Go to the Smithsonian Institution (SIRIS) site in the Note 2.5 "Gallery of Web-Based Texts" and click on the Search Collections tab. Use the search phrase “personal hygiene advertisements” and then choose two of the ads that appear in the archive after you’ve browsed the dozens of hits. Apply this section’s questions to two ads you’ve chosen. Then get to know the search engine on the SIRIS site a little better by trying out a few search phrases of your own on topics of interest to you. 2.3 Reading a Text Carefully and Closely LEARNING OBJECTIVES Demonstrate how to do a close reading on a selection from the Note 2.5 "Gallery of Web-Based Texts". Uncover the assumptions and implications of textual statements and understand how biases and preconceptions affect readers and writers. Show how a close reading of any statement is based on uncovering its assumptions, biases, preconceptions, and implications. In this section, we’ll use an excerpt from one of the most famous inaugural addresses in American history, from John F. Kennedy in 1961, to demonstrate how to do a close reading by separating fact and opinion; uncovering assumptions, biases, and preconceptions; and pursuing the implications of textual statements. (The address is available in its entirety through the Note 2.5 "Gallery of Web-Based Texts" in Section 2.1 "Browsing the Gallery of Web-Based Texts", in text form at the Avalon Project, and in video form at the C-SPAN Video Library.) To prepare yourself to develop a thoughtful, critical reading of a text like this, you might begin with the Twenty Questions about Self, Text, and Context from Chapter 1 "Writing to Think and Writing to Learn", filling in each blank with “Kennedy’s Inaugural Address.” Twenty Questions about Self, Text, and Context Self-Text Questions What do I think about Kennedy’s Inaugural Address? What do I feel about Kennedy’s Inaugural Address? What do I understand or what puzzles me in or about Kennedy’s Inaugural Address? What turns me off or amuses me in or about Kennedy’s Inaugural Address?
the audience is disguised as a reason for accepting a claim. You have the perfect bone structure for it. Flattery: The writer suggests that readers with certain positive traits would naturally agree with the writer’s point. You are a calm and collected person, so you can probably understand what I am saying. Group think (or group appeal): The reader is encouraged to decide about an issue based on identification with a popular, high-status group. The varsity football players all bought some of our fundraising candy. Do you want to buy some? Riding the bandwagon: The writer suggests that since “everyone” is doing something, the reader should do it too. The hot thing today is to wear black socks with tennis shoes. You’ll look really out of it if you wear those white socks. Scare tactics (or veiled threats): The writer uses frightening ideas to scare readers into agreeing or believing something. If the garbage collection rates are not increased, your garbage will likely start piling up. Stereotyping: The writer uses a sweeping, general statement about a group of people in order to prove a point. Women won’t like this movie because it has too much action and violence. OR Men won’t like this movie because it’s about feelings and relationships. Ethical Fallacies Examples Argument from outrage: Extreme outrage that springs from an overbearing reliance on the writer’s own subjective perspective is used to shock readers into agreeing instead of I was absolutely beside myself to think that anyone could be stupid enough to believe that the Ellis Corporation would live up to its commitments. The totally unethical management there failed to require the metal grade they agreed to. This horrendous mess we now have is completely their fault, and they must be held accountable.
