach is highly recommendable, there is no need to memorize all of these standards. In fact,
what matters is that you value academic success to the extent that you never fail to consult reference books that
might help enhance your academic performance. This methodology guide was designed to this effect and it is
also to this effect that we are suggesting that you consult the following excellent books or use the following
services in order to deepen your knowledge of this subject:
Baker, Chris, Ross Vermeer (2007). Writing Better Essays, Hong Kong, Open University of Hong Kong Press,
105 p.
Bell, Judith (2010). Doing Your Research Project (5th Edition), Berkshire, Open University Press, 293 p.
Henderson, Eric (2011). Writing by choice, Ontario, Oxford University Press, 487 p.
Phophalia, A. K. (2010). Modern Research Methodology: New Trends and Techniques, Jaipur, Global Media,
305 p.
Ray, Urmila (2009). Effective Communication, Mumbai, Himalaya Publication House, 346 p.
9.1 Improve your English writing skills…

The CCDMD
The Collegial Center for Educational Materials Development (CCDMD) makes available to all college
students, a language site to help improve writing skills which is simply exceptional. It shares, on line,
grammar resources, interactive exercises, diagnostic tests, games to improve your English written skills,
etc.
http://www.ccdmd.qc.ca/en/

Suggestions for a few essential reference books :
Dictionary:
Hacker (2012). Merriam-Webster.com. Retrieved from http://www.merriam-webster.com/dictionary/
Grammar:
Fowler, H. Ramsey et al. (2011). The Little Brown Handbook, Toronto, Pearson Longman, 333 p.
Verbs:
Declerck, Renaat (2006). The Grammar of the English Tense System: A Comprehensive Analysis, New
York, Mouton de Gruyter, 846 p.
APPENDIX
Sample Title Page
JEAN CORMIER
Introduction to Regional History
330-930-91, Gr. 01
DEVELOPMENT OF ABITIBI-TÉMISCAMINGUE
History and Prospective
Assignment submitted to:
Mr. Luc Morin
Cégep de l’Abitibi-Témiscamingue
February 16, 2012
40
WORKS CITED
Works used as examples in the section on Quotations in Text
Dennis, Cindy-Lee (2004a). "Preventing Postpartum Depression Part I: A Review of Biological Interventions”,
Canadian Journal of Psychiatry, vol. 49, no 7, p. 467-475.
Dennis, Cindy-Lee (2004b). “Preventing Postpartum Depression Part II: A Critical Review of Nonbiological
Interventions”, Canadian Journal of Psychiatry, vol. 49, no 8, p. 526-538.
Environment
Canada
(2011).
Canada’s
Wind
Chill
Index,
http://www.ec.gc.ca/meteoweather/default.asp?lang=n&n=5FBF816A-1 (Retrieved November 22, 2011).
Hawkes, Nigel (2006, November 3). “Energy pulses can be used as weapons”, The Times (United Kingdom),
p. 3.
Henderson, Ailsa (2007). Nunavut: rethinking political culture, Vancouver, UBC Press, 254 p.
Highway, Tomson (1999). Kiss of the Fur Queen, Toronto, Anchor Canada, 320 p.
MacKay, Donald (2007). The lumberjacks, Toronto, Dundurn, 319 p.
O'Mara, Peggy (2007). "A quiet place: everybody gets the blues”, Mothering, no 142, p. 10-14.
Ping, Dan (2011). “Cashing in on green, http://www.review.net/section/detail/cashing-in-on-green/ (Retrieved
January 4, 2012).
Simone, Rose (2007, March 28). “Cashing in on green; environmentally friendly businesses make economic
sense, author says”, The Record, p. C4.
Thomas, Peter (2000). Trees: Their Natural History, New York, Cambridge University Press, 296 p.
Williams, Reg Arthur, Bonnie Hagerty Kawczak (2005) Depression Research in Nursing: Global Perspectives,
New York, Springer Publishing Company, 149 p.
Bibliography
This guide was developed and inspired by the following sources
American Psychological Association (2007). APA style guide to electronic references, Washington, American
Psychological Association, 24 p.
Aubry, Richard and Gustave Ng. Kiyanda (2004). La conception et la présentation matérielle d’un travail écrit,
Rouyn-Noranda, Cégep de l’Abitibi-Témiscamingue, 25 p.
Dugas, Marie-Eve, Martin Legault and Vincent Rousson (2011). Guide for the preparation of written
assignments, Rouyn-Noranda, Université du Québec en Abitibi-Témiscamingue, 31 p.
Gélinas, Marie-Claude (2001). La communication efficace : de l’intention aux moyens d’expression, Montreal,
CEC Publishing, 306 p.
Lamoureux, Andrée (2000).
Vivantes, 352 p.
Recherche et méthodologie en sciences humaines, Montréal, Éditions Études
Perrier, Yvan and Raymond Robert Tremblay (2006). Savoir plus : outils et méthodes de travail intellectuel,
Montréal, Chenelière Éducation, 230 p.