On Your Own Guide 2011

A Practical
Guide to
Research,
Writing and
Information
Literacy
4 Edition
On Your Own Thames Valley District School Board 2010
1
Copyright
The Thames Valley District School Board is the sole owner of all curriculum materials
developed by its employees. Every reasonable effort has been made to trace the ownership
of copyrighted material and to make due acknowledgment.
Curriculum materials may be purchased dependent upon availability, at current prices.
Purchase of curriculum materials does not permit their reproduction. Anyone wishing to
reproduce materials must obtain written permission from the Executive Superintendent of
Program Services and pay a fee for such rights.
Where the Thames Valley District School Board has obtained the rights from an individual or
institution to include copyright materials, this permission does not extend to third parties who
may wish to duplicate the material. Such permission may only be granted to third parties
by the owner of copyright. Any omission will gladly be rectifed in future printings.
For details on how to order copies of this document or others in the On Your Own series, please contact the
Media Services department of the Thames Valley District School Board, 951 Leathorne Street, London,
ON N5Z 3MZ by telephone at 519-452-2573 or by fax at 519-452-2327.
2
Contents
To the Student 4
The Inquiry and Research Process 5
Stage 1: Preparing for Research 6
Making a Research Plan 7
Narrowing Your Topic 8
Webbing 9-10
Dewey Numbers 11
Searching the Catalogue 12-13
Essay or Report? 14
Working Thesis Statement 15-16
Stage 2: Accessing Resources 17
Strategies for Internet Searching 18-19
Search Term Planning 20
Evaluating Web Sites 21-22
Annotations 23-24
Primary Research 25
Stage 3: Processing Information 26
Taking Research Notes 27
Note Taking Choice Board 28-29
Folded Page Notes 30
Notes by Source 31
The Thesis 32-33
Contents
Model Essay Outline 34
Essay Outline Worksheet 35-37
Research Report Outline 38
Report Outline Worksheet 39-40
Research Overview 41
Stage 4: Transferring Learning 42
Style Overview: APA, MLA, Chicago 43
Plagiarism 44-45
Citations: APA and MLA 46-51
APA Style 52-68
References List 52
Sample References Page 53
APA Exemplars 54-60
References Worksheets 61-63
Title Page 64
Abstract 65
Tables and Figures 66
Exemplar Report Excerpt 67-68
MLA Style 69-83
Works Cited List 69
Sample Works Cited Page 70
MLA Exemplars 71-77
3
Contents
Works Cited Worksheets 78-80
Tables and Illustrations 81
Exemplar Essay Excerpt 82-83
Chicago Style 84-100
Bibliography 84
Sample Bibliography 85
Chicago Style Exemplars 86-94
Bibliography Worksheets 95-96
Footnotes 97
Quotations 98
Tables and Illustrations 99
Title Page 100
How to Write a Book Review 101-102
Exemplar Book Review 103-104
Additional Resources 105
How to Improve Your Writing 106-107
Transition Signals 108
Presentation Format 109
Research Essay Rubric 110
Peer and Self Evaluation Checklist 111
Oral Presentation Reminders 112
Oral Presentation Rubric 113
Contents
Rsum Guidelines 114-115
Sample Chronological Rsum 116
Cover Letter Format 117
Sample Cover Letter 118-119
@ Your Public Library 120-121
Notes 122
4
TO THE STUDENT
On Your Own is a practical guide to assist you with independent study, information literacy, and the inquiry and
research process. The guide includes research strategies, techniques of essay and report writing, effective
methods for presentations, and accepted styles of documentation. A clear defnition of plagiarism, the how-to of
thesis development, and help with quoting and paraphrasing are included.
Research provides you with the opportunity to develop and practise skills necessary to become a self-directed,
self-motivated life-long learner. The skills of managing time, locating, selecting, analyzing and presenting
information, thinking critically, and communicating effectively are essential for success.
Working on your own does not mean working in isolation. You will be responsible for choosing, researching,
and presenting a teacher-approved topic. Your teacher and teacher-librarian will provide support and guidance.
Refer to On Your Own often, ask questions, and seek advice from teachers.
Acknowledgments
The original On Your Own was created by the Oakridge Secondary School Independent Study Committee in
1991.
We thank the original creators of the document for their inspiration and the several committees for their careful
additions and revisions. Without their work, this edition would not be possible. A special thank you goes out to
Lorne Waud and the Media Services Department, and Dave Sweeney and Printing Services for their efforts
in preparing this document for publication.
Original Committee Members
Maryliz Quigley (Chairperson), Elaine Balpataky, Lorraine Bates, Nancy Broderick, Francie Johnston,
Nora Kelly, Roxanne Saunders
Revision Committee Members (2006)
Colette Denomme - H.B. Beal Secondary School
Lesley Steele - Sir Wilfrid Laurier Secondary School
Project Leader
Marlene Turkington
Learning Coordinator - Library
Revision Committee Members (2010)
Colette Denomme - H.B. Beal Secondary School
Lesley Steele - Sir Wilfrid Laurier Secondary School
Project Leader
Christine Passmore
Learning Technology and Library Co-ordinator K-12
5
THE INQUIRY AND RESEARCH PROCESS
We live in an information age: whether at home, at school, or at work, we are connected
to information sources constantly. The Internet, electronic communication, new
technologies, and traditional print sources all form a part of our lives. In order to be
information literate, we need to gather, process, retrieve, and analyze information.
Information literacy is defined as the ability to acquire, critically evaluate, select, use,
create, and communicate information in ways which lead to knowledge and wisdom
(Information Studies 3).
STAGES OF RESEARCH
The chart below highlights the stages of research. For a major research project, you
may need to use all the stages in order to be successful. For smaller projects, you may
use a few of the stages. It is important to understand that research is a process which
requires planning and organization. Each section of On Your Own will explore these
stages in detail. Review this information as you research and ask your teacher-librarian
for guidance. There are many blackline masters in this document which you can print
and copy to guide you through the research stages.
STAGE 1: PREPARING FOR RESEARCH
DEFINE EXPLORE
IDENTIFY RELATE
STAGE 2: ACCESSING RESOURCES
LOCATE SELECT
GATHER COLLABORATE
STAGE 3: PROCESSING INFORMATION
ANALYZE AND EVALUATE TEST
SORT SYNTHESIZE
STAGE 4: TRANSFERRING LEARNING
REVISE PRESENT
REFLECT TRANSFER
Research stages adapted from Ontario School Library Association. Information Studies:
Kindergarten to Grade 12. Toronto: Ontario School Library Association, 1998. Print.
Stage 1: PreParing for reSearch
6
At this stage of research, you need to define what you are being asked to do, explore
necessary resources that relate to your research, identify the essential information
needed, and relate the research to your previous learning.
The questions in this table will guide you through this research stage.
DEFINE
G What exactly do I have to do: essay, report, oral presentation?
G Are there choices of format for the final product?
G What is the required length of the written work or oral presentation?
G What are the timelines for the assignment?
G How will the assignment be assessed and evaluated?
G What are the key details of the evaluation rubric?
EXPLORE
G Where will I go for resources?
G What types of resources do I think will be best: electronic, print,
encyclopedias?
G Have I asked my teacher, my teacher-librarian, or others for information about
the project?
G Will I need to learn to use new computer skills or software to complete the
project?
IDENTIFY
G What key words will I use to get started?
G What type of brainstorming or webbing will I use?
G What is my specific topic?
G What questions will be most effective to guide my research?
RELATE
G What do I already know/need to know about this topic?
G Have I done something like this before?
G Does the topic appeal to my interests?
7
MAKING A RESEARCH PLAN
Key questions about your assignment Key questions about your sources
What skills will be demonstrated:
summarizing, evaluating,
reporting, defending a point of
view?
What is the required length and
format?
Is the final product written, oral, or
both?
How will the project be evaluated?
What information is covered on the
rubric?
Are there requirements for number
of sources?
Are both print and electronic
sources required?
Will specialized information be
required, e.g., maps, videos,
interviews?
Are resource lists available from a
teacher-librarian at your school?
Key questions about your information Key questions about
time management
Who is the audience: teacher,
small group, class, community?
Does the project require an
overview or specific details?
Is background information
available in course notes or
textbooks?
Are there process due dates as
well as a final due date?
Are all due dates recorded in your
planner?
Is extra time needed to visit other
libraries or to access research
sources in addition to the school
library?
SOURCES OF INFORMATION
Reference materials Print sources
7 general encyclopedias
7 specialized encyclopedias
7 dictionaries and thesauri
7 atlases and maps
7 textbooks
7 biographies
7 books
7 journals, magazines, newspapers
7 online databases (collections of
print material in an electronic
medium)
7 bibliographies and indexes
Internet and media School and community resources
7 school or school board home
pages
7 Internet directories
7 web pages
7 DVDs, CDs, online video sources
7 blogs, wikis, podcasts
7 software
7 television and radio broadcasts
7 teacher-librarians, subject
teachers, family, friends
7 public, college, and university
libraries
7 community organizations
7 government agencies
7 local businesses
7 local experts and speakers
8
NARROWING YOUR TOPIC Name:_____________________
Research goal or assignment/topic:
Approximate length of assignment:
Possible sources:
ASK QUESTIONS - for factual kinds of information
Who?
What?
Where?
When?
OTHER QUESTIONS - for more critical thinking
How?
Why?
Which?
BRAINSTORMING
What I already know What I need to know Where I need to look


9
VIDEO GAMES
TV NEWS
MUSIC VIDEOS
MOVIES
MEDIA
VIOLENCE

SPORT
CARTOONS
IMPACTS
VIOLENCE
SPORTS WOMEN
MEDIA GANG
YOUTH SCHOOL
WEBBING
This is a technique which helps you to narrow your topic and develop connections among ideas. Remember
that only one or a very few aspects of a topic can be adequately addressed within most research papers.
If your topic is too broad, the fnal product is, at best, a superfcial overview.
For example, if you decide to do a paper on violence, then you must narrow your topic to make it more
specifc.
Select ONE of the sub-topics, such as media violence, identifed in your initial brainstorming/webbing, and
develop it further.
Now use ONE of the more defned sub-topics, like cartoons, as the actual focus for your paper.
Begin to make initial statements, such as:
Cartoon violence desensitizes people.
Cartoon violence condones violent acts.
Cartoon violence precipitates copycat violent acts.
These are narrow, focused aspects of a very broad topic and could be adequately addressed in a typical
research paper without being simply an everything you ever wanted to know about violence paper.
10
G
R
A
P
H
I
C

O
R
G
A
N
I
Z
E
R
:

W
E
B
B
I
N
G
11
DEWEY NUMBERS - HOW TO FIND A BOOK IN THE LIBRARY
000 - Generalities
004 Computers
030 General encyclopedias
100 - Philosophy and Psychology
130 Supernatural
150 Psychology
190 Philosophy
200 - Religion
220 Bible
230 Christianity
290 Other religions and mythology
300 - Social Sciences
305 Womens issues, social groups
306 Family, culture, institutions
320 Political science
323 Civil and political rights
330 Economics
340 Law
360 Social problems
390 Customs, fashions, folklore
400 - Language and Dictionaries
420 English
430 German
440 French
460 Spanish
490 Other
500 - Natural Sciences
510 Mathematics
520 Astronomy
530 Physics
540 Chemistry
550 Earth sciences
570 Life sciences (biology)
590 Animals
600 - Technology (Applied sciences)
610 Medicine and health
620 Engineering
630 Agriculture
640 Food, cookbooks
650 Accounting, management
670 Manufacturing
680 Building and construction
700 - The Arts
720 Architecture
730 Sculpture
750 Painting
770 Photography
780 Music
792 Theatre, performing arts
796 Sports
800 - Literature
810 American
819 Canadian
820 English
822.33 Shakespeare
840 French
900 - Geography and History
910 Geography, travel
930 Ancient world
940 Europe
940.3, 940.4 World War I
940.53, 940.54 World War II
950 Asia
960 Africa
971 Canada
973 United States
980 South America
990 Australia
The Dewey Decimal System is a universally recognized method of classifying knowledge
which makes it easy to find information in many libraries. Use this page to browse for books.
12
SEARCHING THE THAMES VALLEY DISTRICT SCHOOL BOARD
LIBRARY CATALOGUE
Making effective use of your school's library catalogue can be an important part of
accessing resources for research. Checking a variety of library catalogues early in the
research process will help you to determine the scope of resources that are available on
your research topic. Your school's library catalogue is an important first step in this
process.
CataIogue Access:
The library catalogue can be accessed at all times through links on your library or
school web page, or through the TVDSB web page.
To access the catalogue, go to www.tvdsb.ca Students Secondary
Resources Thames Valley Library Catalogue Your school
Search Tips
GeneraI Keyword: This will find a varied range of results. f you want to find
the book 7ZLOLJKW by Stephanie Meyer, try the title in the search box. This will
return results with all the books in the 7ZLOLJKW series as well as any other
books in the library with the word "twilight in the record.
Subject Keyword: This searches for the subject headings that are the official
cataloguing subjects for various topics. For example, you could search for
"World War as a general keyword, but for a subject keyword, you need to
search "World War, 1914-1918".
TitIe Keyword: Use this search if you are sure of a title and its exact spelling.
Author Keyword: Use this search if you are sure of an author's name. For
example, you can access books by Charles Dickens by searching any of the
following: Charles Dickens; Dickens, Charles; or Dickens. f you search for
"Charles only, this will return a wide range of authors and may not be useful
for your search.
Limiting Searches
Once you have a list of results, they can be limited using various methods. f
you have searched for books about World War , you can choose from the drop
down menu in the "limit by box to find either fiction or non-fiction.
Making Lists
f you wish to print a list of books to take to the shelves, click on the "Add to my
list button.
Once you have added all the books that you would like, click on "my list at the
top of the screen to get a page that can be printed.
13
Checking a book's status and Iocation
nformation about a book's status and location is shown in the search results.
There are four areas to note.
CoIIection: This heading indicates whether the book is part of the fiction or
non-fiction collection.
CaII No.: This heading will show you the alphabetical location of the book if it is
fiction, or the Dewey Decimal number if the book is non-fiction.
Status: This heading will indicate whether the book is in the library or checked
out.
Due Date: f the book is checked out, you will be able to see the due date
listed.
Starts With
The "starts with search is useful if you are not sure about all the details of a
subject or title, or if you are only sure of the first part of the spelling.
For example, if you know the fourth book in the 7ZLOLJKW series begins with the
word "breaking, you could key this word into the "title starts with search. This
turns up all items in which the title begins with this word.
f you know the start of an author's name, use "author starts with. Keying in
"wal will allow you to find books by Eric Walters among other authors.
f you want to see all the subject headings for a subject, you could key in
"world war in the "subject starts with box. This will allow you to see all the
specific types of books that are available about both world wars in your library.
Advanced Search
The advanced search option allows you to place more limits on your search. f
you want very specific results, narrow your search by using this option right
away.
This search allows you to combine subjects, authors or titles through a
Boolean search.
You can also limit the type of resource that you find right away. Fiction, non-
fiction, French, or audiovisual are some of the options available to limit the
search.
Links
Links to other library catalogues and other databases are provided if you click
on the "Links tab.
My Account
You can verify the items that you have checked out or their due dates by
entering your student number in the "My Account area.
14
ESSAY OR REPORT?
Essay: expresses the authors opinion by arguing a thesis. It is like an editorial in a
newspaper. It often answers the higher order questions: How? Why? Which?
Report: presents factual information on a topic in an organized fashion, with no
argumentation. It is like a news report which often answers the questions: Who? What?
Where? When?
FOUR TYPES OF ESSAYS
1. Persuasive Essay
is meant to argue a point
attempts to convince the reader that the stated position on the topic is believable,
accurate, and well supported
may or may not demand extensive research
2. Research Essay
is meant to present research
is a formal essay based on investigation of other peoples ideas
is not simply an analysis of the writers own thoughts
includes a thesis based on research from a wide variety of sources
demonstrates that source material has been accessed, evaluated, and recorded in a
cohesive way
evaluates and synthesizes findings according to viewpoint or thesis
does not simply record facts
3. Expository Essay
is meant to explain or teach about a topic
presents material according to its meaning and structure
defines all important concepts and terms in clear, concise language
answers questions the reader might have
4. Literary Essay
involves critical analysis and discussion of a piece or pieces of literature
is not merely a plot summary
either compares and/or contrasts
discusses theme, style, and/or characterization
requires several brief quotations from a primary source and may require the use of
secondary sources
uses the present tense, formal language, and appropriate tone
THE REPORT
Purpose:
conveys the most current and complete information possible
may include primary source research
is informative and factual
usually explains or describes something
should have a direction, goal, or purpose (an underlying reason why the research was
necessary)
includes some lesson to be learned or recommendations to be made
Format:
may have headings and subheadings to identify the components of the report
may contain tables, data charts, or illustrations
15
Forming a Working Thesis Statement
A thesis is the result of a lengthy process. Forming a thesis is not the first thing you do
after being given an essay assignment.
Before you develop an argument on any topic, you have to collect evidence, critically
think about it, and look for possible relationships (such as contrasts and similarities).
After doing this and brainstorming thoroughly, you will more than likely have a basic or
main idea - an argument that you think you can support with evidence - one you are
willing to adjust along the way. This is a working thesis.
You do not need a perfect statement before you draft the rest of your essay. You will
probably need to modify your thesis once you have a complete draft to make sure your
essay does what your thesis says it will.
Example
7 Computer crime is bad. This is not a good working thesis, because it is more
or less a statement of fact.
7 There are many controversial ways of dealing with computer crime.
There is still no direction with this statement.
7 This essay will be about the role computer hackers play on computer
crime committed on the Internet. Now you are presenting a somewhat clearer
focus.
7 Even better would be something like the following statement for a working thesis:
While some computer hackers are harmless, most of them commit serious
computer crimes and represent a serious Internet security problem.
7 NOTE the fact that your thesis statement (along with your entire essay) is written
from the third person point of view.
Working Thesis Checklist
G takes a stand that is generally not considered a fact
G is specific enough to give you some idea as to the direction the writing will take
G offers an initial position on the topic
G responds directly to a prompt (direct question or develop an opinion about a
topic)
G is worth answering
G is an argument that can be supported with evidence
G contains a definite statement
G provides an arguable claim
G shows you have knowledge about your topic
G shows passion and commitment to the topic
G statement is neither too specific nor too broad
G consideration of key points to be discussed in your essay
G consideration of evidence to back up your thesis
Remember that you will need to tweak your thesis statement during the revision
process.
Think of a lawyer that formulates arguments for a jury. An effective thesis statement
explains to your reader the case you are going to make and how you are going to make
it. Your thesis also helps to keep you focused as a writer and determine what
information you do (or dont) need to include in your analysis.

