研究生英语学术论文写作课件

EssentialStrategiesforEnglishAcademicWritingDengYingling

ForeignStudiesCollegeofHunanNormalUniversity1hEssentialStrategiesforEngli

I.

CourseDescriptionII.RequirementsofResearchPapers

ThiscourseisanattempttoguidethestudentstolearnmoreadvancedskillsandstrategiesforthinkingandwritinginEnglishofamoreacademicnature.Theyarerequiredtowritecoursepapersanddissertationswhichhavetomeetcertaininternationallyacceptedacademicstandards.Themainpurposeofdoingresearchisnottosummarizetheworkofothersbuttoassimilateandtobuildonitandtoarriveatyouownunderstandingofthesubject.2hI.CourseDescriptionII.RIII.

Targetofthiscourse

Thiscoursecannotpresentalltheprofitablewaysofdoingresearch.Itemphasizesthemechanicsofpreparingeffectivepapers.Chapter1ResearchandWritingDescribethefirststepsinascholarlyproject:choosingatopic;usingalibraryandtheInternet;evaluatingelectronicsources;producingaworkingbibliography,notes,outlines,anddrafts;andavoidingplagiarism

3hIII.Targetofthiscourse

T1.1Selectingatopic.(3)consultlibrarymaterialsandotherinformationresources.(2)Rememberthetimeallottedtoyouandtheexpectedlengthoftheresearchpaper.

(4)Lookforasubjectoranissuethatwillcontinuetoengageyouthroughoutresearchandwriting.(1)FollowingPersonalInterest4h1.1Selectingatopic.(3)con1.Besurethetopicmeetstherequirementsofyourresearchassignment.2.Focusonatopicthatyouwanttolearnmoreabout.3.Checktoseethatsufficientresourcesareavailable.4.Avoidphilosophicaltopicsorthosebasedonpersonalbelief.5.avoidtopicstoonarrowortoobroadfordiscussion.6.Avoidstandard,populartopicscommonlychosenforstudentresearchpapers.5h1.BesurethetopicmeetstheResearchSurvey《外国文学评论》《外国文学研究》(武汉,人大复印资料)《国外文学》《外国文学》《当代外国文学》6hResearchSurvey《外国文学评论》6h英国文学研究的走向1.加强传记文学及理论研究,特别是关注传记文学中的主体性问题,注重传记事实和历史事实之间的差别与叠合问题.2.重视英国小说社会学和小说伦理学研究.3.加强英国通俗小说研究,从文化与亚文化、制造与消费、传播与接受角度对通俗小说的社会功能进行考察.4.加强英美文学影响研究5.加强对英美儿童文学和科幻小说的研究,从审美、意识形态、人格塑造的高度来关注国外儿童文学和科幻小说对我国青少年身心健康的影响.7h英国文学研究的走向1.加强传记文学及理论研究,特别是关注传近5年来国外英国小说的研究主要表现为：

1）研究视野的开阔性和开放性。2）引入跨学科研究成果，研究方法呈现出多元性。3）研究对象的新颖性，特别关注弱势边缘群体（如黑人、女性等）、少数族裔、亚文化现象、非经典作家作品的研究。4）研究力度的深入性和观点的独创性。5）宏观研究与微观研究互为支撑，相得益彰。http://wg-wx.tongtu@163.com