items, places, or situations. Writers use analogies to help clarify a point. strawberries and the vibrant colors of nature are everywhere. You might find that you even have a little garden dirt on your shoes. Cause and effect paragraphs point out how one thing is caused by another and are used to clarify relationships. You will find that your meals benefit greatly from shopping at the farmers’ market. You will eat fewer unnatural foods, so you will feel better and have more energy. The freshness of the foods will make your dishes taste and look better. The excitement of finding something new at the market will translate to eagerness to try it out within a meal. It won’t be long until you anticipate going to the farmers’ market as a way to enhance the quality of your meals. and contrast Comparison and contrast is simply telling how two things are alike or different. You can choose to compare and contrast by selecting a trait, explaining how each thing relates, and then moving on to another trait (alternating organization, as here). Or Tomatoes purchased at the farmers’ market are almost totally different from tomatoes purchased in a grocery store. To begin with, although tomatoes from both sources will mostly be red, the tomatoes at the farmers’ market are a brighter red than those at a grocery store. That doesn’t mean they are shinier—in fact, grocery store tomatoes are often shinier since they have been waxed. You are likely to see great size variation in tomatoes at the farmers’ market, with tomatoes ranging from only a couple of inches across to eight inches across. By contrast, the tomatoes in a grocery store will be fairly uniform in size. All the visual differences are interesting, but the most important difference is the taste. The farmers’ market tomatoes will be
give some examples and then summarize them with a general idea. varieties of fresh roma tomatoes. Your mouth waters at the prospect of sampling the fresh breads. Your eye catches a glimpse of the colors of handmade, embroidered bags. You linger to touch a perfectly ripe peach. Your ears catch the strain of an impromptu jug band. A walk up and down the aisles of your local farmers’ market will engage all of your senses. Spatial A paragraph using spatial organization presents details as you would naturally encounter them, such as from top to bottom or from the inside to the outside. In other words, details are presented based on their physical location. From top to bottom, the spice booth at our farmers’ market is amazing. Up high they display artwork painstakingly made with spices. At eye level, you see at least ten different fresh spices in small baggies. On the tabletop is located an assortment of tasting bowls with choices ranging from desserts to drinks to salads. Below the table, but out of the way of customers, are large bags of the different spices. Besides being a great use of space, the spice booth looks both professional and charming. Maintaining Internal Integrity of Paragraphs A paragraph is more than just a group of sentences thrown together. You need to make linkages between your ideas, use parallelism, and maintain consistency.
In other words, if you are using third person in the of the you use it the If you are using present tense to start the you stick with it. plenty of storage space for your bounty. And if you have a good harvest, you might want to have a few friends in mind, especially as recipients for your squash and cucumbers. Using Transitions Transitions within paragraphs are words that connect one sentence to another so that readers can easily follow the intended meanings of sentences and relationships between sentences. The following table shows some commonly used transition words: Commonly Used Transition Words To compare/contrast after that, again, also, although, and then, but, despite, even though, finally, first/second/third/etc., however, in contrast, in the same way, likewise, nevertheless, next, on the other hand, similarly, then To signal cause and effect as a result, because, consequently, due to,
EXERCISE For every assignment you receive with an open topic, get into the habit of writing a journal or blog entry that answers the following four questions: What are some topics that interest you? What topics will fit within the time frame you have for the project? Of the possible topics, which have enough depth for the required paper? For which topics can you think of an angle about which you are passionate? Figure 11.1 Sample Assignment with Student Annotations 11.3 Collaborating on Academic Writing Projects LEARNING OBJECTIVES Understand how cooperative and collaborative learning techniques, with the help of technology, can enhance college-level writing projects. Learn how to give and receive effective and meaningful feedback. How do you feel about group projects in your college classes? Are you like many students who resist group projects because