MLA Cheat Sheet

MLA Format Cheat Sheet

This handout provides a quick reference to the basics of using MLA style. For complete guidelines, consult MLA Handbook for Writers of Research Papers, 7^th ed., call number: LB2369 .G53 2009. 

Major Updates from the New (7^th) Edition

·       MLA no longer requires underlining. Titles, such as books and periodical titles, are now italicized rather than underlined.

·       All entries in a reference list, whether print or electronic, must now include the medium in which they have been published (Print, Web, DVD, Television, etc.)

·       URLs are no longer required in citations. MLA recommends that writers only include a web address if the audience is unlikely to find the source otherwise.

·       New Abbreviations: Some sources do not have a date, publisher or pagination. MLA advises, where applicable, to write n.d. for no date, n.p. for no publisher, and n.pag. for no pagination given.

Formatting Basics

·       Double space throughout paper, with no extra spaces between paragraphs.  

·       Do not right justify.

·       Top, bottom, and side margins should be one inch.

·       Indent the first word of each paragraph by ½ inch or 5 spaces.

·       Do not use a title page for the research paper: instead simply type your name, instructor’s name, course number, and date. This should be flush with the left margin. 

·       Center the title of the paper. Do not underline the title, or put in “quotation marks,” or set in ALL CAPITALS. 

·       Number all pages consecutively in the upper right-hand corner, ½ inch from the top and flush with right margin.  Type your last name before the page number, and do not use “p.” before the number.

 

SAMPLE FIRST PAGE:

       

 Works Cited

MLA style requires that the list of Works Cited start on a new page at the end of your paper.  Formatting rules include:

·       Continue page numbering from the body of your paper.

·       Center the title “Works Cited,” one inch from the top.

·       Alphabetize entries by the author’s last name. If no author, alphabetize by the title (ignore A, An,The).

·       Use a hanging indent.

For books:

·       Name(s) of authors or editors.  If only citing one chapter within a book, the author and title (in “quotation marks”) of the chapter.

·       Title of book (including subtitle) italicized.

·       City of publication, name of the publisher, and year of publication.

·       Medium of publication.

·       Edition (only if 2nd ed. or later).

·       Volume number (if there is one).

·       If citing one chapter within a book, the page numbers of the chapter.

For print journal and magazine articles :

·       Names of authors.

·       Title of article in “quotation marks.”

·       Title of journal or magazine italicized.

·       Volume number (for a journal).

·       Issue number (for a journal, if available).

·       Date of publication (for journal article, note year only).

·       Page numbers of the article.

·       Medium of publication (Print).

For journal and magazine articles acquired using a library database:

·       Names of authors.

·       Title of article in “quotation marks.”

·       Title of journal or magazine italicized.

·       Volume number and issue number (for a journal).

·       Date of publication (for journal article, note year only).

·       Page numbers of the article as originally published in print journal.

·       Name of the database italicized.

·       Medium of publication (Web).

·       Date of access (day, month, and year).

For websites:

·       Name of author or editor (if given).

·       Title of the work italicized if the work is independent; in quotation marks if it is part of a larger work.

·       Title of the overall website italicized, if distinct from above.

·       Publisher or sponsor of the site; if not available, use n.p.

·       Date of publication (day, month, and year), if not available, use n.d.

·       Medium of publication (Web).

·       Date of access (day, month, and year).

Examples of Citations

Book with one author:

Steele, Timothy. The Color Wheel: Poems. Baltimore: Johns Hopkins UP, 1994. Print.

Book with two or three authors:

Broer, Lawrence R., and Gloria Holland. Hemingway and Women: Female Critics and the Female

                  Voice. Tuscaloosa: U of Alabama P, 2002. Print.

Book with four or more authors:

Jones, Terry, et al. Who Murdered Chaucer?: A Medieval Mystery.  New York: Thomas Dunne Books,

2004. Print.

Chapter in a book:

Naremore, James. "Hitchcock at the Margins of Noir." Alfred Hitchcock: Centenary Essays. 

