大连外国语学院
英语本科毕业论文规范
20xx年11月修订
目录
一、毕业论文的全套材料 ....................................................................................................... 3
二、毕业论文的基本结构 ....................................................................................................... 3
三、论文的字体和字号要求 ................................................................................................... 3
四、纸张打印格式 ................................................................................................................... 4
五、论文前置部分的格式要求 ............................................................................................... 4
六、论文主体部分的格式要求 ............................................................................................... 5
七、英语封面样本 ................................................................................................................... 7
八、英语摘要样本（1）（2） ................................................................................................. 9
九、汉语摘要样本 ................................................................................................................. 12
十、英语致谢样本(1) (2) ...................................................................................................... 14
十一、英语提纲样本(1) (2) .................................................................................................. 16
十二、论文的标题标注样本(1) (2) ...................................................................................... 20
十三、网上参考文献格式说明 ............................................................................................. 38
十四、中文参考文献格式说明 ............................................................................................. 45
十五、MLA论文写作规范简略说明 ................................................................................... 47
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一、毕业论文的全套材料
1．论文袋；
2．表1 毕业论文选题审批表（由学生填写电子表格打印，相关人员签字）；
3．表2 毕业论文中期检查表（教师用）
4．表3 毕业论文指导记录表（指导教师用黑色签字笔填写，教师和学生签字）；
5．表4 毕业论文指导教师评语表；
6．表5毕业论文评阅人评语表；
7．表6 毕业论文答辩记录表；
8．本科生毕业论文工作周志（学生用）；
9．论文打印文本。
二、毕业论文的基本结构
1．前置部分（按以下顺序排列）：封面、英语摘要、汉语摘要、英语致谢、英语目录（以上各项均单独成页）；
2．主体部分：引言、正文、结论、参考文献（以上各项均单独成页）；
3．附录部分：问卷、访谈提纲、译文原文等（以上各项均单独成页，有或无视情况而定）；
三、论文的字体和字号要求
1．英语的字体为Times New Roman, 汉语的字体为宋体；
2．英语和汉语的字号均为小四，且不必加粗。
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四、纸张打印格式
1．论文要求使用激光打印，纸张尺寸为A4，打印2份；
2．行间距：英语为2倍行距，汉语为1.5倍行距；
3．页边距：上2.5厘米，下2.5厘米，左3.5厘米，右2厘米。
4．页脚插入页码，居中。页码从封面至提纲的最后一页采用罗马字母排列，即i，ii，iii...,封面作为i页，页码不显示。页码自正文开始用阿拉伯数字排列至论文结束，位于页底居中。
5．一律采用左侧装订。英语封面之前还要装订大连外国语学院统一的汉语封皮。
五、论文前置部分的格式要求
1．英语封面：1）所在大学名称；2）论文题目；3）学位专业培养院/系/将获学位；4）论文作者姓名；5)学生所在年级、班级；6）导师姓名；7）毕业年月。英语封面的字体全部大写，居中排列。封面上论文题目中出现的书名应加下划线，如：DARWINISM AND JUDE THE OBSCURE。 英文标题如有副标题，主、副标题之间用半角的“:”分隔，如：IMPACT ANALYSIS OF TASK-BASED LANGUAGE TEACHING: A STUDY OF THREE CASES。中文标题如有副标题，主、副标题之间用全角输入状态下的“：”分隔，如：任务型语言教学的影响分析：对三个个案的研究。
2．摘要部分：摘要为论文内容的简短总结，不加注释和评论，它具有独立性和自含性。英语摘要字数控制在300字左右且控制在一个页面以内，汉语摘要的内容要与英文摘要内容完全一致。“ABSTRACT”（英语摘要的标题：字体大写）和“摘要” （汉语摘要的标题）居中排列。汉语“摘要” 下要有论文 4
的汉语标题。标题下要有作者的汉语姓名。
3．英汉摘要中的关键词（Key Words）：选择3至5个作为关键词，左对齐，隔一行排列在摘要正文下方。英语关键词之间使用逗号（“，”）间隔，汉语关键词之间使用分号（“；”）间隔。最后一个关键词后不使用句号。
4．英文目录：论文题目居中。论文要使用短语目录格式（Phrase Outline）, 格式参见论文英语目录样本。
六、论文主体部分的格式要求
1．正文中的各部分标题应与英语目录（CONTENTS）中所列的标题一致，标示出论文的部分，一级标题序号用罗马数字I，II，III等，二级标题序号用A，B，C等，三级标题用1，2，3等。每部分（I，II，III，IV ?） 开始时应单独成页。
2．目录（CONTENTS）。
3．正文是论文的核心部分，占主要篇幅，字数不得少于5000字。
4．正文中直接（或间接）引用他人资料必须标明出处，作品信息在论文的Works Cited中全部列出。
5．正文要有论文的标题，居中排列。论文标题的每个词首字母（除虚词外）均要大写。各部分的分标题仅首词首字母大写，分标题需要左对齐。
6．论文正文要两端对齐。正文开始部分与顶端空出一行的距离。
7．论文后应附参考文献（Works Cited），数量不能少于8项，其中英语文献不少于一半，而且列出的作品必须要能够在校园网上查得到或能够提供参考资料的复印件。文后的“Works Cited”字样要居中排列，与页面顶端不空出一 5
行的距离。英语文献列在前，汉语文献列在后。英语文献要求一律采用MLA格式（参见论文参考文献格式说明）；汉语文献具体格式依据我国国家标准GB7714-87《文后参考文献著录规则》。顺序要按文献作者姓氏的汉语拼音字母排列，不加序号。
8．正文内引注格式说明：(1) 当英语或汉语的引文超过四行（包括四行）时，不可再在文中使用引号引文。应另起行，左缩进10个英文字符的位置对齐开始打字；(2)正文中标注汉语文献的方法：（作者姓的汉语拼音 页码），括号中作者的姓与页码之间要空一格，例如：（Wang 87）。如果引用同一个作者的多部作品，在正文中要使用（作者的姓，页码，出版年代）的方法标注，例如：（Wang，87，1990）。如果引用作者同一年发表的多部作品，应在出版年代后用英文小写字母排序，例如：（Wang，87，1990a）。如果引用文献中有重姓的作者，应在标注时使用作者的全名，例如：（Wang Fang 87）。如果引用两个或两个以上的作者共同发表的一部作品可采用（第一作者的姓，第二作者的姓 页码）的方法标注，所列出的最后一个作者的姓与页码之间要空一格，例如：（Wang，Li 87）。
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七、英语封面样本 7
DALIAN UNIVERSITY OF FOREIGN LANGUAGES
TITLE OF THESIS
A THESIS SUBMITTED TO THE SCHOOL OF ＸＸＸ
IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF
BACHELOR OF ARTS
BY
NAME OF STUDENT
CLASS: NUMBER OF CLASS
GRADE: YEAR OF GRADE
ADVISER: NAME OF ADVISER
MONTH OF YEAR
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八、英语摘要样本（1）（2） 9
ABSTRACT
John Fowles opposes the “disenchantment” of the world in which objects and relationships are gradually drawn into a process of rationalist use and “demystification”. He reveals a close relationship between the moral and the aesthetic instrument of myth, through which the aesthetic consciousness in his novels is able to strengthen the shaky system of ethical standards.
Archetypal analysis is applied in the study of John Fowles?s novels and the short story collection Archetypes of Adam and Eve find their embodiment in Fowles?s heroes and heroines. The portrayal of modern man?s passive mentality on the Waste Land does not end with heroes? resistance to change and Fowles continues to provide readers evidences of the fall of man in various aspects: the loss of identity and the failure of communication and love. Fowles?s modern knights are not only questers of Holy Grail but also victims of eroding identity not to be sacrificed but to be transformed.