you prefer to work alone? Do you know why college-level work often requires collaboration and how that collaborative work might be conducted differently than how it’s done in a K–12 environment? Different Types of Group Work You might not think of a typical writing assignment as a group project, but you begin collaborating on a writing assignment the moment you discuss your topic with someone else. From there, you might ask classmates to read your paper and share their opinions or to proofread your work. Some students form study groups to assure they have reviewers for their work and to have a collaborative atmosphere in which to work. These are just a few examples of effective college students voluntarily engaging in collaboration. Choosing to collaborate is not always left up to you, since some instructors often
check out all the links and make sure everything is working and looks OK. Then ask a friend to do the same on a different computer. Ideally you should road test the portfolio from both a PC and a Mac platform. By road testing, you are effectively anticipating your portfolio’s reception (the relationship between your audience and the message you are conveying). Include a link to a self-profile as well as a link to your résumé. Keep your e-portfolio up to date. This task is especially important if your is posted where others can access it without your knowledge. KEY TAKEAWAYS The contents and design (or voice) of your portfolio will depend on its message and audience. The general purpose of all portfolios is to showcase your skills, so you should choose your artifacts accordingly. You should carefully read through all pieces of your portfolio to make sure they are free of errors and convey your intended message, so that your portfolio will be received favorably. As a rule, convert all pieces to PDF files or JPEGs so that the format is locked and you can insert them into your portfolio tool. Add multimedia components to your portfolio by incorporating images, videos, and audio clips. Add information about you, including a self-profile and a résumé. When finished building your portfolio, traverse the entire site to ensure all the links are working and everything looks as expected. EXERCISES Say you were going to create an e-portfolio to use in a job search. In order of significance, make a list of ten items you could include. Say you are going to create an e-portfolio to showcase your educational experiences. Create an introductory page for your e-portfolio. With your writing group, find five samples of e-portfolios online. Create a compare-and-contrast chart detailing the aspects you like and do not like. Include links to the URLs of the five e-portfolios in the left-hand column of the chart and be prepared to lead the class through a tour of your findings.
Progressive Verb + -ing and a form of the verb “to be” Past: was, were Present: am, is, are Future: will be singular I was looking. I am looking. I will be looking. I was eating. I am eating. I will be eating. plural We were looking. We are looking. We will be looking. We were eating. We are eating. We will be eating. singular You were looking. You are looking. You will be eating. You were eating. You are eating. You will be looking. plural You were eating. You are eating. You will be eating. You were looking. You are looking. You will be looking. singular He was looking. He is looking. He will be looking. She was eating. She is eating. She will be eating. plural They were looking. They are looking. They will be looking. They were eating. They are eating. They will be eating. Perfect Past participle and a form of the verb “to be” Past: had Present: has, have Future: will have singular I had looked. I have looked. I will have looked. I had eaten. I have eaten. I will have eaten. plural We had looked. We have looked. We will have looked. We had eaten. We have eaten. We will have eaten.
singular You had looked. You have looked. You will have looked. You had eaten. You have eaten. You will have eaten. plural You had looked. You have looked. You will have looked. You had eaten. You have eaten. You will have eaten. singular He had looked. He has looked. He will have looked. She had eaten. She has eaten. She will have eaten. plural They had looked. They have looked. They will have looked. They had eaten. They have eaten. They will have eaten. Perfect progressive Verb + -ing and a form of the verb “to be” Past: had been Present: has been, have been Future: will have been singular I had been looking. I have been looking. I will have been looking. I had been eating. I have been eating. I will have been eating. plural We had been looking. We have been looking. We will have been looking. We had been eating. We have been eating. We will have been eating. singular You had been looking. You have been looking. You will have been looking. You had been eating. You have been eating. You will have been eating.
