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MLA Quick Reference

Important Notes:

• MLA style requires double-spaced Works Cited. The following examples are single-spaced to conserve space.

• Although the following titles are underlined, MLA style allows for the consistent use of either italics or underlining.

• Remember to remove the hyperlink when typing URLs.

MLA Encyclopedias

PRINT EXAMPLES *If no author is given (unsigned article), begin with title.

Author’s Last Name, First Name. "Article Title." Title of Encyclopedia. Edition. Place of publication:Year of publication.

Strahle, Warren C. “Rocket.” The World Book Encyclopedia. 1995 ed., 1995.

ELECTRONIC EXAMPLES *If no author is given (unsigned article), begin with title.

Author. "Article Title." Title of Encyclopedia. Publication Date. Day Month Year of access .

Garrison, David L. “Marine Biology.” World Book Online Americas Edition. 2001. 20 March 2001 .

“Parachute.” Encyclopedia Britannica Online. 2001. 10 April 2001 .

MLA Print References

MLA BOOKS *If no author is given (unsigned article), begin with title.

Author's name. Title of Book. Place of publication: Publisher, Year of publication.

Dixon, Malcolm. Forces and Movement. Mankato, MI: Smart Apple Media, 1999.

*For more than 3 authors, name the first and add et al. (and others). Name authors in same order they are listed on title page. For example: Dixon, Malcolm, et al.

MLA EDITOR

Buller, Laura, ed. Mind and Perception. New York: Marshall Cavendish, 1990.

Morell, Virgina. “Cloning Monkeys: Are Humans Next?” Cloning. Ed. Lisa Yount. San Diego, CA:

Greenhaven Press, 2000.

MLA ONE VOLUME IN MULTIVOLUME WORK

“Broadcast Engineer.” Exploring Tech Careers: Real People Tell You What You Need to Know. Vol. 1. Chicago: Ferguson , 1998.

MLA DICTIONARY

"Dictionary entry." Dictionary title. Edition. Publication year.

"Momentum." Merriam Webster's Collegiate Dictionary. 10th. ed. 1993.

MLA Periodicals (Magazines & Newspapers)

MLA PRINT EXAMPLES *If no author is given (unsigned article), begin with title.

MLA MAGAZINE

Author's Last Name, First Name. “Title of Article.” Magazine Title Date: Page Numbers.

Cloud, John. “Should SATs Matter?” Time 12 Mar. 2001: 62-70.

MLA NEWSPAPER

Author's Last Name, First Name. “Title of Article.” Newspaper Title Date, Edition, Section: Page

Numbers.

Leckey, Andrew. “Sara Lee Mixing a New Recipe.” Chicago Tribune 17 Apr. 2001, sec.3: 1.

MLA ELECTRONIC EXAMPLES *If no author is given (unsigned article), begin with title. *Note: Subscriber is the name of the school library or public library where the information was accessed which is given along with the city and state of its location.

MLA MAGAZINE

Author's Last Name, First Name. “Title of Article.” Magazine Title Date: Page Numbers. Name of DataBase. Subscriber Name, City, State. Date of Retrieval .

Electric Library

Schultz, Stacey. “Would-Be Quitters Get Help Winning Against Nicotine.” US News & World Report 29 Apr. 2000: 58. Electric Lib. Hill Middle School Lib., Naperville, IL. 12 Apr. 2001 .

Proquest

Wilson, Jim. “Free Electricity from the Sky.” Popular Mechanics Mar. 2001: 33. Proquest. Hill Middle School Lib., Naperville, IL. 12 Apr. 2001.

MLA ELECTRONIC EXAMPLES *If no author is given (unsigned article), begin with title.

MLA NEWSPAPER

Author's Last Name, First Name. “Title of Article.” Newspaper Title Date, Edition, Section:Page Numbers. Name of DataBase. Subscriber Name, City, State. Date of Retrieval .

Electric Library

Mirkin, Gabe. “Endurance Sports Beneficial to Heart.” The Washington Times 15 Apr. 2001, sec. C: 12. Electric Lib. Hill Middle School Lib., Naperville, IL. 16 Apr. 2001 .