16
Forming a Working Thesis Statement
Name:______________________________________
After researching a topic, brainstorming, and then narrowing your topic, you can start
to work on forming a working thesis statement. Giving yourself a very specific focus
will prove beneficial as you continue through the writing process.
Topic/Question:
Argument/opinion/focus on the topic:
Another possible argument/opinion/focus on the topic:
Reinforce the information above.
What is your stand on the topic? Make sure it is not a statement of fact.
State your position again - making sure it is specific enough to give you direction in
your writing.
Working Thesis Statement:
* Remember that your working thesis doesnt have to be perfect at this stage. Your
working thesis is temporary and should change as you research, write, and learn
more about your topic.
Stage 2: acceSSing reSourceS
17
At this stage of research, you need to locate resources, select the most useful
resources available, gather the resources, and collaborate to be sure that you have
accessed appropriate resources.
LOCATE
G Did I look at a variety of sources, both electronic and print?
G Do I need to request outside information?
G Do I need to conduct an interview?
G Do I need to go to other libraries?
G Do I need to gain more expertise in searching databases?
SELECT
G What other key words and related subjects have I found?
G What are the very best resources to use?
G What is too easy, too hard, too long, too short?
G Do I have all the resources I need?
G Do I have all necessary bibliographic information?
G Have I evaluated all electronic resources for reliability?
GATHER
G Do I need to include annotations as part of the process work?
G Did I reject some unsuitable sources?
G Do I have the resources I need to answer my research questions?
G Will I need audiovisual resources for the project?
COLLABORATE
G What do I still need to know?
G Who should I ask: teacher, teacher-librarian, peer, community resource?
G Who else might have ideas?

18
Strategies for Internet Searching
Be prepared to pIan your work!
Use one of the brainstorming sheets provided on page 8 or 10 to record your
ideas about your topic.
Use this list to plan the search terms that you will use in search engines,
databases, and library catalogues.
For example, if you were researching government funding of the NHL, the
following list of search terms might be useful:
NHL, National Hockey League, government, funding, salaries, franchises, Ottawa
Senators, professional sports, professional athletes, players, associations, salary cap
Be aware of pubIication information!
Be aware of the different indicators for web site publishers. Based on the type of
web site you are viewing, you will want to assess the site for bias, authority, and
accuracy.
f you are not sure who the host of a web site is, try truncating the URL back to
one of the listed items below:
.gov: government sites
.edu: educational sites
.org: organizations
.com: commercial
.net: nternet companies
country codes
.ca: Canada
.us: United States
.fr: France
.uk: United Kingdom
You can also discover the publisher of a web site by clicking the "about us
button.
Be wise in your use of resources!
Keep track of nternet searching. Bookmark web sites, and keep track of
hyperlinked URLs in word processing documents. Be sure to note a key section
or heading in your notes in case the URL changes during your research.
Look for help or navigation tips on all web sites, databases, and library
catalogues. These can speed up the research process!
Ask your teacher-librarian to recommend reliable sources for electronic research
and check your library or school board web pages for helpful li nks.
Be ready to use databases!
One of the most reliable online sources can be a subscription database. These
databases collect print information and allow you to access it in electronic form.
Many databases contain periodical indexes, topic lists, and web site links that
can be useful in research. Use all these tools to assist you.
Many subscription databases require specialized access information such as
usernames and passwords for school databases or library cards for public library
databases. Ask for assistance to obtain this information.
19
Many print publications now have original databases in which they archive
articles online. These can be a useful source for specialized topics or for a
historical approach to a specific topic.
Look for online encyclopedias published by a reliable source to get topic
overviews.
CRITERIA FOR EVALUATING WEB PAGES
ACCURACY
L Who is the author? s there a distinction between author and webmaster?
L Does the author provide contact information?
L What is the purpose of the web page?
L s the author qualified?
L s it somebody's personal page? f so, does he/she indicate the sources of
information? nvestigate the author's qualifications carefully.
AUTHORITY
L Who published the web page?
L Does the publisher list his/her qualifications?
L Where is the web page/document published?
L Have you checked the URL domain? (See the list given above.)
L Are you accessing information from the primary source or a secondary source?
L f unsure about the authority, have you checked the publisher in another
source?
OBJECTIVITY
L How detailed is the information?
L What opinions are expressed by the author?
L Does the web page have commercial purposes?
L s there a bias evident in the information?
CURRENCY
L When was the web page produced?
L When was it last updated?
L How current are the links?
L f the topic is current, is the latest information available?
L s the source of statistical or factual information clearly noted?
COVERAGE
L Are links relevant to the web page's theme?
L s the web page all images or a balance of text and images?
L s the information cited correctly?
L Does available software allow you to read the whole web page?
f you are unsure about web page content, ask your teacher-librarian or subject teacher
for advice and guidance!
20
Search Terms: PIanning and Refining
The nternet, databases and library catalogues have a large quantity of available
information. You may need to try many different search terms in order to be successful
with your search results. Plan your work using the following information.
Type of Search Your search terms
Keyword search
L e.g., hockey
L will identify all sources containing
the keyword
L this search allows you to see a
wide range of resources but it may
identify too many sources to be
useful
L
L
L
L
MuItipIe keyword search
L e.g., NHL government funding
L will look for each of the words, but
not as a phrase
L this search will identify more
specific information about hockey
but will continue to present a wide
range of results
L
L
L
L
NaturaI Ianguage search
L e.g., should the Canadian
government fund the NHL?
L this search will find results
containing the words "Canadian,
"government, "fund and "NHL
L
L
L
NaturaI phrase search
L e.g., "funding of the NHL
L will find results with the actual
phrase in quotation marks
L
L
Advanced or BooIean search
L three common Boolean operators:
and, or, not
L linking with "and will find results
with all keywords, e.g., NHL and
government and funding
L linking with "not will eliminate
certain results, e.g., NHL funding
not government
L linking with "or will find both items,
e.g., NHL salary or salaries
L
L
L
L
L
L
21
EVALUATING WEB SITES
No one has judged the quality or accuracy of the information found on the World Wide
Web before you come across it, so you must evaluate the information you find. Some
sites are created by experts; for example, the UM Libraries' Web site is authored by
librarians who have expertise in the field of information science. The vast majority of
World Wide Web sites are designed and authored by non-experts.
What is the URL or Web address of the Web site you are evaIuating?
http://________________________________________________________________
What is the titIe of the Web site? _________________________________________
Anyone who knows HTML coding and has access to a server can create a Web site. It
is important to find out who is the author and what are the author's qualifications or
expertise, in order to determine the credibility and reliability of the information.
Who is the author of the Web site?
___ couldn't tell.
___ The author is: ______________________________________________________
What authorship cIues did the URL (Web address) provide? Check aII that appIy:
___ company (.com) ___ non-profit organization (.org)
___ academic institution (.edu) ___ country-sponsored site (e.g., .uk)
___ Canadian Government agency (.gc) ___ personal Web page (e.g., www.jamieoliver.com)
___ U.S. military site (.mil) ___ network of computers (.net)
___ Other? Please explain:_______________________________________________
What are the quaIifications of the author or group that created this site?
___ couldn't find this information.
___ The author's qualifications are:
_____________________________________________________________________
Determine the purpose of the Web site. Some sites provide links to information (e.g.,
About Our Organization or a Mission Statement)detailing the purpose in creating the
Web site, while the purpose of others might not be obvious at first. Explore a Web site
to determine if the information is mostly subjective (biased or opinionated), objective
(factual) or mixed.
What is the purpose of the Web page or site? Check all that apply:
___ a personal Web page
___ a company or organization Web site
___ a forum for educational/public service information
___ a forum for scholarly/research information
___ for entertainment
___ an advertisement or electronic commerce
___ a forum for ideas, opinions, or points of view
___ Other? Please explain:_______________________________________________
22
BriefIy describe the purpose of the Web site. What does the Web site provide?
Check one:
___ Balanced, objective, or factual information
___ Biased, subjective, or opinionated statements
___ f opinions are the focus, are they well supported? ___ Yes ___ No
___ Both objective and subjective information
___ couldn't tell.
___ Other? Please explain:______________________________________________
Does the Web site provide any contact information or means of communicating
with the author or Webmaster?
___ No
___ Yes, the site provides:________________________________________________
The currency or regularity of updating information is vital for some types of Web sites,
and not so important for others. For example, Web sites that provide historical
information do not have to be updated as often as sites that provide news stories or
stock market information.
When was the Web site Iast revised, modified, or updated?
___ couldn't tell.
___ t was updated:______________________________________________________
Is currency important to the type of information avaiIabIe on this Web site?
___ Yes. Please explain:_________________________________________________
___ No. Please explain:__________________________________________________
Is the site weII-maintained?
___ couldn't tell. ___ Yes ___ No
Design, organization, and easeof use are important. However, if web sites are slow to
load or difficult to navigate and read, then their usefulness will be lost.
In your opinion, how does the Web site appear overaII? Check all that apply:
___ Well-designed and organized ___ Poorly designed and organized
___ Easy to read and navigate ___ Difficult to read and navigate
___ HELP screens are available ___ HELP screens are unavailable
___A search feature/site map is given ___ A search feature/site map is not given
23
ANNOTATIONS
As part of accessing resources for your research, you may be asked to provide an
annotated list as part of the process. The process of annotating your research sources
allows you to evaluate their validity and appropriateness. You may begin to see gaps in
your research as you complete the annotations.
Format of an Annotated List:
Annotated lists can be presented in MLA, APA, or Chicago format. Follow the
guidelines for presenting a bibliography in these formats when asked for an
annotated list.
n an annotated list, after each entry, a short description of the strengths and
weaknesses of each source is presented.
Each annotation should be approximately 6-8 sentences in length, and should
answer the following questions:
* What is the author's main purpose in writing the source?
* What is the thesis or hypothesis of the source?
* What are the qualifications of the author(s), if given?
* What kind of information is presented? Does it include primary research
or is it a synthesis of secondary research?
* What specific detail in the source is most useful or interesting?
* s there a point of view or bias evident in the source?
* What specific features of text are included (charts, graphs, maps,
bibliographies, etc.)?
* How useful will the source be for your topic? Which sections will be
most useful?
ExempIar
Student Last Name 1
Student Name
Course Code
Teacher Name
Date Submitted
Annotated Bibliography
Johnson, P.W. "Tobacco." The Canadian Encyclopedia. 1985 ed. Print.
The author's purpose for this article is to give a general understanding of what
24
tobacco is as well as its origins in Canada. The information given is first a
description of the plant itself, then the history of the plant in Canada, and finally
how the plant is harvested. The information is most definitely a general overview.
Many statistics and dates are used within this article. Measurements are given as
well as many important dates. These are very useful in order to, for example,
visualize the size of the tobacco plant, or create a timeline as to when each major
event took place. This article will be helpful and pertinent to my essay topic. The
history of the tobacco plant in Canada will be the most relevant to my topic.
However, the history is rather broad and therefore will still need to find other
sources with specifics.
Karr, Paul. "Detergent and Soap." World Book. 2007 ed. Print.
The author's aim is to give the reader a general understanding of the history and
use of detergents and soaps. This encyclopedia entry branches off into many
subtitles. Two that found particularly relevant for my topic were History and
Detergent. The article also includes explanations of the chemical properties as
well as environmental effects of detergent and soap. There is no general bias
given in this article as it is simply stating the facts about soap and detergent.
Arguments are put forward as to why detergent and soap are good products as
well as bad. n this article, many statistics and dates are used to give further
evidence to the facts of the article. These dates are useful as they allow for a
distinctive timeline. This article was very useful for my essay topic, both for specific
facts and general understanding.
25
Primary Research
Purpose: Some projects may require you to conduct primary research. Primary
research could take the form of an interview or a survey. Primary research allows you to
gain firsthand information about a topic and enhances the secondary research that you
complete on a project.
Primary Research Interviews
Community and family members are excellent resources for primary research
interviews. If you need ideas for interview subjects, consult your teacher-librarian or a
community directory. Here are some suggestions to make the interview process as
successful as possible.
Contacting the Interview Subject:
Phone or e-mail well in advance of the interview date.
Introduce yourself and the purpose of your research clearly.
Ask if the interview subject is willing to participate.
Confirm the format of the interview and the time and place.
Ask the interview subject about note taking. You need their permission to record
the interview.
Preparation for the Interview:
Compose your questions in advance of the interview. Some interview subjects
might like a list of questions in advance.
Try to develop questions which will invite open responses and will allow the
interview subject to express ideas, attitudes, and feelings.
Plan to ask a summary or concluding question at the end of the interview.
Rehearse your interview questions in advance with a friend.
Conducting the Interview:
Dress appropriately and arrive early.
Introduce yourself and develop a rapport with your interview subject by being
respectful and interested.
Follow your prepared questions, but allow for flexibility if a relevant topic arises.
Allow your interview subject adequate time to respond to questions.
Interrupt only to clarify points or to move on to the next question.
Be a good listener and remember that you are there to gain as much information
as possible.
Thank the interview subject and include a statement regarding the value of the
information to your research.
Follow-up:
Send a note of thanks immediately via mail or e-mail.
Send a copy of the tape of the interview or your report if it has been requested.
Stage 3: ProceSSing information
26
At this stage of research, you need to analyze and evaluate research methods and
sources, test your working thesis as it relates to the information that youve collected,
sort your information into categories, and synthesize what you have learned.
ANALYZE AND EVALUATE
G What note taking methods suit my assignment?
G Have I considered using more than one note taking method?
G Am I distinguishing between fact and opinion?
G Am I missing any sources or information that are important?
G Have I consulted a well-balanced variety of sources?
TEST
G Does my information relate to my topic/working thesis?
G Do I need to adjust my focus?
G Am I looking for bias in my sources?
G Have I evaluated the validity of all sources, particularly Internet sources?
G Have I avoided plagiarism?
SORT
G What is the best method for organizing my notes?
G Have I highlighted key ideas in my notes?
G Have I completed an outline for my project?
SYNTHESIZE
G How do I put all this information together?
G Do I have to submit a draft copy of my final product?
G Am I making connections among ideas?
G Do I have sufficient factual information to support my point of view?
G Have I formed ideas and opinions based on my research that I am able to
include in my final product?

27
TAKING GOOD RESEARCH NOTES:
KEYS TO SUCCESS
Look at the big picture
d Research can be overwhelming, especially if many sources are involved.
Planning your work carefully will help you to make the best use of your time.
d Make use of your research plan to guide note taking.
d Start your research by looking for a source that contains an overview.
d Think about your working thesis as you take notes. This will help you focus on
the most important details.
Use the features of text
d Skim and scan the text to look for the key ideas that you need. Using text
features will help you with this process.
d Use the table of contents or index to pinpoint the information on your topic.
d Chapter headings and subheadings can guide you as you read.
d Look for words in bold or italic text. Many sources use these methods to guide
you to key concepts.
d Look at pictures, charts, or graphs for factual information.
d Make use of the glossary to ensure that you understand key information.
d Ask questions as you read. Keep track of questions that still need answers.
The stages of note taking
Stage 1: Organizing
d Decide on which note taking method is best suited to your research.
d Review your assignment and research questions.
Stage 2: Note taking process
d Use point form to take notes.
d Consider the use of short forms for frequently-used words.
d Start a new line for each new idea.
d Take notes in your own words (paraphrase).
d Use headings to organize notes.
Stage 3: Bibliography
d Organize your bibliography as you go. Know which format you are using and
keep track of information carefully. Use the worksheets provided.
d If you find quotations that you would like to use in your final project, copy them
accurately and enclose them in quotation marks.
d Take down full bibliographic references for each source at the time that you
use it. Include call numbers for print sources and complete URLs for electronic
sources so that you can return to them again during your research.
28
NOTE TAKING CHOICE BOARD
Note taking
method
Purpose Structure
Notes
by source
This method works well if
you need to take extended
notes from a single source.
Make all the notes from one
source on one page.
Record the bibliographic
information at the top of the
page.
Use headings or highlighting to
organize ideas from the source.
A blackline master is provided.
Notes
by key ideas
This method works well if
you have a limited number
of key ideas. Your teacher
may provide headings for
your notes or you may have
a shorter research project
to complete.
Put a heading for each aspect
of your research at the top of a
separate page.
Collect the relevant information
under each heading.
Be sure to have a page for
recording bibliographic
information. Number sources on
this rough copy and use the
numbers to code the source of
the information.
Note cards This method works well for
organizing an essay,
especially if there are a
number of ways that the
information could be
grouped.
Record one key idea per note
card. Sticky notes can be used
for this method as well.
There are two methods for
keeping track of bibliographic
information with this method:
Keep track of
bibliography on the
reverse side of the note
card.
Keep a separate sheet
for the bibliography and
number the sources in
this rough copy. Place
the number of the source
on the corresponding
note card.
29
Note taking
method
Purpose Structure
FoIded page
notes
This method works well for
research in which you need
to include your
interpretation of the
information.
Fold your sheet of paper down
the centre.
On the left side, record factual
information. On the right side,
record personal responses,
reflections, and links to your
working thesis or research
questions.
You may also want to record
conclusions at the bottom of the
page.
A blackline master is provided.
Mind maps This method works well for
research in which you want
to explore a wide range of
ideas and show
relationships among them.
Put a key idea in the centre of
your mind map.
Organize subheadings and
notes around the key idea.
This can be used early in your
research process to organize
ideas and then can be
expanded as research
progresses.
Visuals can be added to a mind
map to illustrate key ideas.
Graphic
organizers
This method works well to
organize ideas and
research for specific types
of topics.
T-charts can be used to
compare and contrast topics.
Venn diagrams work well when
you want to compare and
contrast two topics as well as
show common characteristics.
Some graphic organizers are
grouped to show three or four
ideas and the relationship
among these ideas. Look for
one suited to your research.
Timelines can be useful to show
the development of a topic over
time. Timelines can also be
useful for indicating cause and
effect relationships among
ideas.
30
Name: __________________________ Source: ___________________________
Just the facts!
(Record important factual information)