8h近5年来国外英国小说的研究主要表现为：1）研究视野的开阔性国内学者对英国小说研究存在的问题文学理论与文本批评的生搬硬套。文学批评的“失语症”。译介的数量不足和质量低劣问题。研究范围和学术视野相对窄小。文化研究中潜在的不规范问题。9h国内学者对英国小说研究存在的问题文学理论与文本批评的生搬硬英国诗歌研究:多元化、多视角研究领域由过去的浪漫主义、现代主义诗歌逐渐向中世纪诗歌、文艺复兴时期、玄学派诗歌、当代诗歌、诗论等领域拓展.对经典诗歌的研究出现多元化批评倾向:文化研究、社会意识形态研究、新历史主义研究、语言学研究、后现代主义研究、叙事学研究.注重主题、意象、音韵、语言、艺术特色的研究注重诗人的诗学理念的研究当代诗歌研究的升温:英国黑人诗歌、苏格兰诗歌、SeamusHeaney,TedHughes10h英国诗歌研究:多元化、多视角研究领域由过去的浪漫主义、现代主英国诗歌研究存在的问题在文本的阐释与文学理论的介入方面还存在一些问题。英国诗歌研究缺乏“问题意识”，缺乏“本土”视角，缺乏有个性的洞见与观点。对诗歌作品的研究中，同一水平的重复现象比较多，观点陈旧，缺乏新意。英国各个时期诗歌的整体或专题研究较少11h英国诗歌研究存在的问题在文本的阐释与文学理论的介入方面还存在未来英语诗歌研究的走向在多元文学批评的视域下，继续加强对经典诗歌的研究．加强对当代诗歌的研究：多元文化背景下的当代英国诗歌研究、当代英国诗人群体研究（爱尔兰诗人、苏格兰诗人、女诗人、少数族裔等）、当代诗歌语言与大众文化研究、当代英国诗歌的民族性研究．加强诗人的诗学理念研究．加强英国诗歌史的研究．12h未来英语诗歌研究的走向在多元文学批评的视域下，继续加强对经典美国小说研究突出的研究领域是：华裔小说、黑人小说、犹太小说和后现代小说受到关注最多的作家分别是：海明威、莫里森、福克纳、纳博科夫、索尔·贝娄、德莱塞、谭恩美等人最常见的研究视角分别是：社会文化批评、性别研究（genderstudies）、种族文学、后现代特征、叙事技巧、区域特征等。其他研究视角还包括文学语言、叙事技巧、小说类型、文化心理、宗教伦理、生态意识、跨文化冲突。13h美国小说研究突出的研究领域是：华裔小说、黑人小说、犹太小说和美国小说文化研究20世纪90年代以来文学研究的热点:从人文关怀的角度出发，摆脱经院式研究套路，把文学研究还置于产生这一文学现象的历史、文化、宗教、哲学、社会、民俗的背景之中加以研究，运用现代文化理论来审视文学现象，并给予文学文本以文化意义上的解读和阐释。我国对美国小说的文化研究:明显表现出对美国文学中亚文化现象的兴趣，如犹太文化、黑人文化、女性文化和中国文化。14h美国小说文化研究20世纪90年代以来文学研究的热点:从人文关对小说的专题研究印第安文学、亚裔文学、影视文学、生态文学、各族文学、犹太文学哥特小说、侦探小说、罪案小说、旅行小说小说中的感伤主义、伦理道德、地方文化等对传统经典小说和作家的研究：福克纳、詹姆斯、麦尔维尔、莫里林、马克·吐温、奥·康纳、格特鲁德·霍桑、维拉·凯瑟、杰克·伦敦、克鲁亚克等15h对小说的专题研究印第安文学、亚裔文学、影视文学、生态文学、各当今美国文学研究的基本走向

把文学研究与社会文化联系起来，使文学研究贴近现实生活对黑人文学的研究，把黑人文学与黑人音乐联系起来互文件、性别意识、多元文化主义等意识已经深人学术研究的骨髓。许多传统文集里不受重视的作家和作品都成为当今学者的研究对象。研究的思路往往是把他们放置在整个美国文学链和文化发展链之中去审视。16h当今美国文学研究的基本走向把文学研究与社会文化联系起来，使研究的突出主题：对美国国民性的认识、对身份的建构、互文件导致的某些思想的传承和渊源关系等环境意识和生态保护意识引导着学者重新阐释早期作品。区域文学研究、早期乡士文学研究，与当下的环境意识和生态意识紧密联系起来，互为补充，互为印证，表现出很强的文化建设和思想建设性17h研究的突出主题：对美国国民性的认识、对身份的建构、互文件导致美国小说研究存在的问题两种极端：一种是生搬硬套西方文论述语，另一种极端是作者缺少文学理论的滋养和文学审美的敏感性，角度不新，深度不够，往往是在故事概述的基础上，对作品的主题或人物性格做类型化的点评。研究领域和视角不够开阔：局限在几个热点领域，如后现代主义、女性文学、华裔小说、黑人小说等中国人文价值观的闲置和批评话语的缺失18h美国小说研究存在的问题两种极端：一种是生搬硬套西方文论述语美国诗歌研究综术美国经典诗人及相关主题依然是关注的重点在中西诗人的比较研究主要集中在对庞德诗歌中的中国元素的研究以及中国文化和美国诗歌的相互影响上。一些流派和“主义”的研究得到纵深挖掘和发展，如对自白派诗歌现象的进一步探讨、对女性主义题材和黑人诗歌题材的发掘。出现了新的研究方法和研究角度，少数族裔的诗歌研究成为显学，其中最多的是关于黑人诗歌的研究，其次是对亚裔和美国土著诗歌的研究。当代“新形式主义”诗歌也进入研究者的视野。19h美国诗歌研究综术美国经典诗人及相关主题依然是关注的重点19美国诗歌研究存在的问题