Proquest

Main, Frank. “County Jail Runs Out of Beds.” Chicago Sun-Times 11 Apr. 2001, sec. news: 7. Proquest. Hill Middle School Lib., Naperville, IL. 12 Apr. 2001 .

Other MLA Electronic Sources

MLA GENERAL WEB SITE *If no author is given (unsigned article), begin with title.

Author's Last Name, First Name. Title of Site. Name of institution or organization associated with the site. Date of access Electronic Address or .

The Holocaust History Project. 12 Apr. 2001 .

MLA CD-ROM

Author's Last Name, First Name(if given). Title of CD. CD-ROM. Place of Publication. Name of the

Publisher, Date of Publication.

"Physician." Career Futures. CD-ROM. New York: Bridges, 2000.

Other MLA Citations

MLA INTERVIEW

Name of person interviewed, kind of interview. Day Month Year.

Nye, Bill. Personal interview. 16 April 2001.

MLA PAMPHLET

Title. Place of publication: Publisher, Year of publication. Graphics Programmer. Brief 536.

Moravia, NY: Chronicle Guidance Publications, 2000. Careers in Safety. Des Plaines, IL:

American Society of Safety Engineers, 1996.

*Quick Reference Source:

Guide for Text Citations

MLA style uses parenthetical text citations in the form: (Author Page). “You must indicate to your readers not only what works you used in writing the paper but also where in the work you found the material” (Gibaldi 184).

When the author’s name is in the text, follow it with the page number of a direct quote in parentheses. For example, Smith noted “the students were very precise in using MLA style” (123). If the author’s name is not in the text, place both name and page in parentheses (Smith 123). If citing other than a direct quote, give just the author’s name in the citation if it is not mentioned in the text. Do not use acronyms for corporate authors.

No author? Substitute the title of the work for the author in both the reference and text citation beginning with the first significant word (ignore a, and, the) as used to alphabetize the works cited. If the title is long, use a short form or just the first significant word.

Two or three authors. Cite all authors’ names: (Smith and Jones 123).

When there are several authors with the same surname, repeat it for each author. Write: Smithe, Smithe, and Smithe.

Four or more authors. You may cite the lead author plus et al. in all text citations (Gibaldi 205). Be consistent in whatever practice you adopt, and consistent in matching the text citation with the entry in the reference list (use et al. in both or neither).

Multiple works by one author require the short title of the specific work be added to the citation. For example, write (Thoreau, Walden 123) to contrast the source of a quote from another work (Thoreau, “Life Without Principle” 23).

Classic works may be available in several editions. Aid the reader by citing information common to the work whatever the edition, such as the chapter or section in the work rather than the page number. For example, cite: (Thoreau, Walden ch. 1).

Literary citations. MLA style encourages the use of decimal notation to cite Biblical references, and classic plays and poems. Romans 10:13 becomes (Romans 10.13) in MLA style; King Lear act IV, sc. i becomes (King Lear 4.1). The Handbook cautions that “some instructors prefer roman numerals,” the traditional format (Gibaldi 254).

*Source: MLA Quick Reference (C) 2007 by Dr. Able Scribe, Ph.D

STEP INTO THE RENAISSANCE…

A Look at Music, Art, Fashion, and Food

To aid in creating the mood for the study of the Renaissance, each of you will be researching a particular topic and sharing your findings in a “cultural” way…meaning, you will only share the “key” to your findings in class…a sampling of the food, a prop for fashion, a transparency for art, or a song for music…all to help us get in the mood of those days when all was about rebirth and knowledge…and learning.

You are to:

(1) Locate information on your topic, both broad and specific.

(2) Write a three-page informative essay on your findings that follows this

format:

a. an introduction to your topic

b. a summary of the broad topic, “Music of the Renaissance”

c. an exposition (explanation) of a narrowed topic, “The Flute in the

Courts of the Renaissance”

d. the value/existence of this narrowed topic in the world of the

Renaissance and in the world of today

(3) Your essay must include citations from a minimum of two sources.