Ed. Richard Allen and S. Ishii-Gonzales. London: BFI, 1999. 263-77.  Print.

Translation:

Murasaki Shikibu. The Tale of Genji .  Trans. Royall Tyler.  New York: Viking, 2001.  Print.

Print journal article:

Levine, June Perry. “Passage to the Odeon: Too Lean.” Literature Film Quarterly  

14.3 (1986): 139-50. Print.

Journal article acquired using a library database:

Letemendia, V. C. “Revolution on Animal Farm: Orwell's Neglected Commentary.” Journal of Modern Literature 18.1 (1992): 127-37. JSTOR . Web. 6 July 2009.

Website:

Bio. A&E Television Networks, 2009. Web.  7 July 2009.

Newspaper article:

Daker, Susan.  “No Happy Holiday for Refiners.” Wall Street Journal 3 July 2009: C10.  Print.

Film:

Chocolat.  Dir. Lasse Hallstrom.  Perf.  Alfred Molina and Juliette Binoche. 2000.  Miramax, 2003.  DVD.

Parenthetical Citations

•        References in your paper must clearly point to specific sources in your list of Works Cited.

•        In most cases, providing the author’s last name and the page number is sufficient: 

Medieval Europe was a place both of “raids, pillages, slavery, and extortion” and of “traveling merchants, monetary exchange, towns if not cities, and active markets in grain” (Townsend 10).

•        If you have several works by the same author, also include the title (abbreviated if long):

(Frye, Double Vision 85).

•        If no author is listed, use the title (shortened if long):

Voice of the Shuttle has many electronic sources.

•        If using the title, remember to use correct punctuation: italicize book titles, use quotation marks for journal articles, short stories, book chapters, etc.

•        The author’s name can be referred to within the sentence:

Tannen has argued this point (178-85).

         …or the author’s name can be referred to within the parenthetical reference:

This point has already been argued (Tannen 178-85).

For additional help

•        Consult Joseph Gibaldi’s MLA Handbook for Writers of Research Papers, 7^th ed,
available at the Reference Desk and on Reserve.

•        Refer to the Online Writing Lab (OWL) at Purdue University: http://owl.english.purdue.edu/owl/resource/557/15/

•        Utilize bibliographic management tools such as…
                  -RefWorks - https://www.refworks.com/Refworks

                           - Zotero (Firefox only) - http://www.zotero.org/

         - Knight Cite - http://www.calvin.edu/library/knightcite/

Assignment #2

           Writing Assignment #2: Two-Paragraph Example Essay

For this assignment, you will write an example essay of three (or more) paragraphs. 

We live in a huge multi-cultural urban and suburban region. If you spent a few hours walking through towns from Sylmar through downtown L.A. and out to the ocean, you might hear five or six languages being spoken. In many neighborhoods in L.A. County, for example, a person is more likely to hear Spanish, Korean, or Chinese than English.

In assignment #2, you’re going to use your personal experience to write a short essay called “Table Talk.” I want you to discuss the language spoken at the dinner table at your house, and how it helps (or doesn’t help) you deal with the world outside. Using Amy Tan’s essay “Mother Tongue” as a point of reference, I want you to examine your experience with language and write about it. 

Tan discusses the relationship between the language she speaks inside her family, and the language she speaks outside the family. Although she is a famous writer – in English -it’s clear that her deepest feelings can be best expressed in the mix of English and Chinese she speaks with her mother.

You must refer to Tan’s essay at least once in your writing assignment as you support your thesis. You must use specific examples to make your point. 

Many of you come from families that spoke a language other than English one or two generations ago. How has that fact shaped the language or languages you speak today? How has the language or languages your speak shaped your present, such as what and how you read, who you talk to, how you talk to people, and what you do at work? Has being able to speak two or more languages helped you deal with daily life? Does it get in the way?

Students who come from English speaking families should consider the particularities of how language is used in your family – from terms of endearment to expressing anger, sorrow, or disappointment. What about the language you speak with your friends? You should also consider your relation to the neighborhoods and people who don’t primarily use English when they speak. Think about how this impacts your life and how you feel about it.