缺乏批评意识和本土视角:不少研究主题单一，涉及面较窄，视角也不够广泛。总是拘泥于少数几个经典诗人的经典作品的研究20h美国诗歌研究存在的问题缺乏批评意识和本土视角:20h深层次、多元化、多视角的研究方向1、应该加强作家之间的对比研究2、应该加强影响研究。3、开展对诗流派和断代史的研究:如美国浪漫派诗歌研究，或战后美国诗歌史等.4、加强对美国诗歌的社会文化内涵的挖掘。21h深层次、多元化、多视角的研究方向1、应该加强作家之间的对比研选题参考1、新形式主义诗歌的发生发展研究：2、少数族裔题材3、女性主义、生态文学或同性恋题材4、自白派诗人对美国诗歌传统的继承和发展：5、美国浪漫派诗歌研究：22h选题参考1、新形式主义诗歌的发生发展研究：22h1.2ConductingResearch(1)

ModernLibraries

(2)Anonlinecentralinformationsystem

(3)ReferenceWorks(4)CompilingaWorkingBibliography(6)TakingNotes(5)

ConsideringtheAvailableSourceMaterials23h1.2ConductingResearch(1)Mod(5)TakingNotesThereare,generallyspeaking,threemethodsofnote-taking:summary,paraphrase,andquotation.

Insummarizing,paraphrasing,orquoting,keepanaccuraterecordofthepagesorothernumberedsections

24h(5)TakingNotesThereare,genPlagiarism

Touseanotherperson’sideasorexpressionsinyourwritingwithoutacknowledgingthesourceistoplagiarize.plagiarism,then,constitutesintellectualtheft.

Inwritingyourresearchpaper,then,youshoulddocumenteverythingthatyouborrow___notonlyquotationsandparaphrasesbutalsoinformationandideas.25hPlagiarismTouseanotherpersSomeofDickinson’smostpowerfulpoemsexpressherfirmlyheldconvictionthatlifecannotbefullycomprehendedwithoutanunderstandingofdeath.EmilyDickinsonstronglybelievedthatwecannotunderstandlifefullyunlesswealsocomprehenddeath.AsWendyMartinhassuggested,EmilyDickinsonstronglybelievedthatwecannotunderstandlifefullyunlesswealsocomprehenddeath(625)26hSomeofDickinson’smostpowerOutliningaparticularlyusefulintermediateactivitybetweenresearchandwriting.Anoutlinewillhelpyoutogetanoverallviewofyourpaperand,tofigureouthoweachsectionofthepaperrelatestotheothers,developinganoutlinecanhelpyoutoseethelogicalprogressionofyourargument.Commonorganizingprinciplesarechronology,causeandeffectprocessandlogic,deductiveorinductive.