Fowles is not only a mythicizer, a painter of modern Waste Land but also a didactic moralist. The thesis shows how he introduces the old Christian myth of the lost paradise into his pictures of the modern Waste Land and deciphers his characters? transformations from passive losers to heroes of self responsibility and optimism.
Key Words: Myth, Morality, Waste Land, Archetypal Analysis
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ABSTRACT
Most of the English teaching methods and approaches in China lay emphasis on language form and language skills. The content of the material is often neglected. ELT (English Language Teaching) in many educational institutions in China is far from being satisfactory to many people. CBI (Content-based Instruction) may serve as an alternative to meet the demand of the new situation in China because it combines foreign language teaching with the teaching of subject matter, providing the students with authentic materials and giving them opportunities to learn the language in the real language environment.
This research focused on the study of the teaching of Chinese Culture through CBI to English majors at the fundamental stage in Dalian University of Foreign Languages. The primary goal of this study was to explore the impact of teaching Chinese Culture on the students at the foundational stage. A mixed method of qualitative and quantitative research was employed in the study and the instrument used in this study was questionnaire with both open questions and closed questions and 90 students in the School of English Studies were investigated.
The results of study indicated that one-term teaching of Chinese Culture promoted the development of students' reading, translation and vocabulary, deepened their understanding of Chinese Culture and raised their interests in learning. All the results obtained from this study provided strong evidence for the feasibility of offering courses through CBI to English majors at the fundamental stage, which is very enlightening for the teaching of English majors.
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Key Words: CBI, ELT, Chinese Culture
九、汉语摘要样本 12
摘 要
约翰·福尔斯小说中的道德与神话
ＸＸＸ
约翰·福尔斯反对世界的“觉醒”和将所有事物和关系纳入理性主义和“非神秘化”过程中去的做法。他揭示了道德与神话这一审美工具之间的紧密联系，与此基础之上，福尔斯小说中的审美意识对已经摇摆不定的现代伦理道德体系起到了匡扶正业的作用。
在福尔斯小说《法国中尉的女人》、《魔法师》和短篇故事集《紫檀塔》的研究过程中，本论文采用了原型批评理论。首先，在福尔斯小说中的男女主人公身上能够发现亚当和夏娃的原型。 其次，福尔斯对现代人类在荒原上被动心态的描写没有以主人公拒绝变化而结束，而是从不同方面继续为读者提供人类堕落的例证，如：人格的丧失，交际和爱情的失败等。福尔斯笔下现代社会中的骑士戴着社会面具、受到种种社会因素的制约，因此，他们不单单是圣杯的探索者，还是自我人格泯灭的受害者，他们要做的不是去为圣杯献身而是进行自我变革。
福尔斯不单单是一个神话主义者、一个现代荒原的描绘者，还是一位肩负教诲使命的道德家。本文在阐述了福尔斯将古典基督教失乐园的神话引入现代荒原图景中的同时，揭示了福尔斯小说主人公从消极厌世的悲观主义者到积极自觉、富有责任心的英雄人物的转变。
关键词：神话；道德；荒原；原型分析
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十、英语致谢样本(1) (2)
ACKNOWLEDGEMENTS
I want to present my sincere thanks to all dear teachers in the School of XXX Studies of Dalian University of Foreign Languages, especially my supervisor Professor (or Mr.) …….
My special thanks are also dedicated to my family who are always supportive by giving me immeasurable help in life and make my academic life possible. ……
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ACKNOWLEDGEMENTS
I would like to thank many people for helping me to get this thesis finished.
First, I owe particular thanks to my advisor, Professor XXX, who has been so responsible and patient in supervising me in writing up the thesis. With her help, I understand …
Next I would like to thank my fellow classmates and friends. I offer my enduring gratitude for their true friendship and kind help. Since my thesis is based on the results of interviews, …
Special thanks go to my parents, who have supported me throughout my years of education, both morally and financially. They taught me how to be a good daughter, a diligent student and an upstanding person. Without their support, ...
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十一、英语提纲样本(1) (2) 16
CONTENTS
ABSTRACT…………………………………………………………………………...ii 摘要……………………………………………………………………………….......iv ACKNOWLEDGEMENTS…………………………………………………….……..v CONTENTS………………………………………………………………….…….....vi
Ⅰ. Introduction……………………...…………………………………………...........1
A. The profile of William Shakespeare…………………………….…………...….1
B. Brief introduction to Judaism and Christianity…………..………………….…..2
C. ………...……….…….3
D. THESIS……………………………………………………………………….....4
Ⅱ. The religious atmosphere in Europe……………………...……………….…….....6
A. The anti-Semitism……………………………………………………….……..6
B. Christian?.....6 Ⅲ. Detailed comparison between Jews and Christians…………….……………….…9
A. Discussion on Shylock?s view………………………………………….…….....9
B. Analysis of Antonio?s view…………………………………….……………....12
C. Research on the reasons for two different views…….…………....…..…….....13
Ⅳ. Conclusion…………………………………………...…………………………...16
A. The religious influence on Shakespeare…………….…………………………..16
B. Shakespeare?.....17 Works Cited……………………………………………………………………….….20 17
CONTENTS
ABSTRACT..................................................................................................................ii 摘要...............................................................................................................................iv ACKNOWLEDGEMENTS...........................................................................................v CONTENTS..................................................................................................................vi
I. Introduction.............................................................................................................1
A. The change of the social demand for English majors........................................1
B. The current situation of ELT in China...............................................................1
C. The significance of the research............................................................... .... ...2
D. The objectives of the research.............................................................. .... .... ..3
E. THESIS..............................................................................................................3
II. Literature review.....................................................................................................4 A. The definition of CBI.........................................................................................4
B. The principles for CBI.......................................................................................5
C. The main prototype forms of CBI.....................................................................7
D. The theoretical foundations of CBI.................................................................10
E. The strengths of CBI........................................................................................12
III. Research methodology..........................................................................................14
A. Research method ............................................................................................14
B. Research informants........................................................................................14
C. Data collection.................................................................................................14
IV. Results and analysis..............................................................................................16 18
A. The necessity of teaching Chinese Culture in English……………………16
B. The students? ability to accept teaching Chinese Culture in English……..17
C. The impacts on the students? learning of Chinese Culture knowledge........20
D. The impacts on the students? development of English skills……….....…..21 E. The impacts on the students? learning of English language knowledge……25 F. Other impacts on the students………………………………………………26
G. The problems existing in the process of the students? learning……………..27 H. Other findings……………….…..….………………………………………27
V. Conclusion.............................................................................................................29
A. Major findings of this study.............................................................................29
B. The limitations of this study............................................................................29
C. Further research...............................................................................................30
Works Cited..................................................................................................................31
Appendixes...................................................................................................................33
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十二、论文的标题标注样本(1) (2)
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I. Introduction
A. The profile of William Shakespeare
William Shakespeare (1564-1616), English playwright and poet, was recognized in much of the world as the greatest of all dramatists. Hundreds of editions of his plays have been published. Scholars have written thousands of books and articles about his plots, characters, themes, and language. He is so well known in the world and many of his lines are quoted, for example, “To be or not to be”, and his plays have probably been performed more times than other dramatists.
………………………………………………………………………………………………………………………………………………………………………………..
B. Brief introduction to Judaism and Christianity understanding of what Judaism is and who the Jews are. The term of Judaism does not exist in pre-modern Hebrew. Pre-modern Judaism, in all its historical forms, thus constituted and traditional Judaism today constitutes an integrated cultural system encompassing the totality of individual and communal existence.