Prewriting-Outline: Worth 5 points – due Monday, September 22 at the end of class

We will work on prewriting and then creating an outline for your essay in class. Your outline should include:

1.  a main idea, expressed as a topic sentence (or thesis statement)

2.  three examples that support your thesis

3.  a list of two or three supporting details and specifics for each example

You must turn in an outline with your final draft to get full points

Draft of Example Essay: Worth 10 points - due Monday, September 29 at the end of class

You will begin writing a draft of your example essay at home during the week before it’s due. You must bring your work with you to class on September 29. At the end of class you must present your draft (which will then be returned) in order to receive full points. Your draft should follow your outline and include a topic sentence that expresses your main idea, as well as supporting sentences that develop your support points with specifics and details. You should neatly handwrite your draft, skipping every other line (i.e. double space),

Final draft of Example Essay: worth 85 points - due Wednesday, October 1 at the beginning of class

Please email your final essay to Tomp99@earthlink.net. In the subject box write your name in capital letters, your subject, and the assignment number: Mine would look like this: TOMPKINS ENG 52-2 If you can’t email your paper, you must turn it in on paper, double-spaced, typed or neatly hand-written.

Due Dates

Monday, September 22 – Outline (main idea + three supporting points)

Monday, September 29 – Draft of essay

Wednesday, October 1 – Final draft of essay

Mother Tongue, by Amy Tan

Posted on February 6, 2008

Mother Tongue

by Amy Tan

I am not a scholar of English or literature. I cannot give you much more than personal opinions on the English language and its variations in this country or others.

I am a writer. And by that definition, I am someone who has always loved language. I am fascinated by language in daily life. I spend a great deal of my time thinking about the power of language — the way it can evoke an emotion, a visual image, a complex idea, or a simple truth. Language is the tool of my trade. And I use them all — all the Englishes I grew up with.

Recently, I was made keenly aware of the different Englishes I do use. I was giving a talk to a large group of people, the same talk I had already given to half a dozen other groups. The nature of the talk was about my writing, my life, and my book, The Joy Luck Club. The talk was going along well enough, until I remembered one major difference that made the whole talk sound wrong. My mother was in the room. And it was perhaps the first time she had heard me give a lengthy speech, using the kind of English I have never used with her. I was saying things like, “The intersection of memory upon imagination” and “There is an aspect of my fiction that relates to thus-and-thus’–a speech filled with carefully wrought grammatical phrases, burdened, it suddenly seemed to me, with nominalized forms, past perfect tenses, conditional phrases, all the forms of standard English that I had learned in school and through books, the forms of English I did not use at home with my mother.

Just last week, I was walking down the street with my mother, and I again found myself conscious of the English I was using, the English I do use with her. We were talking about the price of new and used furniture and I heard myself saying this: “Not waste money that way.” My husband was with us as well, and he didn’t notice any switch in my English. And then I realized why. It’s because over the twenty years we’ve been together I’ve often used that same kind of English with him, and sometimes he even uses it with me. It has become our language of intimacy, a different sort of English that relates to family talk, the language I grew up with.

So you’ll have some idea of what this family talk I heard sounds like, I’11 quote what my mother said during a recent conversation which I videotaped and then transcribed. During this conversation, my mother was talking about a political gangster in Shanghai who had the same last name as her family’s, Du, and how the gangster in his early years wanted to be adopted by her family, which was rich by comparison. Later, the gangster became more powerful, far richer than my mother’s family, and one day showed up at my mother’s wedding to pay his respects. Here’s what she said in part: “Du Yusong having business like fruit stand. Like off the street kind. He is Du like Du Zong — but not Tsung-ming Island people. The local people call putong, the river east side, he belong to that side local people. That man want to ask Du Zong father take him in like become own family. Du Zong father wasn’t look down on him, but didn’t take seriously, until that man big like become a mafia. Now important person, very hard to inviting him. Chinese way, came only to show respect, don’t stay for dinner. Respect for making big celebration, he shows up. Mean gives lots of respect. Chinese custom. Chinese social life that way. If too important won’t have to stay too long. He come to my wedding. I didn’t see, I heard it. I gone to boy’s side, they have YMCA dinner. Chinese age I was nineteen.”