27hOutliningaparticularlyusefulChapter1Majorheading1.1Minorheading1.1.1Detailheading1.1.2Detailheading1.2Minorheading1.2.1Detailheading1.2.2DetailheadingChapter2Majorheading2.1Minorheading2.1.1Detailheading2.1.2Detailheading2.2Minorheading2.2.1Detailheading2.2.2Detailheading

28hChapter1Majorheading28hWritingAbstractsTheabstractisacondensedversionofaresearchpaperthathighlightsthemajorpointscoveredandprovidesreaderswithabriefpreviewofthecontentandscopeofthewriting.Therearetwotypicaltypesofabstracts:descriptiveandinformative.Adescriptiveabstract:informationfromthepaper,thepurpose,methods,andscopeofthepaper,thesubject.Aninformativeabstract:specificinformationfromthepaper,thepurpose,methods,andscopeofthepaper,andtheresults,conclusions,andrecommendations.Researchersshouldalwayswriteinformativeabstracts.29hWritingAbstractsTheabstractQuestionsontheabstractWhatisthesubjectmatter/areatheresearchpaperisdealingwith.Whatbackgroundinformationisprovidedbytheauthor?Whatisthepurposeofthepresentstudy?Howistheresearchtobedone?Whataresomeoftheimportantfindings?Whataresomeoftheimplicationsofthestudy?30hQuestionsontheabstractWhatAneffectiveabstractusually:usesoneormorewelldevelopedparagraphs:theseareunified,coherent,concise,andabletostandalone.usesanintroduction/body/conclusionstructurewhichpresentsthepaper’spurpose,results,conclusions,andrecommendationsinthatorder.followstrictlythechronologyofthepaper.31hAneffectiveabstractusually:provideslogicalconnections(ortransitions)betweentheinformationincluded.addsnonewinformation,butsimplysummarizesthereport.isunderstandabletoawideaudience.oftentimesusespassiveverbstodownplaytheauthorandemphasizetheinformation.32hprovideslogicalconnections(Anabstractshouldbeasbriefandconcisebutinformativeaspossible.Mostabstractsofmaster’sthesesareconfinedto200words.Poorabstractshavesomeproblemsincommon:1.Theymaybetoodetailed.Apoorabstractistoodetailedusuallybecauseitcontainstoomanyunnecessarydetailssuchasdetailsaboutthemethodologyordetailsaboutthecontextoftheresearchproblem.2.Someimportantinformationmaybeleftout.Becauseofthelengthconstraints,researchersmayleaveoutsomeimportantinformation.33hAnabstractshouldbeasbrief3.Theymaybetoolong.Anabstractistoolongbecausetheauthorfeelsthateverythingistooimportanttobeleftout,orbecauseheorsheforgetsthewordlimit.4.Theymaybetooshort.Ashortabstractisnotnecessaryagoodone.Ifthewordlimitis200andthesubmittedabstractisonly100words,importantinformationmayhavebeenleftout.34h3.Theymaybetoolong.AnabsTipsInwritingtheabstract,selectimportantinformationsuchaspurpose,methods,scope,results,conclusions,andrecommendationsfromthepaper.Theheadings,outlineheads,tableofcontents,introductionandconclusionareusefulsections.Copyingsentencesdirectlyfromthesectionsofthepapershouldbestrictlyavoided.Instead,synthesizetheinformationinthemajorsectionsintoclear,concisestatements.35hTips35hAvoidreferencetootherliteraturesAvoidusingthefirstperson“I”or“we”.Beginthefirstsentencewiththephrase“thispaper”or“thisstudy”.Usenon-evaluativelanguage;reportratherthancommentuponthefindings.Rememberthewordlimit36hAvoidreferencetootherliterWritingIntroductionThefunctionoftheintroductionsectionofaresearchpapercreatereader’sinterestbyintroducinginmoredetailsomegeneralbackgroundinformationonthetopicunderinvestigation.focusonanissue,aproblem,oraquestionrelevanttothestudy.reviewpreviousresearchdiscussdeficienciesinpreviousresearchonthetopic（areasonfordoingyourresearch）proposea“new/different”wayofinvestigatingthesametopicorsomeaspectofit.37hWritingIntroductionThefunctiWritingConclusionThreeelementsofConclusion:(1)referringbacktothepaper’ssectionsinasummarystatement(2)discussingsomeoftheimplicationsoftheresearchinthewidercontextofinvestigation(3)lookingintothefutureforpossibledevelopments.Thelanguageshouldsummarize,evaluate,andprojectresearchpossibilitiesinthefuture.38hWritingConclusionThreeelemen1.Author’sfullname(lastnamefirst)2.Fulltitle(includinganysubtitle)3.Edition(ifthebookisasecondorlateredition)4.Numberofthevolumeandthetotalnumberofvolumes(ifthebookisamultivolumework)5.Cityofpublication6.Shortenedformofthepublisher’sname(see6.5)7.Yearofpublication(4)A