………………………………………………………………………………………………………………………………………………………………………………………………………… The play mainly portrays a young man Bassanio who wants to marry a young lady Portia, and he doesn?t have enough money to go the place where the lady lives and couldn?t compete with all the suitors, so he turns to his friend Antonio, a merchant for help.
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……………………………………………………………………………………………………………Critics believe the play “celebrates the horror of anti-Semitism” (Fiedler 98), and it “constitutes an indictment of the hypocrisy of Christian society” (Zaslavsky 185). Shakespeare uses his controversial “other,” Shylock the Jew, to call the Venetian Christians on their religious inconsistencies. “What startles and delights us is Shylock?s shrewd indictment of Christian hypocrisy” (Bloom 189). Of course, the Venetian citizens do not listen to him. Shylock rightfully asserts, “If a Christian wrongs a Jew, what should his sufferance be by Christian example? Why, revenge. The villainy you teach me I will execute, and it shall go hard but I will better the instruction”D. THESIS
………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….
William Shakespeare?s works are always considered the most important in Britain during the Elizabethan time, and researchers have already done a lot of analysis about his works, from the portrayal of characters to the language. However, the religious factors have always been neglected, and few comments on these have been given. So this essay will focus on the religious factors of using some introductions to religions and comparison between different religious people?s views to show people the religious atmosphere in that age and the influence on Shakespeare.
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II. The religious atmosphere in Europe
A. The anti-Semitism
Some people would like to ask why Antonio insulted Shylock, and why Shylock insisted on a pound of flesh? Actually, we can understand that Shylock and Antonio have some conflicts on business, Antonio doesn?t like Shylock for lending money and making a living on this, but in fact, at that time, there was a religious wave called Anti-Semitism, which often called the longest hatred, is both an age-old problem and a current challenge.
For centuries Jews have been accused of treacherous acts, including the
murder of Jesus, poisoning wells, the ritual murder of Christian children, and the Bubonic plague and controlling the media and the banks. Many
of these falsities have roots in historical circumstances, and longstanding
fear and misunderstanding. Tragically, these lies continue to be launched
against Jews. Without an examination of both historic and contemporary
anti-Semitism, students may be left with stereotypical and negative
conceptions of Jews and Judaism. (Hassel 254)
B. Christian?
In many movies and novels we are often told that Christianity is a belief and religion that let people feel comfortable and affection between strangers, even love your enemies, but let?
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III. Detailed comparison between Jews and Christians
A. Discussion on Shylock?s view
Shylock is the villain in the play, and people may hate him for his cruelty, but if we think this in another aspect, maybe we could get a different conclusion. First, we could analyze his character to get a better understanding of him and his religion.
B. Analysis of Antonio?s view
Antonio is also the protagonist of the play, all in all he is a good person, but if we say that he is pious, that still needs some debates, because Christianity asks people to show love to their enemies. So I take a negative attitude towards him. In some scenes, Antonio?s speech is quite Christ-like. ……………………………………
Some people take the point that, shows anti-Semitism. However, from the detailed plots and compare with the people of that age, Shakespeare showed a great deal of sympathy to Shylock. Shakespeare was greatly against greed, cruelty, and racial discrimination, glorified friendship, love, and mercy. (Liang 151)
…………………………………………………………………………………………………………………Hamilton highlights yet another point: “the Christ-figure in this play is not only not sacrificed but also happy to be relieved of his obligations” (131). Antonio shows no mercy to Shylock when Portia pronounces his sentence………………..
C. Research on the reasons that caused two different views
The conflict between Jews and the Christian characters comes to a head over the issue of mercy. ………........................................................................................... 24
IV. Conclusion
A. The religious influence on Shakespeare
The world in which Shakespeare lived was an exceedingly dangerous one. The threat of a civil war was never far away. When Elizabeth ascended the throne in 1558, she staved off the threat of rebellion by dealing ruthlessly with any hint of treason. Many of her enemies were beheaded………………….……………………………
B. Shakespeare?
It is impossible to know what Shakespeare?s intent was in creating the character of Shylock…………………………………………………….
In and money-lending in European society. Shylock, the money-lender, while reviled by the Venetians in the play, is a necessary evil as he makes it possible for his Christian customers to conduct both their business and romantic pursuits. The play explores the relationship and tension between love and commerce. Without Shylock?s services, Bassanio could not win the lady richly left, Portia, and the Venetian businessmen could not finance their ventures. The conceit of usury as money breeding is a critical one for the play, and is based on Aristotelian teachings.
Throughout the play there are puns confusing sexual and romantic references to money as Shakespeare asks his audience to consider both Shylock?s and the Christian?s passion and lust for money. ……………………….. At the same time, Shylock can be seen as both an Elizabethan stereotype and a fully drawn human being. Ironically, it is some stereotypical elements in Shylock?s character that many people 25
argue against , viewing it as an anti-Semitic work. Shakespeare, however, did not write a one-dimensional villain, but a complex character who defies explanation and who will probably never be fully understood. Shakespeare was not anti-Semitist, but rather a kind person who promoted friendship, love and he was against hypocrisy and racial discrimination, and the most important thing is that he gave a great support and sympathy to Jews.
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Works Cited
Bevington, Jean E. Howard, and Marion F. O? New York: Methuen, 1987. Books, 1998.
“The Decade of the Spy.” “Dubious Venture.” ---. Romeo and Juliet. China Commercial Press, 2001.
Zaslavsky, Robert. “Which is the Merchant here? And which the Jew? Keeping the ” (1995): 181-192.
梁工(Liang Gong). 莎士比亚与圣经[M]. 北京：商务印书馆，2006.
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Impact Analysis of the Current English Curriculum for English Majors at the
Elementary Stage
I. Introduction
A. Background of this research
At the beginning of the 1980s, …
This new curriculum is “the guideline to all types of English majors, and it is also the foundation for English Schools at college level to organize teaching tasks, to design textbooks and to examine the quality of teaching.”(New Curriculum, i)
…
In order to learn the impact of the current curriculum on students who are “the principal part of teaching” (New Curriculum, 13), and get feedback information from them, this research was carried out with the help of English majors that are studying in second year and fourth year. From the perspective of students, this research provides enlightening feedback information, which I then analyzed.
B. Significance of this research
For a long time our teaching pattern was teacher-oriented or teacher-centered. The teacher stood in front of the class taking most of the time and students just listened and took notes. However, English is a course that …
This research will make the students? voice heard, and also, from the feedback information we can learn how students look on the new curriculum, whether they think it is suitable and whether there is anything needs to be changed. Clearly, students should be the very focus of curriculum, so the presentation of students? 28
opinions will help with the improvement of English teaching and also the new curriculum.
C. Objectives of this research
The purpose of this research is to analyze the impact of the current English curriculum on English majors at the elementary stage. …
…
D. THESIS
This research takes English majors from second-year and fourth-year as the informants, and investigates those students? perceptions since …
…this paper also brings forward some suggestions from students, which may help to improve the current curriculum.
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II. Literature review
A. Curriculum and syllabus
When a curriculum is mentioned, more often than not, people will think of the word “syllabus”, and some people may even mix up the terms “curriculum” and “syllabus”. So it is vital to understand the differences between them.
In Collins Cobuild Essential English Dictionary, curriculum is defined as: (1) all the different courses of study that are taught in a school, college or university; (2) one particular course of study that is taught in a school, college or university. This definition is the same as “curriculum refers to the collectivity of course offerings at an educational institution or group of institution. (Yalden, 71)
…
So, it seems helpful to define “curriculum” and “syllabus” as separate entities in order to call attention to their particular functions. One important reason for differentiating between the two is to stress that a single curriculum can be the basis for developing a variety of specific syllabus which are concerned with locally defined audiences, particular needs, and intermediate objectives.