Imperative sentences include the following: Commands Requests Advice in mind as you make choices. Limit partying to the weekends so you will be more likely to find success as a college student. Indicative (or Indicative sentences include the following: Statements Facts Opinions Questions During my first year in college, I was more focused on having fun with my friends than on studying. About one-third of eighteen-year-old college freshmen drop out within their first year of college. Although some colleges try to control your behavior with rules, you need to figure out for yourself how to successfully balance your class work and your personal life. Do you think it helps to have midnight curfews for students who live in dormitories? Present-tense verbs remain in the base form rather than changing to match the number or person of the subject. Past-tense verbs are the same as simple past tense. Exception: The verb “to be” uses “were” in all situations. Subjunctive sentences include the following: Wishes Recommendations [present tense] It is important that I be [NOT am] focused on doing homework before partying. [present tense] I suggest a student work [NOT student works] on assignments every Friday afternoon. [past tense] If I were [NOT was] him, I’d have stayed at the library with my declarative
be writing a sociolinguistic study of slang itself, it really has no place in academic writing. Even if you are writing somewhat casual responses in an online discussion for a class, you should avoid using slang or other forms of abbreviated communication common to IM (instant messaging) and texting. Choosing to Be Straightforward Some writers choose to control meaning with flowery or pretentious language, euphemisms, and double-talk. All these choices obscure direct communication and therefore have no place in academic writing. Study the following three examples that clarify each of these misdirection techniques. Example Misdirection Involved Alternative Flowery or pretentious language Your delightful invitation arrived completely out of the blue, and I would absolutely love to attend such a significant and important event, but we already have a commitment. The speaker seems to be trying very hard to relay serious regrets for having to refuse an invitation. But the overkill makes it sound insincere. We are really sorry, but we have a prior commitment. I hope you have a great event. My father is follicly challenged. The speaker wants to talk about his or her father’s lack of hair without having to use the word “bald.” My father is bald. Double-talk I was unavoidably detained from arriving to the evening meeting on time because I became preoccupied with The speaker was busy with a colleague after work and is trying to explain being tardy for an I’m sorry to be late to the meeting. Work ran later than usual. s
LEARNING OBJECTIVES Recognize standard capitalization conventions. Utilize capitalization in proper situations. With the advent of new social networking structures, such as text messaging, IM (instant messaging), and Facebook, the reliance on traditional standard capital letters has been relaxed in informal settings. This laxity got its start as a means of expediency since the use of capital letters required additional efforts for people using only a couple of fingers or thumbs for typing words. Rather quickly, the use of abbreviations and lack of capital letters became fashionable—almost like a status symbol indicating a person’s social networking awareness. Despite this now common exclusion of capital letters in personal situations, capital letters are still the proper choice in professional and academic settings. If you are someone who writes far more often on a cell phone than on a computer, you are likely to benefit from a brush up on capitalization rules for those occasions when you are composing more official documents. Proper Nouns, Trade Names, I, and O Some words are capitalized whenever they are used. Proper nouns, trade names, the pronoun “I,” and “O” when used as an interjection make up this category of words. Proper nouns include names of specific persons, places, or things. Words that are typically common nouns can become proper nouns when they are used as part of a name. People Proper Nouns Mike Smith Mrs. Fenora Judge Halloway Slick (used as a name) President Abraham Lincoln Mom (used as a name) Methodist Kelly Common Nouns (Not Proper) girl teacher mom (my mom) friend judge president
Capitalize the first word in a quoted sentence when it is written in dialogue formation. Ellery Jones noted, “Online education is here to stay.” Do not capitalize the first word in quoted text when it is imbedded in an existing sentence. Ellery Jones agrees that online education is “here to stay.” Do not capitalize the first word of a sentence that follows a colon, unless the colon introduces two or more sentences. Sports carry a lot of weight at our school: the football program is the only program that is funded at 100 percent each year. Capitalize stand-alone sentences within parentheses. Order your binders ahead of time. (You’ll need one for each course.) Do not capitalize sentences within parentheses if they are included as part of another sentence. Order your binders ahead of time (one for each