(4) A Works Cited page with all bibliographic information for sources used should

be included.

(5) Figure out HOW to share this information with the class without talking.

You are simply to show your findings: Play a song, provide a snack, dress in

costume, show a slide/piece of fine art. If needed for clarification purposes,

the teacher or the students may ask questions, which you will answer. A

portion of your assessment will come from your classmates; for each

presentation, they will complete an index card on which they will identify

their understanding of the content and purpose of the presentation.

Starting next ______________, two of each category will participate: art, music, food, and fashion. You will draw from a box to see what broad topic you have and what day you will be required to participate. All written materials are to be typed in the computer lab on ____________________ or ______________________. The physical essay is due on the day your class goes to the lab. You must type your essay here: no exceptions.

Record of Bibliographic Entries/Information (Remember to record everything.)

(1)

(2)

(3)

|Was the presentation… |Yes |Somewhat |No |

|true to the time period? | | | |

|true to the topic? | | | |

|non-disruptive? | | | |

|a relevant study of the Renaissance? | | | |

|pleasing to the students’ aesthetics? | | | |

|appropriate in content and development? | | | |

|Overall Impression: | |

| | |

| | |

| | |

| | |

| | |

|Was the presentation… |Yes |Somewhat |No |

|true to the time period? | | | |

|true to the topic? | | | |

|non-disruptive? | | | |

|a relevant study of the Renaissance? | | | |

|pleasing to the students’ aesthetics? | | | |

|appropriate in content and development? | | | |

|Overall Impression: | |

| | |

| | |

| | |

| | |

| | |

"Wake Up"

by Alanis Morissette

You like snow but only if it's warm

You like rain but only if it's dry

No sentimental value to the rose that fell on your floor

No fundamental excuse for the granted I'm taken for

'Cause it's easy not to

So much easier not to

And what goes around never comes around to you

You like pain but only if it doesn't hurt too much

And you sit...and you wait...to receive

There's an obvious attraction

To the path of least resistance in your life

There's an obvious aversion no amount of my insistence

Could make you try tonight

'Cause it's easy not to

So much easier not to

And what goes around never comes around to you

To you to you to you to you to you...

There's no love no money no thrill anymore

There's an apprehensive naked little trembling boy

With his head in his hands

There's an underestimated and impatient little girl

Raising her hand

But it's easy not to

So much easier not to

And what goes around never comes around to you

To you, to you

get up get up get up off of it

get up get up get up off of it

get out get outta here enough already

get up get up get up off of it

wake up

|  |Excellent |Very Good |Average |Needs Improvement |

|Metaphor Development|The visual representation clearly |The visual representation created a|The visual representation |The visual representation |

| |created a metaphor by using multiple|metaphor using an adjective and a |attempted to convey a |failed to convey a metaphor|

| |adjectives and nouns that all |noun that somewhat connects to |metaphor of the student’s |but was related to the |

| |connect to create one cohesive |create a comparison to the |life. The images were |student’s life. |

| |comparison to the student’s life. |student’s life. The images were |accurate. | |

| |The images were accurate and thought|accurate and somewhat thought | | |

| |provoking. |provoking. | | |

| |10 - 9 | | | |

| | |8 – 7 |6 - 5 |4 – 0 |

|Visual Appeal |The visual representation was neat, |The visual representation was neat |The visual representation |The visual representation |

| |error-free, and organized as well as|and error-free. The product engaged|was neat. It did not create|had little or no visual |

| |creative and original. The product |the viewer and created an interest |a real interest in the |appeal. It did not create |

| |engaged the viewer and created |in the student’s life. |student’s life. |an interest in the |

| |interest in the student’s life. | | |student’s life. |

| |5 |4 |3 | |

| | | | |2 – 0 |

|Quality of Work |The work showed clear evidence of |The work showed evidence of time |The work lacked several |The worked showed little |

| |time and effort. The work was |and effort. The work was completed |elements indicating only |evidence of time and |

| |completed on time. |on time. |some time and effort. The |effort. The work was not |