CitingBooks(see4.6)39h1.Author’sfullname(lastnaa.Thebasicentry:abookbyasingleauthor

Author’sname.Titleofthebook.Publicationinformation.

e.g.Wilson,FrankR.TheHand:HowItsUseShapestheBrain,Language,andHumanCulture.NewYork:Pantheon,1998.40ha.Thebasicentry:abookbyb.Additionalinformation

1.Author’sname2.Titleofapartofthebook3.Titleofthebook4.Nameoftheeditor,translator,orcompiler5.Editionused6.Number(s)ofthevolume(s)used7.Nameoftheseries8.Placeofpublication,nameofthepublisher,anddateofpublication9.Pagenumbers10.Supplementarybibliographicinformationandannotation41hb.Additionalinformation1.ATitleofapartofthebooka.Aworkinananthologye.g.Allende,Isabel.“Toad’sMouth.”Trans.MargaretSayersPeden.AHammockbeneaththeMangoes:StoriesfromLatinAmerica.Ed.ThomasColchie.NewYork:Plume,1992.83-88.b.AnIntroduction,aPreface,aForeword,oranAfterworde.g.Borges,JorgeLuis.Forword.SelectedPoems,1923-1967.ByBorges.Ed.NormanThomasDiGiovanni.NewYork:Delta-Dell,1973.XV-XVI.42hTitleofapartofthebooka.Titleofthebooke.g.Lauter,Paul,etal.,eds.TheHeathAnthologyofAmericanLiterature.2nded.2vols.Lexington:Heath,1994.e.g.Doyle,ArthurConan.TheOxfordSherlockHolmes.Ed.OwenDudleyEdwards.Vol.8.NewYork:OxfordUP,1993.43hTitleofthebooke.g.Lauter,Nameoftheseries

e.g.Neruda,Pablo.CantoGeneral.Trans.JackSchmitt.LatinAmer.Lit.andCulture1.Berkeley:UofCaliforniaP,1991.PagenumbersGivetheinclusivepagenumbersofthepieceyouareciting.Besuretoprovidethepagenumbersfortheentirepiece,notjustforthematerialyouused.44hNameoftheseriese.g.N(4)B.CitinganArticleinaScholarlyjournal1.Author’sname2.Titleofthearticle3.Titleofthejournal4.Volumenumber5.Yearofpublication6.Inclusivepagenumbersofthearticle(i.e.thenumberofthepageonwhichthearticlebegins,ahyphen,andthenumberofthepageonwhichthearticleends)e.g.Vartanov,Anri.“TelevisionasSpectacleandMyth.”JournalofCommunication41(1991):162-71.45h(4)B.CitinganArticleinaCitinginternetsource(see4.9.1-4)1.

Evaluatethequalityofanyworkbeforeusingandcitingit

2.Ifyouareworkingwithliterarytextsthatexistinvariousversions,makecertainyouusereliableeditions.

3.Researchersneedtobeconcernedabouttheauthority,accuracy,andcurrencyofallsourcestheyuse.46h1.Evaluatethequalityofany1.Author’sname2.Titleofthedocument3.Titleofthescholarlyproject,database,periodical,orprofessionalorpersonalsite4.Nameoftheeditorofthescholarlyprojectordatabase5.Dateofelectronicpublicationorlastupdate6.Nameoftheinstitutionororganizationsponsoringorassociatedwiththesite.7.Datewhenyouaccessedthesource8.Networkaddress,orURL47h1.Author’sname47hOakley,JohnH.“TheAchillesPainter.”ThePerseusProject.Ed.GregoryCrane.Mar.1997.TuftsU.14May1998<http:///Secondary/Painter-Essays/Achilles-toc.html>.48hOakley,JohnH.“TheAchillesChapter2TheMechanicsofWriting2.1Spelling