course). Capitalize the first word of continuation questions. Are you attending on the eighth? The ninth? The tenth? Do not capitalize the first letter of a noncapitalized proper noun even if it falls at the beginning of a sentence. (Generally try not to place such words at the beginning of sentences.) iPhones took the market by storm. OR The iPhone took the market by storm. Defer to the capitalization used in poetry or in other sources. (In some cases, the poem will not capitalize the first word of each line.) I think that I shall never see A poem lovely as a tree A tree whose hungry mouth is prest Against the earth’s sweet flowing breast… from “Trees” by Joyce Kilmer Key Words in Titles and Subtitles In titles and subtitles, capitalize key words, including first words, last words, nouns, verbs, pronouns, adverbs, and adjectives. Do not capitalize articles, conjunctions, or prepositions unless they are in the initial position (either at the beginning of the entire title or at the beginning of the phrase after a colon if there is one). Look at the Figure 19.1 and consider why each word is capitalized or not. Figure 19.1
summer, fall Do not capitalize words such as “mom” and “dad” when they are used to talk about someone as opposed to when used as a name: Capitalize: “What did you say, Mom?” Don’t capitalize: “My mom and dad came with me.” Do not capitalize words that are often used as part of a name when they are used in other ways: “My family tree includes a general, a US president, and a princess.” Only capitalize direction words that designate a specific location: Capitalize: “I live out West.” Don’t capitalize: “I live west of Nebraska.” You can choose to capitalize a word for emphasis, but avoid overusing this technique since it will lessen the effect. Entire words and sentences written in capital letters are hard to read. Also, in online situations, this type of typing is referred to as shouting. So except in very rare situations, avoid typing in all capitals. KEY TAKEAWAYS Capitalize proper nouns, trade names, the word “I,” and the interjection “O.” Capitalize the first word in a sentence and key words in titles and subtitles. Capitalize abbreviations of proper nouns and the first word of items in a bulleted list. EXERCISES Write a (short) short story that uses five capitalization rules in this section. Use a color-coded key and word highlighting to identify where the capitalization rules are satisfied. Make a copy of a page from a textbook. Assign each capital letter on the page to one of the capitalization rules by placing a letter from a through f (representing Section 2.1 through Section 2.6) next to each capital letter. Make sure to use a color of ink that will stand out. Circle any missing or misused capitalization. 19.3 Abbreviating Words and Using Acronyms LEARNING OBJECTIVES
Situation Example Watch Out For Typical singular subject followed directly by the verb The US government establishes national parks on an ongoing basis, such as the six parks formed in Alaska in 1980. Don’t get confused into thinking that a singular subject needs a verb without an -s. The plural version would be “governments establish.” Typical plural subject followed directly by the verb National parks provide wonderful opportunities for people to commune with nature. The subject “parks” is plural and it agrees with “provide.” The singular version would be “park provides.” Matching Subjects and Verbs That Are Separated by Other Words When words fall between a subject and verb, the singular/plural state of the subject is sometimes confusing. Always make sure you are matching the verb to the subject and not to one of the words between the two. Example Watch Out For Words fall between subject and verb Six national parks in Alaska were formed in 1980. Mistaking “Alaska” for the subject would make it seem as if the verb should be “was formed.” Joining Plural Verbs to Compound or Double Subjects Compound subjects joined by the word “and” are plural since there is more than one of them. Double subjects joined by “or” or “nor” match to a verb based on the status of the subject closest to the verb. Situation Example Watch Out For Rock and “Rock and grass” is a plural
the sentence. Example Watch Out For subject with singular meaning on its own Each of the fossils in the Petrified Forest National Park tells a story. Even though there is more than one fossil, the word “each” is always singular. Many indefinite subjects are always singular. Examples include another, anyone, anything, each, everybody, everything, neither, nobody, one, other, and something. subject with singular meaning based on the rest of the sentence All of Arizona was once located in a tropical region. Since “Arizona” is singular, “all” is singular. Some indefinite subjects can be singular or plural. Examples include all, any, more, most, none, some, and such. subject with plural meaning based on the rest of the sentence All the petrified trees in the Petrified Forest National Park are millions of years old. Since “trees” is plural, “all” is plural. subject with plural meaning on its own Both scrubland and rock are common in desert settings. Some indefinite subjects are always plural. Examples include both, few, fewer, many, others, several, and they.