| | | |work was not completed on |completed on time. |

| | | |time. | |

| | | |3 |2 |

| |5 |4 | | |

|Image of Life |The work clearly evoked a believable|The work evoked an image of the |The work attempted to |No attempt was made to show|

| |image of the student’s life. |student’s life. |create an image of the |an image of the student’s |

| | | |student’s life. |life. |

| |10 - 9 |8 - 6 | |0 |

| | | |5 - 1 | |

|Totals | | | | |

| | | | | |

|Comments | |

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| | |

| | |

You will join with three or four members of your class and develop a presentation on an interesting topic from Macbeth. You and your group may choose any topic that is relevant both to Macbeth’s world and to our world. You will break this topic into divisions that will be assigned to each member then brought together as a whole for your presentations.

You must show evidence of primary and secondary research, meaning you must research the inclusion of this topic within the text of the play AND you must research the relevance of this topic to our world and to our lives today.

Your presentation MUST:

Include information given by ALL group members.

Be clearly organized in an interesting manner.

Have audience appeal.

Be content driven.

Include both levels of research.

Have an overriding idea that governs its delivery (no one should stand and read or just stand and talk).

Include some creative form of visualization.

Include a booklet with all information.

Examples of past topics: hallucination, witchcraft, murder, nobility, ambition, power, persuasion, Adam/Eve, the power of a woman, betrayal, prophecy, ego, superstition

Assessment will follow these guidelines:

Group Grade: 25 points each for Unity/Organization, Audience Appeal, Content, and Research Evidence

Individual Grade: 25 points each for Knowledge of Topic, Evidence of Research, and Organization/Coherence; 15 points for References to Play; 10 points for Grammar/Clear Language

You will have the following “dates:”

______________________, Macbeth due: all Acts; RRJ due.

______________________, Group Library Day: research topic within the text and outside the text.

______________________, Presentation Day: All Groups will deliver their presentations.

Task Order/Checklist:

1. Read the play; identify possible topics.

2. Choose a topic by group.

3. Trace topic ideas through/from the play. (Not the same as RRJ but can be a separate portion of it).

4. Turn in trace list with RRJ for grade.

5. Discuss secondary research possibilities; decide upon one idea.

6. Divide the secondary research so each group member has a portion to research.

7. Research.

8. Review information of other group members.

9. Decide on method for presentation.

10. Prepare individual portions, then compile booklet.

11. Present your findings.

Macbeth Group Project Topic______________________________________________

Members___________________________________________________________________________________________________________________________________________________________

I. Organization (25) _____________________

II. Audience Appeal (25)_________________

III. Content (25)__________________________

IV. Research Evidence (25)________________

Comments:

Macbeth Group Project Topic______________________________________________

Members___________________________________________________________________________________________________________________________________________________________

I. Organization (25) _____________________

II. Audience Appeal (25)_________________

III. Content (25)___________________________

IV. Research Evidence (25)________________

Comments:

Macbeth Group Project Topic______________________________________________

Members___________________________________________________________________________________________________________________________________________________________

I. Organization (25) ____________________

II. Audience Appeal (25)_________________

III. Content (25)__________________________

IV. Research Evidence (25)_______________

Comments:

Macbeth Project Name_______________________________

Group Topic_____________________________ Comments:

Individual Topic_________________________

I. Knowledge of Topic (25)

II. Evidence of Research (25)

III. References to Play (15)

IV. Grammar/Clear Language (10)

V. Organization/Coherence (25)

Macbeth Project Name____________________________

Group Topic__________________________ Comments:

Individual Topic______________________

I. Knowledge of Topic (25)

II. Evidence of Research (25)

III. References to Play (15)

IV. Grammar/Clear Language (10)

V. Organization/Coherence (25)

Macbeth Project Name_______________________________

Group Topic___________________________ Comments:

Individual Topic_______________________

I. Knowledge of Topic (25)

II. Evidence of Research (25)

III. References to Play (15)

IV. Grammar/Clear Language (10)

V. Organization/Coherence (25)

-----------------------

Paradox

Textual References to

Support Element

Students’ Reactions

to Paradox

Connection to

Today’s World

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