What do you think?
(Your response to the information)

And so . . . (Conclusions that you can reach about the information)


31
Library Research Notes Name:
Source:
Page:
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
32
THE THESIS
What is it?
A thesis is a single, assertive sentence that announces the writers
position on a topic and states exactly what the writer intends to prove.
It possesses an element of controversy and proposes an answer to a
question. It must be arguable, provable, and worth proving.
The test
Arguable Could someone reasonably argue the opposing viewpoint?
Provable Is there valid evidence to support your position?
Worth Proving Does it add something new to the readers understanding of the issue? Does it
pass the so what? test?
Why is it important?
The thesis statement is the most important sentence in the essay, because it offers a concise outline of the
content and organization of the essay. Depending on the type of essay, it is often a good idea for the thesis to
state clearly the sub-topics that will be covered. Some senior courses may require a more detailed explanation
or introduction of sub-topics. Make sure that you follow the specifc instructions from your teacher.
Where is it found?
The thesis statement is often found in the last sentence of the introduction, whether the introduction is one or
several paragraphs long.
How is it developed?
1. Select a general topic : - Banking on the Internet
- Canadian NHL teams
- Macbeth
2. Select the issue with which you want to deal (or ask a specifc question about the topic):
- is banking on the Internet safe?
- government funding of Canadian NHL teams
- Macbeth as a classic tragic hero
3. Identify the two (2) sides of the issue (or the answer to the question):
- banking on the Internet is safe (is unsafe)
- it is (is not) the responsibility of the Canadian government to fund the NHL
- Macbeth is (is not) an example of a classic tragic hero
4. Choose the side you want to defend (hypothesis):
- banking on the Internet is safe
- it is the responsibility of the Canadian government to fund the NHL
- Macbeth is an example of a classic tragic hero
33
Draft Essay
The draft essay will be easy to write if you have collected good notes and have organized them into
an outline.
Write your frst draft double-spaced to leave room for revision.
Do not stop the writing process to check on spelling or grammatical errors.
Include all quotations and citations where appropriate.
Reread your frst draft aloud and listen for clarity of expression and necessary punctuation signals;
some errors are more easily heard than seen.
Begin the revision process; it will not be unusual for you to rewrite your paper several times.
State your position on the topic
because (list your proofs)
*Your strongest argument should be
placed last and second strongest
placed frst.
Practise your thesis statement here:
5. List proofs for your side (test to see if position is valid):
Banking on the Internet is safe because:
- encryption codes make access secure
- passwords authenticate users
- bonded employees monitor Internet sites
It is the responsibility of the Canadian government to fund the NHL to:
- preserve national integrity of hockey
- guarantee employment of Canadians
- generate millions in tourism dollars
- provide equity with American salaries
Macbeth is an example of a classic tragic hero because he:
- allows Lady Macbeth to infuence his actions
- believes in the witches paradoxical prophecies
- is relentless in his quest for the crown
6. Design the thesis so that it includes your position as well as enumerates your proofs.
Internet banking (Topic) is safe (Position) because of sophisticated encryption software,
mandatory password access, and bonded employees (Proofs).
The Canadian Government is responsible (Position) for funding foundering Canadian NHL teams
(Topic) in order to preserve the integrity of our national game, to ensure employment of Canadian
players, to augment the Canadian tourist economy, and to provide equity with American salaries (Proofs).
Macbeth (Topic) is an example of the classic tragic hero (Position) because his downfall is
precipitated by the action of others, the intervention of divine fate, and his fatal faw of hubris (Proofs).
34
MODEL ESSAY OUTLINE
INTRODUCTION
Good introductions contain the following:
HOOK
Begin your introduction with a catchy, interesting
beginning which could be a surprising fact, example,
question, or quotation that is relevant to the topic.
TOPIC
To introduce the topic, provide a description of the
subject which sets the scene, establishes background,
and defnes the scope of the problem.
THESIS
Be sure that the thesis is arguable, provable, and worth
proving.
CONCLUSION
A conclusion should include fnal thoughts on the topic
which recall key ideas for the reader.
At this point, new information should not be added.
The thesis needs to be restated. Select new wording for
this restatement.
The fnal sentence should end with an emphatic
statement.
BODY
Each paragraph must have a topic sentence.
Organize paragraphs logically to develop the thesis.
Begin and end with strong arguments, saving the best
for last.
Use transition signals to introduce each sub-topic
(see examples on page 108).
Integrate details, facts, fgures, quotations, and
statistics as proof (remember to cite).
Make a
summary
statement of
your thesis (and
conclusions).
Discuss importance
and implications of
your ideas.
35
ESSAY OUTLINE
TitIe:_______________________________________________
INTRODUCTION
Paragraph One
Get the reader's attention by asking a leading question; get the reader's
attention with something enticing about the subject. Some suggestions might
be to start with a related quote, an alluring description, or narration (story).
Overall, how will you first bring the reader into your essay?
State the thesis. For example, consider the causes and effects, or the
comparison of two things, or your position and opinion on the topic, and the
main points that will guide and develop your argument.
36
%2'<
Paragraph Two/Three/Four
Point One/Assertion/Explanation:
Note: Begin with a topic sentence indicating what this paragraph will be about.
Supporting evidence (examples, facts, statistics, quoted authorities, details,
reasons):
Supporting evidence:
Concluding Sentence: How will you connect this paragraph back to your
thesis? Write a sentence which explains how the evidence above proves your
thesis statement.
37
&21&/86,21
Paragraph Five
For example, show how explanations (causes) are logical reasons producing
the effects discussed, or review the comparison you made, or reiterate your
position and opinion on the topic. n other words, what's the point of all this?
How can you sum it all up?
Reemphasize your thesis in a fresh manner, showing how you have achieved
your purpose.
Make a memorable final statement.
38
RESEARCH REPORT OUTLINE
A research report differs from an essay in that a report is intended to explain or describe something. Unlike an essay,
a report does not have to present an argument or point of view. A report should be informative and factual. Some
teachers will ask you to create an organized overview or outline of your information. Sometimes you will be given
sub-headings, and other times you will be asked to create your own.
The example below assumes that you have been asked to do an oral research report on the Chteau Frontenac.
After hours of research, you need to organize your notes into an outline. This is one example of how it might look.
Topic
Introduction
Who? What? Where? When?
Why?
Main Heading
(Upper Case Letters)
Subheading
(Numbers)
Minor Subheadings
(Lower Case Letters)
Indenting indicates a
movement from major
ideas to minor ones. You
may have as many major
and minor headings as you
feel necessary.
If this is an oral
report, indicate what
visuals you will use and
when.
39
OutIine for Research Report
I. INTRODUCTION
A. Attention Grabber/Hook: Grab reader's attention using a quotation,
fact, question or phrase.
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
B. Background, Definition:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
C. Research Purpose:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
II. THE BODY: A. Main dea:___________________________________________
Topic Sentence:
_____________________________________________________________________
_____________________________________________________________________
Detail #1:
_____________________________________________________________________
_____________________________________________________________________
Detail #2:
_____________________________________________________________________
_____________________________________________________________________
Detail #3:
_____________________________________________________________________
_____________________________________________________________________
II. THE BODY: B. Main dea:___________________________________________
Topic Sentence:
_____________________________________________________________________
_____________________________________________________________________
Detail #1:
_____________________________________________________________________
_____________________________________________________________________
Detail #2:
_____________________________________________________________________
_____________________________________________________________________
Detail #3:
_____________________________________________________________________
_____________________________________________________________________
40
II. THE BODY: C. Main dea:___________________________________________
Topic Sentence:
_____________________________________________________________________
_____________________________________________________________________
Detail #1:
_____________________________________________________________________
_____________________________________________________________ _______
Detail #2:
_____________________________________________________________________
_____________________________________________________________________
Detail #3:
_____________________________________________________________________
_____________________________________________________________________
III. CONCLUSION
A. Reword Research Purpose:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
B. Review Main Points (topics for body paragraphs):
_____________________________________________________________________
_____________________________________________________________________
C. Concluding Statement (how will the reader remember your report):
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
Additional nformation:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
41
RESEARCH OVERVIEW
As you conclude your research, use this chart to note key ideas for an essay or
structured piece of writing. This will allow you to see the big picture and to be sure that
you have information from all types of sources required by your teacher.
Source Idea 1: Idea 2: Idea 3:
Textbook
Encyclopedia
Print source
Print source
Web page
Web page
Online database
Online database
Stage 4: tranSferring Learning
42
At this stage of research, you need to revise rough drafts, present information in a
polished format, reflect on the research process, and transfer learning to other areas.
REVISE
G Did I meet all the criteria of the assignment?
G Did I proofread and edit my written work carefully?
G Did I have someone else edit my paper carefully?
G Did I check my work based on assessment and evaluation criteria provided?
PRESENT
G Did I choose the correct format for my paper?
G Did I follow all details of APA, MLA, or Chicago format accurately?
G Did I ask my teacher-librarian to clarify any format information of which I was
uncertain?
G Have I prepared a polished outline for my oral presentation?
G Have I practised and timed my presentation in advance?
G What equipment do I need to present?

REFLECT
G What new skills have I learned?
G What did I do well in my research?
G What could I do better next time?
G Did I manage my time wisely?
G What stages of the research process do I need to review before my next
research project?
TRANSFER
G In what other subject areas can I apply these new skills?
G Can I add my work to a portfolio?
G Can I apply my research skills to other areas, such as employment or
volunteer work?

43
OVERVIEW OF FORMAT: APA, MLA, AND CHICAGO STYLE
CONTENT APA MLA CHICAGO
Title page Separate title page
See page 64
Title information on
first page of paper
See page 82
Separate title page
See page 100
Abstract Abstract is required
See page 65
Abstract not required At instructors
request
See page 97
Pagination Running head
See page 64
Authors last name
See page 82
Authors last name
See page 100
Quotations See pages 46-51 See pages 46-51 See page 98
Citations Parenthetical
citations
See pages 46-51
Parenthetical
citations
See pages 46-51
Footnotes
See page 97
Figures and
tables
See page 66 See page 81 See page 99
Bibliography References list
See pages 52-53
Works Cited list
See pages 69-70
Bibliography
See pages 84-85
Online Resources for MLA, APA and Chicago Format
At the time of publication, the On Your Own style guide is as accurate as possible
based on current print and electronic versions of APA, MLA, and Chicago format. The
following web addresses will lead you to helpful information about correct style and
allow you to see if any updates have been made to the style guides. Sample papers are
also available to view on these sites to allow you to see other examples of academic
writing and style.
APA
Check the APA site for more information: http://www.apastyle.org/
View tutorials and search for specific topics: http://www.apastyle.org/learn/index.aspx
MLA
http://www.mla.org/
Chicago Style
http://www.chicagomanualofstyle.org/home.html
http://www.bedfordstmartins.com/hacker/bedhandbook/
Sample Chicago Style papers: http://www.dianahacker.com/resdoc/
44
PLAGIARISM
What is pIagiarism?
Plagiarism is intentionally or unintentionally using another person's words or
ideas and presenting them as your own. t is an offence which can result in
serious academic consequences.
What are the different types of pIagiarism?
using a source's exact words without using quotation marks or citing the
source
paraphrasing another's ideas, style or language or restating those ideas in
your own words, style and language without citing the original source
submitting an essay, report, or any assignment written by another student and
claiming it as your own (in this case, both students are committing plagiarism)
using charts, diagrams, graphics, statistics without citing the original source
How can pIagiarism be detected?
Plagiarism can be detected through plagiarism detection software, nternet
searching, checking sources listed in a bibliography, or through a teacher's
knowledge of your writing style.
How can pIagiarism be avoided?
Use information ethically. Be aware that all sources of research need to be
cited in the body of your essay or report and include all these sources in your
bibliography.
Keep careful track of your sources while taking notes. A little extra time and
effort during the research process will pay off when you write your essay.
What is a citation?
A citation occurs in the body of your essay or report. These are referred to as
parenthetical citations. There are individual formats in APA and MLA. Consult
these sections of 2Q<RXU2ZQ to review the correct format.
f you are using Chicago style, your citations will be indicated through
footnotes. Consult the section on Chicago style and the footnote exemplars for
correct citation format.
Common knowledge does not need to be cited. An undisputed fact that can be
found in at least five sources is considered common knowledge.
Citations are required for direct quotations, for any borrowed material that is in
your own words (paraphrased), or for any charts, diagrams, statistics, etc.
45
Why is citing important?
t is important for others to know the sources of your ideas.
Citing gives your audience the chance to retrace your steps or consult specific
sources to test your conclusions.
Citing is part of being scholarly and making ethical use of information.
Do not let all of your hard work be questioned later as to where you researched
your ideas, conclusions, opinions, statistics, maps, etc. if the work is your own.
AVOIDING PLAGIARISM: CHECKLIST
Keep track of information you incorporate from various sources into your written work.
Check off the activities you complete as you process your assignment.
Also, include additional notes and questions you might have for your teacher before you
submit your final product to ensure that plagiarism has not occurred.
* used my own independent material.
* used common knowledge material.
* used someone else's independent material. You must acknowledge someone
else's material.
* placed quotation marks around any direct quotations.
* showed omissions in direct quotations with ellipses.
* showed additions to direct quotations with brackets.
* identified all of my sources and the page numbers (if any).
* When paraphrasing or summarizing someone else's material, used my own
words and sentence structure.
* My paraphrases or summaries include quotation marks when used the author's
exact language.
* My paraphrased passages include the sources and page numbers (if any).
* have represented the author's meaning without distorting.
* used signal phrases to distinguish my ideas from my sources.
* checked carefully to make sure that all quotations match my sources.
* have used a References page, Works Cited list, or Bibliography that accurately
represents all the sources used in my research.
* have cited all material correctly using parenthetical citations in APA or MLA
style, or using footnotes in Chicago style.
* The length of my final paper does not comprise more than a third directly from
other sources.
Additional Notes and Questions:
_____________________________________________________________________
_____________________________________________________________________
_____________________________________________________________________
46
CITATIONS: MLA AND APA FORMAT
What is a citation?
When you refer to the work of others, you must acknowledge that work,
whether it is a direct quotation or a restatement of an idea (paraphrasing).
The citation will appear in the body of your paper, in parentheses, directly
following the quoted or paraphrased material.
Citations are required even if you are using your own words to convey
someone else's idea (it is the idea that you are acknowledging).
Citations provide enough information for your reader to locate the source in
your References or Works Cited list.
APA Citations: Print Sources
Place the author's last name, the
publication date, and the page
number in parentheses.
example: (Smith, 2009, p. 245)
MLA Citations: Print Sources
Place the author's last name and
the page number in parentheses.
example: (Smith 245)
APA Citations: EIectronic Sources
Place the author's last name, the
publication date, and the page
number in parentheses.
f the source does not have visible
page numbers, substitute
paragraph numbers if these are
used.
f neither page nor paragraph
numbers are visible, cite the
nearest heading and the
paragraph number where the
information is located.
example: (Jones, 2008, "Statistical
Study, para. 2)
f using a reliable source for which
no author is given, use the first few
words of the reference entry in
place of the author.
MLA Citations: EIectronic Sources
Place the author's last name in
parentheses.
f using a reliable source for which
no author is given, use the first
information given in the Works
Cited entry, e.g., the article title or
web page section.
f the electronic source has visible
paragraph numbers, cite the
paragraph number preceded by
the abbreviation par. (paragraph)
or pars. (paragraphs).
Do not count unnumbered
paragraphs.
Computer searching does make
searching for specific words easier
but if this proves difficult, use
language in your paper to indicate
the placement of the information,
e.g., "the first half of the article.
Citing Paraphrased MateriaI
n both MLA and APA format, place the parenthetical citation directly after the
paraphrased material.
47
APA EXEMPLAR: PRINT SOURCE
Artz's research (1998) found that belief systems are the underlying cause of violence
against women (p. 204).
MLA EXEMPLAR: PRINT SOURCE
n her analysis of The Stone Angel, Thomas refers to Margaret Laurence's use of
conflict between reality and appearances (70).
APA EXEMPLAR: ELECTRONIC SOURCE
Vitamin D is a topic of current concern for health-conscious Canadians. A recent
study shows that about 3 million Canadians have inadequate vitamin D
concentrations and that men are more likely than women to be in this group
(Canadian Health Measures Survey, 2010, "Vitamin D, para. 4).
MLA EXEMPLAR: ELECTRONIC SOURCE
The following description of the Group of Seven's philosophy provides an overview to
the study of their work: "Collectively they agreed: Canada's rugged wilderness
regions needed to be recorded in a distinctive painting style ("The Group of Seven).
Note the following with the above exemplars:
f an author's name is mentioned in the sentence, the citation only requires the
other information, such as page number, year of publication, headings, or
paragraph numbers.
Be sure that citations are accurate. Always check citations against your
References or Works Cited list to ensure that they match.
f you are unsure whether something is common knowledge and needs citing,
ask for assistance or provide a citation to be sure. f in doubt, cite!
Be aware that failing to provide citations constitutes plagiarism. Using The Group
of Seven example provided above, here is another example of plagiarized
material and correctly cited material.
PIagiarized: The Group of Seven believed that they had to present
Canada's rugged wilderness regions with a unique painting style.
Why is it incorrect?: This sentence fails to acknowledge ideas and direct
wording from the web site.
CorrectIy cited: The Group of Seven believed that they had to present
"Canada's rugged wilderness regions with a unique style of painting
("The Group of Seven).
48
Direct Quotations:
Use quotations selectively: use only passages which are unusual or
interesting.
Ensure that quotations support what you are trying to say.
Copy quotations accurately from the original source.
f a quotation needs editing, make use of ellipsis (three spaced dots). Be sure
the quotation still makes sense after editing.
Citing Direct Quotations (40 words or Iess)
APA
The quotation is incorporated into
the text of the paper and enclosed
by quotation marks.
A quotation that is only a phrase
may be incorporated with no
punctuation other than the
quotation marks.
A quotation may be introduced by
a phrase followed by a comma
before the quotation or a sentence
followed by a colon before the
quotation.
The end punctuation of the
sentence is placed after the
citation.
MLA
The quotation is incorporated into
the text of the paper and enclosed
by quotation marks.
A quotation that is only a phrase
may be incorporated with no
punctuation other than the
quotation marks.
A quotation may be introduced by
a phrase followed by a comma
before the quotation or a sentence
followed by a colon before the
quotation.
The end punctuation of the
sentence is placed after the
citation.
APA EXEMPLAR
She states, "The two kinds of violence against women, male-to-female and female-to-
female, have their origins in the same belief systems (Artz, 1998, p. 204).
OR
Artz (1998) found that "the two kinds of violence again women, male-to-female and
female-to-female, have their origins in the same belief system (p. 204).
MLA EXEMPLAR
The vision of the strong woman is made clear in the opening pages of Hagar's story.
The author conveys an image of strength and cold: "Above the town, on the hill brow,
the stone angel used to stand (Laurence 3).
Be sure to punctuate quotations accurately. Clear and correct presentation of
quoted material adds to your written work if presented with attention to the details
of APA and MLA formats.
49
Citing Direct Quotations (40 words [4 Iines] or more)
APA
Begin a new line and block indent
5 spaces [1 tab] from the left
margin.
Keep double spacing and do not
use quotation marks.
Place the final punctuation before
the parenthetical citation.
MLA
Begin a new line and block indent
10 spaces [2 tabs] from the left
margin.
Keep double spacing and do not
use quotation marks.
Place the final punctuation before
the parenthetical citation.
APA EXEMPLAR
To succeed, anti-violence programs must target negative social influences and
aspects of our belief system that perpetuate violence against women:
The images of girls and women that predominate on television, in the movies
and particularly in rock music and the videos that promote it, are
overwhelmingly sexist and misogynist. Violence prevention programming must
take into account the systemic ways in which girls and women are sexually
misused and exploited, and must help both females and males find
constructive ways to understand and relate to females. (Artz, 1998, p. 204)
MLA EXEMPLAR
n the novel Anne of Green Gables, the first description of Anne's appearance helps
the reader to understand Anne's status as an orphan and introduces many important
details of her physical appearance:
A child of about eleven, [was] garbed in a very short, very tight, very ugly
dress of yellowish gray wincey. She wore a faded brown sailor hat and
beneath the hat, extending down her back, were two braids of very thick,
decidedly red hair. Her face was small, white and thin, also much freckled;
her mouth was large and so were her eyes, that looked green in some
lights and moods and gray in others. (Montgomery 11)
Note: f a quotation requires an added word to flow with the language of your
paper, place the added word inside square brackets.
50
Quoting work discussed in a secondary source
APA
Sometimes you will want to use a
quotation, statistic, or idea
mentioned in another source. To
do this, list the secondary source
in the References list, but for the
citation in the paper, name the
original work or primary source,
and give a citation for the
secondary source.
Use the phrase "as cited to
indicate that you accessed the
information in a secondary source.
MLA
Sometimes you will want to use a
quotation, statistic, or idea
mentioned in another source. f
possible, try to find the primary
source. f you cannot find the
primary source, list the secondary
source in the Works Cited list.
ndicate the primary source and
give a citation for the secondary
source.
Use the phrase "qted. in to
indicate that you accessed the
information in a secondary source.
APA EXEMPLAR
Mattel's manufacturer's pamphlet (as cited in Artz, 1998) promoted an anniversary
Barbie as "a role model for girls for over three decades . . . because she allows girls
from all around the world to live out their dreams and fantasies in spite of a real world
that may seem too big (p. 204).
MLA EXEMPLAR
Davidson described Caesar's exploits as "foolhardy (qted. in York 95).
MLA FORMAT:
SPECIALIZED INFORMATION FOR QUOTING AND CITING POETRY AND DRAMA
Quoting and citing poetry: Three Iines or fewer
Use quotation marks.
ndicate end of lines with a forward slash.
ntegrate into your text with appropriate punctuation and cite by author and line
number(s).
EXEMPLAR
n Robert Francis' poem, he describes a runner: "How easy his striding/How light his
footfall/His bare legs gleaming (4-6).
51
Quoting and citing poetry: More than three Iines
Start a new line and indent each line 10 spaces (2 tabs) from the left margin.
Maintain punctuation as given in poem and any unique spacing.
Do not use quotation marks. Keep double spacing.
Cite by author and line numbers. Place punctuation before citation.
EXEMPLAR
n Purdy's poem "Hockey Players, he muses about their fears:

What they worry about most is injuries
broken arms and legs and
fractured skulls opening so doctors
can see such bloody beautiful things almost
not quite happening in the bone rooms
as they happen outside. (1-6)
Citing and quoting drama
f the play is presented in poetic form, such as Shakespeare, follow the formats
for quoting and citing poetry.
Cite Shakespearean plays by act, scene and line.
f the play is in prose form and more than one character's lines are being
quoted, indent as for poetry but give the speaker's name as indicated in the
play.
EXEMPLAR
Macbeth seems philosophical about the recent report of Lady Macbeth's death:
She should have died hereafter:
There would have been a time for such a word.
To-morrow, and to-morrow, and to-morrow,
Creeps in this petty pace from day to day,
To the last syllable of recorded time. (5.5.19-23)
He reflects with sentimentality and regards hers as one more futile life.
Note: This exemplar
presents the unique
spacing of the original
poem.
52
American Psychological Association (APA) References
How to make an APA References list
Courses Business, Design and Technology, Mathematics, Physical
Education, Science, Social Sciences, Geography
How to present
a References
list
Use a separate piece of paper at the end of your report.
Use an acceptable font, e.g., Times New Roman.
Use correct punctuation.
Leave one space after each punctuation mark.
Double space between all lines.
Place in alphabetical order by first word in entry (ignore A,
An, The). Entries are in alphabetical order by authors last
name or by the title if no author is given.
Do not number entries.
Do not divide into categories (print and electronic are all in
one alphabetical list).
Start first line at margin and indent subsequent lines 5
spaces (1 tab).
Take URLs out of hypertext.
Include only sources you actually cite or quote.
Title of page The title of the page is References.
Centre the title at the top of the page, same size and font
as the rest of the References list.
Continue the running head from your paper and number
page in upper right hand corner.
Authors names Use initials only, rather than full first names.
Capitalization in
titles
Capitalize only the first word in the entry, any proper name
or the first word after a colon, semi-colon or dash.
Periodical titles are fully capitalized.
Italicizing Italicize titles of complete books.
Italicize titles of whole web sites.
This format applies to both the body of the paper and the
References list.
When italicizing titles, the italics extend to include any
punctuation and volume number.
Publication
dates
The publication date is always the second item in an entry.
Use (n.d.) if no date is available.
The name of the month is always written in full.
Publishers The publishers names are written in full.
For
details/revisions
consult
Publication manual of the American Psychological
Association (6
th
ed.)
http://www.apastyle.org
53
Sample APA Style References Page
Running Head: FIRST NATIONS 7
References
Berkowitz, R. I., Wadden, T.A., Tershakovec, A. M. & Cronquist, J. L. (2003).
Behavior therapy and sibutramine for the treatment of adolescent obesity. Journal
of the American Medical Association, 289, 1805-1812.
Couture, J. E. (1996). The role of native elders: Emergent issues. In D. A. Long and
O. P. Dicakason (Eds.), Visions of the heart; Canadian aboriginal issues (pp. 4-
56). Toronto: Harcourt Brace.
Crister, G. (2003). Fat land: How Americans became the fattest people in the world.
Boston: Houghton Mifflin.
Duenwald, M. (2004, January 6). Slim pickings: Looking beyond ephedra. The New
York Times, p. F1. Retrieved from LexisNexis.
Llewellyn, J. (2002). Dealing with the legacy of Native residential school abuse in
Canada: Litigation, ADR, and restorative justice. University of Toronto Law
Journal, 52(3), 253. doi: 10.2307/825996
Rajotte, F. (1998). First Nations faith and ecology. London: Cassell.
Notice that the whole list is organized in alphabetical order and is double spaced
throughout. The first line of an entry is aligned with the left margin and if an entry is
longer than one line, the subsequent lines are indented five spaces [one tab].
54
APA ExempIars
The nternet has expanded the types of sources that can be accessed for research.
Many print sources, such as books and magazines, can now be accessed online.
Whether you are using print or electronic sources, be sure that you are choosing the
most credible and appropriate sources for your research.
New to APA format: Access dates are no longer needed for nternet sources. There
are additions to the format for some of the new types of online sources.
Print Sources
Generic book exempIar
Author last name, Author first initials. (Publication date). Book title. Place of
publication: Publisher.
_____________________________________________________________________
Book by one author
Kadragic, A. (2006). Globalization and human rights. Philadelphia: Chelsea House.
_____________________________________________________________________
Book by up to six authors
Kelly, N., Anderson, M.L., & Rajala, D. (1998). Bases of fitness. New York: Macmillan.
_____________________________________________________________________
Book by more than six authors
Newman, G. et al. (2002). Legacy: The west and the world. Toronto: McGraw-Hill
Ryerson.
_____________________________________________________________________
Book with no author or editor
On the brink of tomorrow: Frontiers of science. (1992). Washington: National
Geographic Society.
_____________________________________________________________________
Corporate author
UNCEF. (1998). The state of the world's children. Toronto: Oxford University Press.
Know Your Format!
f a source has up to six authors, each name is listed last name first, followed
by the author's initials. Separate the names with a comma and use the &
symbol before the last name listed. Use et al. to indicate a book with more than
six authors.
The publication date is always the second item in an APA entry. f the source
doesn't have an author, start with the book title and move the date to second
place in the entry.
The first word of a title or subtitle is capitalized. Proper nouns and journal titles
are capitalized. All other words begin with lower case letters.
55
An edited book
Reynaud, C. (Ed.). (2005). She can coach! Windsor, ON: Human Kinetics.
_____________________________________________________________________
Government pubIication
Law Commission of Canada. (2006). In search of security: The future of policing in
Canada. (Government of Canada Catalogue No. JL2-26/20065E). Ottawa: Law
Commission of Canada.
_____________________________________________________________________
PamphIet or brochure
Alzheimer Society of Elgin-St. Thomas. (1999, Spring). Forget me notes [Brochure]. St.
Thomas, ON.
_____________________________________________________________________
Book chapter or articIe
Koehl, A. (2005). Sport utility vehicles are bad for the environment. n L.K. Egendorf
(Ed.), The environment (pp. 129-133). Detroit: Greenhaven Press.
Reference work entries
A great pIace to start!
Reference books are a great place to start research. They can provide an overview of
your topic and give you ideas for further specialized research.
Know Your Format!
For well-known encyclopedias that are organized alphabetically, only the page
numbers are required after the encyclopedia title.
For less well-known encyclopedias or for sets that are not organized
alphabetically, include the volume number before the page numbers.
Generic encycIopedia exempIar
Author last name, Author first initials. (Publication date). Article title. n Encyclopedia
title (volume number, page numbers). Place of publication: Publisher.
_____________________________________________________________________
EncycIopedia articIe with author
Dolan, J.M. (2010). Hippopotamus. n World book encyclopedia (pp. 240-241).
Chicago: World Book.
Frey, R.J. (2009). nfluenza. n L.. Lutwick (Ed.), U-X-L encyclopedia of diseases and
disorders (pp. 617-623). Detroit: Gale.
_____________________________________________________________________
EncycIopedia or dictionary articIe, no author
Moviemaking. (2004). n Exploring technology (Vol. 6, pp. 473-478). New York:
Marshall Cavendish.
56
Print Media
Generic print media exempIar
Author last name, Author first initials. (Publication date in year, month day order). Article
title. Periodical title, page numbers.
_____________________________________________________________________
Magazine and journaI articIes
Deziel, S. (2006, November 6). Teen TV that's too cool for school. Maclean's 119,
68.
Power brokers. (2009, December). Discover, 47-50.
___________________________________________________________________
Newspaper articIes and editoriaIs
Ferguson, R. (2006, October 27). Ontario to plug cracks in ERs. Toronto Star, pp. A1,
A6.
London moves up worst road list. (2006, October 27). The London Free Press, p. B2.
Long-term plans vital. [Editorial]. (2006, October 27). The London Free Press, p. A10.
Know Your Format!
f a volume number is given for a periodical, it is included in italics immediately
after the periodical title. f there is also an issue number, it is placed in
parentheses immediately after the volume number, and not italicized.
f the article is not on consecutive pages, list all the pages individually.
ndicate specific types of articles, such as editorials or book reviews, by placing
this information in parentheses immediately after the article title.
Review of a book
Paskal, C. (2010, January/February). Here be no dragons. [Review of the book Who
owns the Arctic?, by M. Byers]. Canadian Geographic, 130 (1), 95.

57
EIectronic Media
FiIm or video recording
Mark, L., Ephron, N., Robinson, A., & Steel, E. (Producers), & Ephron, N. (Director).
(2009). Julie & Julia. [Motion picture]. Culver City, CA: Sony Pictures Home
Entertainment.