take something, you have to start at the common location and end up somewhere else. feel…think The verb feel is emotion based and the verb think is logic based. I feel excited about the ride, but I think it might cost more than I can afford. feel, felt, felt think, thought, thought lay…lie The verb lay is transitive and means “to put,” so whenever you put something down, use lay. If you could replace the verb with put or place, you should use lay. The verb lie means “to rest” or “to tell a falsehood.” I laid my sunglasses down on a rock. lay, laid, laid I lay on the rock myself for twenty minutes. lie, lay, lain (rest) The ranger jokingly lied about the trail being a short one. lie, lied, lied (fib) The verb learn always means to “take in information” and to teach always means to “give out information.” I learned that Yellowstone was the first national park in the United States. When we go there this summer, I’m going to see what Old Faithful can teach me about geysers. learn, learned, learned teach, taught, taught raise…rise The verb raise is transitive, so you always have to raise something. The verb rise means to “go up” or “get up.” We are planning to rise early so that we are ready to start hiking when the sun rises, so raise your hand now if you have a raise, raised, raised rise, rose, risen
Complete Verb Simple present Taking place right now None I hike. You hike. She hikes. Simple past Started and finished in the past Add -ed to verb. I hiked. You hiked. She hiked. Simple future Will take place after now Add will or shall to the verb I will hike. You will hike. She will hike. Present progressive Taking place right now and will continue to take place Add am, is, or are to the verb + -ing I am hiking You are hiking. He is hiking. Past progressive Took place in the past at the same time that another action took place Add was or were to the verb + -ing I was hiking. You were hiking. He was hiking. Future progressive Will take place in the future and will continue on indefinitely Add will be or shall be to the verb + -ing I will be hiking. You will be hiking. He will be hiking. Present perfect Happened at an indefinite time in the past or started in the past and continues now Add has or have to the past participle of the verb I have hiked this trail before. (in the past) I have hiked this trail since I was five years old. (in the past and continues) Past perfect Took place Add had to By the time I
before some other past action the past participle of the verb (usually saw Jenny, I had hiked past the food station. Future perfect Will take place some time in the future before some other action Add will have to the past participle of the verb I will have hiked for two hours before you even wake up. Present perfect progressive Began in the past, continues now, and might continue into the future Add has or have been to the verb + ing I have been hiking for a while. Past perfect progressive Took place on an ongoing basis in the past and was completed before another past action Add had been to the verb + -ing You had been walking for an hour when you saw the swans. Future perfect progressive Takes place in the future on an ongoing basis Add will have been to the verb + -ing They will have been hiking once a week by then. Matching Infinitives and Participles to Verb Tenses Verbals are words formed from verbs that function as other parts of speech. One type of verbals, gerunds (laughing, eating), always function as nouns (e.g., “Laughing is good for you”). Present, past, and present perfect participles are verbals that function as adjectives (e.g., “The sound of laughing children always cheered him up,” “The sight of the broken tricycle left in the rain made him gloomy”). Infinitives (to laugh, to have eaten) are another main type of verbals that function as nouns, adjectives, or adverbs. When using any of these verbals, make sure you match the tense of the verb
or things everything nothing one someone somebody none some the bottom of the Grand Canyon? Plural: both few many Interrogative pronouns Are used in that what whatever which whichever who whoever whom whose Who wants to sign up to ride the mules down into the Grand Canyon? Personal pronouns Refer to people or things case: he I it she they we you Objective case: her him it me them us you If you ask Alicia, she will tell you that I am too chicken to ride the mules even though none of them has ever gone over the edge. Possessive case: his her(s) its my mine our(s) their(s) your(s) Possessive pronouns Show his her(s) its my of the expense,
without using an mine our(s) their(s) your(s) a ride is my choice for seeing the Grand Canyon. Reciprocal pronouns Refer to parts of a plural each other one another The mules calmly follow each other all the way up and down. Reflexive and intensive pronouns End in -self or -selves. are needed for a to make sense, and are within a herself himself itself myself oneself ourselves themselves yourself yourselves The guides put their lives in the hands, or rather hooves, of the mules every day.