Spelling,includinghyphenation,shouldbeconsistentthroughouttheresearchpaper-exceptinquotations,whichmustretainthespellingoftheoriginal,whethercorrectorincorrect.49hChapter2TheMechanicsofWriNamesofPersonsThefirsttimeyouuseaperson’snameinthetextofyourresearchpaper,stateitfullyandaccurately,exactlyasitappearsinyoursource.Insubsequentreferencestotheperson,youmaygivethelastnameonlyunlessyourefertotwoormorepersonswiththesamelastname.Donotuseformaltitles(Mr.,Mrs.,Miss,Ms.,Dr.,Professor,Reverend)inreferringtomenorwomen,livingordead.50hNamesofPersonsThefirsttimeNumbersInarangeofnumbers,givethesecondnumberinfullfornumbersthroughninety-nine.Forlargernumbers,giveonlythelasttwodigitsofthesecondnumber,unlessmorearenecessary.

Inarangeofyears,writebothinfullunlesstheyarewithinthesamecentury.51hNumbersInarangeofnumbers,CapitalizingandPunctuationInbothtitlesandsubtitles,capitalizethefirstwords,thelastwords,andallprincipalwords,includingthosethatfollowhyphensincompoundterms.Capitalizethefollowingpartsofspeech:Nouns,Pronouns,verbs,adjectives,adverbs,subordinatingconjunctions.Donotcapitalizethefollowingpartsofspeechwhentheyfallinthemiddleofatitle:articles,prepositions,coordinatingconjunctions,thetoininfinitives.52hCapitalizingandPunctuationInItalicizedTitlesTitlestobeitalicizedincludethenamesofbooks,plays,longpoemspublishedasbooks,pamphlets,periodicals(newspapers,magazines,andjournals),films,radioandtelevisionprograms.TitlesinQuotationMarksUsequotationmarksforthetitlesofworkspublishedwithinlargerworks.Suchtitlesincludethenamesofarticles,essays,shortstories,shortpoems,chaptersofbooks.53hItalicizedTitlesTitlestobeTitlesandQuotationswithinTitlesItalicizeatitlenormallyindicatedbyitalicizingwhenitappearswithinatitleenclosedinquotationmarks.Encloseinsinglequotationmarksatitlenormallyindicatedbyquotationmarkswhenitappearswithinanothertitlerequiringquotationmarks.e.g.“LinesafterReading‘SailingtoByzantium’”Ifaperiodisrequiredafteranunderlinedtitlethatendswithaquotationmark,placetheperiodbeforethequotationmark.54hTitlesandQuotationswithinTItalicizedtitlewithinanunderlinedtitleThetitlewithinisneitherunderlinednorenclosedinquotationmarks.ExceptionsWordsdesignatingthedivisionsofawork(preface,scene,introduction,stanza,chapter,canto,bibliography,act)arealsonotitalicizedorputwithinquotationmarks,noraretheycapitalizedwhenusedinthetexte.g.Theauthorsaysinherpreface;Incanto32Ariosowrites55hItalicizedtitlewithinanundShortenedTitleIfyouciteatitleofteninthetextofyourpaper,youmay,afterstatingthetitleinfullatleastonce,useashortenedform,preferablyafamiliarorobviousone,oranabbreviatione.g.,“Nightingale”for“OdetoaNightingale”

TheSecretAgent(henceforthSA)56hShortenedTitleIfyouciteatQuotationsTheymustreproducetheoriginalsourcesexactly.changesmustnotbemadeinthespelling,capitalization,orinteriorpunctuationofthesource.