B. Current English curriculum
As one of the most important means to carry out the two former curricula, which were carried out in 1980s and 1990s respectively, the English Group of College Foreign Languages Majors? Teaching Supervision Committee decided …
…
C. Previous studies
30
Since the year 2000, when the new curriculum was formally …
…
D. Necessity for further research
Looking at the opinions listed above, we can see there are both positive and negative views on the current English curriculum. Some opinions are set forth from the establishment of the new curriculum. Others are set forth form the implementation of the new curriculum. However, no matter which angle do they set forth from, there is one more important aspect they have forgotten. That is the opinions from students, who are the target of the curriculum. Therefore, it is necessary to do some further research on students? opinions about the new curriculum. …
31
III. Research methodology
A. Qualitative Analysis
Qualitative research is also called interpretive research, naturalistic research, or phenomenological research. …“The best-known of these methods is participant observation, which entails the sustained immersion of the researcher among those whom he or she seeks to study with a view to generating a rounded, in-depth account of the group, organization, or whatever.”(Bryman 1)
The aim of qualitative analysis is a complete, detailed description. …
In order to get information from students about their opinions on the new curriculum, this research adopted the method of qualitative research and analysis.
B. Informants of the research
Since the objective of the study is to analyze the impact of the current English curriculum on English majors at the elementary stage, the informants were selected from the second-year and the fourth-year students in the English department, who were experiencing or had experienced the elementary stage already. Among all the 40 informants, twenty students were chosen randomly from the second-year students with seven male and thirteen female, and the other twenty students were chosen randomly from the fourth-year students with nine males and eleven females, …
C. Instruments of the research
Therefore, the instrument this research adopted is a semi-structured interview. All the questions asked in the interviews were divided into three sections: the first section was about their general impression on the course settings at the elementary 32
stage; …
D. Process of research and ethical issues
In order to avoid a situation where informants felt uncomfortable, all the interviews were carried out either in students? dormitories or classrooms, and there were only the interviewer and interviewees present. Therefore, the interviews were in a relaxed and friendly atmosphere. Each interview lasted about half an hour, and during the whole process of the interview, a recorder was used to record the interview. After the interview, all the data were stored into a computer and were then transcribed into words immediately.
All the interviews were undertaken with the complete permission of the interviewees, ...
33
IV. Results and analysis
A. Results of the interviews
When asked about whether the general courses setting suited them, 75 % of students thought that the current courses …And there were also 90% of students with a positive attitude towards courses set for the first- and second-year. …
B. Analysis
Since most students had no idea about the new curriculum, …
C. Suggestions
In the interviews, the informants raised some suggestion on the improvement of the curriculum …
34
V. Conclusion
A. Major findings of this research
This research was carried out in English majors, and sought to find the impact of the implementation of new English curriculum from the point of view of the students. Major findings of the research go as follows…
B. Limitations of this research
This research was carried out only in Dalian University of Foreign Languages, the results cannot represent all the English majors in the country, …
…
C. Possibilities for further studies
This research was only carried out among …
There are also possibilities for further research on the teachers? opinions and the opinions of administrators. …
35
Works Cited
Brown, J. D. 2001. Don, Ratcliff. January 2005.
〈/qual/1.htm〉.
Dubin, Fraida, and Elite Olshtain. Shanghai: Foreign Languages
Education Press, 2002.
Nunan, D. Beijing: Foreign Languages
aching and Research Press, 2001.
Yalden, J. Beijing: Foreign
Languages Teaching and Research Press, 2000.
高等学校外语专业教学指导委员会英语组(GDXXWY). 高等学校英语专业英语教
学大纲[Z]. 上海：上海外语教育出版社, 2000.
何其莘(He Qixin). 培养21世纪的外语人才——新《大纲》的修订过程及主要
特点[J]. 外语界, 2001(1).
覃修桂(Qin Xiugui). 关于《高等学校英语专业英语教学大纲》实施现状的调查
[J]. 西安外国语学院学报, 2006(9).
时秀梅(Shi Xiumei)、王宏来(Wang Honglai). 高等学校英语专业基础英语课教
学思考[J]. 沈阳农业大学学报, 2005(12).
颜静兰(Yan Jinglan)、杨慧敏(Yang Huimin). 新大纲·文化素质·创新能力 36
——我们对《高等学校英语专业英语教学大纲》精神的理解与执行[J]. 化工高等教育, 2003(2).
姚乃强(Yao Naiqiang). 提高文化素养 培养创新能力——谈新《大纲》三、四、
五、六部分[J]. 外语界, 2001(1).
朱长河(Zhu Changhe). 《高等学校英语专业英语教学大纲》评述[J]. 川北教育
学院学报, 2002(2).
37
十三、网上参考文献格式说明
Citing Electronic Publications
Citations of electronic sources and those of print sources should accomplish the same ends and have analogous formats. Both types of citations identify a source and give sufficient information to allow a reader to locate it. Yet each type requires a different kind and amount of information to fulfill these objectives. Print culture has developed standard reference tools (library catalogs, bibliographies, and so on) for locating published works. Electronic media, in contrast, so far lack agreed-on means of organizing works. Moreover, electronic texts are not as fixed and stable as their print counterparts. References to electronic works therefore must provide more information than print citations generally offer.
1. An Online Scholarly Project, Information Database, or Professional or Personal Site
a. A Complete Scholarly Project or Information Database
The typical entry for a complete online scholarly project or information database consists of the following items:
- Title of the project or database (underlined)；
- Name of the editor of the project or database (if given)；
- Electronic publication information, including version number (if relevant and if not part of the title), data of electronic publication or of the latest update, and name of any sponsoring institution or organization；
38
- Date of access and network address.
If you cannot find some of this information, cite what is available.
Format:
Vers. 98. 2. Apr. 1998. Encyclopaedia Britannica. 8 May 1998
</>.
b. A Document within a Scholarly Project or Information Database
To cite an article, a poem, a short story, or a similar short work or document within a project or database, begin the citation with the author?s name and, in quotation marks, the title of the work. If no author?s name, begin the citation with the title of the material, in quotation marks. Continue with the relevant information for the project or database, the date of access, and the URL (uniform resource locator or its network address); be sure to give the URL of the specific work or document rather than that of the project or database if they are different.
Format：
Hoffmann, Heinrich. “Struwwelpeter.” Trans. Mark Twain. Ed. Robert Godwin-Jones. 1994. Foreign Lang. Dept., Virginia Commonwealth U. 10 Jan. 1998
<http://www.fln.vcu.edu//hasweb/for/struwwel/twpete.html>.
c. A Professional or Personal Site
To document an online professional or personal site, begin the entry with the name of the person who created it (if given an relevant), reversed for alphabetizing and followed by a period. Continue with the title of the site (underlined)or, if there is 39
no title, with a description such as Home page (neither underlined nor in quotation marks); the name of any institution or organization associated with the sit；the date of access; and the network address.
Format: <http://nyquist. ee.ualberta.ca/~dawe/austen.html>
Lancashire, Ian. Home page. 1 May 1998
<http://www.chass.utoronto.ca:8080/~ian/>
2. An Online Book
a. An Online Book Available Independently
The typical entry for a complete online book available independently consists of the following items:
- Author?s name (if given);
- Title of the work (underlined);
- Name of the editor, complier, or translator (if relevant);
- Publication information. If the version of the text online has not been published before, give the date of electronic publication and the name of any sponsoring institution or organization;
- Date of access and network address.
If you cannot find some of this information, cite what is available.
Format:
Barsky, Robert F. Cambridge: MIT p, 1997. 8 40
May 1998 <http://mitpress.mit.edu/e-books/chomsky/>.
b. An Online Book within a Scholarly Project
To cite a book that is a part of a scholarly project, give the five items listed above, as relevant, but follow the information about the printed book with the publication information for the project. Be sure to end with the URL of the book, not that of the project, if they differ.