ate her apples and carrots quickly. Pronoun Takes the place of a noun Wow! After the game, silly Mary ate her apples and carrots quickly. he it I her my theirs Adjective Describes a noun or pronoun Wow! After the game, silly Mary ate her apples and carrots quickly. sticky funny crazy long cold round Verb Shows action or state of being Wow! After the game, silly Mary ate her apples and carrots quickly. run jump felt think is gone Adverb Describes a verb, another adverb, or an adjective and tells how, where, or when something is done Wow! After the game, silly Mary ate her apples and carrots quickly. slowly easily very often sharply Joins words, phrases, and clauses Wow! After the game, silly Mary ate her apples and carrots quickly. and but since or so First word in a Wow! After in on to
not throw stones. should not criticize others. They are joined at the hip. They are always together and/or think alike. We’ve got it made in the shade. Everything is working out just right. What does John Q. Public say? What does the average person think? You’re crazy. Your words do not make sense. 21.21 Spelling Tips Spelling is a vital part of your written English skills. Your spelling needs to include both an understanding of general spelling rules and a mastery of common words that you will use often. You can visit Chapter 19 "Mechanics", Section 19.1 "Mastering Commonly Misspelled Words" for an overview of general English spelling rules. The following are some of the most common words you will need to spell listed in categories. Days and Months Time Monday Tuesday Wednesday Thursday Friday Saturday Sunday January February March April May June July August September October November December second minute hour day week month year decade century millennium moment left right straight east west north south far near next to up down Grocery Lists General Shopping Lists Family Words apples asparagus bananas eggs ham hamburger bath soap deodorant dish soap aunt brother father/dad
before the quotation or at the end (name, year, p. #). author’s name either in a signal phrase before the quotation or at the end (name #). signal phrase before the quotation or at the end: (name year, #). #1 According to Fullan (2001), “Educational change depends on what teachers do and think—it’s as simple and complex as that” (p. 107). According to Fullan, “Educational change depends on what teachers do and as simple and complex as that” (107). According to Fullan (2001), “Educational change depends on what teachers do and think—it’s as simple and complex as that” (107). #2 “Educational change depends on what teachers do and think—it’s as simple and complex as that” (Fullan, 2001, p. 107). “Educational change depends on what teachers do and as simple and complex as that” (Fullan 107). “Educational change depends on what teachers do and think—it’s as simple and complex as that” (Fullan 2001, 107). Paraphrased and summarized text is cited within text in the same way that quoted material is cited except that quotations are not used. In APA style, you do not need to include page numbers in this case, but MLA and CMS, on the other hand, do still require page numbers, when they are available. Table 22.2 Citing Paraphrased or Summarized Text APA MLA CMS In a signal phrase before the paraphrase or summary, include the author’s last name immediately followed by the date in In a signal phrase before the paraphrase or summary, include the author’s last name and, at the end of the summary or paraphrase, include the page In a signal phrase before the paraphrase or summary, include the author’s last name immediately followed by the date in parentheses (year) and the page number at the end of the
parentheses (year) OR, if no signal phrase is used, include the author’s last name at the end of the paraphrase or summary followed by a comma and the year (name, year). No quotation marks or page numbers are needed. number in parentheses (#). If no signal phrase is used, include the author’s last name at the end of the paraphrase or summary followed by the page number (name #). No quotation marks or dates are needed. sentence (#). OR, if no signal phrase is used, include the author’s last name at the end of the paraphrase or summary followed by a comma, the year, a comma, and the page number (name, year, #). No quotation marks are needed. #1 As Rosenfeld (2008) states, teachers have to both understand and be comfortable with technology before they will be able to take technology into their classrooms. As Rosenfeld (2008) states, teachers have to both understand and be comfortable with technology before they will be able to take technology into their classrooms (159). As Rosenfeld (2008) states, teachers have to both understand and be comfortable with technology before they will be able to take technology into their classrooms (159). #2 Teachers have to both understand and be comfortable with technology before they will be able to take technology into their classrooms (Rosenfeld, 2008). Teachers have to both understand and be comfortable with technology before they will be able to take technology into their classrooms (Rosenfeld 159). Teachers have to both understand and be comfortable with technology before they will be able to take technology into their classrooms (Rosenfeld, 2008, 159).