Ifaquotationendingasentencerequiresaparentheticalreference,placethesentenceperiodafterthereference.57hQuotationsTheymustreproduceEllipsisWheneveryouwishtoomitaword,aphrase,asentence,ormorefromaquotedpassage,youshouldbeguidedbytwoprinciples:fairnesstotheauthorquotedandthegrammaticalintegrityofyourwriting.

ifomittingmaterialfromtheoriginalsentence,youmustuseellipsispoints,threespacedperiods,placesquarebracketsaroundtheellipsispointsthatyouadd.58hEllipsisWheneveryouwishtooe.g.InsurveyingvariousresponsestoplaguesintheMiddleAges,B.W.Tuchmanwrites,“Medicalthinking[…]stressedairasthecommunicatorofdisease,ignoringsatiationorvisiblecarriers.”InsurveyingvariousresponsestoplaguesintheMiddleAges,B.W.Tuchmanwrites,“Medicalthinking,trappedinthetheoryofastralinfluences,stressedairasthecommunicatorofdisease[…].”

InsurveyingvariousresponsestoplaguesintheMiddleAges,B.W.Tuchmanwrites,“Medicalthinking,trappedinthetheoryofastralinfluences,stressedairasthecommunicatorofdisease[…]”(101-02).59he.g.InsurveyingvariousrespTheomissionofalineormoreinthemiddleofapoetryquotationthatissetofffromthetextisindicatedbyalineofspacedperiods,withinsquarebrackets,approximatelythelengthofacompletelineofthequotedpoem.e.g.ElizabethBishop’s“IntheWaitingRoom”isrichinevocativedetail:InWorcester,Massachusetts.IwentwithAuntConsueloTokeepherdentist’sappointment[………………]Itwaswinter.Itgotdarkearly.(1-3,6-7)

60hTheomissionofalineormorePunctuationwithQuotationsExceptforchanginginternaldoublequotationmarkstosingleoneswhenyouincorporatequotationsintoyourtext,youshouldreproduceinternalpunctuationexactlyasintheoriginal.

e.g.Youwanttoquotethefollowingsentence:“you’vegottobecarefullytaught.”“You’vegottobecarefullytaught,”wroteOscarHammersteinIabouthowracialprejudiceisperpetuated.61hPunctuationwithQuotationsExcChapter3TheFormatoftheResearchPaper

MarginsSpacingHeadingandTitlePagenumbersTablesandIllustration:Placetablesandillustrationsascloseaspossibletothepartsofthetexttowhichtheyrelate.62hChapter3TheFormatoftheReChapter4Documetation:PreparingtheListofWorksCitedMLAStyleInMLAdocumentationstyle,youacknowledgeyoursourcesbykeyingbriefparentheticalcitationsinyourtexttoanalphabeticallistofworksthatappearsattheendofthepaper.TheparentheticalcitationthatconcludesthefollowingsentenceistypicalofMLAstyle.e.g.AncientwritersattributedtheinventionofthemonochordtoPythagoras,wholivedinthesixthcenturyBC(Marcuse197).63hChapter4Documetation:PreparAcitationinMLAstylecontainsonlyenoughinformationtoenablereaderstofindthesourceintheworks-citedlist.Iftheauthor’snameismentionedinthetext,onlythepagenumberappearsinthecitation:“(197).”Ifmorethanoneworkbytheauthorisinthelistofworkscited,ashortenedversionofthetitleisgiven:“(Marcuse,Survey197).”youhavetoaddinitialsorfirstnamesiftwoofthecitedauthorshavethesamelastname.(K.Roemer123-24),(M.Roemer67)64hAcitationinMLAstylecontaiPlacementoftheListofBibliographyBeginthelistonanewpageandnumbereachpage,continuingthepagenumberofthetext.Thepagenumberappearsintheupperright-handcorner.Centerthetitle,Bibliograph,double-spacebetweenthetitleandthefirstentry.Begineachentryflushwiththeleftmargin;ifanentryrunsmorethanoneline,indentthesubsequentlineorlinesone-halfinch(orfivespaces)formtheleftmargin.Double-spacetheentirelist,bothbetweenandwithinentries.65hPlacementoftheListofBibliArrangementofEntriesIngeneral,alphabetizeentriesinbibliographybytheauthor’slastname,usingtheletter-by-lettersystem.Inthissystem,thealphabeticalorderofnamesisdeterminedbythelettersbeforethecommasthatseparatelastnamesandfirstnames.Thelettersafterthecommasareconsideredonlywhentwoormorelastnamesareidentical.