You should know that my mother’s expressive command of English belies how much she actually understands. She reads the Forbes report, listens to Wall Street Week, converses daily with her stockbroker, reads all of Shirley MacLaine’s books with ease–all kinds of things I can’t begin to understand. Yet some of my friends tell me they understand 50 percent of what my mother says. Some say they understand 80 to 90 percent. Some say they understand none of it, as if she were speaking pure Chinese. But to me, my mother’s English is perfectly clear, perfectly natural. It’s my mother tongue. Her language, as I hear it, is vivid, direct, full of observation and imagery. That was the language that helped shape the way I saw things, expressed things, made sense of the world.

Lately, I’ve been giving more thought to the kind of English my mother speaks. Like others, I have described it to people as ‘broken” or “fractured” English. But I wince when I say that. It has always bothered me that I can think of no way to describe it other than “broken,” as if it were damaged and needed to be fixed, as if it lacked a certain wholeness and soundness. I’ve heard other terms used, “limited English,” for example. But they seem just as bad, as if everything is limited, including people’s perceptions of the limited English speaker.

I know this for a fact, because when I was growing up, my mother’s “limited” English limited my perception of her. I was ashamed of her English. I believed that her English reflected the quality of what she had to say That is, because she expressed them imperfectly her thoughts were imperfect. And I had plenty of empirical evidence to support me: the fact that people in department stores, at banks, and at restaurants did not take her seriously, did not give her good service, pretended not to understand her, or even acted as if they did not hear her.

My mother has long realized the limitations of her English as well. When I was fifteen, she used to have me call people on the phone to pretend I was she. In this guise, I was forced to ask for information or even to complain and yell at people who had been rude to her. One time it was a call to her stockbroker in New York. She had cashed out her small portfolio and it just so happened we were going to go to New York the next week, our very first trip outside California. I had to get on the phone and say in an adolescent voice that was not very convincing, “This is Mrs. Tan.”

And my mother was standing in the back whispering loudly, “Why he don’t send me check, already two weeks late. So mad he lie to me, losing me money.

And then I said in perfect English, “Yes, I’m getting rather concerned. You had agreed to send the check two weeks ago, but it hasn’t arrived.”

Then she began to talk more loudly. “What he want, I come to New York tell him front of his boss, you cheating me?” And I was trying to calm her down, make her be quiet, while telling the stockbroker, “I can’t tolerate any more excuses. If I don’t receive the check immediately, I am going to have to speak to your manager when I’m in New York next week.” And sure enough, the following week there we were in front of this astonished stockbroker, and I was sitting there red-faced and quiet, and my mother, the real Mrs. Tan, was shouting at his boss in her impeccable broken English.

We used a similar routine just five days ago, for a situation that was far less humorous. My mother had gone to the hospital for an appointment, to find out about a benign brain tumor a CAT scan had revealed a month ago. She said she had spoken very good English, her best English, no mistakes. Still, she said, the hospital did not apologize when they said they had lost the CAT scan and she had come for nothing. She said they did not seem to have any sympathy when she told them she was anxious to know the exact diagnosis, since her husband and son had both died of brain tumors. She said they would not give her any more information until the next time and she would have to make another appointment for that. So she said she would not leave until the doctor called her daughter. She wouldn’t budge. And when the doctor finally called her daughter, me, who spoke in perfect English — lo and behold — we had assurances the CAT scan would be found, promises that a conference call on Monday would be held, and apologies for any suffering my mother had gone through for a most regrettable mistake.

I think my mother’s English almost had an effect on limiting my possibilities in life as well. Sociologists and linguists probably will tell you that a person’s developing language skills are more influenced by peers. But I do think that the language spoken in the family, especially in immigrant families which are more insular, plays a large role in shaping the language of the child. And I believe that it affected my results on achievement tests, I.Q. tests, and the SAT. While my English skills were never judged as poor, compared to math, English could not be considered my strong suit. In grade school I did moderately well, getting perhaps B’s, sometimes B-pluses, in English and scoring perhaps in the sixtieth or seventieth percentile on achievement tests. But those scores were not good enough to override the opinion that my true abilities lay in math and science, because in those areas I achieved A’s and scored in the ninetieth percentile or higher.