Format: 1998.Columbia U. 5 May 1998
<http://www.columbia.edu/acis/bartleby/keats/>.
c. A Part of an Online Book
If you are citing a part of an online book, place the title or name of the part between the author?s name and the title of the book. If the part is a work like a poem or an essay, place its title in quotation marks. If the part is a standard division of the book, such as an introduction or a preface, do not place the title in quotation marks or underlines it.
Format:
Barsky, Robert F. Introduction. By Barsky.
Cambridge: MIT p, 1997. 8 May 1998
<http:/mitpress.mit.edu/e-books/Chomsky/intro.html>.
Emerson, Ralph Waldo. “Self-Reliance.”
<ftp:///ebooks/NonFiction/Philosophy/Emerson/history.txt>. 41
3. An Article in an Online Periodical
The typical entry for a work in an online periodical consists of the following items:
- Author?s name;
- Title of the work or material (if any), in quotation marks;
- Name of the periodical (underlined);
- Volume number, issue number, or other identifying number;
- Date of publication;
- The number range or total number of pages, paragraphs, or other sections, if they are numbered;
- Date of access and network address;
- If you cannot find some of this information, cite what is available.
a. An Article in a Scholarly Journal
Format:
Denning, Peter J. “Business Designs for the New University.”(1996). 23 June 1998
<http://educom.edu/web/pubs/review/reviewArticles/31620.html>.
b. An Article in a Newspaper or on a Newswire
Format:
“Endangered Species Act Upheld.”
</aponline/w/AP-Court-Endangered-Species.html>. c. An Article in a Magazine
42
Format:
Guckenberger, Katherine. “A Convent with a View.”26 June 1998
<http://www.theAtlantic. com/atlantic/unbound/abroad/kg980122.htm>.
d. A Review
Format:
Angelo,Gretchen V. Rev. of by Christine de Pizan.
Bryn Mawr Medieval Review 96.1.7. (1996). 26 Jan. 1997
<gopher://gopher.lib.virginia.edu: 70/00/alpha/bmmr/v96/96-1-7>.
e. An Abstract
Format:
Bullough, Vern L. “Medieval Concepts of Adultery.” 7.4 (1997): 5-15.
Abstract. 26 June 1998
<http://dc.smu.edu/Arthuriana/Abstract/Ab_listl.htm>.
4. A Work from an Online Service
Format:
“Table Tennis.”July 1998. Keyword: Compton?s.
5. Other Electronic Sources
a. An Advertisement
Format:
Lee MoodRing. Advertisement. 29 June 1998
43
</features/moodring.html>.
b. A Working Paper
Format:
Cacicedo, Al. “Private Parts: Preliminary Notes for an Essay on Gender Identity in
Shakespeare.” Working paper, 12 Mar. 1997. 4 July 1998
<http://www.arts.ubc.ca/english/iemls/shak/PRIVATE_PARTS.txt>. c. An E-Mail Communication
Format:
Boyle, Anthony T. “Re: Utopia.” E-mail to Daniel J. Cahill. 21 June 1997.
44
十四、中文参考文献格式说明
（一）文献类型表示代码
M：专著； R：报告；
C：论文集； A：论文集中的析出文献；
N：报纸文章； S: 标准；
J：期刊文章； P：专利；
D: 学位论文； Z：不属于上述任何文献类型的采用此标识 参考文献中，英文参考文献不需要标出文献类型[N]、[J]等。
（二）专著
徐世荣(Xu Shirong). 普通话语音常识[M]. 北京：语文出版社，1999.
（三）论文集
L．辛希孟(Xin Ximeng). 信息技术与信息服务国际研讨会论文集：A集[C]. 北
京：中国社会科学出版社，1979.
（四）报纸文章
朱小玲(Zhu Xiaoling)、李家友(Li Jiayou). 浅谈英语课业评语的作用[N]. 英
语辅导报. 2003 (33).
李大伦(Li Dalun). 经济全球化的重要[N]. 光明日报，1998-12-27 (3).
（五）期刊文章
张德明(Zhang Deming). 诗歌意象的跨文化比较[J]. 中国比较文学，1997(2). 中文参考文献，如文章标题本身带有标点符号应该采取如下的处理方式： 李明(Li Ming). 英语是教出来的吗? [J].中小学英语教学.2001（24）.
（六）学位论文
刘伟(Liu Wei). 汉字不同视觉识别方式的理论和实证研究[D]. 北京：北京师范
大学心理系, 1998.
（七）报告
白秀水(Bai Xiushui)、刘敢(Liu Gan)、任保平(Ren Baoping). 西安金融、人
才、技术三大要素市场培育与发展研究[R]. 西安：陕西师范大学西北经济 45
发展研究中心，1998.
（八）论文集中的析出文献
钟文发 (Zhong Wenfa). 非线性规划在可燃毒物配置中的应用[A]. 赵玮(Zhao
Wei). 运筹学的理论与应用—— 中国运筹学会第五届大会论文集[C]. 西安：西安电子科技大学出版社，1996. 468-471.
(说明：析出文献主要责任者. 析出文献题名[A]. 原文献主要责任者. 原文献题名[C]. 出版地：出版社，出版年. 析出文献起止页码.)
（九）其他
高校外语专业教学指导委员会 (GXWYZY). 高等学校英语专业英语教学大纲[Z].
北京: 外语教学与研究出版社/上海外语教育出版社，2000.
中国社会科学院语言研究所词典编辑室(ZGSHKX). 现代汉语词典（修订本）[Z].
北京：商务印书馆，1996.
（十）电子文献
王明亮(Wang Mingliang). 关于中国学术期刊标准化数据库系统工程的进展
[EB/OL].
(说明：主要责任者. 电子文献名[电子文献及载体类型标识]. 电子文献的出处或可获得地址，发表或更新日期，引用日期。)
46
十五、MLA论文写作规范简略说明
In 1984, the Modern Language Association (MLA) introduced a new style of documenting sources in research papers. This pamphlet explains the features of MLA style, according to 1988 MLA guidelines, and analyzes some of their implications for your research and composing. There are three major features of MLA style. First, all sources cited in a paper are listed in a section entitled Works Cited located at the end of the paper. Second, material borrowed from another source is documented within the text by a brief parenthetical reference that directs readers to the full citation in the list of works cited. Third, footnotes or endnotes are used to present two types of supplementary information: (1) commentary or explanation that the text cannot accommodate and (2) bibliographical notes containing several source citations.
1. Preparing the List of Works Cited
In MLA style, the list of works cited is the only place where readers will be able to locate complete information about the sources you have cited in your research paper. For that reason, your list must be thorough and accurate so that readers will know exactly where they can find the sources of the words, ideas, and evidence presented in your text.
The list of works cited appears at the end of your paper and, as its title suggests, lists only the works you have cited in your paper. Occasionally, your instructor may ask you to prepare a list of works consulted, a list that includes not only the sources you cite but also the sources you consulted as you conducted your research. In either case, MLA prefers Works Cited or Works Consulted to the more limited heading Bibliography (literally, “description of books”) because those headings are more likely to accommodate the variety of sources—articles, films, computer software—that maybe cited in a research paper.
To prepare the list of works cited, follow these general guidelines:
※ Paginate the Works Cited section as a continuation of your text. If the conclusion of your paper appears on page 8, begin your list on page 9 (unless there is an intervening page of endnotes).
※ Double-space between successive lines of an entry and between entries.
※ Begin the first line of an entry flush left, and indent successive lines five spaces. ※ List entries in alphabetical order according to the last name of the author.