History Televison Network (Producer). (2007). Rome: Engineering an empire [DVD].
New York: A & E Television Networks.
_____________________________________________________________________
TeIevision broadcast
Arledge, E. (Writer), & de Pencer, N. (Director). (2009, January 27). The incredible
journey of the butterflies. [Television broadcast]. Boston: PBS.
_____________________________________________________________________
SingIe episode in a teIevision series
Thompson, N., & Radford, T. (Writers and Directors). (2010, January 7). nuit odyssey.
[Television series episode]. n C. Underwood & F.M. Morrison (Producers), The
nature of things. Toronto: CBC.
Know Your Format!
List producers, writers, directors, or composers in place of the author for AV
sources. Check the exemplars for the correct information.
ndicate in what format you accessed the film, broadcast or recording. This
information is placed in square brackets immediately after the title.
For a music recording, if the performer is not the composer, list the performer's
name in square brackets after the song title.
Sound recording
Berryman, G., Buckland, J., Champion, W., & Martin, C. (2002). Clocks. On A
rush of blood to the head. Mississauga: EM.
_____________________________________________________________________
MacLellan, G. (2007). Snowbird. [Recorded by A. Murray]. On Anne Murray duets:
Friends and legends [CD]. Mississauga: EM Music Canada.
_____________________________________________________________________
58
Internet
Eye on eIectronic research!
Each References entry from the nternet requires the following information:
the author
the publication date
the title of the specific section of the web page that you used in your research
the title of the overall web site
the URL in sufficient detail so that the information can be retrieved by another
Generic web page exempIar
Author last name, Author first initials. (Publication date in year, month day order). Title
of specific web page section. Title of whole web page. Retrieved from URL
_____________________________________________________________________
Web pages
Canadian Cancer Society. (2006, August 3). Cancer prevention, environmental and
occupational carcinogens: What we are doing. Canadian Cancer Society.
Retrieved from http://www.cancer.ca/ccs/internet/frontdoor/0,,3172_langd-
en,00.htmlx
The peregrine falcon. (2006, May 8). Environment Canada. Retrieved from
http://www.speciesatrisk.gc.ca/Q1_e.cfm#falx
_____________________________________________________________________
OnIine newspaper articIes
Maloney, P. (2010, January 11). Trash debate is picking up. The London Free Press.
Retrieved from http://www.lfpress.com
_____________________________________________________________________
OnIine magazine articIes
Spicer, S. (2007, October). 20 ways to connect with your teen. Today's Parent.
Retrieved from http://www.todaysparent.com
Know Your Format!
Note that APA References entries do not have a period after the URL.
f you access information from an online database, the URL is not required.
Use the name of the database instead of the URL.
Some databases will contain a DO for articles. DO stands for Digital Object
dentifier. f you find an article with a DO, place this at the end of the entry, as
shown in the exemplar on page 53. Note that in the References list, lower case
letters are used.
59
Entry in an onIine reference work
Globalization. (2005, August 9). n Hutchinson unabridged encyclopedia. Retrieved
from eLibrary Curriculum Edition Canada database.
Psychology. (2010). n Merriam-Webster online. Retrieved from http://www.merriam-
webster.com/dictionary/psychology
Bliss, M. (2010). Banting, Sir Frederick Grant. n The Canadian encyclopedia.
Retrieved from www.canadianencyclopedia.ca
_____________________________________________________________________
JournaI articIe from an onIine database
Montero, D. (2006, December 22). Nike's dilemma: s doing the right thing wrong?
Christian Science Monitor, n.p. Retrieved from SRS Researcher.
Know Your Format!
Electronic sources that are more specialized require a listing of the format in
which they were accessed. This is placed in square brackets immediately after
the title.
Electronic books are growing in number. f you are viewing a book that
indicates an electronic posting date as well as an older publication date, list
available information about print publication at the end of the entry.
EIectronic books
Frey, J. (2005). A million little pieces [HTML version]. Retrieved from
http://books.google.ca
_____________________________________________________________________
EIectronic version of repubIished book
Stevenson, R.L. (2010). Treasure island. Retrieved from http://books.google.ca/books
(Original work published 1884).
_____________________________________________________________________
Maps
Natural Resources Canada. (Cartographer). (2009, November 16). Population
distribution, 2006 [Demographic map]. Retrieved from
http://atlas.nrcan.gc.ca/site/english/maps/peopleand society/
population/population2006/PopDist06\
_____________________________________________________________________
60
Podcast
Shanks, C. (Producer). (2010, January 10). Cross country checkup: "Do you agree with
the tougher air travel security measures? [Audio podcast]. Retrieved from
http://www.cbc.ca/checkup/archives.html
_____________________________________________________________________
BIog post
McKenzie, B. (2009, December 16). Re: My choices for Team Canada's final roster
[Web log message]. Retrieved from
http://www.tsn.ca/blogs/bob_mckenzie/?id=302500
_____________________________________________________________________
Video bIog post
Brain, M. (2006, September 9). How strong is a strand of hair? [Video file]. Retrieved
from http://www.youtube.com/watch
_____________________________________________________________________
Review of a book
Levin, M. (2010, January 15). Chemistry from dummies [Review of the book Science,
sense and nonsense, by J. Schwarcz]. Retrieved from
http://www.theglobeandmail.com
__________________________________________________________________
Interview/E-maiI communication
Do not include personal interviews or e-mail communications in References lists. Cite in
text only as a parenthetical citation: (N.K. Kelly, personal communication, April 18,
2006).
_____________________________________________________________________
Lecture
Smith, J. (2010, May 5). Historical significance of the industrial revolution. Lecture
presented at A. Secondary School, City, Province.
_____________________________________________________________________
61
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64
APA TITLE PAGE
Margins
! Use a one inch margin on all pages.
Running Head
! The running head is placed at the top of each page of your paper at the left
margin. It should be no more than 50 characters.
Page Numbering
! Number pages at the top right margin.
Title
! The title is centred several spaces below the running head. The title page must
contain the title, your name and your schools name. Double space this
information.
! Include course code, teachers name, and due date as requested.
Running head: HUMAN RIGHTS 1
Human Rights
and the Role of Non-Governmental Organizations
Student Name
School Name
Course
Teacher Name
Date in month day, year order
65
APA Format: Abstracts
What is an abstract?
An abstract is a summary of the contents of a report. t is concise, accurate, specific,
and self-contained. An abstract is written after the report is complete.
Format of an abstract
An abstract is 150-250 words in length.
t is presented as a single paragraph. t is double-spaced and presented in block
format [no indent to start the paragraph].
t is on a separate page and placed as the second page of the report.
The title is Abstract and is centered above the paragraph.
GuideIines for writing informative abstracts:
Define any terms unique to the topic, or define the parameters of familiar terms
as they relate specifically to the purpose.
Use key words important to the report.
State the purpose, methods, results, and conclusions or recommendations
contained in the report.
Try to make the abstract an accurate preview of the contents of the report.
Do not include information in the abstract that is not contained in the report being
abstracted.
Do not comment on or evaluate the paper. An abstract should not be confused
with a review.
Running head: HARASSMENT 2
Abstract
Over the last decade, a growing public awareness of the problem of sexual
harassment in the workplace, on university campuses, and in the community at large
has been observed. The harassment experiences of women in sport and physical
education contexts, however, have received little attention. Despite recent legislative
and policy changes in Canada aimed at equalizing opportunities for girls and women
in sport, there is evidence that female athletes continue to face barriers. A compilation
of recent studies shows no significant increase in participation in girls' and women's
sport in areas that have been identified as "high risk sports for sexual harassment.
66
APA Format: TabIes and Figures
llustrative material is often useful in a paper. There are two kinds of illustrative material:
tables and figures. Tables show numerical data arranged in columns or rows. Figures
include graphs, maps, photographs, drawings, and charts. Whenever such material is
used, there are several things to keep in mind:
* Be sure that all tables and figures are relevant and useful.
* Label all tables and figures clearly. Use Arabic numerals and number
consecutively throughout the report.
* When referring to the table or figure in the report, name the table by its number.
Avoid terms such as "in the table above. nstead, refer to "table X to be specific.
* Be sure that the title of the table or figure contributes to your reader's
understanding.
* Place tables or figures as close as possible to the section of your report in which
they are discussed.
* The source of the table or figure should be indicated directly following the table, if
the data is taken from a source.
SampIe Figure
Figure 1. Thames Valley District School Board Enrolment by Grade
Figure 1. Thames Valley District School Board Director's Annual Report 2008-2009.
(2009, December 15). Thames Valley District School Board. Retrieved from
http://www.tvdsb.ca/files/filesystem/DirectorsAnnualReport2009_web.pdf
8
STUDENT ENROLMENT
Elementary
Secondary
Enrolment by Grade
These graphs depict the
declining enrolment that has
characterized the Thames
Valley District School Board
over the last ve years.
Elementary enrolment declines
have been steeper than
secondary but, as students
move through the grades and
enter secondary school, the
declines will be more dened.
67
ExempIar APA Research Report Introduction
Running head: HOMELESS YOUTH 2
Youth homelessness is an issue which is often forgotten next to concerns for the
general homeless population, but those youth affected by the issue face obstacles
and dangers unique to their position. They are often denied the chance at a proper
education due to their lack of financial stability or support from parents, while their
lack of many forms of life experience results in severe emotional and psychological
trauma such as suicidal depression, intense anxiety and feelings of helplessness.
These youth represent an incredibly vulnerable segment of the population which is
still undergoing the necessary physical, emotional and psychological development for
becoming a fully functional member of society. What then can be done to prevent
youth homelessness, or lessen the impact it has upon those it affects? n order to
prevent youth from being exposed to such a hostile environment, steps must be taken
to ensure that they are either kept from becoming homeless or are given a safe
environment for growth and learning, away from the perils of street life. This can be
done, first of all, by providing financial support for struggling families, so that they can
provide a stable environment for their children in which they can develop properly and
become fully functional adults. There must also be services in place which can protect
children from abusive or violent families, which may provoke them into leaving home
at a young age in order to escape. Finally, there must be funding provided for
homeless shelters and relief programs in order that youth who become homeless are
given a safe environment in which they can learn valuable life and job skills which will
eventually allow them to live independent and successful lives.
68
ExempIar APA Research Report Body Paragraph Excerpt and References
FinanciaI Support for FamiIies
A study performed by the Public Health Agency of Canada in 2006 has found that
15% of all homeless youth come from families which had also experienced
homelessness. The same study also found that these youth also often have parents
who work in low-income positions with a poor level of income, resulting in an
increased risk of children dropping out of school in order that they might work and
support their families (Street youth in Canada, 2006, p. 23). This trend of poverty
begetting poverty is one which lies at the heart of youth homelessness, homeless
children being found to be far more likely than other children to "experience hunger,
suffer chronic health problems, repeat a grade in school and drop out of high school
(Crary, 2009, para. 25). t is not only lower-income families which are threatened with
homelessness however, as families have been reported as the fastest growing
segment of the homeless population in America (Stein, 2003, para. 4). While families
may be the fastest growing group, they also remain one of the least visible, and as a
result receive less public attention than other homeless groups.
Running head: HOMELESS YOUTH 9
References
Crary, D. (2009, March 10). 1 in 50 American children experience homelessness.
Ithaca Journal, n.p. Retrieved from SRS Researcher.
Stein, J. (2003, January 20). The real face of homelessness. Time, 52-61.

Retrieved from SRS Researcher.
Street youth in Canada. (2006). Public Health Agency of Canada.
Retrieved from www.phac-aspc.gc.ca
69
Modern Languages Association (MLA) Works Cited
How to make an MLA Works Cited List
Courses The Arts (Art, Music, Drama), English, History, Languages
How to present
a Works Cited
list
Use a separate piece of paper at the end of your essay.
Double space between all lines.
An, The). Entries are in alphabetical order by authors last
spaces (1 tab).
Include only sources you actually cited or quoted.
Title of page The title of the page is Works Cited.
as the rest of the Works Cited list.
Number page in upper right hand corner preceded by your
last name.
Authors names Use full first names as they appear in the source.
Capitalization in
titles
Capitalize the first word and significant words in the entry
(headline style of capitalization).
Italicizing and
quotation marks
Italicize titles of complete books or web pages.
Place quotation marks around titles of book chapters,
encyclopedia articles, and sections of web pages.
This format applies to both the body of the paper and the
Works Cited list.
When italicizing titles, the italics do not extend to include
any punctuation and volume number.
Publication
dates
All months except May, June, and July are abbreviated in
an entry.
Use n.d. if no date is available.
Publishers Use the shortened form of publishers names.
Omit terms such as Limited, Company.
For
details/revisions
consult
MLA Handbook for Writers of Research Papers, 7
th
edition
http://www.mla.org
70
Sample MLA Style Works Cited
Students last name 8
Works Cited
Alberta, Alberta Health. Proposals for Day Care. Edmonton: Alberta Health, 2006. Print.
Butt, Kirk R. Early Settlers of Bay St. George. 2
nd
ed. Whitby, ON: Boonen Books, 2007.
Print.
Cox, Gordon. A Newfoundland Christmas Caroling Tradition. Folk Music Journal 3.3
(1977): 242-60. Print.
Down to the Dirt. Dir. Justin Simms. Newfoundland Films Inc, 2008. Film.
Foley, Peter. Personal interview. 24 July 2007.
Lackenbauer, Whitney P. War, Memory, and the Newfoundland Regiment at Gallipoli.
Newfoundland and Labrador Studies 15.2 (1999): 176-214. Web. 6 Sept. 2009.
Pitts, Gordon. The Fishery is Dead; Long Live the Fishery. The Globe and Mail
(18 Feb. 2008): B3. CBCA Complete. Web. 27 Aug. 2009.
Plagiarism. Wikipedia, The Free Encyclopedia. Wikimedia Foundation Inc, July 2004. Web.
10 Aug. 2004.
Railway Coastal Museum. Department of Tourism, Culture and Recreation, Government of
Newfoundland and Labrador, n.d. Web. 2 Nov. 2009.
Tocque, Philip. Newfoundland: As It Was, And It Is In 1887. Toronto: John B. Magurn, 1878.
Google Book Search. Web. 9 Apr. 2009.
Wind It Up. Perf. Gwen Stefani. Dir. Joseph Kahn. 2006. Music video. YouTube.
Web. 29 Oct. 2008.
Notice that the whole list is organized in alphabetical order and is double spaced
throughout. The first line of an entry is aligned with the left margin and if an entry is
longer than one line, the subsequent lines are indented five spaces [one tab].
71
MLA ExempIars
The nternet has expanded the types of sources that can be accessed for research.
Many print sources, such as books and magazines, can now be accessed online.
Whether you are using print or electronic sources, be sure that you are choosing the
most credible and appropriate sources for your research.
New to MLA format: n all cases, MLA now asks you to indicate the format in which
you accessed information. Another key update is the use of italics for titles rather than
underlining.
Print Sources
Generic book exempIar
Author last name, Author first name. Book title. Place of publication: Publisher, Year.
Medium of publication.
_____________________________________________________________________
Book by one author
Meyer, Stephanie. Twilight. New York: Little, Brown and Company, 2006. Print.
_____________________________________________________________________
Book by up to three authors
Podleski, Janet, and Greta Podleski. Crazy Plates: Low-Fat Food so Good, You'll
Swear It's Bad for You. Waterloo: Granet, 1999. Print.
_____________________________________________________________________
Book by more than three authors
Morrow, Don, et al. A Concise History of Sports in Canada. Toronto: Oxford UP, 1989.
Print.
_____________________________________________________________________
Book with no author or editor
On the Brink of Tomorrow: Frontiers of Science. Washington: National Geographic
Society, 1992. Print.
_____________________________________________________________________
Corporate author
Amnesty nternational. Amnesty International Report 2005: The State of the World's
Human Rights. London: Amnesty nternational Publications, 2005. Print.
_____________________________________________________________________
Know Your Format!
f a print source has up to three authors, the second and third names are
presented first name, last name. Use et al. to indicate a book with more than
three authors.
f you have several sources by the same author, there is a short form you can
use in the Works Cited list. List the first source as usual. For the subsequent
sources, use the following method to indicate the author's name: - - -.
f the book doesn't have an author, start the entry with the book title.
72
An edited book
Silvera, Maceda, ed. The Other Woman: Women of Colour in Contemporary Canadian
Literature. Toronto: Sister Vision, 1995. Print.
_____________________________________________________________________
Government pubIication
Canada. Statistics Canada. Communications Division. Canada Year Book 2000.
Ottawa: Minster of ndustry, 1999. Print.
_____________________________________________________________________
Association Touristique des Laurentides. Laurentians. Quebec: Tourism Quebec, 2000.
Print.
EspeciaIIy for EngIish!
The next six entries will be important for students in English classes. There are
many specialized formats in MLA. Look at these examples to find the right one
for your project.
Notice that if the title of a book contains another book title, the book being
treated as a secondary source is not italicized.
A work in a coIIection or anthoIogy
Kincaid, Jamaica. "Blackness. The Oxford Book of Caribbean Short Stories. Ed.
Stewart Brown and John Wickham. Oxford: Oxford UP, 1999. 162-165. Print.
_____________________________________________________________________
An introduction or foreword
Howard, Carol. ntroduction. Pride and Prejudice. By Jane Austen. New York: Barnes &
Noble Classics, 2003. xiii-xxxvi. Print.
_____________________________________________________________________
A book about a noveI
Woodcock, George. Introducing Margaret Laurence's The Stone Angel: A Reader's
Guide. Toronto: ECW, 1989. Print.
_____________________________________________________________________
RepubIished book
Shelley, Mary. Frankenstein. 1831. New York: Signet, 1983. Print.
_____________________________________________________________________
TransIation
Roy, Gabrielle. The Tin Flute. Trans. Alan Brown. Toronto: McClelland, 1989. Print.
_____________________________________________________________________
A schoIarIy edition
Shakespeare, William. King Lear. Ed. Ken Roy. Toronto: Harcourt, 1990. Print.
73
Know your format!
Some encyclopedia articles are signed with initials. Look up the initials in the
list provided and use the author's full name to start your Works Cited entry.
For specialized encyclopedias, give the editor and volume after the title.
f you use a dictionary definition, either from a print or electronic source, give
the number and letter of the definition after the word.
Generic encycIopedia exempIar
Author last name, Author first name. "Article title. Encyclopedia title. Year of edition.
Medium of publication.
_____________________________________________________________________
Hennessey, William J. "Louvre. World Book. 2010 ed. Print.
_____________________________________________________________________
EncycIopedia articIe, speciaIized topics
Cassidy, Thomas, and H. William Rice. "Toni Morrison. Magill's Survey of American
Literature. Ed. Steven G. Kellman. Revised ed. Vol. 4. Pasadena: Salem Press,
2007. Print.
Milne, ra Mark and Timothy Sisler, eds. "Hard Times. Novels for Students. Vol. 20.
Detroit: Thomson Gale, 2005. Print.
_____________________________________________________________________
Dictionary definition
"Metaphor. Def. 1a. The Canadian Oxford Dictionary. 1998. Print.
_____________________________________________________________________
74
Print Media
Generic print media exempIar
Author last name, Author first name. "Article title. Periodical title publication date: page
numbers of complete article. Medium of publication.
_____________________________________________________________________
Magazine and journaI articIes
"Editor's Choice: Designer Jeans. Toronto Life Fashion Apr. 2000: 68-9. Print.
Oh, Susan. "Flu Watch: Waiting for the Big One. Maclean's 29 Nov. 1999: 76+. Print.
Know your format!
f you are citing print articles not on consecutive pages, use the + sign after the
initial page number.
Newspaper articIes and editoriaIs
Brady, Bill. "Hospital Care Exemplary, Provided with Compassion. Editorial. London
Free Press 16 Jan. 2010: E2. Print.
Ferguson, Rob. "Ontario to Plug Cracks in ERs. Toronto Star 27 Oct. 2006: A1+. Print.
"London Moves up Worst Road List. The London Free Press 27 Oct. 2006: B2. Print.
The Arts
VisuaI art
Van Gogh, Vincent. Self-Portrait. 1889. Muse d'Orsay, Paris. The Story of Painting.
Sister Wendy Beckett. New York: DK, 1994. Plate 359. Print.
Art and Drama students, take note!
f you are referring to a piece of visual art in your essay, note either the plate
number or page number immediately after the publishing information for the
book.
f you are citing performances, exhibitions, or arts performances in the media,
be sure to keep track of information about the production and indicate how you
accessed the performance at the end of your Works Cited entry.
Live performance
Annie. By Paul Ledoux. Dir. Kelly Handerek. Perf. Amy Walsh, Catherine Bruce, and
Andy MacFarlane. The Grand Theatre, London, ON. 10 Dec. 1999.
Performance.
_____________________________________________________________________
Review: Book, pIay, exhibition
Banting, Pamela. "Listening to the Mountains. Rev. Of Switchbacks: True Stories from
the Canadian Rockies, by Sid Marty. The Globe and Mail 18 Dec. 1999: D5.
Print.
75
EIectronic Media
Anna and the King. Dir. Andy Tennant. Perf. Jodie Foster, Chow Yun-Fat, and Bai Ling.
Twentieth Century Fox, 1999. Film.