This was understandable. Math is precise; there is only one correct answer. Whereas, for me at least, the answers on English tests were always a judgment call, a matter of opinion and personal experience. Those tests were constructed around items like fill-in-the-blank sentence completion, such as, “Even though Tom was, Mary thought he was –.” And the correct answer always seemed to be the most bland combinations of thoughts, for example, “Even though Tom was shy, Mary thought he was charming:’ with the grammatical structure “even though” limiting the correct answer to some sort of semantic opposites, so you wouldn’t get answers like, “Even though Tom was foolish, Mary thought he was ridiculous:’ Well, according to my mother, there were very few limitations as to what Tom could have been and what Mary might have thought of him. So I never did well on tests like that

The same was true with word analogies, pairs of words in which you were supposed to find some sort of logical, semantic relationship — for example, “Sunset is to nightfall as is to .” And here you would be presented with a list of four possible pairs, one of which showed the same kind of relationship: red is to stoplight, bus is to arrival, chills is to fever, yawn is to boring: Well, I could never think that way. I knew what the tests were asking, but I could not block out of my mind the images already created by the first pair, “sunset is to nightfall”–and I would see a burst of colors against a darkening sky, the moon rising, the lowering of a curtain of stars. And all the other pairs of words –red, bus, stoplight, boring–just threw up a mass of confusing images, making it impossible for me to sort out something as logical as saying: “A sunset precedes nightfall” is the same as “a chill precedes a fever.” The only way I would have gotten that answer right would have been to imagine an associative situation, for example, my being disobedient and staying out past sunset, catching a chill at night, which turns into feverish pneumonia as punishment, which indeed did happen to me.

I have been thinking about all this lately, about my mother’s English, about achievement tests. Because lately I’ve been asked, as a writer, why there are not more Asian Americans represented in American literature. Why are there few Asian Americans enrolled in creative writing programs? Why do so many Chinese students go into engineering! Well, these are broad sociological questions I can’t begin to answer. But I have noticed in surveys — in fact, just last week — that Asian students, as a whole, always do significantly better on math achievement tests than in English. And this makes me think that there are other Asian-American students whose English spoken in the home might also be described as “broken” or “limited.” And perhaps they also have teachers who are steering them away from writing and into math and science, which is what happened to me.

Fortunately, I happen to be rebellious in nature and enjoy the challenge of disproving assumptions made about me. I became an English major my first year in college, after being enrolled as pre-med. I started writing nonfiction as a freelancer the week after I was told by my former boss that writing was my worst skill and I should hone my talents toward account management.

But it wasn’t until 1985 that I finally began to write fiction. And at first I wrote using what I thought to be wittily crafted sentences, sentences that would finally prove I had mastery over the English language. Here’s an example from the first draft of a story that later made its way into The Joy Luck Club, but without this line: “That was my mental quandary in its nascent state.” A terrible line, which I can barely pronounce.

Fortunately, for reasons I won’t get into today, I later decided I should envision a reader for the stories I would write. And the reader I decided upon was my mother, because these were stories about mothers. So with this reader in mind — and in fact she did read my early drafts–I began to write stories using all the Englishes I grew up with: the English I spoke to my mother, which for lack of a better term might be described as “simple”; the English she used with me, which for lack of a better term might be described as “broken”; my translation of her Chinese, which could certainly be described as “watered down”; and what I imagined to be her translation of her Chinese if she could speak in perfect English, her internal language, and for that I sought to preserve the essence, but neither an English nor a Chinese structure. I wanted to capture what language ability tests can never reveal: her intent, her passion, her imagery, the rhythms of her speech and the nature of her thoughts.

Apart from what any critic had to say about my writing, I knew I had succeeded where it counted when my mother finished reading my book and gave me her verdict: “So easy to read.”