Professional Documents
Culture Documents
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.
On Your Own Thames Valley District School Board 2010
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
On Your Own Thames Valley District School Board 2010
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
On Your Own Thames Valley District School Board 2010
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
On Your Own Thames Valley District School Board 2010
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
On Your Own Thames Valley District School Board 2010
6
STAGE 1: PREPARING FOR RESEARCH
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?
Stage 1: PreParing for reSearch
On Your Own Thames Valley District School Board 2010
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
Stage 1: PreParing for reSearch
On Your Own Thames Valley District School Board 2010
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
What do you think?
(Your response to the information)
And so . . . (Conclusions that you can reach about the information)
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Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
62
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Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
63
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Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
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).
Include only sources you actually cited or quoted.
Title of page The title of the page is Works Cited.
Centre the title at the top of the page, same size and font
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
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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].
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
_____________________________________________________________________
PamphIet or brochure
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
73
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!
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.
_____________________________________________________________________
EncycIopedia articIe with author
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.
_____________________________________________________________________
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
75
EIectronic Media
FiIm or video recording
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
Eye on eIectronic research!
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 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.
_____________________________________________________________________
Entry in an onIine reference work
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
_____________________________________________________________________
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
78
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Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
79
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Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
80
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Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Use an acceptable font, e.g., Times New Roman.
Use correct punctuation.
Leave one space after each punctuation mark.
Double space between entries.
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).
Include only sources you actually cited or quoted.
Title of page The title of the page is Bibliography or Sources Consulted.
Centre the title at the top of the page, same size and font
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
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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).
Stage 4: tranSferring Learning
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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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
_____________________________________________________________________
PamphIet or brochure
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
_____________________________________________________________________
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
89
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!
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.
EncycIopedia articIe with author
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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
FiIm or video recording
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).
Stage 4: tranSferring Learning
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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
Eye on eIectronic research!
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).
_____________________________________________________________________
Stage 4: tranSferring Learning
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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
(accessed February 2, 2010).
_____________________________________________________________________
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).
_____________________________________________________________________
Entry in an onIine reference work
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).
Stage 4: tranSferring Learning
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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
(accessed February 14, 2010).
_____________________________________________________________________
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).
Stage 4: tranSferring Learning
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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.
_____________________________________________________________________
Stage 4: tranSferring Learning
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95
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Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
96
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Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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?
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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.
Stage 4: tranSferring Learning
On Your Own Thames Valley District School Board 2010
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
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105
ADDITIONAL RESOURCES
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.
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
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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.
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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!
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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
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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
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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
additionaL reSourceS
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111
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_
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_
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additionaL reSourceS
On Your Own Thames Valley District School Board 2010
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
additionaL reSourceS
On Your Own Thames Valley District School Board 2010
113
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additionaL reSourceS
On Your Own Thames Valley District School Board 2010
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?
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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?
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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
additionaL reSourceS
On Your Own Thames Valley District School Board 2010
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.)
additionaL reSourceS
On Your Own Thames Valley District School Board 2010
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
additionaL reSourceS
On Your Own Thames Valley District School Board 2010
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
additionaL reSourceS
On Your Own Thames Valley District School Board 2010
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!
additionaL reSourceS
On Your Own Thames Valley District School Board 2010
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
On Your Own Thames Valley District School Board 2010
122
NOTES