Cry Freedom. Prod. Richard Attenborough. MCA Home Video, 1988. Videocassette.
_____________________________________________________________________
Radio or TV program
"Constantly Battling Cancer. Narr. Keith Morrison. Prod. Caroline Haines. Science.
CBC, Toronto. 17 July 1995. Television.
_____________________________________________________________________
Sound recording
Cold Play. "Clocks. A Rush of Blood to the Head. EM, 2002. CD.
Murray, Anne. "Snowbird. Anne Murray Duets: Friends and Legends. EM, 2007. CD.
Internet
Each Works Cited entry from the nternet requires you to have the following
information:
the individual or corporate author or editor (if given)
the title of the specific section of the web page that you used in your research
the title of the overall web site
the publisher or sponsor of the site (if not available, use N.p.)
date of publication (day, month, year) (if not available, use n.d.)
medium of publication (web)
date of access
the URL is only necessary if you think your reader cannot find the information
without it or if requested by your teacher
Generic web page exempIar
Author last name, Author first name. "Title of web page section. Title of whole web
page. Publisher, date of publication. Medium of publication. Date of access.
Web Pages
"Lawren S. Harris (1885-1970). McMichael Canadian Art Collection. McMichael, 2010.
Web. 21 Jan. 2010.
76
OnIine newspaper and magazine articIes
Miner, John. "Top-secret Research at UWO Unlocks Secrets of Curling. lfpress.com.
London Free Press, 22 Jan. 2010. Web. 25 Jan. 2010.
Sorenson, Chris. "The New Global Hub: Toronto?. Maclean's.ca. Rogers Digital Media,
21 Jan. 2010. Web. 23 Jan. 2010.
_____________________________________________________________________
Morton, Desmond. "World War . The Canadian Encyclopedia. The Historica-
Dominion nstitute, 2010. Web. 21 Jan. 2010.
Oughton, John. "Poetry and Pop Music: The Connection. Young Poets. League of
Canadian Poets, 2008. Web. 21 Jan. 2010.
_____________________________________________________________________
Reference or periodicaI articIes from onIine databases
Ehrenreich, Barbara. "Slaves for Fashion. Progressive 72.1 (Jan. 2008): 12-13. SIRS
Researcher. Web. 21 Jan. 2010.
"Napoleonic Era. Helicon Encyclopedia of World History. Cambridge: Helicon, 2007.
History Study Center. Web. 25 Jan. 2010.
OnIine database tip!
Online databases contain information that was originally in print. Remember to
include the print information as well as the web access information.
n the first example, the periodical title is in italics, followed by the volume and
issue numbers, with the original print publication date in parentheses.
n the second example above, the article is from a print reference book.
Publishing information is provided as it would be for any print source.
EIectronic books
Bradbury, Ray. Fahrenheit 451. New York: Del Rey, 1996. Google Books. Web. 21 Jan.
2010.
_____________________________________________________________________
Chapter in an onIine book
Machiavelli, Niccol. "Of Hereditary Princedoms. The Prince. By Machiavelli. Mineola,
NY: Dover Publications, 1992. 1-2. Google Books. Web. 2 Apr. 2010.
Know your format!
f you are accessing specialized information on the nternet, be sure to indicate
the type of information immediately after you list the title of the item, e.g., chart,
table, map.
77
VisuaI art
Escher, M.C. Circle Limit III. 1959. Woodcut on japan paper. National Gallery of
Canada, Ottawa. Cybermuse. Web. 21 Jan. 2010.
_____________________________________________________________________
Chart, tabIe, editoriaI cartoon or map
"University enrolments by program level and instructional program. Summary table.
Statistics Canada. Government of Canada, 13 July 2009. Web. 1 Nov. 2009.
_____________________________________________________________________
Wikis
"Rock Music. Wikipedia. Wikimedia Foundation, 22 Jan. 2010. Web. 29 Feb. 2010.
_____________________________________________________________________
Podcast
Cooper, Sarah. "The Book Club: Canada Reads 2009 Panelists. Host Jian Ghomeshi.
CBC Radio, 3 Mar. 2009. MP3 file. 27 Feb. 2010.
_____________________________________________________________________
BIog
Patrick, Andrew. "Phishing Attacks Rarely Work, but Still Worth Millions. Andrew
Patrick, 7 Dec. 2009. Web. 24 Feb. 2010.
New Internet sources
There are many new types of nternet sources such as wikis or blogs. Note the
same type of information as you would for any nternet source. For podcasts,
indicate the format in which you heard the podcast.
To cite e-mail correspondence for academic purposes, list the sender's name,
followed by the subject line. Add the recipient's name and the date the e-mail
message was received.
Lecture/CIass notes
Smith, John. "Lecture: The mportance of Symbolism in Hamlet. A. Secondary
School. City, Province. 25 Mar. 2010. Class.
_____________________________________________________________________
E-maiI correspondence
Smith, John. "Re: Key questions for English scholars. Message to Ann Jones. 20 May
2009. E-mail.
_____________________________________________________________________
Interview
Claus, Santa. Personal interview. 25 Dec. 1999.
Neeson, Liam. nterview with Barbara Walters. Barbara Walters Special. ABC. 12 Sept.
1999. Television.
_____________________________________________________________________
78
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81
MLA FORMAT: TABLES AND ILLUSTRATIONS
Some papers or presentations in MLA format may require you to make use of tables
and illustrations. Make use of this information to strengthen and enhance the content of
your written or presentation work.
Tables:
Tables are placed next to the text in which the table will be discussed.
Tables are numbered consecutively throughout the paper.
Place the table number and title at the left margin on separate lines.
Give notes and the source immediately after the table in a caption. Double space
this information.
Use dividing lines around tables as needed.
Introduce the notes and source with the heading followed by a colon.
Illustrations:
Illustrations, such as maps or photographs, should be included as close as
possible to the section of the text in which the illustration is discussed.
Illustrations are labeled as figures. Use the abbreviation Fig. to label a figure.
Place the figure number and caption directly following the illustration.
If the caption provides complete information about the source and the source is
not cited elsewhere in the text, no entry for this source is needed in the Works
Cited list.
Sample Table
Table 1
Thames Valley District School Board Enrolment by Grade
Source: Directors Annual Report. Thames Valley District School Board.
Thames Valley District School Board, 15 Dec. 2009. Web. 5 Apr. 2010.
8
STUDENT ENROLMENT
Elementary
Secondary
Enrolment by Grade
These graphs depict the
declining enrolment that has
characterized the Thames
Valley District School Board
over the last ve years.
Elementary enrolment declines
have been steeper than
secondary but, as students
move through the grades and
enter secondary school, the
declines will be more dened.
82
ExempIar MLA ModeI Essay Introduction
Student Last Name 1
Student name
Course code
Teacher name
Date Submitted
The Dichotomy of Character Development in For Whom the Bell
Tolls and One Hundred Years of Solitude
For Whom the Bell Tolls by Ernest Hemingway and One Hundred Years of
Solitude by Gabriel Garcia Marquez seem similar in many ways; both deal with
warfare based upon ideologies which are used to bring death and misery upon their
enemies and their supporters, both have an environment of political turmoil in which
small communities are portrayed as being the most seriously affected, and both
question the sinfulness of mankind and the moral strength of the individual as a
whole. Yet these similarities lead the authors in entirely different directions;
Hemingway's characters form strong bonds of friendship and love despite the
dangers of the world around them, while Marquez's characters become deformed
mentally and emotionally, often going mad or becoming entirely depraved. f these
novels are so similar, from where does this dichotomy of character development
arise? The answer lies within the characters' treatment of those around them, and
the importance they place upon the bonds of love, passion and loyalty.

Pages are numbered
down from the top
of the page at the right
margin. Place your
last name before the
page number.
Note: MLA does not have a separate title page.
83
ExempIar ModeI Essay Body Paragraph and Works Cited List
Student Last Name 8
For Whom the Bell Tolls has a much more positive outcome for love, in that the
love between Robert and Maria becomes something so strong, so pure and
unbreakable, that even upon Robert's injury, which leads to his death, their love for
one another remains as strong as ever, with no thought being made of regret or of
grief, but of moving on and living past the pain. Robert's last conversation with Maria
is one in which he tries to console her as much as he can, to make her transition into
a world without him as easy and painless as possible. He even goes as far as to
promise her that, even in death, he will watch over her, saying, "That people cannot
do together. Each one must do it alone. But if thou goest then go with thee. t is in
that way that go too. Thou wilt go now, know. Thou art good and kind. Thou wilt go
for us both (Hemingway 463). Their love is short, and it ends in tragedy, but it is also
intense and passionate, extending beyond physical presence to the point where
memory alone will eventually suffice in bringing comfort and joy to those left behind in
life. Both of their lives are made joyous as a result of their love, and it is the most
important thing that either of them possessed.
Student Last Name 10
Works Cited
Hemingway, Ernest. For Whom the Bell Tolls. New York: Macmillan, 1940. Print.
Marquez, Gabriel Garcia. One Hundred Years of Solitude. Buenos Aires: Editorial
Sudeamericanos, 1967. Print.
84
Chicago Style Bibliography
How to make a Chicago Style Bibliography
Courses History, Social Sciences, Science
How to make a
Bibliography
list
Use a separate piece of paper at the end of your essay.
Double space between entries.
An, The)entries are in alphabetical order by authors last
spaces (1 tab).
Include only sources you actually cited or quoted.
Title of page The title of the page is Bibliography or Sources Consulted.
as the rest of the list.
Number page in upper right hand corner preceded by your
last name.
Authors names Use full first names as they appear in the source.
Capitalization in
titles
Capitalize the first word and significant words in the entry
(headline style).
Italicizing and
quotation marks
Italicize titles of complete books or web pages.
Place quotation marks around titles of book chapters,
encyclopedia articles, and sections of web pages.
The format applies to both the body of the paper and the
Bibliography list.
When italicizing titles, the italics do not extend to include
any punctuation and volume number.
Publication
dates
Months are not abbreviated in an entry.
Use n.d. if no date is available.
Publishers Use the publishers name as stated.
Give province, state, or country abbreviations for lesser
known cities.
For
details/revisions
consult
A Manual for Writers of Research Papers, Theses, and
Dissertations, 7
th
edition
www.chicagomanualofstyle.org
85
CHICAGO STYLE BIBLIOGRAPHY: EXEMPLAR
Bibliography
Amnesty International. Amnesty International Report 2005: The State of the Worlds
Human Rights. London: Amnesty International Publications, 2005.
Becker, Jo. Child Soldiers: Changing a Culture of Violence. Human Rights Journal
31, no. 1 (Winter 2005): 16-18. http://sks.sirs.com/cgi-bin/hst-article-
display?id=STHAMES-0-3338&artno=0000238203 (accessed June 10, 2010).
Fillion, Kate. Interview with Romo Dallaire. Macleans.ca, March 12, 2007.
http://www.macleans.ca/homepage/magazine/article.jsp?content=
20070312_103146_103146 (accessed March 25, 2010).
Kadragic, Alma. Globalization and Human Rights. Philadelphia: Chelsea House,
2006.
Phillips, Douglas A. Human Rights. New York: Chelsea House, 2009.
Saha, Poulomi, and Tobias Webb. Corporations Must Take Responsibility for Child
Labor. In Child Labor, edited by Gary Wiener, 205-215. Detroit: Greenhaven
Press, 2009.
United Nations. Internally Displaced and Refugee Children. United Nations.
http://www.un.org/children/conflict/english/internallydisplaced.html (accessed
June 1, 2010).