※ If you are listing more than one work by the same author, alphabetize the works according to title (excluding the articles a, an, and the). Instead of repeating the author?s name, type three hyphens and a period, and then give the title.
※ Underline the titles of works published independently—books, plays, long poems, pamphlets, periodicals, films.
※ Although you do not need to underline the spaces between words, a continuous line is easier to type and guarantees that all features of the title are underlined. 47
Type a continuous line under titles unless you are instructed otherwise.
※ If you are citing a book that includes the title of another book, underline the main
title but do not underline the shorter title (for example, ※ Use quotation marks to indicate titles of shorter works that appear in larger works
(for example, “Minutes of Glory” in marks for song titles and for titles of unpublished works, including dissertations, lectures, and speeches.
※ Use Arabic numerals except for titles of people (Elizabeth II) and the preliminary
page numbers of a work (ii-xix), which are traditionally indicated with Roman numerals.
※ Use lowercase abbreviations to identify parts of the work (for example, vol. for
volume) and roles of named translators (trans.) and editors (ed.). However, when these designations follow a period, they should be capitalized (for example, ※ Whenever possible, use appropriate shortened forms for the publisher?s name
(Random instead of Random House). See the list of abbreviations beginning on page 38.
※ Separate author, title, and publication information with a period followed by two spaces.
※ Use a colon to separate the volume number and the year of a periodical from page
numbers (for example, Trimmer, Joseph. “Memoryscape: Jean Shepherd? s Midwest. “
Sample Entries: Books
A Book by One Author
Petroski, Henry. New York: St. Martin?s, 1985.
Two or More Books by the Same Author Houghton, 1987.
——A Book by Two or Three Authors Atwan, Robert, Donald McQuade, and John W. Wright. A Book by Three or More Authors
48
A Book by a Corporate Author
The Boston Women?s Health Book Collective. A Book by an Anonymous Author
York: Bowker, 1984.
A Book with an Editor
Hall. Donald, ed. New York:
Oxford UP, 1981.
A Book with an Author and an Editor A Book with a Publisher’s Imprint
Boorstin, Daniel J. New York
Vintage-Random, 1965.
An Anthology or Compilation
Valdez, Luis, and Stan Steiner, eds. A Work in an Anthology
Thomas, Lewis. “A Long Line of Cells.” An Introduction, Preface, Foreword, or Afterword Jessica Mitford. New York: Vintage-Random, 1979. 275-77.
A Multivolume Work An Edition Other Than the First
Chaucer. Geoffrey. Ed. Larry D. Benson. 3rd ed. Boston:
Houghton, 1987.
A Book in a Series Englewood Cliffs: Spectrum-Prentice, 1980.
A Republished Book
49
Published Proceedings of a Conference 1986. New York: United Hospital Fund of New York, 1987.
A Translation
Giroud, Francoise. Trans. Lydia Davis. New York: Holmes,
1986.
A Book with a Title in Its Title 1985.
A Book Published before 1900
An Unpublished Dissertation
Geissinger, Shirley Burry. “Openness versus Secrecy in Adoptive Parenthood.” Diss.
U of North Carolina at Greensboro, 1984.
A Published Dissertation
Ames, Barbara Edwards. Diss. U of Virginia, 1978. Ann Arbor: UMI, 1979. 7928021.
Sample Entries: Articles
A Signed Article in a Reference Book
Tobias, Richard. “Thurber, James.”An Unsigned Article in a Reference Book
“Tharp, Twyla.”An Article in a Journal with Continuous Pagination
Fulwiler, Toby. “How Well Does Writing across the Curriculum Work?” An Article in a Journal That Numbers Pages in Each Issue Separately Walker, Jack. “The Primary Game.”An Article from a Monthly or Bimonthly Periodical
Edsall, Thomas Byrne. “The Return of Inequality.”An Article from a Weekly or Biweekly Periodical
McPhee, John. “The Control of Nature: Cooling the Lava—1.” 50
1988: 43-77.
A Signed Article from a Daily Newspaper
Darst, Guy. “Environmentalists Want Hotels, Concessions Removed from US Parks.” An Unsigned Article from a Daily Newspaper
“Hospitals, Competing for Scarce Patients, Turn to Advertising.”Apr. 1986, sec. 1, 47.
An Editorial
“Young, Gifted, Black—and Inspired.”A Review
Petersen, William. “Wanted: Democratic Babies.” Rev. of An Article Whose Title Contains a Quotation or Title within a Quotation
Hurley, C. Harold. “Cracking the Secret Code in Oates?s ?Where Are You Going,
Where Have You Been??”An Abstract from Dissertation Abstracts or Dissertation Abstracts International Creek, Mardena Bridges. “Myth, Wound, Accommodation: American Literary
Response to the War in Vietnam.”
Sample Entries: Other Sources
Government Document 1980.
Computer Software disk.
Films; Radio and Television Programs
Dir. Bernardo Bertoluoci. With John Lone and Peter O?Toole.
Columbia, 1987.
“If God Ever Listened: A Portrait of Alice Walker.”NPR. WBST. Muncie. 3 Mar. 1984.
51
“The Hero?s Adventure.” Prod.
Catherine Tatge. PBS. WNET, New York. 23 May 1988.
Performances Robert Prosky. Booth Theatre, New York. 17 May 1988.
Ozawa, Seiji. cond. Boston Symphony Orch. Concert. Symphony Hall, Boston. 30
Sept. 1988.
Recordings
Mozart, Wolfgang A. With Kiri Te Kanawa, Frederica von Stade,
David Rendall, and Philippe Huttenlocher. Cond. Alain Lombard. Strasbourg Philharmonic Orch. RCA, SRL3-2629, 1978.
Recordings (contd.)
Simon, Paul. “Under African Skies.”?s, 7599-25447-1, 1986. Works of Art
of Art, Washington. Maps and Charts 1984.
Cartoons and Advertisements Air France. “The Fine Art of Flying.”9.
Published and Unpublished Letters
Fitzgerald, F. Scott. “To Ernest Hemingway.” 1 June 1934. ?s, 1963. 308-10.
Stowe, Harriet Beecher. Letter to George Eliot. 25 May 1869. Berg Collection. New
York Public Library.
Interviews
Ellison, Ralph. “Indivisible Man.” Interview. With James Alan McPherson. Atlantic
Dec. 1970: 45-60.
Diamond, Carol. Telephone interview. 27 Dec. 1988.
52
Lectures, Speeches, and Addresses
Russo, Michael. “A Painter Speaks His Mind.” Museum of Fine Arts. Boston, 5 Aug.
1984.
Cuomo, Mario. Keynote address. Opening Sess. Democratic Nail. Conv. San
Francisco, 16 July 1984.
2. Documenting Sources
The purpose of a parenthetical reference is to document a source briefly, clearly, and accurately. Brevity can be accomplished in three ways.
1. Cite the author’s last name and the page number(s) of the source in parentheses.
One historian argues that since the invention of television “our politics, religion, news, athletics, education and commerce have been transformed into congenial adjuncts of show business, largely without protest or even much popular notice” (Postman 3-4) .
2. Use the author’s last name in your sentence, and place only the page number(s) of the source in parentheses.
Postman points out that since the invention of television “our politics, religion, news, athletics, education and commerce have been transformed into congenial adjuncts of show business, largely without protest or even much public notice” (3-4) .
3. Give the author’s last name in your sentence when you are citing the entire work rather than a specific section or passage, and omit any parenthetical reference.
Postman argues that television has changed virtually every aspect of our culture into a form of show business.
Although each of those in-text references is brief, it will not be clear or accurate unless it refers readers to a specific and complete citation listed in Works Cited. The citation looks like this:
Works Cited
Postman, Neil.