Macdonald,GeorgeMorris,RobertMcCullers,CarsonMorris,WilliamMorrison,Toni66hArrangementofEntriesIngenerIftwoormoreentriescitingcoauthorsbeginwiththesamename,alphabetizebythelastnamesofthesecondauthorslisted.e.g.Scholes,Robert,andRobertKelloggScholes,Robert,CarlH.Klaus,andMichaelSilvermanScholes,Robert,andEricS.RabkinIftheauthor’snameisunknown,alphabetizebythetitle,ignoringanyinitialA,An,orThe.Forexample,thetitleAnEncyclopediaoftheLatin-AmericanNovelwouldbealphabetizedundereratherthana.67hIftwoormoreentriescitingTwoorMoreBooksbytheSameAuthor(s)Tocitetwoormorebooksbythesameauthor,givethenameinthefirstentryonly.Thereafter,inplaceofthename,typethreehyphens,followedbyaperiodandthetitle.Thethreehyphensstandforexactlythesamenameasintheprecedingentry.

Ifthepersonnameedited,translated,orcompiledthebook,placeacomma(notaperiod)afterthethreehyphens,andwritetheappropriateabbreviation(ed.,trans.,orcomp.)beforegivingthetitle.

68hTwoorMoreBooksbytheSameworkslistedunderthesamenamearealphabetizedbytitle.

Frye,Northrop.AnatomyofCriticism:FourEssays.Princeton:PrincetonUP.1957.,ed.DesignforLearning:ReportsSumittedtotheJointCommitteeoftheTorontoBoardofEducationandtheUniversityofToronto.Roronto:UofTorontoP,1962..TheDoubleVision:LanguageandMeaninginReligion.Toronto:UofTorontoP,1991.,ed.Soundandpoetry.NewYork:ColumbiaUP,1957.69hworkslistedunderthesamenaIftherearemorethanthreeauthors,youmaynameonlythefirstandaddetal.(“andothers”),oryoumaygiveallnamesinfullintheorderinwhichtheyappearonthetitlepage.e.g.Gilman,Sander,etal.HysteriabeyondFreud.Berkeley:UofCaliforniaP,1993.Ifasingleauthorcitedinanentryisalsothefirstofmultipleauthorsinthefollowingentry,repeatthenameinfull;donotsubstitutethreehyphens.Thethreehyphensareneverusedincombinationwithpersons’names.70hIftherearemorethanthreeaAnArticleinaReferenceBookTreatanencyclopediaarticleoradictionaryentryasyouwouldapieceinacollection,butdonotcitetheeditorofthereferencework.Ifthearticleissigned,givetheauthorfirst.Ifitisunsigned,givethetitlefirst.Iftheencyclopediaordictionaryarrangesarticlesalphabetically,youmayomitvolumeandpagenumbers.Whencitingfamiliarreferencebooks,especiallythosethatfrequentlyappearinneweditions,donotgivefullpublicationinformation.Forsuchworks,listonlytheeditionandtheyearofpublication.71hAnArticleinaReferenceBooke.g.“Ginsburg,RuthBader.”Who’sWhoinAmerica.52nded.1998.Mohanty,JitendraM.“IndianPhilosophy.”TheNewEncyclopaediaBritannica:Macropaedia.15thed.1987.Whencitinglessfamiliarreferencebooks,however,especiallythosethathaveappearedinonlyoneedition,givefullpublicationinformation.72he.g.“Ginsburg,RuthBader.”WCross-References(相互参照)Toavoidunnecessaryrepetitionincitingtwoormoreworksfromthesamecollection,youmaycreateacompleteentryforthecollectionandcross-referenceindividualpiecestotheentry.Inacross-reference,statetheauthorandthetitleofthepiece,thelastnameoftheeditorofthecollection,andtheinclusivepagenumbers.73hCross-References(相互参照)ToavoidHamill,Pete.Introduction.SextonandPowersxi-xiv.Mayakovsky,Vladimir.“BrooklynBridge.”Trans.MaxHaywardandGeorgeReavey.Sextonandpowers136-41.McCullers,