Notice that the list is organized in alphabetical order by authors last name (or by title if a
source has no author). Single space within entries and double space between each
entry. Indent second and subsequent lines in entries five spaces (one tab).
86
Chicago StyIe ExempIars
Chicago Style makes use of two aspects of citing: footnotes and bibliography. Footnotes
are placed throughout the text of the report or essay. The bibliography is placed at the
end of the report or essay. n the following exemplars, formats for both bibliography and
footnotes are given.
Print Sources
Book by one author
Bibliography
Meyer, Stephanie. Twilight. New York: Little, Brown and Company, 2006.
Note
Stephanie Meyer, Twilight (New York: Little, Brown and Company, 2006), 100.
_____________________________________________________________________
Book by up to three authors
Bibliography
Podleski, Janet, and Greta Podleski. Crazy Plates: Low-Fat Food so Good, You'll
Swear It's Bad for You. Waterloo: Granet, 1999.
Note
Janet Podleski and Greta Podleski, Crazy Plates: Low-Fat Food so Good, You'll
Swear It's Bad for You (Waterloo: Granet, 1999), 93.
Know Your Format!
n footnotes, the publishing information is placed in brackets directly after the
title.
The page that is being cited follows the brackets, separated by a comma.
Book by more than three authors
Bibliography
Morrow, Don, et al. A Concise History of Sports in Canada. Toronto: Oxford UP, 1989.
Note
Don Morrow et al., A Concise History of Sports in Canada (Toronto: Oxford UP, 1989),
64.
____________________________________________________________________
Corporate author
Bibliography
Amnesty nternational. Amnesty International Report 2005: The State of the World's
Human Rights. London: Amnesty nternational Publications, 2005.
Note
Amnesty nternational, Amnesty International Report 2005: The State of the World's
Human Rights (London: Amnesty nternational Publications, 2005), 106.
87
Know Your Format!
f a print source has up to three authors, the second and third names are
presented first name, last name. Use et al. to indicate a book with more than
three authors.
f you have several sources by the same author, there is a short form you can
use in the bibliography. List the first source as usual. For the subsequent
sources, use the following method to indicate the author's name: - - -.
f the book doesn't have an author, start the entry with the book title.
An edited book
Bibliography
Maceda, Silvera, ed. The Other Woman: Women of Colour in Contemporary Canadian
Literature. Toronto: Sister Vision, 1995.
Note
Silvera Maceda, ed., The Other Woman: Women of Colour in Contemporary Canadian
Literature (Toronto: Sister Vision, 1995), 27.
_____________________________________________________________________
Note
Association Touristique des Laurentides, Laurentians (Quebec: Tourism Quebec,
2000).
EspeciaIIy for EngIish!
The next six entries will be important for students in English classes. There are
many specialized formats in Chicago style. Look at these examples to find the
right one for your project.
A work in a coIIection or anthoIogy
Bibliography
Kincaid, Jamaica. "Blackness. n The Oxford Book of Caribbean Short Stories, edited
by Stewart Brown and John Wickham, 162-165. Oxford: Oxford UP, 1999.
Note
Jamaica Kincaid, "Blackness, in The Oxford Book of Caribbean Short Stories, edited
by Stewart Brown and John Wickham (Oxford: Oxford UP, 1999), 163.
_____________________________________________________________________
An introduction or foreword
Bibliography
Howard, Carol. ntroduction to Pride and Prejudice, by Jane Austen. New York: Barnes
& Noble Classics, 2003.
Note
Carol Howard, introduction to Pride and Prejudice, by Jane Austen (New York: Barnes
& Noble Classics, 2003), xvi.
88
A book about a noveI
Bibliography
Woodcock, George. Introducing Margaret Laurence's "The Stone Angel: A Reader's
Guide. Toronto: ECW, 1989.
Note
George Woodcock, Introducing Margaret Laurence's "The Stone Angel: A Reader's
Guide (Toronto: ECW, 1989), 23.
Know Your Format!
f the title of a book contains another title, place the quoted title in quotation
marks.
The abbreviation repr. is used for reprint in footnotes and the abbreviation
trans. is used for translated. Notice that these are used in full in the
bibliography.
When citing a work in an anthology, use the page numbers of the complete
article or story in the bibliography, and cite only the relevant page number in
the note.
RepubIished book
Bibliography
Shelley, Mary. Frankenstein. 1831. Reprint, New York: Signet, 1983.
Note
Mary Shelley, Frankenstein (1831; repr., New York: Signet, 1983), 37.
_____________________________________________________________________
TransIation
Bibliography
Roy, Gabrielle. The Tin Flute. Translated by Alan Brown. Toronto: McClelland, 1989.
Note
Gabrielle Roy, The Tin Flute, trans. Alan Brown (Toronto: McClelland, 1989), 64.
_____________________________________________________________________
A schoIarIy edition
Bibliography
Shakespeare, William. King Lear. Edited by Ken Roy. Toronto: Harcourt, 1990.
Note
William Shakespeare, King Lear, ed. Ken Roy (Toronto: Harcourt, 1990), 36.
_____________________________________________________________________
89
Know your format!
Encyclopedia articles are only cited in notes, not in the bibliography.
The abbreviation s.v. is used. This is short for sub verbo (under the word).
n the bibliography for a specialized topic in an encyclopedia, the page
numbers of the article are not used. Only the page number cited is needed in
the notes.
Note
World Book, 2010 ed., s.v. "Louvre.
Britannica, 15
th
ed., s.v. "Latin America.
_____________________________________________________________________
EncycIopedia articIe, speciaIized topics
Bibliography
Cassidy, Thomas, and H. William Rice. "Toni Morrison. Vol. 4 of Magill's Survey of
American Literature, edited by Steven G. Kellman. Pasadena: Salem Press,
2007.
Note
Thomas Cassidy and H. William Rice, "Toni Morrison, in Magill's Survey of American
Literature, ed. Steven G. Kellman, vol. 4 (Pasadena: Salem Press, 2007), 203.
Print Media
Know Your Format!
n Chicago style, you must distinguish between journals and magazines.
Magazines are usually distinguished by more accessible content and wider
availability. Journals might be peer-reviewed or will have citations to show the
scholarly basis of the work.
Entries for journals should contain volume and number of the issue if given.
Entries for magazines do not need inclusive page numbers in the bibliography.
Only the specific page number cited is placed in the footnote. Magazines are
cited by date only, even if a volume and number are given.
For both online magazines and journals, there are often not page numbers. f
this is the case, cite the nearest heading to assist your reader in finding the
information.
JournaI articIes
Bibliography
Gionet, Linda. "First Nations people: Selected findings of the 2006 Census. Canadian
Social Trends, no. 87 (Summer 2009): 54-60.
90
Note
Linda Gionet, "First Nations people: Selected findings of the 2006 Census, Canadian
Social Trends, no. 87 (Summer 2009): 56.
_____________________________________________________________________
Magazine articIes
Bibliography
Oh, Susan. "Flu Watch: Waiting for the Big One. Maclean's, November 29, 1999.
Note
Susan Oh, "Flu Watch: Waiting for the Big One, Maclean's, November 29, 1999, 76.
_____________________________________________________________________
Newspaper articIes
Note
Patrick Maloney, "Critics Say Code will Stifle Debate, London Free Press, February 2,
2010.
The Arts
VisuaI art
Note
Vincent Van Gogh, Self-Portrait, 1889, in Sister Wendy Beckett, The Story of Painting.
(New York: DK, 1994): 318.
_____________________________________________________________________
Live performance
Note
Annie, by Paul Ledoux, directed by Kelly Handerek, The Grand Theatre, London, ON,
December 10, 1999.
_____________________________________________________________________
Review: Book, pIay, exhibition
Note
Janice Gross Stein, review of How Markets Fail: The Logic of Economic Calamities, by
John Cassidy, Globe and Mail (January 29, 2010).
EIectronic Media
Bibliography
Harry Potter and the Half-Blood Prince. DVD. Directed by David Yates. Burbank, CA:
Warner Brothers, 2009.
Note
Harry Potter and the Half-Blood Prince, DVD, directed by David Yates (Burbank, CA:
Warner Brothers, 2009).
91
Know Your Format!
n listing TV programs, sound recordings, films, etc., the first listing could be
the composer or the performer depending on the emphasis of your research.
TeIevision broadcast
Note
Science, "Constantly Battling Cancer, CBC, July 17, 1995.
Note
Liam Neeson, interview by Barbara Walters, Barbara Walters Special, ABC, September
12, 1999.
_____________________________________________________________________
Sound recording
Bibliography
Vivaldi, Antonio. The Four Seasons. MCPS 414 486-2, Argo. CD. 1985.
Note
Antonio Vivaldi, The Four Seasons, Argo MCPS 414 486-2, CD, 1985.
Internet
For web pages, list a publisher or organization if an individual author is not
given.
Give the complete URL and date of access for online sources.
InformaIIy pubIished eIectronic sources (web pages)
Bibliography
McMichael Canadian Art Collection. "Lawren S. Harris (1885-1970). McMichael
Gallery. http://www.mcmichael.com/collection/seven/harris.cfm (accessed May 1,
2010).
Note
McMichael Canadian Art Collection, "Lawren S. Harris (1885-1970), McMichael
Gallery, http://www.mcmichael.com/collection/seven/harris.cfm (accessed May 1,
2010).
_____________________________________________________________________
92
OnIine journaIs
Bibliography
Siltanen, Janet, Alette Willis, and Willow Scobie. "Flows, Eddies, Swamps, and
Whirlpools: nequality and the Experience of Work Change. Canadian Journal of
Sociology 34, no.4 (2009).
http://ejournals.library.ualberta.ca/index.php/CJS/article/view/3140/5929
(accessed February 2, 2010).
Note
Janet Siltanen, Alette Willis, and Willow Scobie, " Flows, Eddies, Swamps, and
Whirlpools: nequality and the Experience of Work Change. Canadian Journal of
Sociology 34, no.4 (2009), under "Table of Contents,
http://ejournals.library.ualberta.ca/index.php/CJS/article/view/3140/5929
_____________________________________________________________________
OnIine newspaper articIes
Note
John Miner, "Top-secret Research at UWO Unlocks Secrets of Curling, London Free
Press, January 21, 2010, under "Sports,
http://www.lfpress.com/sports/2010/01/21/12558491.html (accessed February 1,
2010).
_____________________________________________________________________
OnIine magazine articIes
Bibliography
Sorenson, Chris. "The New Global Hub: Toronto?. Maclean's.ca, January 21, 2010.
http://www2.macleans.ca/2010/01/21/the-new-global-hub-toronto/ (accessed
January 25, 2010).
Note
Chris Sorenson, "The New Global Hub: Toronto?, Maclean's.ca, January 21, 2010,
under "Business,
http://www2.macleans.ca/2010/01/21/the-new-global-hub-toronto/ (accessed
January 25, 2010).
_____________________________________________________________________
Note
Canadian Encyclopedia Online, s.v. "World War ,
http://www.canadianencyclopedia.ca/index.cfm?PgNm=TCE
&Params=A1ARTA0008716 (accessed March 15, 2010).
_____________________________________________________________________
JournaI articIes from onIine databases
Bibliography
Cooper, Belinda. "The Limits of nternational Justice. World Policy Journal 26, no.3
(2009): 91-102. http://find.galegroup.com/gps/start.do?
prodd=PS&userGroupName=ko_k12hs_d60 (accessed February 2, 2010).
Note
Belinda Cooper, "The Limits of nternational Justice, World Policy Journal 26, no. 3
(2009): 95, http://find.galegroup.com/gps/start.do?
prodd=PS&userGroupName=ko_k12hs_d60 (accessed February 2, 2010).
93
Know Your Format!
Journal articles from online databases require a complete URL and page
numbers which are generally given.
For other types of information accessed from online databases, give the
database title and brief URL in the bibliography. n the footnote, give the
complete information including the full URL for access.
Other information from onIine databases
Bibliography
History Study Center. http://www.historystudycenter.com/
Note
"Napoleonic Era, Helicon Encyclopedia of World History (Cambridge: Helicon, 2007), in
History Study Center, http://www.historystudycenter.com/search/
displayMultiResultReferencetem.do?Multi=yes&ResultsD=
125F60C8409&fromPage=search&temNumber=2&QueryName=reference
_____________________________________________________________________
EIectronic books
Bibliography
Stevenson, Robert Louis. Treasure Island. Boston: Roberts Brothers, 1884.
http://books.google.ca/books?id=UPAYAAAAYAAJ&pg=
PP1#v=onepage&q=&f=false (accessed January 24, 2010).
Note
Robert Louis Stevenson, Treasure Island, (Boston: Roberts Brothers, 1884), under
"Classics, http://books.google.ca/books?id=UPAYAAAAYAAJ&pg=
PP1#v=onepage&q=&f=false (accessed January 24, 2010).
Know your format!
Be sure to indicate the format or type of information as part of the entry.
Chart, tabIe, editoriaI cartoon or map
Note
"University enrolments by program level and instructional program, Summary table,
Statistics Canada, Government of Canada,
http://www40.statcan.gc.ca/101/csi-01/educ54a-eng.htm (accessed July 30,
2010).
_____________________________________________________________________
OnIine muItimedia fiIes
Bibliography
Brain, Marshall. "How Strong is a Strand of Hair? Youtube. Streaming http.
http://www.youtube.com/watch?v=xnoAXwKhLtY (accessed June 2, 2010).
Note
Marshall Brain, "How Strong is a Strand of Hair? Youtube, streaming http, 3:04,
http://www.youtube.com/watch?v=xnoAXwKhLtY (accessed June 2, 2010).
94
_____________________________________________________________________
WebIog entries and comments
Note
Andrew Patrick, "Phishing Attacks Rarely Work, but Still Worth Millions, The Andrew
Patrick Blog, entry posted December 7, 2009, http://www.andrewpatrick.ca/
security-and-privacy/phishing-attacks-worth-millions (accessed February 24,
2010).
New Internet sources
To provide a complete footnote for an online video, give the time in the video
for the information being cited.
Class notes can be cited as a lecture.
UnpubIished sources
Lecture
Bibliography
Smith, John. "The mportance of Understanding the Periodic Table. Lecture, A.
Secondary School, City, Province, February 2, 2010.
Note
John Smith, "The mportance of Understanding the Periodic Table (lecture, A.
Secondary School, City, Province, ON, February 2, 2010).
_____________________________________________________________________
E-maiI correspondence
Note
Anne Jones, e-mail message to author, March 1, 2010.
_____________________________________________________________________
Interview
Note
Santa Claus, interview by author, Vancouver, BC, December 25, 2009.
_____________________________________________________________________
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97
Chicago StyIe: Footnotes
Footnotes are indicated by a number placed in superscript at the end of the
sentence outside the end punctuation.
Use consecutive numbering for footnotes throughout the paper.
Place a short line between the last line of the text and the first footnote on the
page.
Put footnotes on the same page as the reference.
ndent one tab and place number, followed by a period, then a space.
f there is more than one note on a page, leave a space between footnotes.
After the first footnote citing a source, a shortened form may be used. This
consists of the author's last name, followed by a comma, and then the page
number (e.g., Smith, 12).
f citing figures, use the abbreviation fig. in the footnote. Other sources of this
type, such as tables, maps, plates, are written in full. This notation goes after the
page number in a footnote, e.g., 87, table 4.
f citing poetry in a footnote, place the line numbers where the page number
would be placed.
Know Your Format!
The following items are only listed in footnotes, not in a bibliography:
newspaper articles
major dictionaries and encyclopedias
pamphlets
blogs
electronic postings
personal communications
works of art
television programs
performances
reviews
e-mail communication
Chicago StyIe: Abstracts
Abstracts should be provided if your teacher asks for one. He/she will provide
details of length, content, and placement within your written work.
Place the abstract on a separate page.
The page title is Abstract.
Number the page as you have numbered the other pages of your paper.
Double space between the title and the start of the abstract.
The APA abstract may be used as an exemplar.
98
Chicago StyIe: Format for Quotations
Quotations of Iess than four Iines:
Enclose the quotation in quotation marks and present in the text with the usual
margins.
f the quotation is at the end of a sentence, place the footnote number outside
the quotation marks and the end punctuation of the sentence inside the
quotation marks.
f the quotation is in the middle of a sentence, place the footnote number
outside the quotation marks as closely as possible to the end of the quotation.
Quotations of five Iines or Ionger:
Leave a double space before and after the quotation.
Present the quotation block indented 5 spaces from the left margin. Single
space the quotation.
Do not use quotation marks.
The footnote number is placed at the end of the quotation.
Quotation within a quotation:
f a quotation occurs within a quotation, use single quotation marks for the
inner set of quoted words.
Quoting poetry and drama:
Shorter quotations are placed in quotation marks and presented in the text of
your paper just like a short quotation.
Two lines or more of poetry should be presented as a block quotation.
Punctuate the lines of poetry exactly as the original is punctuated.
f there is unique spacing used in the poem, reproduce this spacing in the
quotation.
Two lines or more of dialogue from a play should be quoted in block format like
a long quotation.
Present the speaker's name so that it looks different from the quoted dialogue.
Use caps or another font to distinguish it.
Editing quotations:
f something needs to be changed in the text, for example a change in verb
tense, enclose the changed material in square parentheses.
f removing a word or phrase from a quotation, use ellipsis (3 spaced dots) to
indicate the omission.
99
Chicago StyIe: TabIes and IIIustrations
Certain types of projects may require you to present data in tables or charts. You may
also be asked to include illustrations or maps as needed. Follow these guidelines for
presenting this type of information.
TabIes:
Tables should be placed near the text in which the table is discussed.
Try to make a table or other type of data chart no longer than a page in length.
Tables in a paper are numbered consecutively in Arabic numerals.
The table should have a title next to the table number. No punctuation is used at
the end of the title. The title is capitalized headline style.
Here is an example of table numbering and title format:
Table 2. Data Chart from Survey Results
Tables may require an explanation. f a note is required, place it directly
underneath the table.
f the data in a table is taken from a source, the source should be acknowledged
in footnote format directly after the table.
Use italics for the word 6RXUFH and then place a colon after this. Continue with
the footnote as explained previously.
f the data has been changed or adapted, indicate with the following phrase
before the footnote: Data adapted from.
Single space the footnote and any other explanatory notes required.
f you have only used the source for the table, it does not need to be included in
the Bibliography. f the source is cited elsewhere in the text, a bibliography entry
is required.
IIIustrations:
llustrations are labeled as Figures. Number figures consecutively throughout
your paper.
f you use photographs, maps, or other types of illustrations which you did not
create yourself, you should acknowledge the creator in place of a source line,
e.g., Photograph by John Smith.
f the source is referenced in another part of your paper, a bibliography entry is
required.
100
CHICAGO STYLE TITLE PAGE
An Analysis of Non-Governmental Organizations
Student Name
Course
Teachers Name
Date (Month day, year)
Centre title 1/3 of the way down the page. Double space the title if it is longer
than one line.
Leave several lines in spacing before centering your name.
If requested, include course, teachers name, and due date close to the bottom of
the page. Double space this information.
The title page is not numbered.
Begin numbering with page 2. Number pages in the upper right corner from
the top of the page at the right margin. Place your last name before the page
number.
101
How to Write a CriticaI Book Review
Definition
A critical book review is both a description and an evaluation of a book. t focuses on
the book's purpose, content, and authority. The reviewer's goal is to indicate how
engaged he or she was in the reading experience.
Reading Process
You will need to take notes as you read. Use one of the note taking methods outlined in
section 3. Remember to break your reading assignment into chunks so that you can
manage your time and make good notes. Take note of page numbers as you read.
Book Review Content and Format
This outline will indicate general topics and format for both fiction and non-fiction book
reviews. Your teacher will guide your selection of these topics for writing and the
order in which they are presented.
BibIiography
Begin your review with an APA, MLA, or Chicago style entry.
Add the number of pages at the end of the entry, e.g., 250 pp.
TitIe
Remember to use a title that will attract your reader's attention.
Do not underline the title.
Summary
Fiction
A review generally begins with a
brief summary of the plot. This will
be approximately 100-150 words
in length (one paragraph).
Be sure to identify the main theme
as part of the summary.
Non-Fiction
A review generally begins with a
brief summary of the content.This
will be approximately 100-150
words in length (one paragraph).
Be sure to identify the main theme
or purpose as part of the
summary.
CriticaI Review Section
This section of your review may be approximately 300-500 words in length and
will be separated into paragraphs based on the topics that you develop.
The following information suggests questions to consider in developing the
content of your review.
Use specific examples, including direct quotations, to support your views on
the strengths and weaknesses of the book; therefore, you may discuss
elements which were very appealing to you as a reader and elements which
made the reading experience less enjoyable.
102
Questions for CriticaI Review
Fiction
PIot
s the book organized
chronologically or in another
manner? What does this add to
the book?
Are the plot events believable and
interesting?
s the plot action-packed or
slower-paced?
Characters
Can you relate to and visualize the
characters?
What does this book add to your
understanding of society or
people's behaviour?
Theme
s the theme of interest to you?
Does the author develop it
effectively?
Setting
s the setting of the book
important? Does the author use
the setting to enhance the plot?
Point of View
What is the point of view, e.g., first
person, third person? Does the
point of view add to the story?
GeneraI AppeaI
Who is the target audience for the
book?
s the book exciting, humourous
and/or interesting? Choose
adjectives that describe the book.
Would you recommend the book?
Why or why not?
What genre applies to the book?
Does the author use genre
conventions effectively?
Background Information
Are you aware of background
information about the author and
his/her career that is relevant?
Non-Fiction
Content
s the book well-organized and
easy to follow?
Are you convinced the book is
reliable and relevant?
s the material biased in any way?
f bias is present, what effect does
it have on the reading experience?
Purpose
Does the author accomplish
his/her purpose?
What issues does the book raise?
What does this book add to your
understanding of society or
people's behaviour?
StyIe
s the style simple or technical?
s specialized background
knowledge necessary for full
understanding?
How well are concepts defined and
ideas developed?
s there an index or bibliography?
Are there illustrations, charts, or
graphs? How well are they used?
GeneraI AppeaI
Who is the target audience for the
book? s the book intended for a
general or academic audience?
s the book exciting, humourous
and/or interesting? Choose
adjectives that describe the book.
Would you recommend the book?
Why or why not?
Background Information
s the author qualified to write
authoritatively about the topic?
What are the sources for the
author's research?
103
ExempIar Fiction Book Review
How CooI Is CooI?
Vizzini, Ned. Be More Chill. New York: Miramax Books/Hyperion, 2004. Print. 287 pp.
Ned Vizzini's novel, Be More Chill, is an unpredictable, entertaining story that could use
more action and a more developed storyline to ensure complete interest at all times.
Vizzini started his career writing for the New
York Press when he was only 15 years of age,
and then he started writing novels, such as
Teen Angst? Naaah., and It's Kind of a Funny
Story. Vizzini is known as a comical writer, and
his book Be More Chill was good because it
reached expectations; however, it could have been great.
Be More Chill, one of his more popular books, is well written, with clear descriptive
thoughts. Vizzini's unique writing style is what makes this book different from your
average teen fiction book. This novel is creatively written to balance the main
character's thoughts about the typical teenage life at Middle Borough High School, while
still including other characters into the storyline, but the characters could have been
developed more.
Jeremy Heere is a high school student with no social skills or any physical style. Just
when he hits his low, and he starts to record his embarrassing moments on his
"humiliation sheet, he hears about the "Squip from
his friend, Michael. A Squip is a pill-sized
supercomputer that you swallow. t crawls into your
brain and verbally gives you directions, made to
instantly guide you to be cool, or as the book says:
chill. Jeremy's life drastically changes once he buys
his own Squip, and he quickly changes the way he looks, walks, and talks. At first the
Squip helps him, but it quickly turns on him. He believes his choice to depend on an
electronic device is a good decision. But is it? Can he honestly expect to have his Squip
control him through life?
The story probably takes place around 2003-2004. First, the story has a lot of advanced
electronic machines, like cell phones, computers, video games, and nternet. Second, it
was published in 2004, and the world in this book is
modern, like the world in which we presently live.
Jeremy's conversations with the Squip are the most
entertaining part of the entire book. t emphasizes the
contrast between a stereotypical loser and how a "chill
person would act. Their discussions were used to display the ideas and feelings of the
characters, and also narrate most of the plot. The dialogue between them often had
examples of foreshadowing. You may think you know what is going to happen next, but
you never are completely correct with Jeremy because he is always changing.
Note the use of background
information as part of the
introduction.
Plot summary information is
included here along with
comments on point of view.
These two paragraphs
discuss setting and
character.
104
The book is divided into three sections: Pre-Squip,
Squip, and Post-Squip, during which Jeremy
discovers who he is. During the Pre-Squip section of
the book Jeremy is a confused loser who is never
really sure of what is happening, and he is basically
invisible to his surrounding peers. Jeremy says, "
can never be too sure in the opening lines of chapter one, showing a lot about his
character right from the start. n the Pre-Squip era he is constantly humiliated and
embarrassed by the "cool people at his school.
The second section is the Squip. Here Jeremy purchases his Squip, and he becomes
popular, makes new friends, goes on dates with the hot girls, and learns how to drive.
Because everything is going so well for
Jeremy he thinks that it was a good
decision to buy the Squip, but he starts to
regret his choice at the end of this section
because he experiences some of the
consequences of relying on this computer. This section represents a significant theme
in the book: do not just take the easy way out of things because in the long run, it will
hurt you. nstead of facing his problems Jeremy took the easy way out of his situation.
Post-Squip is very short. This is when Jeremy finally realizes that his choice to get the
Squip was a bad decision, and the only way he could fix it was to get rid of the Squip
itself. n the end, it is actually the Squip that convinces Jeremy to get rid of the Squip,
and the Squip tells Jeremy to "tell everything to everyone.
Vizzini's humorous and entertaining style is
carried throughout the entire book; however,
the storyline could have had more tragedy and
action to be more appealing. The misleading
foreshadowing will keep you guessing until the
last page of Be More Chill.
t is an open and honest story with clear
messages and a classic conclusion.
Further discussion of plot,
organization, and character is
provided.
Comments on theme are included here.
Comments on style are provided
as well as an assessment of the
book's appeal.
additionaL reSourceS
105
ADDITIONAL RESOURCES
DEFINE EXPLORE
IDENTIFY RELATE
LOCATE SELECT
GATHER COLLABORATE
ANALYZE AND EVALUATE TEST
SORT SYNTHESIZE
REVISE PRESENT
REFLECT TRANSFER
Research stages adapted from Ontario School Library Association. Information Studies:
Kindergarten to Grade 12. Toronto: Ontario School Library Association, 1998. Print.
CHECK THIS SECTION FOR MORE ABOUT
7 editing your writing
7 making use of transition words and phrases
7 choices for presentation format
7 rubrics
7 planning oral presentations
7 rsums and cover letters
7 information about London Public Library
106
How to Improve Your Writing (Some UsefuI Tips and Reminders)
Using good grammar helps you get your point across effectively and
focuses the attention on what you have to say instead of how you say
it. There are absolute essentials to good writing that you should
master to improve your writing and your ability to inform or persuade.
3 Main Idea: Always lead with your main idea. Do not keep your
readers guessing.
3 Point of View: The point of view refers to whoever is telling the story
or "speaking. Writing in "first person includes , me, my, we, and
our. "Second person writing occurs when the writer talks about you
and yours. "Third person includes he, she, they, and theirs. n third
person writing, the writer does not interject him or herself into the
story.
3 Sentence Length: Vary or change the length of your sentences. n
general, use short sentences to emphasize ideas. Use longer
sentences to explain, define, or illustrate ideas.
3 Run-on Sentences: Avoid using run-on sentences. A run-on
sentence can be made into two or more sentences with a little
punctuation and style.
3 Key Ideas: Place key words and ideas at the beginning or end of a
sentence (preferably the end).

