Unit 3, Activity 6, MLA Style Guide

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.

Blackline Masters, English IV Page 3-1 Unit 3, Activity 6, MLA Style Guide 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 .

Blackline Masters, English IV Page 3-2 Unit 3, Activity 6, MLA Style Guide

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: http://www.ipsd.org/Uploads/DEC_Secondary_MLA%20Quick%20Reference.pdf

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).

Blackline Masters, English IV Page 3-4 Unit 3, Activity 7, Stepping into the Renaissance

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)

Blackline Masters, English IV Page 3-5 Unit 3, Activity 7, Renaissance Presentation Rubric

Was the presentation… Yes Somewhat No true to the time period? Wastrue tothe the presentation… topic? Yes Somewhat No truenon-disruptive? to the time period? truea relevant to the studytopic? of the Renaissance? non-disruptive? pleasing to the students’ a relevant study of the aesthetics? Renaissance? appropriate in content and pleasing to the students’ development? aesthetics? Overall Impression: appropriate in content and development? Overall Impression:

Blackline Masters, English IV Page 3-6 Unit 3, Activity 9, Wake Up "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

Blackline Masters, English IV Page 3-7 Unit 3, Activity 13, Paradox

Paradox

Excellent Very Good Average Needs Improvement Metaphor The visual representation The visual representation The visual The visual Development clearly created a created a metaphor using representation representation failed metaphor by using an adjective and a noun attempted to convey to convey a multiple adjectives and that somewhat connects a metaphor of the metaphor but was nouns that all connect to to create a comparison to student’s life. The related to the create one cohesive the student’s life. The images were student’s life. comparison to the images were accurate accurate. student’s life. The images and somewhat thought were accurate and provoking. thought provoking.

10 - 9 8 – 7 6 - 5 4 – 0 Visual Appeal The visual representation The visual representation The visual The visual was neat, error-free, and was neat and error-free. representation was representation had organized as well as The product engaged the neat. It did not little or no visual creative and original. The viewer and created an create a real appeal. It did not product engaged the interest in the student’s interest in the create an interest in viewer and created life. student’s life. the student’s life. interest in the student’s life. 5 4 3 2 – 0 Quality of The work showed clear The work showed The work lacked The worked showed Work evidence of time and evidence of time and several elements little evidence of effort. The work was effort. The work was indicating only time and effort. The completed on time. completed on time. some time and work was not effort. The work was completed on time. not completed on time. 2 5 4 3 Image of Life The work clearly evoked a The work evoked an The work attempted No attempt was believable image of the image of the student’s to create an image made to show an student’s life. life. of the student’s life. image of the student’s life.

10 - 9 8 - 6 5 - 1 0 Totals

Comments

Blackline Masters, English IV Page 3-8 Unit 3, Activity 13, Paradox

Textual References to Support Element

Connection to Today’s World

Students’ Reactions to Paradox

Blackline Masters, English IV Page 3-9 Unit 3, Activity 14, Macbeth Group Project

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:

Members______

I. Organization (25) ______II. Audience Appeal (25)______III. Content (25)______IV. Research Evidence (25)______

Comments:

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)

I. Knowledge of Topic (25) II. Evidence of Research (25)

III. References to Play (15) IV. Grammar/Clear Language (10) V. Organization/Coherence (25)

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