Placing and Punctuating the Parenthetical Reference
To avoid unnecessary clutter in sentences, MLA recommends placing the parenthetical reference at the end of the sentence but before the final period. (Notice that there is no punctuation mark between the author?s name and the page citation.)
In the nineteenth century, the supposed golden age of American education, “college faculties acted as disciplinary tribunals, periodically reviewing violations of 53
rules ...” (Graft 25).
On some occasions, you may want to place the reference within your sentence to clarify its relationship to the part of the sentence it documents. In such instances, place the reference at the end of the clause but before the necessary comma.
Graft suggests that even though college faculties in the nineteenth century “acted as disciplinary tribunals, periodically reviewing violations of rules” (25), the myth persists that they taught in the golden age of American education.
When the reference documents a long quotation set off from the text, place it at the end of the passage but after the final period.
Gerald Graft?s description of the college in the nineteenth century corrects the popular myth about the golden age of American education:
College faculties acted as disciplinary tribunals, periodically reviewing violations of rules such as those requiring students to attend chapel services early every morning, to remain in their rooms for hours every day, and to avoid the snares of town. Nor were these restrictions relaxed for the many students in their late twenties or older, who lived alongside freshmen as young as fourteen. The classes themselves, conducted by the system of daily recitations, were said to have “the fearsome atmosphere of a police-station.”
(25)
Works Cited
Graft, Gerald. Chicago: U of
Chicago P, 1987.
Citing Sources: Examples
Frequently, you will need to cite sources that are not as straightforward as the examples given above. In those cases, you will need to modify the standard format according to the variations illustrated below. Each example is followed by the appropriate entry that would appear in the list of works cited.
1. Citing one work by an author of two or more works
If your list of works cited contains two or more titles by the same author, place a comma after the author?s last name, add a shortened version of the title of the work, and then supply the relevant page numbers. Another solution is to cite the author?s last name and title in your sentence and then add the page numbers in a parenthetical reference.
Once society reaches a certain stage of industrial growth, it will shift its energies Toffler argues in that society has gone through two eras (agricultural and industrial) and is now entering another—the information age (26). 54
Works Cited ——2. Citing one work by an author who has the same last name as another author in your list of works cited
When your list contains sources by two or more authors with the same last name, avoid confusion by adding the initial of the author?s first name in the parenthetical reference and the author?s first name in your sentence. In the list of works cited, the two authors should be alphabetized according to first name.
Critics have often debated the usefulness of the psychological approach to literary interpretation (F. Hoffman 317).
Daniel Hoffman argues that folklore and myth provide valuable insights for the literary critic (9-15).
Works Cited
Hoffman, Daniel G. New York: Oxford UP,
1961.
Hoffman, Frederick J. Baton Rouge: Louisiana
State UP, 1945.
3. Citing a multi volume work
If you are citing one volume from a multivolume work, indicate in your parenthetical reference the specific volume you used.
William Faulkner?s initial reluctance to travel to Stockholm to receive the Nobel Prize produced considerable consternation in the American embassy (Blotner 2: 1347).
Works Cited
4. Citing a work by more than one author
Citing a book by more than one author does not necessarily confuse your readers, but it does clutter your sentence. If you are citing a book by two authors, you have the option of supplying their names in a parenthetical reference or in your sentence. If you are citing a book by three or more authors, you should probably place their names in a parenthetical reference to sustain the readability of your sentence. Remember, the authorship of a work by three or more authors can be shortened by using the first author?s last name plus et al. (“and others”).
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Boiler and Story interpret the Declaration of Independence as Thomas Jefferson?s attempt to list America?s grievances against England (2: 62).
Other historians view the Declaration of Independence as Jefferson?s attempt to formulate the principles of America?s political philosophy (Norton et al. 141).
Works Cited
Boiler, Paul F., Jr., and Ronald Story. ed. Boston: Houghton, 1986.
5. Citing a work by title
Works by anonymous authors are alphabetized in the list of works cited according to the first main word in the title. The initial articles a, an, and the are not counted as first words. A shortened version of the title or the title itself if it is short—replaces the author?s last name in the text citation or parenthetical reference. If you shorten the title, however, be sure to begin with the word by which the source is alphabetized in the list of works cited.
The recent exhibit of nineteenth-century patent models at the Cooper-Hewitt Museum featured plans for such inventions as the Rotating Blast Producing Chair, an Improved Creeping Doll, and the Life Preserving Coffin: In Doubtful Cases of Actual Death (“Talk”).
Notice that this example follows MLA?s recommendation to omit page numbers in a parenthetical reference when citing a one-page article.
Works Cited
“The Talk of the Town.”6. Citing a work by a corporate author or government agency
If the author of your source is a corporation or a government agency, you may include the appropriate citation within parentheses (American Telephone and Telegraph, 3). It is more graceful, however, to include this information in your sentence, particularly if you are citing several corporate or government reports in one text.
American Telephone and Telegraph?s announced that the corporation had reached a turning point in its history (3).
Works Cited
American Telephone and Telegraph. 1982. New York: American
Telephone and Telegraph, 1983.
7. Citing literary works
Because literary works—novels, plays, poems—are available in many editions, MLA recommends that you provide more information than page numbers to help your 56
readers, who may be using editions different from yours, locate the passage you are citing. After the page number, add a semicolon and other appropriate information, using lowercase abbreviations such as pt., sec., ch.
Although Flaubert sees Madame Bovary for what she is—a silly, romantic woman—he insists that “none of us can ever express the exact measure of his needs or his thoughts or his sorrows” and that all of us “long to make music that will melt the stars” (216; pt. 2, ch. 12).
Works Cited
Flaubert, Gustave. Trans. Francis
Steegmuller. New York: Modern Library-Random, 1957.
In citing classic verse plays and poems, omit all page numbers and document by division(s) and line(s), with periods separating the various numbers. You can also use appropriate abbreviations to designate certain well-known works. For example, Od.
8.326 refers to book 8, line 326, of Homer?s Odyssey. Do not use the abbreviation l. or ll. to indicate lines because the letters can be confused with numbers.
Also, as shown in the Odyssey citation above, use Arabic numerals rather than Roman numerals to indicate divisions and page numbers. Some teachers still prefer to use Roman numerals for documenting acts and scenes in plays (for example, Macbeth III.iv). If your instructor does not insist on this practice, follow MLA style and use Arabic numerals (and appropriate abbreviations) to cite famous plays—Mac. 3.4.
8. Citing more than one work in a single parenthetical reference
If you need to include two or more works in a single parenthetical reference, document each reference according to the normal pattern but separate each citation with a semicolon:
(Oleson 59; Triable 85; Hylton 63)
Works Cited
Hylton, Marion Willard. “On a Trail of Pollen: Momaday?” Oleson, Carole. “The Remembered Earth: Momaday?”Boise: Boise State Col., 1973.
Although MLA style provides this procedure for documenting multiple citations within parenthetical references, it suggests that such citations may prove disconcerting to readers. MLA recommends citing multiple sources in bibliographic notes rather than parenthetically in the text.
3. Using Notes with Parenthetical References
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In MLA style, notes (preferably endnotes) are reserved for two specific purposes.
1. To supply additional commentary on the information in the text
Thurber?s reputation continued to grow until the 1950s, when he was forced to give up drawing because of his blindness.1
Note
1 Thurber?s older brother accidentally shot him in the eye with an arrow when they were children, causing the immediate loss of that eye. He gradually lost the sight of the other eye because of complications from the accident and a cataract.
2. To list (and perhaps evaluate) several sources or to refer readers to additional sources
The argument that American policy in Vietnam was on the whole morally justified has come under attack from many quarters.1
Note
1 For a useful sampling of opinion, see Draper 32 and Nardin and Slater 437.
Notice that the sources cited in the second note are documented like parenthetical references and direct readers to the complete citation in the list of works cited.