parentheses before the period at the end of the sentence. parentheses before the period at the end of the sentence. end of the sentence. Year: Either within parentheses after the name that is used in a signal phrase or after the name and a comma within the parentheses before the period at the end of the sentence (name, year). Page number: Either alone before the period at the end of the sentence or after the name within the parentheses before the period at the end of the sentence (name #). Year: Either within parentheses after the name that is used in a signal phrase or at the end of the sentence (name year, #). Page number: Either alone within parentheses before the period at the end of the sentence or after the name and year and a comma within parentheses at the end of the sentence (name year, #). Example #1 Many school staffs discuss integrating technology without making significant progress in that direction. Starr (2010) indicated that teachers’ lack Many school staffs discuss integrating technology without making significant progress in that direction. Starr indicated that teachers’ lack of personal understanding of Many school staffs discuss integrating technology without making significant progress in that direction. Starr (2010) indicated that teachers’ lack of personal understanding of
#2 education must take on a structure that is globally acceptable (Merriman & Nicoletti, 2008). must take on a structure that is globally acceptable (Merriman and Nicoletti 9). must take on a structure that is globally acceptable (Merriman & Nicoletti 2008, 9). Table 22.5 Multiple Authors APA MLA CMS Explanation Three to five Authors: List all three authors at first reference (name, name, and name) and the first name plus “et al.” for subsequent references (name et al.). Three authors: Treat in same manner as two authors: (name, name, and name). Three authors: Treat in same manner as two authors: (name, name, and name). Six or more authors: For all references, list the first name plus “et al.” (name et al.). Four or more authors: You can choose to list all authors or to use the first author name plus “et al.” (name et al.). Four or more authors: You can choose to list all authors or to use the first author name plus “et al.” (name et al.). Example #1 Borsheim, Merritt, and Reed (2008) suggest that teachers do not have to give up traditional curricula in order to integrate Borsheim, Merritt, and Reed (2008) suggest that teachers do not have to give up traditional Borsheim, Merritt, and Reed (2008) suggest that teachers do not have to give up traditional curricula in order to integrate
technology. curricula in order to integrate technology (87). technology (87). Example #2 In fact, it has been argued that technology has become part of education without a great deal of effort from teachers (Borsheim et al., 2008). Some have argued that technology has become part of education without a great deal of effort from teachers (Borsheim et al. 87). In fact, some have argued that technology has been incorporated into education without a great deal of effort from teachers (Borsheim et al. 2008, 87). Table 22.6 Personal Communication APA MLA CMS Example #1 Stanforth (personal communication, July 17, 2010) indicated she had been using a computer board in her classroom for three years and could not imagine giving it up. Stanforth indicated she had been using a computer board in her classroom for three years and could not imagine giving it up. Sue Stanforth (telephone interview by the author, July 17, 2010) indicated she had been using a computer board in her classroom for three years and could not imagine giving it up. Example #2 Many teachers are angry that they are being pushed to include technology because they like the way their classrooms work Many teachers are angry that they are being pushed to include technology because they like the way their classrooms work Many teachers are angry that they are being pushed to include technology because they like the way their classrooms work without it (Greg Kennedy, e-mail to author, June 25,
(APSA) Columbia Online Style (COS) Used by researchers in the humanities and the sciences () Council of Science Editors (CSE) Used by researchers in the science and math fields () Institute of Electrical and Engineers (IEEE) Used by researchers in the engineering field () Legal Style (The Redbook) Used by researchers in the legal field () National Library of Medicine (NLM) Used by researchers in the medical field () Turabian Designed for college students to use in all subjects () Vancouver Used by researchers in the biological sciences ()