3 Sentence Types: Use a variety of sentence types and structures.
Use a blend of simple, compound, and complex sentences.
3 Sentence Fragments: Avoid writing sentence fragments. Make
sure your sentences reflect a complete thought (with a noun and a
verb in each sentence) unless you are writing dialogue.
3 Subject/verb Agreement: The subjects and verbs need to be in
agreement in your sentences.
3 Active Verbs: Use active verbs. Do not overwork the passive voice
or forms of the verb "to be.
107
WORD USAGE
3 f you are going to use a word, be sure to use it correctly. A big word
might look impressive, but actually the reverse is true if the word is
used incorrectly.
3 When proofreading, do not rely exclusively on your spell checker.
Spell checkers are poor substitutes for knowing how to spell and can
leave behind more errors than you realize. Consider using a
dictionary or a peer editor!
3 When revising your work, eliminate unnecessary words. Use your
words economically and you will have fewer chances for grammatical
errors.
3 To convey your message clearly and keep your readers engaged,
use concrete and specific words (nouns and verbs) that show what
you mean (not just tell).
3 Revision: When revising, read aloud your writing. You may hear
problems of tone, emphasis, word choice, and syntax that you can't
see.
3 Punctuation: t is very important to know how to use punctuation to
convey meaning. The most important thing to learn is where to put
commas, a common mistake among writers. Commas are used to
separate parts of sentences that stand alone, such as those that are
parenthetical. Avoid using commas after conjunctions like "but and
"and.
3 Tense: Tense refers to time and there are three tenses in writing:
past tense, present tense, and future tense. The time (tense) should
remain consistent throughout your whole piece of writing.
3 Capitalization: Words at the beginning of sentences should be
capitalized. Also, always capitalize proper names such as people
and places. Titles of all kinds require capital letters and so do
acronyms.
3 Editing and Proofreading: n your final editing and proofreading,
do not merely look over your work. Actively edit and proofread!
108
TRANSITION SIGNALS
Transition signals help your writing flow smoothly. These words or phrases link thoughts
and ideas. Tie your ideas and supporting evidence together at all times. It is important
to make connections for your reader and present a unified, coherent written product.
Enumeration Comparison/Contrast
to begin
first of all
secondly
next
another
the third reason
last of all
in addition
additionally
initially
to begin with
rarely
as well as
finally
also
too
for example
in the first place
in addition to
again
what is more
in turn
often
but
however
yet
in contrast with
on the other hand
otherwise
either . . . or
although
though
while
not only . . .but also
nevertheless
indeed
on the contrary
equally important
by contrast
even though
instead of
despite
in spite of
rather than
similarly
conversely
even though
likewise
nonetheless
whereas
still
notwithstanding
neither . . . nor
in the same way
in comparison
Time Emphasis
while
meanwhile
now
during
when
next
after
before
not long after
then
since
at the same time
above all
chiefly
indeed
equally
notably
essentially
primarily
specifically
furthermore
certainly
particularly
in fact
Conclusion Consequence/Cause and Effect
since
therefore
then
as a result
in closing
on the whole
generally
usually
in summary
consequently
in the end
nevertheless
furthermore
ultimately
as a rule
thus
so
then
it follows
as a result
therefore
hence
due to this
subsequently
accordingly
consequently
because
in order that
in this way
if . . . then
inevitably
Example Restatement
for example
for one thing
in this case
for instance
such as
for this reason
in short
in effect
in other words
namely
109
PRESENTATION FORMAT: CHOICE BOARD
One way to choose a format for your final product is to think about multiple intelligences
and which best fits your own learning style. Here are some choices you might make.
Verbal/Linguistic Musical/Rhythmic
Report or essay
Story or play writing
Magazine article
Book review
Advertisement
Docudrama
Poem
Rock opera
Musical composition
Song
Slogan, jingle
Audio recording
Visual/Spatial Logical/Mathematical
Book cover
Comic strip
Mural
Poster
Cartoon
Caricature
Drawing, painting, illustration
Sculpture
Costume
Photograph
Video recording
Puzzle
Game
Web page
Time line
Manual
Debate
Demonstration, slideshow
Annotated bibliography
Diagram
Naturalist Bodily/Kinesthetic
Webs
Fact file
Prototype, invention
Experiment
What if story
Chart, graph
Museum display
Quiz
Pantomime
Dance
Skit, role play
Puppet show
Diorama
Mobile
Choral speaking
Performance
Interpersonal Intrapersonal
Survey, questionnaire, interview
Group anthology
Panel discussion, seminar
Discussion group
Telephone conversation
Workshop, slideshow
News program
Peer teaching
Speech
Journal
Diary
Scenario
Myth/legend
Time capsule
110
SAMPLE SENIOR RESEARCH ESSAY RUBRIC
This is only one example of the way in which a research essay could be evaluated. Teachers and courses
demand different criteria. Before submitting your paper, check with your subject teacher for the criteria
which will be used.
Largely adapted from Thames Valley District School Board Learning Co-ordinators
111
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112
Final Oral Presentation Reminders
Content Resources Organization Presentation
Aids
Delivery
Appropriate
vocabulary
Address topic
thoroughly
Meaningful
organization
Rehearse using
aids
Maintain eye
contact
Effective
attention
grabber
Cite using
appropriate
format
Clear thesis
statement in
introduction
Relevant aids Speak to the
entire audience
Define
unfamiliar terms
Follow copyright
laws
Smooth flow of
ideas
Aids reinforce
main points
Clear
pronunciation
Logical
information
Reflect different
perspectives
Clear
introduction with
a statement of
the main points
No distractions
with aids
Rate of speech
is appropriate
Sound, factual
information
Credible print
resources
Basic structure
evident to
audience
Creative aids Volume is
appropriate
Emotional or
persuasive
Credible
Internet sources
Body contains
evidence to
support main
points
Easily viewed or
heard by entire
audience
Body language
is appropriate:
not too relaxed
or too tense
Supportive
details
Use of
interviews
Use helpful
transitions:
First of all...
Similarly...
No spelling or
grammar errors
in aids
Good posture;
avoid rocking
back and forth
Useful
information
Prominent
resources
Use logical
connectors: On
the other
hand...
Therefore...
If using
technology,
competent use
of technology is
demonstrated
Meaningful and
appropriate
gestures
Arguments are
easy to follow
Cited works or
References list
available
Include
necessary
background
information
Avoid overuse
of notes and
reading
Stay on topic Strong
conclusion
Standard
grammar
Excellent
knowledge of
subject
Call to action or
belief
Avoid filler
words: um, ah,
like
Include new
information
Avoid monotone
voice
113
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114
RSUM GUIDELINES
A rsum acts as a marketing tool to allow a prospective employer to assess your
qualifications quickly (usually in 20 seconds or less)! t should provide a mental image of
you and motivate an employer to meet you. t should also communicate what you can offer
an employer. Allow time to make a professional-looking document. Many software
programs contain rsum templates to help you make the best rsum possible.
As you begin your working career, a chronoIogicaI rsum may be the most useful format.
There are other formats that you can research if you feel they would be better for the type of
employment that you are seeking.
PIanning Your Rsum
Research the job market. Look at job postings and local directories to find a list of
potential employers' names.
f responding to a specific ad, read the ad carefully. Research the company and find
out the type of employee for whom they are looking.
Look at the headings for a chronological rsum and jot notes under all the categories.
Think about all the information that you can include.
Think about skills that you can bring to the potential employer.
Contact those who might act as a reference for you.
Use boId and underline sparingly.
Exclude data such as SN, religion, race, personal statistics, health and familial status.
nclude skills related to technology studies.
Sections of a ChronoIogicaI Rsum
Name Heading
Content: full name, address, and contact information (email, phone)
Checklist:
* s this information centered and boIded (full name only) at the top of the page?
* Have you provided accurate contact information?
* Have you avoided the use of nicknames in your name or email? (Be
professional and appropriate.)
Job Objective
Content: a one sentence statement of your job goal (position, level of responsibility)
Checklist:
* s your goal clearly stated?
* f responding to an ad, does your goal relate to the ad?
Summary of SkiIIs and QuaIifications
Content: list skills and qualifications that you consider most important for the job
Checklist:
* Have you included 4-6 bulleted points that highlight your qualifications?
* Are these points targeted to the job in which you are interested?
* f you have limited employment experience, have you listed skills obtained from
volunteer work or from school activities?
115
Work Experience
Content: a list of your employment history beginning with the most recent
Checklist:
* Have you provided the full company name and location?
* Have you listed the dates of employment accurately?
* Have you described your duties at the job accurately?
* Have you used action words to describe your job responsibilities (e.g.,
completed, developed, supervised, organized, operated, presented)?
* Have you used "ed for past work experience?
* Have you focused on relevant transferable skills (e.g., do more than list simple
job duties)?
* Have you used quantitative indicators (e.g., consistently exceeded sales quotas
by 20%)?
* Have you kept all statements in the same person voice (e.g., avoid use of third
person and passive voice)?
VoIunteer Experience
Content: a list of your volunteer experience beginning with the most recent
Checklist:
* Use the same checklist as for work experience.
Education
Content: your education beginning with the most recent educational background
Checklist:
* Have you provided the full name and location of the school?
* Have you listed the dates accurately?
* Have you included special awards or achievements?
* Have you listed extracurricular participation?
Activities/Interests/Other SpeciaI SkiIIs
Content: a short list of any other skills or interests not previously mentioned
Checklist:
* Have you included specialized knowledge, such as computer expertise or
languages spoken and written (at what level)?
* Have you listed relevant hobbies, awards, and interests that provide information
about your initiative, leadership skills, energy, versatility, and/or dedication?
References
Content: indicate on the rsum that references are available on request and prepare
a list to bring with you to job interviews
Checklist:
* Have you checked with your references?
* Does your list include the reference's full name, job title, and contact
information?
ProfessionaI Presentation
* s your rsum neatly presented on white paper in a standard word processing format -
with black printing only (essential for copying and faxing)?
* Have you made use of a template to help you with correct format?
* Have you left white space and margins to make your rsum easy to read?
* s your rsum no longer than two pages in length?
* s your rsum free of all spelling and grammatical errors?
* Have you asked someone to proofread your rsum?
116
SAMPLE CHRONOLOGICAL RSUM
PAT STUDENT
1867 Valley Crescent
London ON N5K 3P5
(519) 555-5555
pstudent@hotmail.com
Job Objective Position as cashier
Summary of Qualifications
& Excellent rapport with customers, co-workers and supervisors
& Strong organizational and communication skills
& Highly motivated; work with minimal supervision
& Proficient in word processing, spreadsheets and databases
Work Experience
Store Clerk, ABC Company (2003-present) Strathroy, ON
& Serve customers with courtesy
& Manage cash and operate till
& Prepare weekly inventory reports
Newspaper Carrier, XYZ Times (Summer 2001) Glencoe, ON
& Served 60 customers on neighbourhood route in record time
& Handled billing and collections
& Received an award for customer satisfaction
Volunteer Experience
& Scrooge Campaign Coordinator Thames Valley H.S. 2005
& House league Soccer Coach Thames Valley Optimists 2004-2005
& Peer Mathematics Tutor Thamesvale P.S. 2003
Education
& OSSD Thames Valley High School 2006
Activities
& Thames Valley H.S. Senior Band
& Thames Valley H.S. Senior Football Team
& Descartes Mathematics Contest Winner
References Available upon request
117
Cover Letter Format
(Hard copy: sender address and contact info at top)
Your Street Address
City, Province Postal Code
Telephone Number
Email Address
Month Day, Year
Mr./Ms./Dr. First Name Last Name
Title
Name of Organization
Street or P.O. Box Address
City, Province Postal Code
Mr./Ms./ Dr. Last Name:
Opening Paragraph (2 - 4 sentences)
State why you are writing by naming the specific position or type of job, indicate how
you learned of the organization or position, and include a brief sentence with basic
information about yourself (school, graduation date ...).
Body Paragraphs (1 - 2 paragraphs, depending on your background)
Tell why you are interested in this kind of work, demonstrate that you know enough
about the position to relate your background to the job, and highlight your most
significant accomplishments, abilities, and experiences that are specifically relevant to
the employer and job requirements.
Focus on what you can do for the employer, not what the employer can do for you.
Explain in more detail relevant items in your rsum, and refer to the fact that your
rsum is enclosed. Mention other enclosures if such are required for the position.
Closing Paragraph (4 sentences maximum)
Indicate that you would like an opportunity to interview for a position or to learn more
about their opportunities or hiring plans.
State what you will do to follow up, such as telephone within two weeks. State your
availability. State that you would be glad to provide any additional information.
Restate your contact information and thank the employer for her/his consideration.
Yours very truly/Sincerely,
(Your handwritten signature - on hard copy)
Your name typed (In case of email, your full contact info appears below your printed
name.)
Enclosure(s) (refers to rsum, etc.)
118
COVER LETTER
A cover letter demonstrates to a potential employer why your academic achievements,
skills, and work experience qualify you for the position for which you are applying.
SampIe Cover Letter
1867 Valley Crescent
London ON N5K 3P5
November 15, 2010
Ms. Jane Dorchester
Manager, XYZ Store
123 Fourth Street
St. Thomas ON N5H 1K6
Dear Ms. Dorchester:
Please find enclosed my rsum as application for the position of cashier as advertised
in the ABC Times on November 14, 2010. Currently, am in my final year of high
school.
For the past two years, have worked part-time as a clerk in a retail store where
collected and recorded mail-order payments and prepared monthly statements.
Assisting customers was also an enjoyable aspect of my job. n addition, have
completed, with honours, courses in computer studies and accounting.
am confident that my work experience, combined with my education, strong work ethic,
and excellent communication skills, would enable me to provide a valuable contribution
to your company. Additional details illustrating further qualities can be found in my
enclosed rsum.
would welcome an opportunity to expand on my qualifications in an interview. Feel
free to reach me at 519-555-5555 (home number) during the daytime, or anytime at
519-444-4444 (cell number). Thank you for considering my application.
Sincerely,
(put your signature here)
Pat Student (your name typed)
Enclosure: Rsum
119
Cover Letter CheckIist
enclosed with your rsum
sent unfolded, and not stapled to your rsum, in a large envel ope
word processed, one page in length on quality paper
a consistent font (12 pt font is ideal)
tailored to the job for which you are applying
intended to encourage your potential employer to read your rsum
body of letter addresses no more than 3 skills
skills include specific examples (situation, action, result)
avoid (as much as possible) using " to begin sentences
use of correct grammar and sentence structure
signed the cover letter

120
@ YOUR PUBLIC LIBRARY

How can the Library heIp me with the Inquiry and Research Process?
You can get help at the Library either in person, by phone or online.
Ask for assistance at the Help or Reference desks in the Library if you visit in
person.
Be sure to bring your assignment as it helps the staff determine your exact
information needs.
n order to ensure that the material to complete your assignment is available,
start early!
Remember that you can $Place a Hold# on material that is out or at another
Library location. You can easily do this from home, school or at the Library by
going through the Librarys catalogue.
Many libraries are part of a provincial online reference service called !askON.
Every day during selected hours you can chat live with a librarian to get the
help you need. Just click on the !askON logo found on the Librarys home
page to get connected.
f you ever have trouble from home, just give the Library a call and they will
help walk you through the steps you need to be successful.

How can I find information for my research project?
Your public library is available 24/7 from your home or school computer
through its website.
You can access the catalogue to find books, downloadable audio books, and
other materials.
You can also find many pre-selected, reliable nternet sites that are organized
by subject. Many subject guides also include suggested books, DVDs, and
articles.
Reputable magazine, journal, and newspaper articles on a wide variety of
topics can be found through electronic databases. Different libraries subscribe
to different databases - ask!

How can I find a suitabIe noveI for EngIish cIass or just a $great# read?
Ask the staff for suggestions or for help in using fiction reading guides that are
available in printed form or online.
Use a database such as $NoveList Plus# for suggestions or $read-alikes#.
The Library also has secondary sources to help with English assignments.
Some libraries label and shelve teen or young adult materials separately %
ask!

Where can I get heIp finding voIunteer opportunities or a part-time or
summer job?
Most libraries welcome volunteers in a variety of positions.
Many libraries have Government of Canada Employment Resource Centres
(ERCs) or Job Banks with staff specifically trained to help job seekers % ask!

121
How do I get a Iibrary card?
To get a FREE library card, present identification showing your name and
current address.
You do not need a library card to use material in the library. However, to
borrow material you do need an up-to-date card. A temporary e-account can
be set up online to access the electronic databases.
t is often possible to have a library card to more than one library system. You
first must have a library card in good standing from the Library in your town or
city. (e.g., if you live in Strathroy and have a Strathroy card, then you can get
a London Public Library card.) % ask!

What is the most important fact that I need to know?
Every Library has friendly, approachable staff members who will answer your
questions. PIease ask for help at any stage in the research process!

PubIic Libraries in the
Thames VaIIey District SchooI Board Region

EIgin Country PubIic Library: 11 branches

www.library.elgin-county.on.ca

519-773-2439 (Aylmer branch)
519-762-2780 (Dutton branch)

London Library: CentraI & ChiIdrens Library + 15 branches

www.londonpubliclibrary.ca

519-661-4600 (Telefact service)

MiddIesex County Library: 18 branches

www.middlesex.library.on.ca

519-245-1290

Oxford County Library: 18 branches

www.ocl.net

519-485-2505

St. Thomas PubIic Library

www.st-thomas.library.on.ca

519-631-6050

TiIIsonburg PubIic Library

www.ocl.net/tpl/

519-842-5571

Woodstock PubIic Library

www.woodstock.library.on.ca

519-438-4801

122
NOTES

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