Works Cited
Draper, Theodore. “Ghosts of Vietnam.”Nardin, Terry, and Jerome Slater. “Vietnam Revisited.” 33 (1981):
436-48.
As illustrated above, a note is signaled with a superscript numeral (a numeral raised above the line) typed at an appropriate place in the text (most often at the end of a sentence). The note itself, identified by a matching number followed by a space, appears at the end of the text (an endnote) or at the bottom of the page (a footnote). MLA recommends that you keep such notes to a minimum so that your readers are not distracted from your main point.
4. Implications for Your Research and Composing
MLA style emphasizes the importance of adhering to the procedures for planning and writing the research paper outlined in any standard writing textbook. In particular, MLA style requires you to devote considerable attention to certain steps in your research and composing.
Compiling Source Cards
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Once you have located sources that you suspect will prove useful, fill out a source card on each item. List the source in the appropriate format (use the formats shown in the guidelines for preparing the list of works cited, pages 1-10) To guarantee that each card is complete and accurate, take your information directly from the source rather than from a card catalog or a bibliographical index. Your collection of cards will help you keep track of your sources throughout your research. Alphabetizing the cards will enable you to prepare a provisional list of works cited.
The provisional list must be in place before you begin writing your paper. You may expand or refine the list as you write, but to document each source in your text, you first need to know. its correct citation. Thus, although Works Cited is your last section, it must be the first one you prepare.
Composing Note Cards
Note taking demands that you read, select, interpret, and evaluate the information that will form the substance of your paper. When you return books and articles to the library, your notes will be the only record of your research. If you have taken notes carelessly, you will be in trouble when you try to use them in the body of your paper. Many students inadvertently plagiarize because they are working from inaccurate note cards. As you select information from a source, use one of three methods to record it on an individual note card: quoting, summarizing, or paraphrasing.
Quoting Sources
Although quoting an author?s text word for word is the easiest way to record information, you should use this method selectively and quote only the passages that deal directly with your subject in memorable language. When you copy a quotation onto a note card, place quotation marks at the beginning and the end of the passage. If you decide to omit part of the passage, use ellipsis points to indicate that you have omitted words from the original source. To indicate an omission from the middle of a sentence, use three periods (...) and leave a space before and after each period. For an omission at the end of a sentence, use three spaced periods following the sentence period.
To move a quotation from a note card to your paper, making it fit smoothly into the flow of your text, use one of the following methods.
1. Work the quoted passage into the syntax of your sentence.
Morrison points out that social context prevented the authors of slave narratives “from dwelling too long or too carefully on the more sordid details of their experience” (109).
2. Introduce the quoted passage with a sentence and a colon.
Commentators have tried to account for the decorum of most slave narratives by discussing social context: “... popular taste discouraged the writers from dwelling too long or too carefully on the more sordid details of their experience” (Morrison 109). 59
3. Set off the quoted passage with an introductory sentence followed by a colon.
This method is reserved for longer quotations (four or more lines of prose; three or more lines of poetry). Double-space the quotation, and indent it ten spaces from the left margin. Because this special placement identifies The passage as a quotation, do not enclose it within quotation marks. Notice that the final period goes before rather than after the parenthetical reference. Leave two spaces after the final period.
Toni Morrison, in “The Site of Memory,” explains how social context shaped slave narratives:
... no slave society in the history of the world wrote more—or more
thoughtfully—about its own enslavement. The milieu, however, dictated
the purpose and the style. The narratives are instructive, moral and
obviously representative. Some of them are patterned after the
sentimental novel that was in vogue at the time. But whatever the level
of eloquence or the form, popular taste discouraged the writers from
dwelling too long or too carefully on the more sordid details of their
experience. (109)
Summarizing and Paraphrasing Sources
Summarizing and paraphrasing an author?s text are the most efficient ways to record information. The terms summary and paraphrase are often used interchangeably to describe a brief restatement of the author?s ideas in your own words, but they may be used more precisely to designate different procedures. A summary condenses the content of a lengthy passage. When you write a summary, you reformulate the main idea and outline the main points that support it. A paraphrase restates the content of a short passage. When you write a paraphrase, you reconstruct the passage phrase by phrase, recasting the author?s words in your own.
A summary or a paraphrase is intended as a complete and objective presentation of an author?s ideas, so do not distort the original passage by omitting major points or by adding your own opinion. Because the words of a summary or a paraphrase are yours, they are not enclosed by quotation marks. But because the ideas you are restating came from someone else, you need to cite the source on your note card and in your text. (See “Avoiding Plagiarism,” page 21.)
The following examples illustrate two common methods of introducing a summary or a paraphrase into your paper.
1. Summary of a long quotation (see Morrison quotation on page 20)
Often, the best way to proceed is to name the author of a source in the body of your sentence and place the page numbers in parentheses. This procedure informs your reader that you are about to quote or paraphrase. It also gives you an opportunity to state the credentials of the authority you are citing.
Award-winning novelist Toni Morrison argues that although slaves wrote many powerful narratives, the context of their enslavement prevented them from telling the whole truth about their lives (109).
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2. Paraphrase of a short quotation (see fourth sentence of Morrison quotation on page 20)
You may decide to vary the pattern of documentation by presenting the information from a source and placing the author?s name and page numbers in parentheses at the end of the sentence. This method is particularly useful if you have already established the identity of your source in a previous sentence and now want to develop the author?s ideas in some detail without having to clutter your sentences with constant references to his or her name.
Slave narratives sometimes imitated the popular fiction of their era (Morrison 109).
Works Cited
Morrison, Toni. “The Site of Memory.” Avoiding Plagiarism
Plagiarism is using someone else?s words or ideas without giving proper credit—or without giving any credit at all—to the writer of the original. Whether plagiarism is intentional or unintentional, it is a serious offense that you can avoid by adhering to the advice for research and composing outlined above.
The following excerpt is from Robert Hughes?s The Fatal Shore, an account of the founding of Australia. The examples of how students tried to use this excerpt illustrate the problem of plagiarism.
Original Version
Transportation did not stop crime in England or even slow it down. The criminal class was not eliminated by transportation, and could not be, because transportation did not deal with the causes of crime.
Version A
Transportation did not stop crime in England or even slow it down. Criminals were not eliminated by transportation because transportation did not deal with the causes of crime.
Version A is plagiarism. Because the writer of Version A does not indicate in the text or in a parenthetical reference that the words and ideas belong to Hughes, her readers will believe the words are hers. She has stolen the words and ideas and has attempted to cover the theft by changing or omitting an occasional word.
Version B
Robert Hughes points out that transportation did not stop crime in England or even slow it down. The criminal class was not eliminated by transportation, and could not be, because transportation did not deal with the causes of crime (168) .
Version B is also plagiarism, even though the writer acknowledges his source 61
and documents the passage with a parenthetical reference. He has worked from careless notes and has misunderstood the difference between quoting and paraphrasing. He has copied the original word for word yet has supplied no quotation marks to indicate the extent of the borrowing. As written and documented, the passage masquerades as a paraphrase when in fact it is a direct quotation.
Version C
Hughes argues that transporting criminals from England to Australia “did not stop crime. . . . The ?criminal class? was not eliminated by transportation, and could not be, because transportation did not deal with the causes of crime” (168).
Version C is one satisfactory way of handling this source material. The writer has identified her source at the beginning of the sentence, letting her readers know who is being quoted. She then explains the concept of transportation in her own words, placing within quotation marks the parts of the original she wants to quote and using ellipsis points to delete the parts she wants to omit. She provides a parenthetical reference to the page number in the source listed in Works Cited.
Works Cited 62